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The following paper builds on research of Kamcili-Yildiz and Dobras (2022) on analyzing the mindsets of religious plurality of university faculty members, who teach courses on religions other than their own. The research here focuses on the mindsets of good (interreligious) teaching and their linkage with the mindsets of religious plurality. It will be worked out that on the one hand, structural connections between the teaching and plurality mindsets exist, and, on the other hand, higher education itself, as a context of action, becomes an object of teaching. The mediation between object orientation and orientation to this very context of higher education happens through ideas of professional action that the lecturers explicitly introduce. [ABSTRACT FROM AUTHOR]

When examining learning at university, especially in a pandemic context, it is important to analyze the actions taken by lecturers to promote students' disposition towards studying. The objectives of this research project were to analyze the activities lecturers implement in class to promote their students' disposition towards studying; examine lecturers' basic psychological needs satisfaction levels; and determine the relationship between feedback, beliefs, and affect for self-regulation and lecturers' basic psychological needs satisfaction. A quantitative methodological approach, with a descriptive, correlational, and cross-sectional design was used, with a sample of 97 lecturers from Chilean universities. Data collection took place through a battery of instruments: the promotion of disposition towards studying survey; the feedback scale for self-regulation; the beliefs and affect in self-regulation survey; the satisfaction of basic psychological needs survey; and a sociodemographic questionnaire. The results showed that the promotion of disposition towards studying was a key factor to face social distancing and the loss of self-regulation for learning because of the COVID-19 pandemic. In addition, a positive correlation was found between beliefs and affect in relation to self-regulation and satisfaction levels of basic psychological needs in the participating lecturers. [ABSTRACT FROM AUTHOR]

This paper follows a two-year, four stage intervention program in which eleven veteran history lecturers at a large teachers' college learned to explicitly integrate metacognition into an academic "history sourcing" course. Pooling evidence from various sources, this qualitative study describes the process undergone by these lecturers, addressing aspects such as their sense of the importance of incorporating metacognition, their confidence in their ability to do so, and the incorporation of metacognition into the lecturers' courses in practice. In doing so, it highlights the importance of extended, structured, and explicit intervention to the successful adoption of metacognitive knowledge and strategies. • Expert lecturers re-designed their instruction of history sourcing by adding metacognition. • Expertise in research and teaching does not compensate for lack of knowledge regarding metacognition. • Brief preparation for metacognitive instruction is not sufficient even for experts. • Lecturers gained mastery in teaching metacognition by reflecting on and analyzing their own experience. [ABSTRACT FROM AUTHOR]

The study investigated the influence of awareness, accessibility and use of ICT facilities on academic activities among engineering lecturers in university libraries in North Central Nigeria. The study was guided by four objectives with four corresponding research questions. The objectives of the study were to: identify the types of academic activities of Engineering lecturers, identify types of Information and Communication Technology (ICT) facilities that are available for teaching and research to engineering lecturers, challenges to awareness, accessibility and use of ICT facilities on academic activities of engineering lecturers in university libraries in North Central Nigeria. Survey research design method was adopted for the study. The target population was 502 engineering lecturers in five public universities in North Central Nigeria. The sample size of the population was 171 engineering lecturers drawn from population using Polonia 2013. Questionnaire and observation checklist were the instruments used for data collection. All the 171 copies of questionnaire were filled, returned and used for the analysis representing 100%. Descriptive statistical tool involving mean and standard deviation was used to analyze the data. The findings of the study revealed that teaching and learning were the popular academic activities and there was availability of ICT facilities such as computers, CD-ROM, photocopier, printers, digital cameras, OPAC, tablet device, scanner, projector, pen drive, social media output and WI-FI access were available in the universities under study. The study also discovered that the retrieval and dissemination of information was to support research activities of engineering lecturers. There was low level of accessibility to ICT facilities. The conclusion was that ICT facilities are instrumental to meeting the academic and research needs of Engineering Lecturers and they should be well trained on the use of ICT facilities so as to facilitate their research activities. The study recommended among others the provision for training of library personnel and engineering lecturers to keep them abreast on the use of ICT facilities to support their academic activities as well as alternative sources of power supply to enable the use of ICT facilities by engineering lecturers in carrying out their research. [ABSTRACT FROM AUTHOR]

In Malaysia, academic personnel are under pressure to build international reputation, increase funding and are expected to perform in the key performance indicators to bring education to an international standard. A cross sectional study was conducted among the academicians in Science and Technology faculties in UiTM. The participants were emailed the questionnaires and asked to complete questionnaires on their sociodemographic, Copenhagen Burnout Inventory, Job Satisfaction Survey and Depression, Anxiety and Stress Scale. A total of 129 academicians participated in the study with the mean age of 39 years old (SD=7.8). Majority were female, Malays and married. The average teaching hours per week was 13 hours (SD=5.3). The prevalence of stress was 6.2%, depression 11.7% and anxiety 18.7%. Majority has mild to moderate work, personal and client-related burnout. There is inverse correlation between job satisfaction and burnout. Academicians from science and technology faculties have high prevalence of anxiety and moderate prevalence of depression compared to general population. There is low job satisfaction level due to high work-related burnout. It needs to be addressed to ensure academicians have good mental wellbeing to execute their roles. [ABSTRACT FROM AUTHOR]

Introduction: It is critical to define an exact domain for faculty development programs (FDPs) to aid medical lecturers' personal and professional development. However, it is uncertain whether such a domain exists in Malaysia. This research aims to propose FDPs domains and incorporate the findings into a preliminary framework for FDPs in public Malaysian medical schools. Methods: A total of 30 respondents participated in this study using a criterion-i sampling strategy. Using a qualitative approach, the data was gathered through relevant literature searches and focus group discussions and then distributed to experts for consensus using a three-round Delphi technique. Inductive thematic analysis technique was utilised to analyse the data using ATLAS-ti software. Inclusion criteria: medical lecturer with at least five years of experience; experienced with FDPs and have participated in at least one FDPs. Results: The result shows nine domains with 19 sub-domains; student management (1 sub-domain), curriculum management (2 sub-domains), e-learning, (without sub-domain) teaching and learning method (6 sub-domains), leadership (1sub-domain), research (2 sub-domains), assessment (3 sub-domains), communication (2 sub-domains) and program evaluation (2 sub-domains). Following the validation of the framework, the findings were incorporated into a preliminary framework known as the medical lecturers FDPs, and a preliminary FDPs domain was agreed upon. Conclusion: As a result, this will be an effective instrument for guiding FDP service providers in the development of FDPs strategies for medical lecturers. [ABSTRACT FROM AUTHOR]

As of 2018, Taiwan had a population of approximately 23.5 million people, of which 14% had reached 65 years old. To promote healthy and active aging for Taiwanese older adults, the Lifelong Learning Act was amended in 2018 in order to support older adults in terms of their personal development and leisure opportunities. The primary goal of the study was to explore the attitudes toward older adults and ageist behaviors shown by Taiwanese lifelong learning practitioners, including faculty members, lecturers, and volunteers. The results showed that Taiwanese lifelong learning practitioners, especially faculty members, had a high level of benevolent ageist attitudes toward older adults. However, associations between demographic factors on ageist behaviors were inconsistent. The findings of the study provide suggestions and research directions for the purpose of building a better age discrimination-free lifelong learning environment for current and prospective older learners. [ABSTRACT FROM AUTHOR]

This article explores French L1 speakers' attitudes toward French L2 speakers' negation use. Negation in prescriptive grammars calls for a pre-verbal ne and a post-verbal element like pas. Although orally ne deletion is frequent, it is rarely or never taught. One common, albeit meagerly supported, explanation is that L1 speakers do not like L2 speakers to use informal styles. To test this assumption, I address the following questions: Does L2 speakers' ne deletion or retention influence their social evaluation by L1 speakers? Do age, gender, or being an educator influence judgments? A group of 157 French L1 speakers, aged 20 to 60, completed a matched-guise test judging three female L2 speakers. They gave statistically significant higher scores for politeness and distinction to two of the speakers in their ne-retention guise; judgments of the third speaker did not follow this pattern. The use of either ne retention or ne deletion had a significant impact on leadership assessment depending on the speaker. Findings refute the assumption that L1 speakers expect L2 speakers to behave prescriptively regardless of context. In conclusion, I present pedagogical implications for teaching the social meanings of stylistic variants and developing students' critical cultural competence. [ABSTRACT FROM AUTHOR]

Fregeans and Russellians defend different conceptions on the truth-conditions of reports of attitude ascriptions. Very often, they appeal to our intuitions and to pragmatic aspects to support their view. In this paper I propose a principle of adequacy of attitude-ascriptions. In the first section, I review the old puzzle concerning the failure of the principle of substitution salva veritate in attitude ascriptions. In the second section, I present my principle, which is based on the claim that by choosing a designator for an attitude-ascription a competent speaker is usually oriented by her supposition of the hearer's epistemic state concerning the referent. In section 3, I apply my conception to some traditional tricky examples of attitude ascriptions in the literature. In section 4, I argue that even in non-standard situations (e.g. context of irony) a competent speaker must take into account the hearer's epistemic state. Then, in the fifth section I suggest a consequence of my proposal for the discussion on exportation. Finally, in the concluding remarks I sketch some thoughts about the possibility of extending my pragmatic proposal to a semantic account of the truth-conditions of attitude-ascriptions. [ABSTRACT FROM AUTHOR]

English medium instruction (EMI) is seen as a site for improving students' English language, yet the role of the EMI lecturer in achieving this is contested. Views on what constitutes appropriate training and professional development for EMI lecturers also differ regarding English language skills and EMI-specific methodology. Using Q methodology, this paper explores these issues from a particular perspective, a synthetic viewpoint based on six EMI lecturers with very similar views. Its voice is pro-EMI yet has significant concerns regarding the workload involved, is insecure about its own linguistic performance, fears a loss of subject content depth, and questions the effectiveness of EMI for students learning a subject. The paper highlights the importance of such feelings in relation to perceived language and pedagogy challenges and considers the broader implications for EMI teacher training interventions regarding the practices of disciplinary knowledge-building and the linguistic and communicative resources used to enact them. [ABSTRACT FROM AUTHOR]

This study aims to determine the form of leadership that serves its relationship in improving the performance of private university lecturers in North Sulawesi. Knowing the concept of servant leadership will encourage the performance of private university lecturers. This research was conducted in private university lecturers, especially North Sulawesi. The research method is descriptive and justified by the correlational research method. The population in this study were lecturers of private universities in North Sulawesi. Samples were taken by 300 PTS lecturers who were identified randomly. The results showed that there was a positive relationship between understanding the concept of servant leadership and the participation of lecturers' performance. But kThe lack of role of PTS leaders in giving encouragement and trust and service to their subordinates causes confidence in the potential, pride and ability to carry out the tridharma of higher education. The lack of involvement of lecturers in the decision-making process, adaptability and awareness of the mission are still lacking causing conditions in the work such as community pride, harmony of values between individuals in the organization does not support optimal teaching, community service and research. Lack of success in carrying out education and teaching. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the effect of the flipped classroom (FC) approach on the skill acquisition of students, and to garner feedback from them about the effectiveness of this approach. A prospective controlled post-test and delayed-test research design was applied involving a comparison with a control group, while a qualitative research method for answers to follow-up questions. The participants in the study were 363 second-year students from the Faculty of Medicine of Hacettepe University. The performance test and feedback form were used as data collection instruments. The findings of the study revealed that, in terms of skill acquisition and the maintenance of performance, the student sample trained in the FC approach were more successful than those in the control group who were trained using a traditional Lecture-Based approach. It was further ascertained that in experimental group, the materials were wide-ranging, and the students were able to interact better with the lecturer, felt more qualified after practice and received more effective feedback. [ABSTRACT FROM AUTHOR]

This paper offers a comparative examination of the relevant sets of values of the lecturers and researchers affiliated with the University of Pécs (PTE). From the various value theories, Shalom H. Schwartz’s concept of Basic Human Values was applied. Schwartz distinguishes ten dynamically interrelated values. Revealing the typical value priorities of lecturers-researchers provides an opportunity to draw conclusions about the socio-economic impacts of PTE and whether the motivations of lecturers-researchers can adequately support the university’s roles beyond itself. Crucial to the analysis is its comparative perspective, which enables the authors to compare the value preferences of these lecturers and researchers with those of Hungarian society as a whole, and those in other European regions. The results show that the values and motivations of PTE’s staff members provide a suitable basis for the effective regional involvement of the university. [ABSTRACT FROM AUTHOR]

The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers' information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers' information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support. [ABSTRACT FROM AUTHOR]

This study aims to reflect the real situation of the Arabic language instructors working in theology faculties in Turkey and to determine the professional qualifications required of the instructors who teach this language to non-Arabic speaking students, as well as the educational needs within the framework of these qualifications. The researchers conducting the study created a list of the required professional qualifications by scanning the education-related literature to achieve the aforementioned objectives. Then, they prepared survey questions and presented them to the experts for their evaluation, and they applied the survey after the changes made in the questions were in line with the answers received. As a sample, 70 people from Arab and Turkish nationals participated in the survey application. As a result of the study, some results, including the analysis of the real situation of the lecturers working in the faculties of theology in Turkey, were obtained and suggestions were made. In addition, a list of educational requirements that are deemed necessary for teaching staff and recommended to be included in education programs has been created. [ABSTRACT FROM AUTHOR]

We conducted an eye‐tracking study of the acceptability judgment task (AJT) by drawing on the dual process theory of controlled and automatic processing. We conceptually replicated the work of Godfroid et al. (2015) and then extended it in two respects: (a) we analyzed both late and early measures of eye movement to differentiate between the effect of time pressure on controlled and on automatic processes, and (b) we examined how the automaticity of participants' lexical processing moderated the effect of time pressure. Under timed and untimed conditions, 31 L1 and 40 L2 English speakers performed the AJT while their eye movements were recorded. Through statistical modeling of the eye‐tracking data, we demonstrated that (a) time pressure inhibits not only controlled processing but also automatic processing and (b) the time pressure effect is most pronounced for the late eye‐movement measures of L2 speakers with slow lexical decoding skills. We explain that time pressure may not work as theoretically predicted by L2 researchers (i.e., to suppress only controlled processes associated with explicit knowledge) and that its effect is not uniform across different L2 speakers. [ABSTRACT FROM AUTHOR]

A reanalysis of data drawn by Hartshorne, Tenenbaum, and Pinker (2018) from two‐thirds of a million English speakers showed that their overall conclusion of one sharply defined critical age at 17.4 for all language learners is based on artificial results. We show that instead of a discontinuous exponential learning with sigmoidal decay (ELSD) model, a continuous ELSD model had a better fit when applied separately to monolinguals, bilinguals, and early immersion learners. Only for nonimmersion learners and later immersion learners did a discontinuous ELSD model have a better fit, with a critical age of 18.6 and 19.0 years of age, respectively. These age effects can be interpreted as schooling effects. We suggest that personal and societal factors, including differences in living circumstances and socialization, may bring about age‐specific discontinuity patterns in language learning and in language learning rate. The implication is that they are not the outcome of cognition‐driven developmental factors leading to one or more critical periods. [ABSTRACT FROM AUTHOR]

This study examines the extent to which lecturers demonstrate effective teaching behaviour. The results of 203 observations reveal substantial differences in detected teaching behaviour. Lecturers mostly demonstrated teaching behaviour in the domains classroom climate, efficient organisation, and instruction. Teaching behaviour relating to the domains activating teaching and teaching learning strategies was observed less frequently, with almost no evidence of behaviour associated with the domain differentiation. The quality of teaching in small classes was slightly higher than that in large classes. These findings can help tailor professional learning activities to lecturers' professional development needs. [ABSTRACT FROM AUTHOR]

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Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers' perceptions of their students' attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed. [ABSTRACT FROM AUTHOR]

The focus of this paper is on the contestations and dilemmas emergent in the higher education curriculum in a context of increasing processes of unbundling, digitisation and marketisation. The paper explores the notion of contestation through the theoretical lens of Cultural-Historical Activity Theory. It points to illustrative examples of this contestation from empirical data drawn from stakeholder research in South African higher education. The paper grapples with understandings of the concept of curriculum and argues how these have been shaped by – and are shaping – emergent meanings of the curriculum in an unbundling context. The argument is that these emergent meanings are a function of different explicit and tacit understandings of curriculum and what higher education offers to students. These understandings are deepened or modified by processes of unbundling. Empirical data from the research study show these understandings to be forming against the backdrop of powerful cultural and agentic forces and players. [ABSTRACT FROM AUTHOR]

This study addresses the impact on university teaching caused by the Covid-19 pandemic and the lecturer's reflection on the continuous assessment system in view of the return to face-to-face or blended learning in the classroom. The results obtained show that through the new assessment criteria, students are more participative as they are more familiar with the specific competences of the subject. Moreover, the methodological changes applied provide the evaluation process in the finance classroom with a notable improvement for its adaptation to the professional environment. [ABSTRACT FROM AUTHOR]

A qualitative research was developed by using a phenomenological methodology on the main factors that may influence the appearance of burnout in university lecturers, according to their own point of view, is presented. A semi-structured interview was made to 25 university teachers asked on the factors that caused them some kind of unrest in their professional life. As a result, the work overload, the need to take part of their work home and the lack of time to disconnect, as well as the perception of students' demotivation are the major factors that cause this discomfort and may provoke burnout. [ABSTRACT FROM AUTHOR]

This study was designed to examine the utilization of library resources by lecturers in Nigerian tertiary institutions using lecturers Enugu State University of Science and Technology (ESUT) as case study. The specific objectives of the study is to find out the level of availability of library materials in Nigerian university, and determine the extent of use of the materials by lecturers. It is also to find out the factors that impede lecturers use of the library. Descriptive survey research design was adopted for the study. The population for the study consisted all the full time lecturers made up of 536 females and 298 males lecturers of ESUT numbering 834 as at the time of the study. Purposive sampling techniques was used to draw a sample 153 (102 female and 51 male) lecturers from the population. Five research questions guided the study. Frequency counts and mean scores were used to answer the research questions. Findings from the study revealed that there are many library resources such as books, journals, bulletin, transactions and proceedings, research monographs, research reports patents, technical bulletin, price lists, data sheets, dissertations, indexes/abstracts, biographies, gazetteers, dictionaries, and encyclopedias amongst others, and that lecturers use the library mainly for consultation of books and reference materials. They also use it for research purpose and borrowing of books. A major findings was also that lecturers utilized books more than any other source of information. A number of recommendations were put forward for improvement of library use but the most prominent suggestion was that more up to date and relevant information sources should be acquired for the library, and that the library should be properly funded. [ABSTRACT FROM AUTHOR]

The study investigated the attitude of lecturers towards collaborating and communicating with the librarians for effective teaching in universities in south-south Nigeria. The study adopted the descriptive survey design. The population of the study comprised 2,500 lecturers in faculty of humanities and science in federal universities in south-south Nigeria and the sample size was 750 lecturers selected using proportionate stratified random sampling technique. The instruments for data collection was questionnaire. A total of 750 copies of questionnaire were administered by the researchers, out of which 730 copies were correctly filled and returned and used for the study. The data obtained were analyzed using frequencies, mean and standard deviation. The results revealed that lecturers show negative attitude in collaborating with librarians in student's information literacy, and positive attitude in communicating with the librarians as to know the various databases and services available in the library for effective teaching in federal universities in south-south Nigeria. Based on the findings, it was recommended among others that Lecturers should involve librarians in their departmental meetings, this will help to build a better collaboration specially on students' information literacy, that their collaboration should not only be for accreditation purposes. [ABSTRACT FROM AUTHOR]

It is impossible to overstate the importance of librarians in the intellectual development of any institution. The impact of this function can also be seen in librarians' productivity. In other words, when librarians are productive, they contribute significantly to the organization's longterm viability. If this isn't the case, the organization has a good chance of collapsing. In this light, the purpose of this study is to look into Electronic Information Resources (EIRs) Use and Research Productivity (RP) of lecturers in private universities in Oyo state. The study used a Descriptive research design. Population consists of 520 lecturers in private universities in Oyo state, Nigeria. After Krejcie and Morgan were applied, the sample size was 217 lecturers. After Krejcie and Morgan were used to establish the sample size, it was used as the sample size. To collect data, a multi-stage sampling technique was employed, as well as a validated questionnaire. For each variable, the reliability coefficient ranged from 0.72 to 0.81. Descriptive and inferential statistics were used to analyze the data. EIRs had a substantial influence on (RP) (Adj. R2 = 0.216; p = 0.000), according to the findings. According to the findings, EIRs has an influence on RP. The study concluded that EIR influence RP. The study recommended that academic libraries should educate lecturers about the importance of publishing in high-impact journals by utilizing the numerous (EIRs) as available in university libraries. [ABSTRACT FROM AUTHOR]

This article explores the involvement of industry professionals and barriers to their involvement in Work-Integrated Learning (WIL) in three Vietnamese public universities that implement the Profession-Oriented Higher Education (POHE) framework. Thematic analysis of 15 in-depth interviews and three focus groups revealed that only WIL activities which were organised at the workplace resulted in industry professionals actively participating and contributing to students' work-based learning. Findings revealed that the involvement of industry professionals in designing WIL learning content and assessing students' workplace performance was limited. The university departments' focus on selecting industry professionals working in managing positions, the shortage of support from university departments and industry professionals' time constraints were identified as major barriers to the professional involvement in WIL. This indicated that industry professionals were not provided with favourable conditions to participate in WIL and thus, a lot of work needs to be done from the university side to welcome and involve professionals deeply in WIL. The article calls for more government support and greater initiative from Vietnamese universities to improve the university-industry linkage and the professional-lecturer relationship that lead to better WIL quality. [ABSTRACT FROM AUTHOR]

In Spanish Andean varieties, también 'also, too' has been recognized as a particle with multiple usages besides its canonical function of an additive (Babel 2010; Calvo Pérez 2000; Cerrón-Palomino 2003; Escobar 2000; Pfänder 2009; Toscano 1953). Among these usages, también as a marker of indefiniteness has been proposed by Cerrón-Palomino (2003). The author argues that its origin corresponds to the linguistic contact with Quechua and the suffix -pas, which fulfills additive and indefinite functions. The present study focuses on the function of también in direct or indirect interrogative structures, a usage that to a certain extent is related to the indefinite value described by Cerrón-Palomino (2003). The present analysis is based on empirical data of the Spanish of Quito collected on Twitter and from intuitions of native speakers of this Spanish variety. Building on the traditional description of this usage of también as an adverb of doubt that marks emphasis on the lack of knowledge of what is asked (Cordero 2021; Miño-Garcés 2020; Toscano 1953), this study offers an in-depth pragmatic account that shows that the usage of the structure 'interrogative pronoun + también' corresponds to a conventional implicature. The realis and irrealis moods of the speakers are in an interplay, and the usage of the structure is felicitous only when the speaker does not intend to resolve their lack of information by means of the interrogative clause. [ABSTRACT FROM AUTHOR]

There is no doubt that linguistic changes resulting from language contact are shaped both by the structures of each language, and by a series of extralinguistic factors, such as the type of contact, the socio-historical, political and cultural context of its speakers, the constant mobilizations, technological changes, individual and family histories, the speakers' communicative interactions, as well as the (self)evaluation that speakers have of their languages. In this context, this article proposes to analyze the way monolingual Spanish speakers from the Ecuadorian Highlands (Sierra) and southern Andean Colombia use pues when postponed to any one utterance. One of the factors we take into account is intense longterm contact between Quichua and Spanish. After a brief clarification of concepts and literature review, this study focuses exclusively on the use of pues as discursive marker (DM) occurring at the end of a communicative instance, as in: A. Darling, I am dying to see you! B. Come then! We will also try to determine this MD origin, functions and values. Secondly, we try to determine the role that the Quichua has in the frequent use of pues, its multifunctionality and the variety of senses. We thus show the use of this particle in Highland Ecuadorian Spanish, and, to a lesser extent, in southern Colombia. The analyzed data suggest that the described phenomenon results from several factors: the characteristics and evolution of each one of the languages in contact, the presence of Quichua as an accelerator of the frequent use of pues as a discourse marker in both Highland Ecuadorian Spanish and the Spanish spoken by monolingual Spanish speakers in Southern Andean Colombia. [ABSTRACT FROM AUTHOR]

This study analyzes the uses of dice (and its variants dicen, dice que) in the chronicle of Santa Cruz Pachacuti, a seventeenth-century Quechua/Spanish bilingual speaker who was immersed in two linguistic and cultural traditions. We try to establish the status of this marker in the beginnings of what would later be called 'Andean Spanish'. Our aim is to situate the evidential and narrative meanings of dice in that period, and to show whether the cases that appear in the chronicle can be considered similar to current Andean reportative uses of dice (Escobar 2001) or whether, on the contrary, they are narrative uses, as proposed by Andrade (2007). The data of the analysis indicate that this marker, which has narrative value in this chronicle, has undergone a contact-induced linguistic change that occurs in early times due to the context of linguistic and cultural contact in which the Santa Cruz Pachacuti is immersed. These values have been explained because of the influence of Quechua, specifically the evidential marker -s/si, -sh/-shi, together with the very tradition that this element has in Spanish. We try to determine whether the linguistic mechanism of convergence, which seems to explain these values in a more coherent way today, had already been activated by bilingual speakers at that stage of the linguistic change. [ABSTRACT FROM AUTHOR]

Since the 1970s, researchers such as A. Escobar (1978), Granda (2001), Cerrón-Palomino (1987, 1994), A. M. Escobar (2001) and Andrade (2007), among others, have pointed out the marker dice besides its variants dizque, dice que or, diciendo, as one of the most characteristic features of Andean Spanish language. The bibliography shows that, while in non-contact Spanish dice maintains its original citational use of the semantics of the verb decir, in Andean Spanish it has acquired a discursive role, as a marker of evidentiality. Furthermore, Andrade (2007, 2017) has found that in Peruvian Spanish dice has a narrative value, and a citation value when it appears in the form diciendo. This indicates that dice is in a process of grammaticalization becoming a discursive marker. Through the analysis of an oral corpus of bilingual speakers from Juliaca (Peru), where the speakers narrate myths, legends, or stories that have occurred in that area, we will try to contribute to the study of dice. We will describe the value that this marker contributes to the discourse, its syntactic behavior, and its semantic characteristics. In addition, we will observe how the contact of Quechua with Spanish in this area has contributed to incorporate new values to dice. [ABSTRACT FROM AUTHOR]

The artist Lisa Morfeld provides insights into her work in an interview. She studied Fine Arts and has been working as a freelance artist and lecturer since completing her diploma in 2011. Her main focuses are realistic painting and graphics. She is particularly interested in graphic storytelling and offers courses and workshops in this area. She draws inspiration from her surroundings and combines various sources to develop a storyworld. When composing her pages and sheets, she pays attention to the arrangement of the panels to direct the readers' attention. She works both analog and digital and values the materiality of her works. Color plays an important role in her graphic works, serving to direct the gaze and create moods. [Extracted from the article]

The study aimed to clarify the necessary educational requirements for doaah (the callers) in the Muslim minority community in the West and the proposed procedures of activating it. The study used the descriptive method, relied on the questionnaire to collect data, and was applied on a sample of (386) of Al-Azhar University staff, distributed according to (Gender / Specialization / Degree). Results revealed that the approval of the study sample members on the requirements for the general specifications of daiyah (the caller) in the Muslim minority community was high. The approval of the study sample on the academic requirements of daiyah (the caller) in the Muslim minority community was high, and the approval of the study sample on the performance requirements of daiyah (the caller) in the Muslim minority community was high. Moreover, the approval of the study sample members on the proposed Procedures of activating the necessary educational requirements for daiyah (the caller) in the Muslim minority community was high. Results also indicated that there are statistically significant differences in the responses of the study sample members due to the gender variable in favor of males, and there are statistically significant differences in responses due to the specialization variable in favor of educational specialization. Moreover, there are statistically significant differences in the responses of the study sample members due to the degree variable in favor of professor compared to assistant professor and lecturer. [ABSTRACT FROM AUTHOR]

The current practice of teaching English and other subject is through online mode. This condition happens because of the Covid-19 pandemic. All countries in the world, including Indonesia, have to carry out online teaching and learning. Teaching English should be done at least y using blended learning, which one of its versions is flipped classroom. Unfortunately, many teachers and students in some areas were not ready for it. Accordingly, this study aims to investigate the lecturers’ perception of flipped classroom. This research applied a mixed-method and data were collected through questionnaire and interview. Based on the results, it is found that lecturers have a positive perception about flipped classroom, and they believe that lecturers should be competence in blended learning, mastery of IT-based education, not only in time Covid-19 but also in normal condition. This study recommends further studies on the effect of online learning, especially flipped classroom on students’ achievement and/or on the lecturers’ professionalism. [ABSTRACT FROM AUTHOR]

Although questions are considered as important linguistic devices employed by lecturers to communicate facts and ideas to students and facilitate the learning process, they have not been a topic of extensive research. With that in mind, this paper explores the types and functions of questions asked by British and Montenegrin lecturers. It examines similarities and differences between two corpora – standard British academic corpora and a specially created corpus of Montenegrin lectures. Both quantitative and qualitative methodologies were used to conduct a contrastive analysis of lecturers' questions. The results demonstrate that the differences in frequency, forms and functions of questions prevail over the similarities, which could be the impact of two different linguistic backgrounds and national academic cultures. The findings of this study could be useful in designing lecture-listening and note-taking courses for students in which they can get familiar with the forms and purpose of questions posed by professors. Research findings could be applied in training courses for novice lecturers and might also be useful to professors who give lectures to students with diverse linguistic backgrounds. [ABSTRACT FROM AUTHOR]

The article concerns the opinion on stationary and remote examinations carried out during a pandemic, perceived from the perspective of examiners. The aim of the study was to find out about the perspective of academic teachers on remote examination at The Maria Grzegorzewska University and to compare it with the traditional, stationary exams. The subject of the research were, inter alia, the forms of checking knowledge and skills used by lecturers, the motivations driving their choice, problems arising during the exams, as well as the way of taking into account the special needs of the examinees. The research used the method of diagnostic survey. The obtained results indicate that, according to the lecturers, the students' independence during remote exams is smaller and the intensity of using unauthorized help by them is greater. Remote exams generate more problems - technical and related to the dishonesty of students. Lecturers hardly recognize and take into account the special educational needs of students during remote exams. [ABSTRACT FROM AUTHOR]

• This study examines recent initiatives to promote research and development in Cambodian higher education. • The study reveals recent progress and persistent challenges to research and development in Cambodian higher education. • It points to the challenging realities facing higher education research and development in developing countries. • It discusses suggestions to promote research and development in Cambodia and other countries with similar characteristics. • The study concludes with implications for policies, practices, and future research. This study aims to examine the perspectives of relevant stakeholders within Cambodian higher education on recent efforts to promote research and development in higher education in Cambodia. It draws on one-on-one interviews with 13 Cambodian policymakers, educational leaders, lecturers, and university students to collect in-depth qualitative data to understand how these stakeholders perceive the recent initiatives or projects to advance higher education research and development in Cambodia. The findings showed that all stakeholders were generally aware of the progress in research and development in Cambodian higher education; however, some of them could not identify specific initiatives or projects that had recently been introduced to promote research and development. The study highlighted major challenges that have constrained the advancement of research and development in Cambodian higher education, highlighting the challenging realities facing higher education in developing countries. It also offered some suggestions to foster greater research engagement and productivity of academics in Cambodia, which may be applicable to other countries with similar socioeconomic characteristics. The study concludes with a summary of key findings and discusses the study's limitations and implications for future research. [ABSTRACT FROM AUTHOR]

The article "Prague Accents" describes the relationship between the German colleagues Uwe Koreik and Michael Schwidtal during their time in Prague, Czech Republic. Uwe Koreik was a lecturer for the German Academic Exchange Service (DAAD) and offered support and accommodation to Michael Schwidtal. Together, they worked on awarding scholarships and improving the image of Germany in the Czech Republic. Uwe Koreik showed presence of mind, openness, and loyalty in their relationship. [Extracted from the article]

The article describes the personality and career of Uwe, a former DAAD lecturer in Durham, England. Uwe was a dedicated German as a foreign language (DaF) teacher who not only imparted language and cultural knowledge to his students but also challenged their thinking habits. He was curious and willing to learn from others, conducting field research to understand different perspectives. The article also mentions Uwe's travels and experiences in Great Britain, as well as his development into an expert in the DaF world. It emphasizes that Uwe will continue to be active even after his 65th birthday. [Extracted from the article]

English-medium instruction (EMI) has become a key aspect of internationalisation agendas in higher education, which are also increasingly promoting cosmopolitanism and global citizenship. Within EMI programmes, however, lecturers' non-native English accents can pose challenges for students' content understanding and influence their evaluations of lecturers and education quality. Motivation, whether instrumental or integrative, can also be crucial for EMI and students' (language) learning. Despite this, limited attention has been given to how students' cosmopolitan and motivation orientations may shape their attitudes towards English accents used in EMI. This quantitative exploratory study, conducted at a university of applied sciences in the Netherlands, therefore aimed to gain insights into 1225 students' attitudes towards Dutch-English and standard English accents in EMI, and the potential predictors of these attitudes. The findings revealed that students had more positive attitudes towards standard English accents, but those with higher cosmopolitan orientations also had more positive attitudes towards Dutch-English accents. To further investigate these attitudes and understand changes in students' motivation and cosmopolitan orientations, future studies should employ longitudinal and mixed-methods research designs. The findings from such research, along with this study, can guide higher education institutions in adjusting their policies to create more meaningful and inclusive EMI experiences. [ABSTRACT FROM AUTHOR]

The article contains information about new members, deaths, appointments, habilitations, and promotions in the field of mathematics. Several deceased professors and lecturers are listed, including Hans-Dieter Rinkens, Rolf-Dieter Reiß, Martin Aigner, Gerd Walther, Frank Hagen Lutz, Eberhard Walter, Horst von Lienen, Clemens Heine, Björn Schmalfuß, and Knut Radbruch. It also mentions some appointments and habilitations, such as the appointment of Professor Dr. Tom Bachmann at Johannes Gutenberg University Mainz and the habilitation of Christian Döbler at the University of Düsseldorf. It also lists promotions at various universities, including the University of Bremen, Chemnitz University of Technology, and Heinrich Heine University Düsseldorf. [Extracted from the article]

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population. [ABSTRACT FROM AUTHOR]

This paper examines the various ways in which university lecturers of large first-year university mathematics courses receive and use feedback on their students' learning with particular emphasis on feedback collected at a mathematics support centre in an Irish university. Drawing on findings from interviews conducted with 13 lecturers at three intervals in a teaching semester, we present ten ways, identified by lecturers, in which they receive feedback on their students' learning. We examine the utility of mathematics support centre feedback to lecturers wishing to monitor their students' progress as the module unfolds. This electronic feedback, supplied by the attending mathematics support tutor(s), gives a brief summary of each student's query to the centre. We describe lecturers' reports of where this feedback sits in the general context of other feedback sources from large classes and how it can be useful. Lecturers' responses were analysed using thematic analysis, and three key aspects of feedback emanating from a mathematics support centre were identified: its uniqueness and value; its detail and specificity; and, its impact on practice. We found that lecturers perceive this form of feedback to be one of the most valuable available to them in terms of formatively assessing their students' learning. [ABSTRACT FROM AUTHOR]