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The current paper aims to present linguistic, pragmatic, and sociocultural features of the paratexts of the Peresopnytsia Gospel and five complete Ukrainian translations of the Holy Scriptures. The ultimate goal of the study is to highlight the peritextual and epitextual dimensions of these translations and to classify translation paratexts, whose characteristics are determined by both the translator’s strategy and the mono-confessional or interconfessional requirements of translation commissioners. The article’s assumptions are grounded in the interdisciplinary approach at the interface of translation studies, biblical studies, religious studies, and historiography. The objective of developing a classification of paratexts in Bible translations within historical, theoretical, and critical contexts is accomplished via the methods of analysis, synthesis, induction, and modelling. The interpretive textual and cultural analysis methods are applied to identify and explain cultural, national, and religiously determined connotations of the paratexts. The comparative translation analysis provides a historically based translation quality assessment. As a result, paratexts of Ukrainian Bible translations have been classified according to thematic and pragmatic criteria. The paratextual dimensions of Bible translation are marked with 1) blurred agency (in many cases, it is difficult to determine the contribution of the translator or theological and literary editors), 2) restrictive requirements of the commissioner, 3) the impact of the overall translation strategy on the nature, type, and content of paratexts. However, no restrictions can conceal the implicit reader of each of these translations, to whom the paratexts appeal as a “second voice” of the main text. Paratexts of the first partial Ukrainian translations of the Holy Scriptures of the Confessionalism period (second half of the 16th century) are characterised by didacticism and a mono-confessional political orientation. The most important translation of that time, the Peresopnytsia Gospel, is analysed to specify the following types of verbal paratexts: 1) identification, containing data on the commissioner/publisher and the translators, as well as the date and place of its creation; 2) informative, providing all additional information not found in the prototext, including brief paraphrases of the main text, dates of the church calendar, and information on the structure of the book; they are often mono-confessional and polemical; 3) meta-lingual, explaining Church Slavonic vocabulary in glosses with Ukrainian equivalents or providing Ukrainian synonyms for Ukrainian words. The findings of the study prove that all complete translations of the Holy Scriptures into Ukrainian, both at the textual and paratextual levels, adhered to the principles of interconfessionality, accessibility for all Christians, and “functional loyalty”. The footnotes were the most important paratexts of the Ukrainian Bible translations made under the auspices of Bible Societies. Only in translations of the Bible of the 21st century does a preface appear, either a short one with general information about the translation strategy (Modern Translation, 2020) or a lengthy one with a detailed justification for the choice of the prototext’s language, a comparative table of the canons of the Old and New Testaments in different translations, and general information about the content of the Bible (New Translation, 2011). The footnotes in all Ukrainian translations done under the auspices of Bible Societies are divided into: explanations of biblical metaphor; explanations of the etymology of proper names; explanations of biblical traditions; alternative readings; foreign language equivalents; and meta-lingual explanations. The prevalence and peculiarities of footnotes depend upon the translation strategy. Thus, only among the footnotes in Ohiyenko’s translation can we trace such types as literal translations of complicated biblical metaphors and explanations of etymological wordplay. In addition, explanations of biblical metaphors are quantitatively prevalent in this translation. Such paratextual features are explained by the principle of foreignization, on which this translation is based. The Modern Translation by R. Turkoniak, in tandem with the Revising Committee of the Ukrainian Bible Society, aims to bring the Scriptures closer to the modern believer, not least through its footnotes. While Ohiyenko’s footnotes offer an alternative reading of some verses in “sacred” languages (Latin, Greek, and Church Slavonic), Turkoniak provides equivalents from translations into modern European languages and previous Ukrainian translations. The elements of “modernization” in the footnotes include vernacular vocabulary and associations with the realities and values of today. The interconfessional nature of Ukrainian translations of the Bible becomes visible in the church affiliations of the agents, such as the tandem of Orthodox Kulish and Greek Catholic Puluj, the cooperation of Ohiyenko, the Metropolitan of the Ukrainian Autocephalous Orthodox Church and Protestant pastors Kuziv and Zhabko-Potapovych, the New (2011) and Modern (2020) translations as part of the project of the Ukrainian Bible Society, which brought together representatives of all denominations of independent Ukraine.

Since all the locations, subject descriptions, and convention conclusions are compiled in one location, the article serves as a helpful frame of reference for upcoming presidencies planning the Archival Society of Slovenia gatherings. It is a compilation of the more than 60 years of professional work that the Archival Society of Slovenia and its members have done within the framework of meetings in an effort to further the growth of the archival profession in Slovenia. [ABSTRACT FROM AUTHOR]

This study aims to identify syntactic and semantic description patterns from summaries of fiction books or book chapters created by children. These patterns can be considered as a metadata scheme that describes the main content of a book. Two groups of primary school students in Hong Kong, ages 8–11, were invited to read a Chinese fiction book and an English fiction book and were asked to write a summary. Ten syntactic and semantic description patterns were identified from the summaries. These patterns can be used to enhance the description of fiction books. [ABSTRACT FROM AUTHOR]

Over time, the renowned Kyoto Encyclopedia of Genes and Genomes (KEGG) has grown to become one of the most comprehensive online databases for biological procedures. The majority of the data are stored in the form of pathways, which are graphs that depict the relationships between the diverse items participating in biological procedures, such as genes and chemical compounds. However, the size, complexity, and diversity of these graphs make them difficult to explore and understand, as well as making it difficult to extract a clear conclusion regarding their most important components. In this regard, we present KEGGSum, a system enabling the efficient and effective summarization of KEGG pathways. KEGGSum receives a KEGG identifier (Kid) as an input, connects to the KEGG database, downloads a specialized form of the pathway, and determines the most important nodes in the graph. To identify the most important nodes in the KEGG graphs, we explore multiple centrality measures that have been proposed for generic graphs, showing their applicability to KEGG graphs as well. Then, we link the selected nodes in order to produce a summary graph out of the initial KEGG graph. Finally, our system visualizes the generated summary, enabling an understanding of the most important parts of the initial graph. We experimentally evaluate our system, and we show its advantages and benefits. [ABSTRACT FROM AUTHOR]

The current paper aims to present linguistic, pragmatic, and sociocultural features of the paratexts of the Peresopnytsia Gospel and five complete Ukrainian translations of the Holy Scriptures. The ultimate goal of the study is to highlight the peritextual and epitextual dimensions of these translations and to classify translation paratexts, whose characteristics are determined by both the translator’s strategy and the mono-confessional or interconfessional requirements of translation commissioners. The article’s assumptions are grounded in the interdisciplinary approach at the interface of translation studies, biblical studies, religious studies, and historiography. The objective of developing a classification of paratexts in Bible translations within historical, theoretical, and critical contexts is accomplished via the methods of analysis, synthesis, induction, and modelling. The interpretive textual and cultural analysis methods are applied to identify and explain cultural, national, and religiously determined connotations of the paratexts. The comparative translation analysis provides a historically based translation quality assessment. As a result, paratexts of Ukrainian Bible translations have been classified according to thematic and pragmatic criteria. The paratextual dimensions of Bible translation are marked with 1) blurred agency (in many cases, it is difficult to determine the contribution of the translator or theological and literary editors), 2) restrictive requirements of the commissioner, 3) the impact of the overall translation strategy on the nature, type, and content of paratexts. However, no restrictions can conceal the implicit reader of each of these translations, to whom the paratexts appeal as a “second voice” of the main text. Paratexts of the first partial Ukrainian translations of the Holy Scriptures of the Confessionalism period (second half of the 16th century) are characterised by didacticism and a mono-confessional political orientation. The most important translation of that time, the Peresopnytsia Gospel, is analysed to specify the following types of verbal paratexts: 1) identification, containing data on the commissioner/publisher and the translators, as well as the date and place of its creation; 2) informative, providing all additional information not found in the prototext, including brief paraphrases of the main text, dates of the church calendar, and information on the structure of the book; they are often mono-confessional and polemical; 3) meta-lingual, explaining Church Slavonic vocabulary in glosses with Ukrainian equivalents or providing Ukrainian synonyms for Ukrainian words. The findings of the study prove that all complete translations of the Holy Scriptures into Ukrainian, both at the textual and paratextual levels, adhered to the principles of interconfessionality, accessibility for all Christians, and “functional loyalty”. The footnotes were the most important paratexts of the Ukrainian Bible translations made under the auspices of Bible Societies. Only in translations of the Bible of the 21st century does a preface appear, either a short one with general information about the translation strategy (Modern Translation, 2020) or a lengthy one with a detailed justification for the choice of the prototext’s language, a comparative table of the canons of the Old and New Testaments in different translations, and general information about the content of the Bible (New Translation, 2011). The footnotes in all Ukrainian translations done under the auspices of Bible Societies are divided into: explanations of biblical metaphor; explanations of the etymology of proper names; explanations of biblical traditions; alternative readings; foreign language equivalents; and meta-lingual explanations. The prevalence and peculiarities of footnotes depend upon the translation strategy. Thus, only among the footnotes in Ohiyenko’s translation can we trace such types as literal translations of complicated biblical metaphors and explanations of etymological wordplay. In addition, explanations of biblical metaphors are quantitatively prevalent in this translation. Such paratextual features are explained by the principle of foreignization, on which this translation is based. The Modern Translation by R. Turkoniak, in tandem with the Revising Committee of the Ukrainian Bible Society, aims to bring the Scriptures closer to the modern believer, not least through its footnotes. While Ohiyenko’s footnotes offer an alternative reading of some verses in “sacred” languages (Latin, Greek, and Church Slavonic), Turkoniak provides equivalents from translations into modern European languages and previous Ukrainian translations. The elements of “modernization” in the footnotes include vernacular vocabulary and associations with the realities and values of today. The interconfessional nature of Ukrainian translations of the Bible becomes visible in the church affiliations of the agents, such as the tandem of Orthodox Kulish and Greek Catholic Puluj, the cooperation of Ohiyenko, the Metropolitan of the Ukrainian Autocephalous Orthodox Church and Protestant pastors Kuziv and Zhabko-Potapovych, the New (2011) and Modern (2020) translations as part of the project of the Ukrainian Bible Society, which brought together representatives of all denominations of independent Ukraine. “The Roman Bible” of 1963, the only mono-confessional complete Ukrainian translation of the Holy Scriptures, contains some doctrinal and numerous national paratexts, which were highly topical during the Soviet occupation of Ukraine. Besides, the literary editors of this translation, prominent Ukrainian writers Kostetskyi, Barka, and Orest-Zerov, professed Orthodoxy. As a result of their controversial tandem with the translator, Greek-Catholic priest Khomenko, the translation text alludes to the works of the classics of Ukrainian literature, especially Taras Shevchenko. Ukrainian translations of the Bible, published under the auspices of Bible societies or churches, resulted from the ascetic work of charismatic individuals who devoted their entire lives to this project. This enhances the importance of studying epitextual materials, especially the translators’ correspondence and research profiles. [ABSTRACT FROM AUTHOR]

In Physics Higher Education (PHE), Student Evaluation of Teaching (SET) surveys are widely used to collect students’ feedback on courses and instructions. In our research, we propose a more efficient way to summarize students’ free responses from the Student Assessment of their Learning Gains (SALG) survey, a form of the SET survey, of an algebra-based introductory physics course at a large Canadian research university. Specifically, we use cluster and sentiment analysis methods such as K-means and Valence Aware Dictionary for sEntiment Reasoning (VADER) to summarize students’ free responses. For cluster analysis, we extract popular keywords and summaries of responses in different clusters that reflect students’ dominant opinions toward each aspect of the course. Notably, we obtain an average silhouette coefficient of 0.480. In addition, we analyze sentiments in students’ free responses that are determined through applying VADER. Intriguingly, we see that VADER (micro F1 = 0.57, macro F1 = 0.55) can better classify responses with positive (F1 = 0.62) and neutral sentiment (F1 = 0.59). However, evident disagreements arise with negative sentiment responses (F1 = 0.42). In addition, our research suggests that some Likert-scale summaries deviate from the sentiment of free response summaries due to the limitations of Likert-scale responses. By creating various visualizations, we discover that Natural Language Processing (NLP) methods, such as cluster and sentiment analysis, effectively summarize students’ free responses, with several limitations.

In this article, we share what we learned about undergraduates' struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are preparing to attend professional or graduate school. Although never intended to be a course devoted to academic writing, the struggles we uncovered made it apparent that without addressing these students' writing difficulties, especially with argumentation, optimal learning was not achievable. For each form of writing central to the course (i.e., summaries, comparisons, and argumentation), we not only describe the challenges we have documented over the past six years, but also the instructional responses we instituted to counter those challenges. We conclude by sharing insights we have garnered from this experience that may serve others who are confronting similar issues in their students' writing abilities. [ABSTRACT FROM AUTHOR]

Objective: The objectives of the study are to identify and categorize non-native students´ errors in the written summaries, to see which research instruments – the mobile reading app (experimental group) or internet-based article (control group) are more effective, and to determine if language proficiency of students will improve. Methods: This study uses an analysis of linguistic-stylistic errors as a research method on the written performance of 29 EFL Slovak students in 29 written summaries. Findings: The findings indicate that the most problematic areas in writing summaries were grammatical (determiners), followed by stylistic (text coherence, slang words, and punctuation), lexical (word collocations), and lexico-stylistic errors (prepositions). Overall, students´ proficiency in both groups rose from B2 to C1 level by 38% of the students (11 students). Therefore, both methods – the reading app and internet-based articles are effective. Novelty: The novelty of the study consists in enriching the existing literature by pointing out errors of EFL Slovak students making in writing summaries by exploiting modern technology in the writing process. Doi: 10.28991/esj-2021-01322 Full Text: PDF

A persistent data structure, also known as a multiversion data structure in the database literature, is a data structure that preserves all its previous versions as it is updated over time. Every update (inserting, deleting, or changing a data record) to the data structure creates a new version, while all the versions are kept in the data structure so that any previous version can still be queried. Persistent data structures aim at recording all versions accurately, which results in a space requirement that is at least linear to the number of updates. In many of today’s big data applications, in particular, for highspeed streaming data, the volume and velocity of the data are so high that we cannot afford to store everything. Therefore, streaming algorithms have received a lot of attention in the research community, which uses only sublinear space by sacrificing slightly on accuracy. All streaming algorithms work by maintaining a small data structure in memory, which is usually called a sketch, summary, or synopsis. The summary is updated upon the arrival of every element in the stream, thus it is ephemeral, meaning that it can only answer queries about the current status of the stream. In this article, we aim at designing persistent summaries, thereby giving streaming algorithms the ability to answer queries about the stream at any prior time. [ABSTRACT FROM AUTHOR]

This study demonstrates the effect of summaries of narrative texts to improve reading comprehension. This study consisted of sixty elementary school students who had evident reading comprehension deficiencies, especially in narrative texts. This study is a pre-experimental study with a mixed design. Qualitative and quantitative instruments were applied to meet the purpose of this study. The instruments included pretest and post-test, rubric, learning log, survey, a checklist to measure the students’ development and progress, and their perspectives towards this innovation. Results indicated an improvement in students’ reading comprehension. Post-test means increased from 5.96 in the pretest to 9.10. The checklist also proved that students included the required elements in their summaries. Students indicated in the learning logs that they would extend this strategy to other subjects, and they had to reread and identify the most crucial information to summarize. The study has implications for teachers and learners since it can bring positive considerations about the importance of using summaries to improve reading comprehension.

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