Search

Este estudo analisou a atuação dos profissionais do Núcleo de Tecnologia Educacional Municipal (NTM) de Mossoró-RN na recontextualização do Programa Nacional de Tecnologia Educacional (ProInfo). Utilizou-se como referencial teórico analítico a abordagem do ciclo de políticas proposto por Ball e Bowe (1992). Realizamos observação não participante com registro em diário de pesquisa; entrevista semiestruturada com profissionais que atuam no NTM e professores cursistas do núcleo, utilizando análise de conteúdo em Bardin (2011). Os achados da pesquisa apontaram que os sujeitos inseridos no NTM interpretam e recontextualizam o ProInfo, demonstrando que, na prática, as políticas sofrem transformações, permeadas de correlação de forças para atender as especificidades locais da formação continuada.

Although journal entries are an important component of modern accounting, existing research and practice in auditing and fraud detection have not fully exploited the information made available by the double-entry mechanism. This paper proposes a theory-based methodology, accounting graph topology, to visualize journal entries and explicate within- and between-entry relationships. Grounded in cognitive fit theory and graph theory, this methodology can help auditors identify potential internal control issues and problematic transactions for further investigation. We illustrate the benefits of accounting graph topology by applying it to a case study.

When we reflect on 2020, especially in the United States, the divides in society amplified by the pandemic and laid bare for all to see following the murder of George Floyd in Minnesota in May, 2020 will most likely be the top of mind. We could all see this nation’s history and current complicity for racism, both the systematic and systemic. The moment was not unfamiliar, but markedly different. Initially, we wrote this piece in the summer of 2020, in response to our professional organization’s delay and hesitancy to affirm Black lives, Black students, Black engineers and Black faculty. Many of us were crying out. Allies with commitment to action showed up for and with us -- no questions asked, to ensure that what we felt was at least heard. In nearly a year since our original effort to write this piece together, some things have changed for the better. We saw our professional organization affirm Black lives. We saw some of our colleagues take action, change course and use their influence to make the community better. Some learned, listened and tried to do something new. Others, either remained silent, hopefully in contemplation, but some with a silence that convinces us that they are simply not on the same side. We composed the below entries in the summer of 2020, amid national turbulence and internal reflection. Below we provide four personal stories and some specific calls to action situated in the summer of 2020, but these remain our aspirations and hopes for the field of engineering education.

This study aimed to unveil Sylvia Plath’s (1932–1963) meaning-making narratives, within her life’s puzzle of parts, by utilising the Internal Family System (IFS) model of Schwartz. Plath was purposively selected as subject since she has been proclaimed as one of the most renowned and influential voices in 20th century Anglo-American culture and literature. Although she only published one collection of poems, “The Collosus”, and one novel, “The Bell Jar”, in her lifetime, the plethora of short stories, poems, journal entries and letters which were published after her suicide secured her status as a powerful and creative voice. Methodological strategies utilised to sort and integrate the wealth of publically-available socio-historical data on Plath included the analysis of psychobiographical indicators of salience according to the model of Irving Alexander and the data analysis matrix procedure of Robert Yin. Findings suggest that each stage of Plath’s life was characterised by “parts-led” functioning as a result of transferred burdens, imperfect care-taking, existential anxiety and traumatic emotional experiences. This resulted in polarisation of her different parts, which blocked the healing energy of her Self and aggravated feelings of worthlessness, in spite of her creative meaning-making narratives. Since Sylvia used her creative genius to address socio-historical issues and injustices, her life lends itself to meaning-making narratives, especially those that empower and inspire future generations of previously disempowered groups.

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Using an embedded quasi-experimental mixed-method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.

This article discusses a classroom action research (CAR) which applied Reading to Learn (R2L) to teach EFL reading and writing with Indonesian-speaking entrepreneurial management students at Universitas Katolik Widya Mandala Surabaya. R2L is a genre based literacy pedagogy based on Systemic Functional Linguistics. This CAR was designed based on an R2L pilot study conducted a few months earlier, and it consisted of three cycles, each one of which involved Detailed Reading, Joint Rewriting, and Joint Construction. The objective was to help the participants independently write an exposition text. Through observation and reflection, the class meetings of the second and third cycles were fine-tuned. Observation involved journal entries written by the teacher-researcher and the students. The effects of R2L on the exposition writing skills of the students were measured by comparing a pre-test and a post-test written by the participants. The criteria used to compare both texts were based on Rose and Martin (2012), and Martin and White (2005). It was found that the participants improved in terms of (1) Purpose; (2) Staging and Phases; and (3) Attitude. Thus, this study serves as further evidence of the effectiveness of the R2L Pedagogy to teach English writing in EFL contexts like Indonesia.

How Amazonian Indigenous Peoples combatted emergent epidemic diseases in colonial times, and their innovative responses to epidemiological crises, has not received sufficient attention. This study outlines a clash of cultures and an entanglement of places and people related to pandemic diseases and epidemic death in the Eastern Guiana Highlands, northern Amazonia. By means of archival and historical sources, the article provides eyewitness insight into multiple waves of highly contagious epidemics that affected Cariban-speaking communities in Eastern Guiana – Suriname, French Guiana, and Brazilian Amapá – over the past 550 years. The paper commences with some general statements on illness and healing. Hitherto unpublished journal entries by the Governor of Suriname of an outbreak of the pox during the winter of 1743-1744 set the scene, these are followed by rare nineteenth and twentieth century historical accounts, and a novel interpretation of Wayana oral history – posited to be the first account of the spread of a viral disease in Amazonia in July 1542. The paper concludes with responses to the current COVID-19 pandemic from an indigenous etiology which demonstrates indigenous historical consciousness of the social present as related to events from the past.

Background: Adults with multiple sclerosis (MS) experience many complex symptoms. However, research is lacking on the best method to record their symptom experience. The primary goal of this study was to test the feasibility of journal writing to capture the description of core symptoms experienced by adults with MS. A secondary goal was to collect self-report symptom data to assess concordance between the journal entries and MS-Related Symptom Checklist (MS-RS) scores. Methods: A preselected group of participants (n = 5) from the total sample of 16 participants with MS were asked to complete the revised MS-RS and Web-based journal writing for 20 minutes per day for 4 consecutive days over a 4-week period. Feasibility was evaluated by journal completion rates. Results: Most participants found journal writing acceptable as a method for writing about symptoms. Participants were able to write about symptoms that formed clusters: unpredictable physical alterations and unpredictable sensory and emotional changes. Likewise, participants reported frequent fatigue, difficulty sleeping, heat intolerance, and difficulty concentrating/cognitive problems from the revised MS-RS. Disconcordance between revised MS-RS data and journal entries included lack of disclosure of difficulty sleeping and “pins and needles” in the journals. Conclusions: Preliminary findings from this study provide the personal perspectives of core symptoms experienced by adults with MS. These results provide preliminary evidence of the feasibility of journal writing, along with self-report survey, to describe symptoms in adults with MS.

International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.

Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.

Big data analytics represents a promising area for the accounting and audit professions. We examine how machine learning applications, data analytics and data visualization software are changing the way auditors and accountants work with their clients. We find that audit firms are keen to use machine learning software tools to read contracts, analyze journal entries, and assist in fraud detection. In data analytics, predictive analytical tools are utilized by both accountants and auditors to make projections and estimates, and to enhance business intelligence (BI). In addition, data visualization tools are able to complement predictive analytics to help users uncover trends in the business process. Overall, we anticipate that the technological advances in these various fields will accelerate in the coming years. Thus, it is imperative that accountants and auditors embrace these technological advancements and harness these tools to their advantage.

The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system. A ‘qualitative sense’ of a common narrative of turmoil and success within this ‘new [ab] normal’ is established. Educators’ contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockdown restrictions is covered in terms of its impact on mental health and wellbeing, with special reference to the neuroscience that underpins this phenomenon. Strategies for the management of stress-related autonomic nervous system activation, as well as for building resilience and coping skills in classrooms, are highlighted, along with the need to address issues of cognitive dissonance and fatigue caused by increased online/blended teaching demands during uncertain times. The online format was found to be potentially impersonal and cold without the essential ‘human factor’. Despite technology in education there has to be human and social interaction, as well as support online. The most benefit was derived from live sessions and social interaction. Keywords: mental health, well-being, progressive education, psycho-social issues, coping strategies

In this study, I utilized an embodied artistic inquiry self-study to explore my experience of attachment in the therapeutic movement relationships (TMR) created as a dance/movement therapy intern at a psychiatric residential treatment center for children. The research was guided by three questions: How do I experience the TMR with children in a psychiatric residential treatment setting using attachment theory? How is my personal attachment style influencing and guiding the therapeutic relationship? How does my identification of salient moments relate to my own attachment style and aesthetic preference? Data were collected using journal entries that reflected on the researcher’s experience of attachment, saliency, and Tortora’s D.A.N.C.E. qualities of attachment (Clin Soc Work J 38(1):37–50, https://doi.org/10.1007/s10615-009-0254-9, 2010). I analyzed the data using discussion and Authentic Movement with a research consultant in order to synthesize and describe the experience of each salient moment. Repeated movements included grounded and unstable walking, changing of levels, core-distal movements, circling and carving arms, and recuperation. The themes that resulted from repeated movements and discussion with the research consultant include foundational movements, holding discomfort, connection to a specific client, and playfulness. These results reinforced the importance of stability and self-awareness for a therapist especially in relationship to how their movement and nonverbal preferences may have been learned from attachment relationships. Furthermore, results show the impact of saliency and the clinician’s aesthetic preference. In addition, the results reflected the strong relationship among nonverbal qualities of attachment and the TMR. These results suggested that qualities of attachment underlie the effectiveness of the TMR. Although limitations of the study prevented me from drawing correlative conclusions, the therapist may be able to strengthen the therapeutic relationship by targeting primary attachment models, and suggestions for further research are included.

The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers ( N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester.

Purpose Increasing Culinary Health Opportunities for Professionals (iCHOP) aimed to educate future and current health professionals on nutrition as medicine. Methods Two cohorts each participated in a 16-week course followed by a cultural immersion in Tuscany, Italy. The course took place online through West Virginia University. After the course, participants traveled to Tuscany, Italy for a 2-week cultural immersion. The online course covered culinary medicine, the Mediterranean Diet, and cultural comparisons. The cultural immersion consisted of hands-on activities including culinary lessons, food production and organic farm tours, and tastings of Mediterranean foods. Data was collected through personal journaling in order to capture participants’ thoughts and experiences during the immersion. Journal entries were analyzed using NVIVO Software Version 12 in order to generate themes. Results Cohort 1 (n = 15) consisted of currently practicing health professionals and Cohort 2 (n = 14) consisted of aspiring health professionals. 20 themes and 5 subthemes were generated from 9 journal topics. Themes showed that participants had an increase and knowledge and self-efficacy and applied new information to personal and professional settings. Conclusions Cultural immersions can be an effective way to educate health professionals on nutrition as medicine and using journaling as a data collection method can effectively capture participants’ experiences.

As an engaging learning strategy, digital storytelling provides students opportunities for developing competencies as they immerse themselves in a meaningful learning experience. The study presented in this article explored the potential of digital storytelling as an instrument for the promotion of historical understanding. Thirty first-year teacher education students, who were divided into eight groups, participated in a digital storytelling project that required them to produce their own digital stories. The project was designed as an 8-week activity, which consisted of activities that guided them throughout the pre-production, production, and post-production phases. After the final week of the project, the students participated in focus group discussions. Aside from the focus group responses, data were also obtained from their reflection journal entries and digital stories. The qualitative data were subjected to thematic network analysis, surfacing six organising themes, namely historical significance, historical imagination, perspective taking, continuity, historical emphasis, and values and traits identification. These findings suggest specific courses of action for integrating technology in a history classroom.

The present study was carried out in response to the lack of investigation into professional identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher candidates’ identities. The findings go some way towards contributing to the existing knowledge of tensions experienced by Korean EFL student teachers in their professional identity development and help us better understand what support should be provided to them by teacher education programs.

PurposeThe aim of this cross-disciplinary, year-long, longitudinal qualitative study was to gain useful insights into the experiences of undergraduates undertaking work placements, focussing particularly upon their emotional responses to the challenges facing them. The research involved a small group of students from an HEI in northwest Ireland, drawn from four very different programmes. They were interviewed at length both before and after their placement, and also made available their reflective learning journals, kept over the course of their placements. A critical examination of the data looks to the psychological and emotional demands of undergraduate work placement and argues the need for rigorous preparation pre-placement and good pastoral support before, during and after the exercise. Although based in Ireland, the findings pose generic dilemmas: the issues encountered (and the solutions suggested) are by no means exclusive to Irish HE, as the literature review indicates.Design/methodology/approachAs a means to capturing the thoughts, feelings, fears, and hopes of the participants’ pre and post-placement, the core research questions were: “How effectively do work placements bridge the gap between HE institutions and the workplace?” and “Do placements prepare students emotionally for the workplace and /or lead to improved academic performance?” By answering from the perspective of their own experiences, several key themes emerged, namely: Expectations and preparation pre-placement; Contexts, remits and roles during placement; Learning gain (as enhanced employability and/or improved academic ability).FindingsThe findings suggest that a wide range of employer-valued transferable key skills (together with improved self-confidence, psychological resilience, and emotional maturity) may be gained via informal modes of workplace learning, but that some of the activities carried out by worker-learners during placement may vary widely. It is, therefore, important to prepare students thoroughly pre-placement, support them throughout the process, and act promptly upon their feedback. A draft checklist aimed at placement mentors, academic tutors and course leaders is offered here based upon the study’s findings: its generic nature means that it looks beyond HE in Ireland, and could be of use in crafting meaningful work-based learning opportunities and tangible employability outcomes irrespective of jurisdiction or discipline.Research limitations/implicationsAlthough small in scale (eight participants) and based in Ireland this two-year study is cross-disciplinary and deals with generic issues of interest to those involved in Higher Education, namely, under-graduate employability, emotional maturity, learning gain, reflective learning, and the pastoral care of placement students (as learner-workers).Practical implicationsHaving undergraduate students complete some form of bespoke, enhanced pre-placement training (modular or extra-mural) could also potentially avoid: Misperceptions or misunderstandings over placement terms (structure, content, duration) between placement provider, student and college Concerns on the part of placement providers that they might not be taking on high-calibre undergraduate students, thereby risking their own practice or reputationSocial implicationsSuch “pre-employability” training could increase the likelihood of placement students being willing or able to take on extra-mural voluntary roles in profession-relevant organisations, e.g. charities, NGOs, with the associated benefits in terms of CV-building, maturity, personal development and reputation. Pre-placement preparation could include role-play, to help accustom students to the likely (or indeed unlikely) events and scenarios often associated with their future careers, and to thus embed a greater sense of self-confidence, and limit or prevent anxiety. Ensuring that students have had a good grounding in both the norms and potential demands of their chosen profession is key: this, in turn, would ensure that they are also keenly aware, pre-placement, of their own abilities, limitations and any knowledge gaps.Originality/valueThe work offers “front-row” insights into the student experience across four very different disciplines: it provides a useful platform for “the student voice” in terms of a pre and post-placement “snap shot” of their hopes, expectations, and not least, their emotional responses to the challenges of placement. It highlights the importance of robust preparation and comprehensive pastoral care.

Introduction: The social impact of inflammatory bowel disease (IBD) on student transition to college is significant, yet poorly understood. Methods: Two 90-min focus groups (FGs) were conducted with eight student-patients with IBD. Reflective journals were used to corroborate, elaborate, or challenge emergent FG findings. Results: Six themes emerged: (1) transitioning to college, (2) interacting with physicians, (3) affecting social life, (4) managing the disease by yourself and through support, (5) coping strategies, and (6) facing disease challenges. These themes remained relevant in the reflective writings. Analysis of serial journal entries showed that students' social life and engagement in coursework was affected 66% and 54% of the time, respectively. Conclusion: Our findings offer guidance for improving students' college success, quality of care, and enhancing physician–patient interactions. Students with IBD have a disability that may not be obvious or visible. They require specific support to help them transition and succeed in college.

This study examined how two classes used online supplementary material to learn Arabic and the difficulties they reported in the process of their learning. The two classes have a total of 33 students who completed the course. The data from their weekly journal entries and log information from the site where the material was housed are used to describe the extent and the ways in which students used the material and issues they faced learning Arabic. Results show that students in both classes spent roughly 265 hours practicing Arabic with an average of 8 hours per student throughout the semester and that vocabulary recall and pronunciation were key struggles in their learning. Furthermore, this paper discusses some of the themes that emerged of students’ journal entries about their learning Arabic. Further implications are provided and discussed.

Background and Purpose: Although the impact of reflective journal writing (RJW) on enhanced learning has a long history, studies on this pedagogical tool for enhanced learning are never exhausted. This study attempts to highlight enhanced self-directed learning through the use of reflective journal (RJ) among Malaysian diploma nursing students. Methodology: For this study, eight purposefully selected pre-registered student nurses (PRSN) from a public college contributed over 54 reflective journal entries over two months. Through a qualitative content analysis, the journals were analyzed using a model devised by Mezirow (1990) that was previously used by Kember (1999), Chirema (2007), and Kear (2013) to identify the students’ levels of reflection of content/descriptive, process/practical, and premise/critical reflection resembling Transformative Learning Theory (TLT). Findings: The findings suggested that RJ helps learners become in control of themselves from the early stage of a clinical environment. They expressed their appreciation towards collaborations and are grateful to be able to express their feelings and emotions of “fears” and “trust”. Further, they indicated their mindfulness to appreciate their levels of knowledge and skills through reflection upon the nursing tasks as they make themselves ready to be a future nurse. Furthermore, it was highlighted that feeling competent and being able to work independently and to make sound decisions would not be realized if they could not think critically from the initial stage of clinical environment. Contributions: This research confirms that PRSN become more self-directed and highly motivated to develop critical thinking to dispose for their better lifelong learning through the use of reflective journals. Keywords: Content reflection, levels of reflection, premise reflection, process reflection, reflective journal writing. Cite as: Seyed Abolghasem, F., Othman, J., & Ahmad Shah, S. S. (2020). Enhanced learning: The hidden art of reflective journal writing among Malaysian pre-registered student nurses. Journal of Nusantara Studies, 5(1), 54-79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79

Purpose The purpose of the self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward the idea that engaging the examination invigilation process reflectively is an effective form of self-directed professional development. Design/methodology/approach The report uses reflective journaling based on Minott (2017) reflective approach to teaching practicum debriefing strategy to show the practical or work-related knowledge built by the author. Findings The report shows how the author built practical or work-related knowledge about critical aspects of the invigilation process: adaptability/flexibility, leading humanely and “thinking on your feet”/reflection-in-action. Originality/value This paper shows (through a critical discussion of the literature, coupled with the author’s personal professional experiences displayed in reflective journal entries) that an attitude of self-directed inquiry combined with reflective journaling can enable professional development i.e. the development of practical or work-related knowledge.

The present study examines second language (L2) learners’ development of cross-cultural sensitivity (CCS) during short-term study abroad (STSA) programs and explores the role intensity of interaction may play on CCS. Participants in this study were 19 US college students enrolled in an 8-week STSA program in Spain. Before they went abroad, learners completed the Inventory of Cross-Cultural Sensitivity (ICCS, Mahon & Cushner, 2014), which consists of 4 subscales: cultural behavior integration, cultural anxiety, cognitive flexibility, and cultural inclusion. While overseas, they completed 10 weekly journal entries about their experiences. At the end of their stay, they retook the ICCS, and completed a language contact survey, which measured the amount and nature of their interactions in Spanish in different situations. Results revealed that their STSA program afforded gains in their overall CCS, and more specifically in their cultural behavioral integration. Interestingly, the participants experienced a decrease in their cognitive flexibility, suggesting that after participating in an STSA program, they still felt like tourists and did not have time to develop a positive attitude toward local folks. As for the role of intensity of interaction, a partial effect on CCS was observed. This is due to the fact that only the subscale of cultural anxiety was related to amount of interaction in Spanish. All in all, this study represents a key contribution to the fields of intercultural competence and the study abroad (SA) context, providing data relevant for program planning decisions and for preparation of students prior to undertaking an international experience.

This is the first unabridged publication of the fragment of Valery Bryusov’s journal. In this fragment, Bryusov describes the events of the summer, autumn, and winter of 1890. During this period, he leaves F. Kreiman’s gymnasium and enters L. Polivanov’s gymnasium. The journal gives an idea of the poet’s personal life: his circle of friends, family, life, study, hobbies, etc. Bryusov also describes his first poetic experiments. The authors of this publication not only attempt to decipher the entire textual material but also compare the text with the material prepared for publication by the poet’s wife I.M. Bryusova. The foreword analyzes journal entries in detail and outlines the history of the publication of Bryusov’s journals. The journal is provided with a detailed historical and literary commentary.

In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p < 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p < 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

Artikelbeginn:[English title and abstract below] Als global bekanntes Erinnerungsnarrativ nimmt Das Tagebuch der Anne Frank (erste deutsche Fassung 1950) einen bedeutenden Part in der Holocaust Education ein. Dabei beteiligt sich die grafische Adaption von Ari Folmans und David Polonskys Das Tagebuch der Anne Frank. Graphic Diary (2017) auf zweierlei Art am Fortschreiben des kulturellen Gedächtnisses; einerseits in seiner Geformtheit durch die Publikation selbst und darüber hinaus in seiner Organisiertheit aufgrund der institutionalisierten Kommunikation (vgl. Assmann 1988, S. 12). Figures of MemoryAnne Frank’s Diary between Text and Image, Word and Symbol Anne Frank’s Diary: The Graphic Interpretation by Ari Folman and David Polonsky (2017) is a recent addition to a sequence of editions that have shaped the perception of Anne Frank’s story. At the same time, the ethics and aesthetics of remembrance have been consistently discussed. These discussions have been fueled by discourses on memory as well as by the reimagination of the past by new generations. As Marianne Hirsch states »Postmemory’s connection to the past is [...] actually mediated not by recall but by imaginative investment, projection, and creation« (Hirsch 2012). Ari Folman and David Polonsky work with those imaginative approaches and reshape historical events on the visual and the verbal narrative levels. As with Waltz with Bashir (2009), on which Folman and Polonsky collaborated successfully as author and illustrator, Anne Frank’s Diary is also an extraordinary testimony of war based on extensive research. Intermedial references, such as historical photographs, documentaries and journal entries add authenticity to Anne Frank’s Diary: The Graphic Interpretation and lead the reader on a journey back in time. This article discusses the relationship between the visual representation of memory in the Diary and how it goes about narrating the story, and it examines this graphic novel’s potential for shaping and reshaping the reader’s perception of history.

In this paper, I analyze Zimbabweans’ efforts to make sense of ubiquitous queues for basic goods during a period of record-breaking hyperinflation. My discussion draws on a series of daily journal entries kept by a resident of the urban informal economy during 2007 and 2008. Besides opening a window onto everyday life amid economic collapse, his journals show how economic and political turmoil was registered in mundane actions (like standing in queues and buying goods on the black market) and perceived violations of established moral geographies and social processes. He framed this experience using common-sense notions of disorder, which were themselves internal to ideas and practices of ordered hierarchy. For him and for many others, then, the country’s so-called “crisis” registered less in explicit historical narrative than in perceptions of reversal and absence.

Triadic- Entry Accounting is not the term for it, there are considerable benefits in writing deals to an Artificial Intelligence (AI). Important like journal entries are presently recorded in an association’s subledgers (e.g., Accounts Receivable) and general tally, recording deals on an Artificial Intelligence (AI) would give visibility into affiliated deals.

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students’ participation grades during a Sport Education–based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students’ commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some. Subscribe to TPE

Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that the content of the subject must, somehow, be fused with the pedagogy in what has become known as mathematical knowledge for teaching (MKT). Although several studies have been conducted about students’ performance of MKT, there is little research in South Africa about how students routinely experience the coursework itself. In this study, I argue that mathematics knowledge and skills should ideally precede the teaching of pedagogy, for reasons of communicating the concepts clearly and for building a foundation of mathematical thinking prior to practising teaching skills. Aim: To find out what the student teachers’ self-reported experience of one component of a mathematics content course are, namely their engagement with problem-solving tasks. Methods: A qualitative case study of student teachers’ learning, with the primary source of data, the student teachers’ reflective journal entries. Data were analysed through coding, categorising and thematised mindful of the MPSKT framework. Results: The findings indicated that, whilst the students’ understanding of the processes of problem-solving was deepened during the course, matters of pedagogy arose spontaneously.

Synopsis Field courses have been identified as powerful tools for student success in science, but the potential for field courses to address demographic disparities and the mechanisms behind these benefits are not well understood. To address these knowledge gaps, we studied students in a nonmajors Ecology and Evolutionary Biology course, Introduction to Field Research and Conservation, at the University of California Santa Cruz, a large Hispanic-Serving Institution. We examined (a) the effects of participation on students’ perception of their scientific competencies and (b) how the field course shaped student experiences and built their sense of community, confidence and belonging in science. Our mixed-methods approach included the Persistence in the Sciences (PITS) survey with field course students and a control group; interviews, focus groups, and prompted student journal entries with a subset of field course students; and participant-observation. We found that field course participants scored higher on all science identity items of the PITS instrument than students in the control (lecture course) group. Field course students from underrepresented minority groups also scored similarly to or higher than their well-represented peers on each of the six PITS survey components. From our qualitative data, themes of growth in peer community, relationships with mentors, confidence living and working outdoors, team-based science experiences, and a sense of contributing to knowledge and discovery interacted throughout the course—especially from the initial overnight field trip to the final one—to assist these gains and strengthen interest in science and support persistence. These findings highlight the importance of holistic support and community building as necessary driving factors in inclusive course design, especially as a way to begin to dismantle structures of exclusion in the sciences.

This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.

This paper presents a dual dashboard early warning system which uses students’ affective state as a measure of risk. Affective state has been shown to influence CS1 performance, and specific states such as frustration have been linked to attrition. The software administers affective surveys to students using a series of 2-dimensional grids. Students then complete a qualitative journal entry. Risk weights are assigned to students based on the journal response’s sentiment analysis and whether student’s 2-dimensional grid responses fall within configurable 'danger zone' bounds. The early warning system automatically flags students as needing support if the responses’ combined risk weights exceed configurable thresholds. Additionally, flags can be assigned manually, either by instructors or by students themselves.

Data visualization accelerates the communication of quantitative measures across many fields, including education, but few visualization methods exist for qualitative data in educational fields that capture both the context-specific information and summarize trends for instructors. In this paper, we design an interface to visualize students’ weekly journal entries collected as formative educational assessments from an undergraduate data visualization course and a statistics course. Using these qualitative data, we present an interactive WordStream and word cloud to show the temporal and topic-based organization of students’ development during instruction and explore the patterns, trends, and diversity of student ideas in a context-specific way. Informed by the Technology Acceptance Model, we used an informal user study to evaluate the perceived ease of use and usefulness of the tool for instructors using journal entries. Our evaluation found the tool to be intuitive, clear, and easy-to-use to explore student entries, especially words of interest, but might be limited by focusing on word frequencies rather than underlying relationships among the student’s ideas or other measures in assessment. Implications and challenges for bridging qualitative data for educational assessment with data visualization methods are discussed.

We implemented an exploratory A-B single case research design with a phenomenological lens to analyze journal entries to assess the effectiveness of a 12-week mindfulness-based mobile intervention ...

This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

Inspired by years of research into the areas of motivation and learner autonomy, this empirical study aimed at investigating ways of developing both of these dimensions in a Myanmar classroom; most current research output show results of what has been done mostly in Western context or in countries with strong ties to Western culture, such as China, South Korea or Japan. To the best of my knowledge, none of the literature or studies related to Myanmar, a country that presents a very unique set of circumstances for English-language teachers: not only had English been banned in all of its forms for nearly 40 years after the military government came to power (closing down libraries, English-language publications and eradicating the English curriculum from schools), but the country follows a Confucian system of education, which places greater value in memorization than understanding and in strict obedience rather than the development of critical thought (Purdie et al 1996; Han and Yang, 2001). Because of the Confucian belief in the importance of unequal relations in education (Guo ,2016) students are not only discouraged from asking questions but according to their own testimony, even physically punished. With these considerations in mind, the purpose of this study was to investigate the degree to which both autonomy and intrinsic motivation could be developed in Burmese, thus breaking away from the educational model they have followed so far, and to ascertain whether or not such dimensions had an impact in their learning outcomes. Nineteen Intermediate-level Burmese students, enrolled in the General English program at the British Council Myanmar, worked for six weeks twice a week carrying out tasks designed to boost their intrinsic motivation and develop a greater sense of autonomy, to assess if these dimensions had an impact in the students’ learning outcomes and to determine the degree and type of pedagogical interventions needed to facilitate that. Students answered three questionnaires, wrote three journal entries reflecting on their experience as learners and as subjects in the project, and engaged in a variety of tasks which will be described. Additionally, three students were interviewed in person to delve deeper into the issues described above. The first questionnaire was designed to help learners reflect on their own role as learners, The second one was based on Dörnyei’s Ten Commandments for Motivating Language. The final questionnaire was a reflection on the entirety of the course and changes students had experienced throughout. It asked questions concerning motivation, autonomy and identity and it serves as the final data–collection instrument by which to ascertain if any changes occurred in their behaviour, attitude or thinking patterns.

Abstract: This paper explored the use of YouTube video blogging (vlogging) to promote self-regulation in an English for Public Speaking class. The self-regulation includes four essential components namely planning, monitoring the plans, controlling and changing the plans, and reflecting on the works. Furthermore, the investigation was to determine what self-regulation improvement has developed through YouTube vlogging and how YouTube vlogging can improve students’ self-regulation. The research method was a Classroom Action Research. To obtain the data, Self-Regulation Questionnaires in the Pre-Survey and Post-Survey, students’ journal entries and semi-structured interviews were employed as the instruments. Then, the data were analyzed using Quantitative and Qualitative approaches. The data analysis results show that participants improve their self-regulation. The improvement can be seen from the results of the Post-Survey compared to Pre-Survey and the second students’ journal entries compared to the first students’ journal entries. Furthermore, the results of semi-structured interviews reveal that the improvement was caused by the process of YouTube vlogging creation.

This paper details discoveries relating to the accounting transactions that chronicle the circumstances of the Mobile and Ohio (M&O) Railroad's 1850s and 1860s asset ledgers. There were accounting differences between railroads overall because the northern lines used foreign construction workers, while the southern lines used slaves. ?Personal Property? was the title given to the account used by the M&O to record the acquisition of slaves?with the accountant using the term ?slaves? in a journal entry description. Moreover, this research provides information regarding the construction labour for the M&O that was supplied by planters from plantation labour pools composed of the slave population. Because of the availability of this plantation labour pool, the M&O did not have to rely on immigrant labour and accept the risk of controlling their behaviour. The coming of the American Civil War changed labour market conditions, and the M&O became a slave-holding organization to maintain itself during the War. At the War's end the accounting records detail the M&O's disposition of the wartime slave acquisitions with the comment ?? emancipated by force of circumstances?. This paper contributes to the literature by providing discoveries from original archival records documenting how a large major American corporation accounted for labour costs, initial construction, and beginning operations.

In this self-reflective narrative inquiry based on teaching journal entries and interpretive dialogues, I trace how a nexus of communities mediated my own development as a novice writing teacher when I first began teaching in another languaculture. Combining activity systems analysis and autoethnographic narrative analysis allowed me to better understand the roles and influences of the community in gradually transforming me from a deficient nonnative teacher to a crosscultural meaning-maker with multimodal affordances. Specifically, three types of interrelated communities were mediating my development, namely the co-working, the co-walking, and the co-orienting community. This inquiry revealed two significant lessons. First, my development as a multilingual writing teacher was a process of reconceptualizing the scope of communities that mediate me. Second, the support of these communities materialized when it met my multimodal, multilingual, and conceptual repertoire. (Seoul National University)

Korean drama is a media broadcast, which provides interactive parasocial experience to its enthusiasts, who actively seek out and involve themselves in it. The interactive parasocial process is divided into cognitive, affective, and behavioral sub-processes, producing “imagined interaction”. These shows have both positive and negative impacts upon their devotees; however, the way in which the parasocial interaction for the devotees of Korean dramas comes about is not yet well understood. A picture of this parasocial interaction for four young adult female devotees was obtained through interviews and journal entries. The participants used characters in Korean dramas as role models, and as parts of a learning process in their life transitions. They also used them as facilities for having social contacts, lessons about romantic relationships, and future career perspectives. Thematic analysis of this parasocial interaction produced a number of themes, these being the function of Korean dramas in the lives of devotees, “binge watching” as a recurrent parasocial interaction, and imaginings as romantic experiences. This research revealed that the cognitive sub-processes had a large part to play in the progress of parasocial interaction. It is recommended that further research be conducted into the impact of Korean dramas, as media products, upon Indonesian society.

The effects of the Active and Passive Microteaching Lesson Study (MLS) on the Technological Pedagogical Content Knowledge (TPCK) of the 18 pre-service Physics teachers were investigated using a pre-test-post-test quasi-experimental design. Scores from the content-based TPCK test, interview responses, and journal entries were analyzed using both quantitative and qualitative techniques, specifically, the Mann-Whitney U test, the Wilcoxon Signed Ranks test, the conceptual content analysis, and the constant comparative method. Results revealed that the Active Microteaching Lesson Study (Active MLS) provided more beneficial effects on the pre-service Physics teachers’ overall TPCK and certain components than the Passive MLS. The implications of the findings to research and practice were discussed. Recommendations for future research were also provided. https://doi.org/10.26803/ijlter.18.6. 11

This instructional tool draws a linkage between the journal entries required to record the activity of a defined benefit pension plan and the disclosures required under authoritative guidance. The quarterly and year-end adjusting entries are presented and linked to the financial statements and supplemental financial disclosures. These entries directly tie to amounts reflected in those disclosures to provide a more comprehensive analysis of the reporting process. The resulting analysis is beneficial for the understanding of pension accounting and the reporting of accumulated other comprehensive income.

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student-generated representations of their understanding. An in-depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self-efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.

– Manually accounting processing has more risks than using a computerized system, because accounting requires a confidential database so all existing transactions are related to the finances of a company or individual entity. For example, in the simplest case, which is journal entry, it often occurs double input with the same number or voucher code for different transactions. This has an impact on the normal balance and financial statements that will be made. In order to collect data to fulfill the preparation of this application program, the authors conducted several ways, namely: Observation Method, This method is done by the author is to directly visit the location of the company and collect accounting transaction evidence and observe the process that has been running, so that the author can apply it to Zahir Accounting. Interview, the author conducted interviews with employees of PT. Citarum Borneo Quantum to obtain information on the history of the company, the process of recording accounting transactions from capital, sales, purchases, and financial statements. Library Study Method, carried out by reading books related to accounting transactions and related to the material of Programming Using Zahir Accounting Version 5.1. Based on the results of the discussion it can be concluded as follows: Application of Zahir Accounting Version 5.1 in preparing financial statements will produce computerized financial reports. The company was greatly helped by the application of Zahir Accounting Version 5.1 because it recorded financial transactions and financial reporting quickly, accurately and efficiently.Keywords: Zahir, Accounting, Financial Report

Journal as a medium to explain the results of research. It has developed in such a way especially because of the rapid support of information and communication technology today. Various models of online-based journaling management can be easily operated by journals managers as well as writers / researchers who will include research results in the journal. It's just that with the number of journals that exist today, causing difficulties for the manager of journals to be able to promote the journals he managed, in addition to the manager of the journal sometimes difficult to get a researcher who would put his paper into the journal he manages. Meanwhile, with the number of journals that have been online, researchers will find it difficult to get information from the journals. Researchers should open their journal entries, read their profiles and publications, until they are interested to include papers in the journal. This problem is the background of the development of online journals aggregator system, which with this system will facilitate the meeting between journals, journal managers and writers or researchers. In order to develop an online journal aggregator system, a software development method is needed that directly captures the needs of its users. User Centered Design (UCD) is a philosophy in software design that puts users as the center of system development. The UCD approach has been supported by various techniques, methods, tools, procedures, and processes that help design a more user-centered interactive system. With UCD it is expected that the online journals aggregator system can produce a design that will make it easier for its users, both in terms of functionality and from the side of the system interface.

This study explores the construction and reconstruction of ESL student teachers’ professional identity at a teacher education university in Malaysia. A number of 23 student teachers were required to upload a journal entry in the e-portfolio to reflect upon themselves as prospective teachers when they were doing a pedagogical course in semester 5. Upon completing their teaching practice in semester 7 and while doing seminar reflective as a course in their final semester, the student teachers were asked to revisit their journal entry on their identity and to compare and contrast if their views have changed or remained the same after their teaching practice experiences. A content analysis was used to study the transformation of identity through journal entries. The study reveals that the student teachers were more realistic and practical as opposed to being idealistic in forming their professional identities after the teaching practice. There were many situational factors which have affected such changes. This study implicates the need for teacher education programs to provide platforms and learning to teach experience that would assist the student teachers formation of professional identity as prospective teachers.

This study offers an interpretative phenomenological analysis of the intersectional experiences of two ‘black or minority ethnic’, female dyslexic students as they navigate university spaces within white-male dominated disciplines. The participants kept reflective journals for three weeks after which they took part in a one-to-one interview discussion structured around their journal entries. Following multi-level analysis using IPA (Interpretative Phenomenological Analysis), the participants’ experiences are discussed under two themes: why does that happen? and should I be here? Following each themed discussion, the authors present their personal reflections upon the emotions and tensions they experienced as part of a black researcher, white-researcher partnership.