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Hadis şerhlerini farklı sorularla mercek altına alan yakın tarihli birçok çalışma şerhlerin sanılandan daha orijinal bir faaliyet olduğunu ortaya koymaktadır. Özellikle şerhlerin muhtevası dışına çıkıp şerh-tedris ilişkisi, şerhlerin himayesi, okunurluğu vb. yönlerine yoğunlaşan araştırmalar oldukça başarılı adımlardır. Şerhleri yaygın taslak dışına çıkarak “farklı bir bakış açısıyla inceleme” hedefinde/iddiasında olan yakın tarihli araştırmalardan biri de Sezai Engin’e ait Şerh ve Şârihin İzini Sürmek: Hadis Şerhlerinin Hikâyesi’dir. Bu yazının konusu Engin’in hadis şerhlerinin hikayesini konu edindiği son eseridir.

This paper proposes a linguistic theoretical review of French spelling surrounding regularity and consistency questions both in the description of forms and in the estimation of regularity. After having described the terminological ambiguity that prevails in these analyses and after having shown the impact of this ambiguity on the analysis of written errors, we propose a new classification of French written errors passing through theoretically-driven and concept-driven analyses. This classification, focuses on the production of lexical and grammatical spelling created for the DynaPen project and is available on OSF. [ABSTRACT FROM AUTHOR]

This study deals with online teaching by using ICT in teaching writing skill. This study aimed in investigating the activity of the teacher, the teacher’s perception, and students’ perception to the process of teaching online by means of slack application in students writing skill. A qualitative design with a case study approach was employed in this study by conducting classroom observations and interviews to collect the data regarding the use and the impact of slack application in teaching writing by the teachers in EFL classrooms. The participant of this study were the students at one of senior high school in Tasikmalaya. In analyzing the data, multiple sources of data collection commonly known as triangulation as purposed was employed. The findings showed that the teacher used four steps in optimizing slack application in an online teaching writing. Introducing, memorizing and giving feedback were the strategy in teaching online by using slack application in classroom. This study suggested that English teacher need to apply Online Application as a system and tools to support the teacher in how they give a task, planning, and empowering in their teaching practices.

This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.

Teachers as professional educators should have some competencies, such as pedagogical competence, personal competence, social competence, and professional competence. The focus of this workshop is on the professional competence which its definition is the teacher's ability in mastering broad and in-depth subject matter that allows guiding students to meet the competency standards set in the National Education Standards. There are many activities that can support or enhance the professional competence of teachers, such as writing. By writing, teachers have the opportunity to develop themselves in order to become more creative, active, innovative and professional teachers. The module of X applications usage for vocational teachers can be used to support teacher activities in writing scientific papers. This module will be useful to facilitate the writing of citations in a scientific work. Using the Mendeley application in this workshop, make the teacher to be more insightful which support their research activity, also can improve their motivation to know how the important thing of research in their field. Therefore, this service activity want to give the teacher a knowledge of tips and tricks to facilitate journal writing. There are tools that can be used to make citations in the bibliography, such as the reference feature, Endnote, or Mendeley. So that the teacher's writing will be known and it is easier for teacher to convey the results of his research in relevant journals, especially vocational teachers in Malang.

Abstrak Tulisan ini bertujuan untuk melihat bagaimana fenomena salah tulis al-Qur’an dalam dunia Muslim itu terjadi. Disadari atau tidak, sebagian umat Muslim sering salah dalam menuliskan ayat al-Qur’an meski ia menghafalnya. Berdasarkan analisis sejarah, fenomena yang seperti ini sangat mungkin terjadi. Fenomena salah tulis al-Qur’an terbentuk adalah karena dominannya pentransmisian al-Qur’an secara lisan, bukan tulisan. Petransmisian ini dilakukan sejak masa Nabi sampai sekarang. Meski al-Qur’an sudah berada dalam tradisi tulis, namun sejatinya tradisi tulis tersebut hanya untuk memperkuat kelisanan al-Qur’an. Kemudian seberapa besar kesadaran masyarakat akan tradisi lisan dan tulisan juga turut mempengaruhinya. Bagi mereka yang hanya memiliki kesadaran, lisan salah tulis adalah hal yang lumrah. Namun, bagi mereka yang memiliki kesadaran tulisan, salah tulis adalah hal yang tabu. Dalam masyarakat Muslim sendiri justru kesadaran tulis belum mendominasi dalam diri masyarakatnya secara penuh. Abstract This paper aims to see how the phenomenon of mistakenly written of the Qur'an in the Muslim world took place. Realized or not, some Muslims are often wrong in writing verses of the Qur'an even though he memorized it. Based on historical analysis, this phenomenon is very likely to occur. The phenomenon of mistakenly written of the Qur'an was formed because of the dominance of transmitting the Qur'an orally, not writing. This transmission has been carried out since the time of the Prophet until now. Although the Qur'an is already in the tradition of writing, but true writing tradition is only to strengthen the allegiance of the Qur'an. Then how much public awareness of oral and written traditions also influenced him. For those who have only consciousness, written oral misconduct is commonplace. However, for those who have written consciousness, mis-writing is taboo. In the Muslim community itself the written consciousness has not yet dominated in its society in full.

This post-test experimental study aims to see the difference achivement of the tenth graders of SMAN 1 Sekongkang who were taught using indigeneous Sumbawa song and those who were taught using conventional materials in writing the short story. This study assigned 22 students for the experimental and 22 students for the controlled group. A test to write a short story was developed and each work was evaluated using criteria of a good short story. The results of this study show that students who received treatnents using indigeneous Sumbawa song exhibit significantly from those who received conventional media showing statistical testing at p=0.05 that is t-vale = 14.725 that is greater than t-table = 1.682.

Born in 1916 in Berlin, Unica Zürn committed suicide in Paris in 1970. During the last twenty years of her life, this artist, painter, and sentimental companion of Hans Bellmer, fought against schizophrenia. She spent many periods in psychiatric hospitals and has described her mental illness, her remissions from this illness and the psychiatric universe in El Hombre-Jazmín. This is an unusual autobiography, narrated in third person and in the present historic, and represents a direct and perturbed testimony of a lucid nature about her experiences. The book includes anagrams that sh developed over a long period of time. Née en 1916 à Berlin, Unica Zürn se suicide à Paris en 1970. Durant les quelque vingt dernières années de sa vie, cette artiste, peintre et écrivain, compagne de Hans Bellmer, luttera contre la schizophrénie. Elle fera de nombreux séjours en hôpital psychiatrique et décrira tant sa maladie mentale et ses rémissions que l’univers psychiatrique dans un texte majeur, L’Homme-Jasmin. Une étrange autobiographie à la troisième personne et au présent, troublant témoignage direct et lucide sur un vécu perturbé, qui inclut les textes anagrammatiques auxquels elle s’est longuement adonnée.

This issue of Psychoanalytic Perspectives is dedicated to Lewis (Lew) Aron, a founding supporter, editorial board member, consultant and frequent contributor to this journal. Lew championed the birth and growth of Psychoanalytic Perspectives, encouraged numerous authors—some just starting out as well as senior colleagues all over the world—to submit their work to us, and delighted in our growth and success. He was a founder of and innovator within Relational psychoanalysis, and a much beloved teacher, institute and organizational leader, writer, editor and mentor. [ABSTRACT FROM AUTHOR]

Abstract Introduction: Parallel with the rapid advancements in information and communication technology (ICT) and evolving learner behaviors, language teaching and learning discipline looks to from the application of these developments for learning and teaching English as a lingua franca (ELF). However, acquisition of ELF is deemed to be a demanding experience affecting learners both psychologically and socially, among others. With the goal of developing novel practice episodes in L2 English writing classrooms, the present study adapted an m-game-mediated blended module of L2 learning. Methods: Eighty four female and male medical students from Ahvaz Jundishapur University of Medical Sciences were purposefully selected to learn L2 writing through the blended module in 42 dyads during the second semester of 2014-2015 academic year. To adopt a triangulation research design, data were collected using three major instruments, namely attitude questionnaire, formative assessment and interview. Results: In the first and third practice episodes, entertainment for the most part, took precedence over the intended instructional content and subject matter. But, when the materials were fed into the native gaming scene participants did pay more attention to the intended content. In effect, the amount of learners' familiarity with the practicing contexts shaped their conceptual schemata and also flourished their creativity. Conclusion: In the nutshell, moderating unfamiliarity of the practicing context bails learners out from becoming overwhelmed by cognitive overload. However, unwarranted moderation in learning setting, in turn, nips the conditions that stifle learners' creativity in the bud thus resulting in their underperformance.

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Este artículo describe las insuficiencias del proceso de enseñanza-aprendizaje en la disciplina Inglés con Fines Médicos en los estudiantes de cuarto año de la carrera de Medicina de la Universidad Médica de Camagüey. Su objetivo está dirigido a la elaboración de una alternativa metodológica que tiene como elemento distintivo el método de proyectos para la construcción de textos escritos en dicha disciplina. La misma posee un carácter flexible, desarrollador e integrador y está estructurada en dos etapas fundamentales, a saber: dinámica socioafectiva de la producción de textos escritos en inglés con fines profesionales y la dinámica de la construcción de textos. Los resultados de la consulta a expertos evidencian su factibilidad como vía para favorecer la producción de textos escritos sobre temas médicos. ABSTRACT This paper describes teaching-learning process shortcomings in the English for Medical Purposes, a subject of fourth-year medical student’s curriculum at the medical university of Camagüey. Its main objective is aimed at the elaboration of a Methodological Alternative distinguished by the use of the Project Method approach to favour the development of writing skills in English. This Methodological Alternative is characterized by being flexible, pertinent and able to develop and integrate knowledge of the English language and medicine. It has two main stages: Socio-affective dynamics for the production of written texts in English for medical purposes and the dynamics for the construction of written texts in English for medical purposes. The results of considering expertise’s’ opinion revealed the feasibility of the proposal as a fostering tool for teaching writing in medical sciences.

From the studies of mythocritique and mythanalyse, this article proposes a study of Mygale, Thierry Jonquet’s story, where the stereotypes of the crime novel pass in the background for the benefit of the treatment of the problem of the metamorphosis, the transsexuality and the processing of the identity. The analysis of the structural constituents of the novel: characters, narrative authorities, speech, writing and mythical transposition (Pygmalion), reveal the interest of a novel strongly anchored in the contemporary reality which does not give up for all that the ancient imagination.

This paper shuffles together several reflections which were wrung out of a specific ethnographic approach, staged on a street at the Manizales’ historical center (Colombia). Through it, the ethnographer’s experience on the field is shown as a journey of “walking” on the street, so that it provides the grounds to impinge upon current problematic notions in anthropology, such as reflexivity, the social significance of massive flow spaces and methodological questions, and the practices such ethnographic situations demand.

The separation between fictional and confessional literature is very subtle in Agustina Bessa-Luís. It draws attention to the abundance of autobiographical traits present on the fictional texts of the writer and to the relevance given to the author, making it a fundamental element to the constitution of the memory subject. It seemed to me interesting to study the novels Dentes de rato and Vento, areia e amoras bravas, considering which aspects promote the reading of these works as fiction ,without, therefore, neglecting the utobiographical residues that highlight them. My reflections of thinking in this article are based on the thought of the French theorist Philippe Lejeune.

In this article I aim to broaden and deepen the evolution of consciousnessdiscourse by integrating the integral theoretic narratives of Rudolf Steiner, Jean Gebser,and Ken Wilber, who each point to the emergence of new ways of thinking that couldaddress the complex, critical challenges of our planetary moment. I undertake a widescan of the evolution discourse, noting it is dominantly limited to biology-based notionsof human origins that are grounded in scientific materialism. I then broaden the discourseby introducing integral evolutionary theories using a transdisciplinary epistemology towork between, across and beyond diverse disciplines. I note the conceptual breadth ofWilber's integral evolutionary narrative in transcending both scientism andepistemological isolationism. I also draw attention to some limitations of Wilber’sintegral project, notably his undervaluing of Gebser's actual text, and the substantialomission of the pioneering contribution of Steiner, who, as early as 1904 wroteextensively about the evolution of consciousness, including the imminent emergence of anew stage. I enact a deepening of integral evolutionary theory by honoring the significantyet undervalued theoretic components of participation/enactment and aesthetics/artistryvia Steiner and Gebser, as a complement to Wilber. To this end, I undertake an in-depthhermeneutic dialogue between their writings utilizing theoretic bricolage, a multi-modemethodology that weaves between and within diverse and overlapping perspectives. Thehermeneutic methodology emphasizes interpretive textual analysis with the aim ofdeepening understanding of the individual works and the relationships among them. Thisanalysis is embedded in an epic but pluralistic narrative that spans the entire human storythrough various previous movements of consciousness, arriving at a new emergence atthe present time. I also discuss the relationship between these narratives andcontemporary academic literature, culminating in a substantial consideration of researchthat identifies and/or enacts new stage(s) or movements of consciousness. In particular, Ihighlight the extensive adult developmental psychology research that identifies severalstages of postformal thinking, and recent critical, ecological and philosophical literaturethat identifies an emerging planetary consciousness. In summary, my research reveals aninterpretation of scientific and other evidence that points beyond the formal, modernistworldview to an emerging postformal-integral-planetary consciousness. I posit that abroader academic consideration of such an integration of integral theoretic narrativescould potentially broaden the general evolution discourse beyond its current biologicalbias. The article concludes with a rewinding of narrative threads, reflecting on thenarrators, the journey, and the language of the discourse. Appendixes A and B explorethe theoretical implications of the emergence of postformal-integral-planetaryconsciousness for a reframing of modernist conceptions of time and space. Appendix Cholds an aesthetic lens to the evolution of consciousness through examples from thegenealogy of writing.

After finishing secondary education level, one can hardly expect that he will be able to perform well in English. One cause is that it is assumed that English learning process emphasizes more on the students cognitive rather than on their psychical needs as human beings. Teachers tend to ignore what \'s the so called education from the neck up. Based on the writer's personal experience during her schooling phase, this paper, therefore tries to offer English teachers the humanistic approach applied in an EFL writing class. This approach is worth considering since its main principle is bringing the learning process towards a more affective situation by combining the subject matter to be learned with the feelings, emotions, experiences, and lives of the students. In this paper, the discussion of what humanistic approach is and why it is worth considering especially in a writing class are elaborated in details. In addition, a model of a classroom application will also be given.

Keywords: Periodicals as Topic; Writing.

In many undergraduate statistics programs, the two-semester calculus-based mathematical statistics sequence is the cornerstone of the curriculum. However, 10 years after the release of the Guidelines for the Assessment and Instruction in Statistics Education (GAISE) College Report, 2005, and the subsequent movement to stress conceptual understanding and foster active learning in statistics classrooms, the sequence still remains a traditional, lecture-intensive course. In this article, we discuss various instructional approaches, activities, and assessments that can be used to foster active learning and emphasize conceptual understanding while still covering the necessary theoretical content students need to be successful in subsequent statistics or actuarial science courses. In addition, we share student reflections on these course enhancements. The course revision we suggest doesn’t require substantial changes in content, so other mathematical statistics instructors can implement these strategies without sacrificing concepts in probability and inference that are fundamental to the needs of their students. Supplementary materials, including code used to generate class plots and activity handouts, are available online. Received December 2014. Revised June 2015. [ABSTRACT FROM PUBLISHER]

To help authors design rigorous studies and prepare clear and informative manuscripts, improve the transparency of editorial decisions, and raise the bar on educational scholarship, the Deputy Editors of the Journal of General Internal Medicine articulate standards for medical education submissions to the Journal. General standards include: (1) quality questions, (2) quality methods to match the questions, (3) insightful interpretation of findings, (4) transparent, unbiased reporting, and (5) attention to human subjects' protection and ethical research conduct. Additional standards for specific study types are described. We hope these proposed standards will generate discussion that will foster their continued evolution. [ABSTRACT FROM AUTHOR]

This article provides advice about preparing research reports for submission to professional journals in general and Journal of Marriage and Family in particular. In addition to working through all the major parts of a research paper, I provide some general advice about writing, editing, and revising. The article is intended to help new professionals improve the quality of their journal submissions and the likelihood of successful publication. [ABSTRACT FROM AUTHOR]

This paper is a response to Richard Andrews' ‘Models of argumentation in educational discourse’, particularly to his suggestion that argument studies should turn to ethnography to understand better how argumentation is taught, learned, and deployed. The response notes that Toulmin's model of argument (claim, data, warrant, etc.) and his theory of argumentation have called for such attention since the 1950s; however, the educational reception of the model (whether for instruction, assessment, or research) has largely ignored the sociocultural dimensions of Toulmin's work and treated the model as a generic heuristic. In fact, a great deal of work relevant to a new ethnography of argumentation has already been undertaken in a variety of sociocultural settings. This paper reviews examples of such studies and argues that they point to a pressing need to move beyond analysis of argumentative artifacts (whether texts, films, music, photographs, monuments, or whatever) to analysis of people's embodied, collaborative, and distributed activity in complexly laminated fields of practice. [ABSTRACT FROM AUTHOR]

Writing a meaningful and valuable letter of reference is not an easy task. Several factors influence the quality of any letter of reference. First, the accuracy and reliability of the writer's impressions and judgment depend on how well he knows the individual being described. Second, the writer's frame of reference, which is determined by the number of persons at the same level that he has worked with, will impact the context and significance of his beliefs and estimations. Third, the letter-writing skills of the person composing the letter will naturally affect the letter. To support the other components of a candidate's application, a letter of reference should provide specific examples of how an individual's behavior or attitude compares to a reference group and should assess "intangibles" that are hard to glean from a curriculum vitae or from test scores. This report offers suggestions that should help physicians write more informative letters of reference. [ABSTRACT FROM AUTHOR]

Electrical energy conversion systems and power supply systems form an integral component of electrical and electronic systems used in residential, commercial, aerospace, transportation, and manufacturing applications. Practicing electrical engineers are often called to solve electrical energy and power-related problems. Therefore, an effective course that provides graduating electrical engineers with an energy oriented perspective is highly desirable in today's workplace. This paper documents a course that provides students with problem solving experience in electrical systems and electronic circuits. The paper presents the pedagogical premise, course objectives, and details of lesson and lab activities, student projects, and experiences. [ABSTRACT FROM AUTHOR]

The authors assessed the extent to which a generative prereading activity known as Story Impressions (SI), or composing a guess from clues, influences passage recall relative to a more passive prereading activity of reading a Content Preview (CP). The results from 74 eight-grade students indicated the CP groups equaled the reading-only control groups in recall of the major phrases of the narrative as well as other passage information. As expected, the SI groups significantly exceeded the CP groups and the control groups on both aspects of passage recall. The authors argued that the SI method could be effective because it induced the three fundamental processes that constitute reading comprehension (M. A. Gernsbacher.1990) and the concomitant generative learning effect (M.C. Wittrock, 1989). [ABSTRACT FROM AUTHOR]

The activities of reading and writing are shown to be important components of many jobs, and the phrase functional literacy is used to refer to the information design and management skills needed in contemporary working life. Researchers have explored the cognitive processes of writing and how readers' comprehension is influenced by the design of written materials such as procedural instructions; but computers provide tools and pose challenges for the way people handle written information. Much research remains to be done, particularly on graphic rather than verbal representations. However, research findings alone are insufficient to improve the quality of written materials in the work place. Writers need to ask questions about reader's information needs and to explore design alternatives for meeting these needs. A simple heuristic, intended to facilitate this approach, is applied to the problem of signposting within a hospital. From the conjunction of basic research on reading and writing processes and the applied concern with the processes of information design and management it is suggested that information design is emerging as a research domain in its own right, a domain which both receives inputs from and generates outputs to related disciplines. As working life becomes more information intensive, so a better understanding of how to design and manage written information becomes more urgent. In this sense reading and writing may become core topics in future ergonomics courses, a functional literacy requirement for human factors specialists. [ABSTRACT FROM PUBLISHER]

SUMMARY The written communication of new ideas and current developments is a crucial part of the progress of radiological sciences. Research results cannot be incorporated into the body of scientific knowledge, unless they are published. In radiology, questions on authorship ethics have received limited attention. Among the topics discussed in this article are the incentives that stimulate radiologists to write and the obstacles to successful authorship. Practices causing concern to editors, authors and readers are examined, such as the excessive growth through recent years in the numbers of authors per paper, unjustified co-authorships, wasteful publication practices and fraudulent research. The relationship between the abuses of authorship and the pressure exerted on researchers to publish is exemplified. Further issues addressed include the responsibilities of authors, the proposed principles for authorship, the determination of the sequence of authors in multi-authored papers and the concept of publication credit. The editor's role in preventing unethical authorship is examined and emphasis is placed on the proposals that have been made to achieve the required reforms by eradicating the publish or perish mentality. [ABSTRACT FROM AUTHOR]

The article presents a model for guiding students in writing reviews of family literature. The conceptual base for the model is drawn from Bloom and associates taxonomy of educational objectives. It also highlights the value of the Bloom taxonomy for assisting academic mentors, enlightening graduate students, and advancing family science. As in other fields, literature reviews in family science serve two functions: to guide new research and to organize information and facts. These functions are identical to the functions of theory. Writers focus on one or both of these objectives in writing scientific literature reviews. The value of the literature review in a developing discipline, such as family studies, seems particularly critical because of the multiple paradigms that compete and contribute to one another in a relatively young science. The multiplicity of paradigms, variety of theoretical bases, and the variation in methodologies imply a critical need for the integration that literature reviews afford. In addition to the advancement of the field, the writing of a literature review also contributes to the personal growth as well as the pragmatic goals of the writer.