Journal articles: 'New York Experimental and Bilingual Institute' – Grafiati (2025)

Abstract:

The paper presents and discusses findings from a recent empirical study involving 40 Turkish children aged between 4 and 6 years attending two kindergartens in Berlin in the districts of Wedding and Neukölln. They were tested for their knowledge and comprehension of different grammatical categories in Turkish. Children from Wedding were found to be much better in their knowledge of the grammatical categories in their mother tongue. The differences are statistically significant F (1, 32) = 6. 6258, p = 0. 01488 (p< 0.05). The children from the kindergarten in Neukölln demonstrated lower results in Turkish grammar comprehension and thus their achieved literacy in L1. References Bagdoshvili, S. (2010) Turkish Migrants in Germany. Unpublished MA Thesis. Tbilisi: Institute of European Studies. Barac, R., Bialystok, E. (2012) Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education. Child Development, 83(2), 413-422. Çakir, M. (2002) The use of Turkish as the mother tongue in multicultural settings in Germany. Anadolu University Journal of Social Sciences, 2(1), 39-58 Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education? Rights and responsibilities of educators of bilingual-bicultural children. In: Making a Difference in the Lives of Bilingual-Bicultural Learners, (pp. 15-20). L.D. Soto, ed. New York: Peter Lang. Cummins, J. (2016) Intercultural education and academic achievement: a fraimwork for school based policies in multilingual schools. Intercultural Education, 26(6), 455-468. Haug, S. et al. (2009) Muslimisches Leben in Deutschland. Nurnberg. Horrocks, D. and Kolinsky, E. (1996) Turkish Culture in German Society Today. Oxford: Berghahn Books. Johnston, J. (2015) Factors that influence language development. In: Encyclopedia of Early childhood development [online], Tremblay, R. E., Boivin, M., Peters R. De V., (eds.). Retrieved from: http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/factors-influence-language-development. Schmitz, Anke and Olfert Helena (2013): Minderheitssprachen im deutschen Schulwesen – Eine Analyse der Implementierung allochthoner und autochthoner Sprachen. Zeitschrift für Fremdsprachenforschung, 24(2), 203-227. Skutnabb-Kangas (2005) Skutnabb-Kangas, Tove (2005). Linguistic Genocide. In: Encyclopedia of Genocide and Crimes Against Humanity, 3 Volumes, (pp. 653-654). Shelton, D. (ed.). New York: Macmillan Reference, USA. Treffers-Daller J., Sumru Özsoy, A., Roeland van Houtet, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: An analysis of complex embeddings in narratives. The International Journal of Bilingual Education and Bilingualism, 10(3), 248-276. Yazıcı, Z. (1999). Almanya ve Turkiye’de Anaokuluna Devam Eden 60-76 Aylar Arasındaki Turk Cocuklarının Dil Geli’imi ile Okuma Olgunlugˇu Arasındakiıliskinin Incelenmesi [Investigation of connections between language development and reading readiness ofTurkish nursery school children aged 60-76 months in Germany and Turkey]. Ph.D. thesis, Gazi University. Yazıcı, Z., İlter, B., & Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18(3), 259-268.

Abstract:

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.

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The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

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This paper examines the bilingual language development of young Korean–American children with respect to their acquisition of English grammatical morphemes and the different plural marking systems of Korean and English. We address two specific issues: (1) “do L1 and L2 learners acquire the grammatical features of a given language in the same sequence?” and (2) “do L2 learners of different L1 backgrounds learn the grammatical features of a given second language in the same sequence?” Comparison of our results with those of other morpheme acquisition studies suggests that L1 and L2 learners of English do not acquire English grammatical features in the same sequence. Furthermore, there is evidence that first language influences the course of second language acquisition. Results of an experimental study of plural marking suggest that the bilingual children in most, but not all, respects follow similar, but delayed patterns of first language acquisition of Korean and successive acquisition of English.

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The legacy of Jerzy Grotowski twenty years after his death still presents a powerful challenge for theatre-makers, not only in experimental theatre, and theoreticians – which is also how it was during his life. This retrospect by Juliusz Tyszka on the Grotowski seminar organized by Robert Findlay and Robert Taylor for the Program in Educational Theatre, at New York University in February 1993, is a testimony to his achievements, offering insights into the opinions and reflections of American artists, critics, and scholars on the importance of Grotowski, and the impact of his theatrical output both on world theatre, and specifically in the US. Tyszka sets their views within the Polish background he shares with Grotowski. The climax of the seminar in a meeting with Grotowski himself, following a film recording of The Constant Prince, is fully described. In 1992/93 Juliusz Tyszka was a Fulbright visiting scholar in the Department of Performance Studies at NYU. He is an advisory editor of NTQ and a regular contributor to the journal. Since 2008 he has been Head of the Unit of Performance Studies, Institute of Cultural Studies, Adam Mickiewicz University at Poznań, Poland.

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The author is Professor of History of Modern Architecture at the Faculty of Architecture, University of Belgrade, received his M.Sc in architecture and town-planning in Belgrade and at the Athens Center of Ekistics, Athens, Greece, and his Ph. D at the Faculty of Architecture, University of Belgrade. He is the author of many books including Computer Atlas of Belgrade (Belgrade, 1976, second edition in Serbian and English as Research into the Urban Structure of Belgrade, Belgrade, 2002), Lessons of the Past (Belgrade, 1985), four volumes on the history of modern architecture in the world 1750 to present, Serbian 20th Century Architecture: From Historicisim to Second Modernism (Belgrade, 2003), and numerous articles published in scientific and professional journals. He has had one-man exhibitions of his experimental town-planning projects in Ljubljana (1977), Zagreb(1978), Belgrade (1978), Paris (1981), Dublin (1981), and at the Gallery of the Royal Institute of British Architects in London (1986). He has lectured at New York University, the Institute of Fine Arts (New York), Princeton University, Columbia University (New York), Ohio State University (Columbus), Athens Center of Ekistics, University of Cambridge (UK), and the Royal Institute of British Architects. The text that follows was one of several interviews of Dr Perovió with selected participants in the Delos Symposia (international meetings on boardship organized by the Athens Center of Ekistics, 1963-1972) first published in the journal Sinteza (Ljubljana) and later in a separate book entitled Dialogues with the Delians in both Serbian and English, Ljublijana, 1978.

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This issue of Laser and Particle Beams contains 27 contributed articles based on presentations given at the eighth International Workshop on the Physics of Compressible Turbulent Mixing (IWPCTM) (see http://www.llnl.gov/IWPCTM), held at the California Institute of Technology, Pasadena, California from December 9 to 14, 2001, and organized jointly by the Lawrence Livermore National Laboratory (LLNL) and the California Institute of Technology. This conference is the eighth in a biennial series of conferences on the general subject of experimental, numerical, and theoretical studies of compressible turbulent mixing, initiated by LLNL in the late 1980s. Previous conferences were held in Princeton, New Jersey (1988), Pleasanton, California (1989), Royaumont, France (1991), Cambridge, United Kingdom (1993), Stony Brook, New York (1995), Marseille, France (1997), and St. Petersburg, Russia (1999). The ninth IWPCTM is to be held at the University of Cambridge in 2004.

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AbstractThis essay analyses the development of the Carrel-Dakin treatment for infected wounds during the First World War to explore the relationship between industrialized warfare and experimental medicine, the politics of standardization, and the relationship between the theories and practices of physiology and scientific management. It first describes the intellectual and institutional context from which Alexis Carrel's wound research emerged: experimental medicine and the Rockefeller Institute for Medical Research. Next the story moves to the experimental laboratory hospital on the Western Front and the quantification of wounds. Then it considers the propaganda and training campaign in support of the method at the War Demonstration Hospital located on the institute's New York City campus. The de-skilling inherent in the standardization of surgical practice was a response to the incompetence of inexperienced military surgeons, but also an attempt to restructure the medical profession into a hierarchical organization capable of being administered by elite scientist–physicians. Underlying the narrative is the paradox of simultaneous segregation of the biological and the social through laboratory practices and their conflation through the organic analogy.

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In 1918 into a peasant family, was born A. A. Shalimov, who, after finishing school and technical school he enrolled in the Kuban medical Institute (1936-1941), he worked as a doctor in hospitals near Krasnodar, in Chita oblast (1941), in the cities of Bryansk and the eagle; chief surgeon of the Orel region (1949). In 1951, A. A. Shalimov returned to Bryansk, he defended his dissertation and received the title of Honored doctor of the RSFSR. Later A. A. Shalimov moved to Kharkov, he defended his doctoral dissertation (1957) and was appointed head of the Department of thoracic surgery and anesthesiology of the Ukrainian Institute of advanced training of physicians (1959), Director of the Kharkiv Institute of General and urgent surgery (1965), head of the Department of thoracoabdominal surgery of the Kiev Institute of improvement of doctors, as head of the surgical Department, the Director of Kiev research Institute of Hematology and blood transfusion (1970) and Kyiv Sri of clinical and experimental surgery (1971), chief surgeon of the Ministry of health of Ukraine (1980). A. Shalimov was elected a corresponding member of the Academy of Sciences of Ukraine (1969), academician of the National Academy of Sciences of Ukraine (1978). A. A. Shalimova awarded the title Hero of Socialist Labor of the USSR (1982), Hero of Ukraine with the order of Powers (2005). Alexander Shalimov 870 author of scientific papers, including 35 monographs, 112 inventions, he has trained 50 doctors and nearly 100 candidates of medical Sciences. A. A. Shalimov was awarded two orders of Lenin and red banner of Labor, order of the October Revolution, the order of the Ukrainian State (2005) and "For merits" of three degrees, medals and orders and medals of foreign States. Oleksandr Shalimov was a member of the Board of the Association of surgeons im. N. And. Pirogov, the International Association of surgeons, the all-Union scientific society of surgeons, gastroenterologists and cardiologists, Chairman of the Ukrainian Republican scientific society of surgeons, full member of the new York Academy of Sciences, editor-in-chief of the journal "Clinical surgery", Deputy of the Supreme Soviet of the Ukrainian SSR 8-10 convocations. The international chamber of the American biographical Institute, he was elected "Man of the year – 1997", awarded diploma of the International biographical centre of Cambridge University for achievements in medicine of the twentieth century. Died Alexander Shalimov February 28, 2006.

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Recombination and mutation of viral genomes represent major mechanisms for viral evolution and, in many cases, moderate pathogenicity. Segmented genome viruses frequently undergo reassortment of the genome via multiple infection of host organisms, with influenza and reoviruses being well-known examples. Specifically, major genomic shifts mediated by reassortment are responsible for radical changes in the influenza antigenic determinants that can result in pandemics requiring rapid preventative responses by vaccine modifications. In contrast, smaller mutational changes brought about by the error-prone viral RNA polymerases that, for the most part, lack a replication base mispairing editing function produce small mutational changes in the RNA genome during replication. Referring again to the influenza example, the accumulated mutations—known as drift—require yearly vaccine updating and rapid worldwide distribution of each new formulation. Coronaviruses with a large positive-sense RNA genome have long been known to undergo intramolecular recombination likely mediated by copy choice of the RNA template by the viral RNA polymerase in addition to the polymerase-based mutations. The current SARS-CoV-2 origin debate underscores the importance of understanding the plasticity of viral genomes, particularly the mechanisms responsible for intramolecular recombination. This review describes the use of the cystovirus bacteriophage as an experimental model for recombination studies in a controlled manner, resulting in the development of a model for intramolecular RNA genome alterations. The review relates the sequence of experimental studies from the laboratory of Leonard Mindich, PhD at the Public Health Research Institute—then in New York City—and covers a period of approximately 12 years. Hence, this is a historical scientific review of research that has the greatest relevance to current studies of emerging RNA virus pathogens.

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In this paper, a random-forest-based method was proposed for the classification and localization of Attention-Deficit/Hyperactivity Disorder (ADHD), a common neurodevelopmental disorder among children. Experimental data were magnetic resonance imaging (MRI) from the public case-control dataset of 3D images for ADHD-200. Each MRI image was a 3D-tensor of 121×145×121 size. All 3D matrices (MRI) were segmented into the slices from each of three orthogonal directions. Each slice from the same position of the same direction in the training set was converted into a vector, and all these vectors were composed into a designed matrix to train the random forest classification algorithm; then, the well-trained RF classifier was exploited to give a prediction label in correspondence direction and position. Diagnosis and location results can be obtained upon the intersection of these three prediction matrices. The performance of our proposed method was illustrated on the dataset from New York University (NYU), Kennedy Krieger Institute (KKI) and full datasets; the results show that the proposed methods can archive more accuracy identification in discrimination of ADHD, and can be extended to the other practices of diagnosis. Moreover, another suspected region was found at the first time.

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The present study investigates psychological foundations of mind mapping as one of the relevant tools in teaching and learning process. A Mind Map, the modern approach implemented and developed by Tony Buzan is viewed as a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. It is based on the conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure. The study focuses on the theoretical analysis of brain’s as well as cerebral hemispheres’ functioning aiming to explain the claimed increased effectiveness of mind mapping over other forms of learning, understanding, remembering and performing. Much attention is devoted to the benefits and challenges of using mind maps. Thus, some sufficient mind mapping strategies for English teachers which can be effectively used in the classroom have been presented. The research confirms that mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. It is a powerful way for students to reach high levels of cognitive performance. References Abi-El-Mona, I., & Ad-El-Khalick, F (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement. School Science and Mathematics, 108, 298-312. Buchatska, S. (2015). Anxiety factors of students’ emotional disposition to professional communication in foreign languages. East European Journal of Psycholinguistics. 2(1), 3–10. Buzan, T. and Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brains untapped potential. Dutton. Buzan, T., & Buzan, B. (2010). The Mind Map Book. Unlock your creativity, boost your memory, change your life. Harlow, England: Pearson. Cunningham, W. A., Raye, C. L., & Johnson, M. K. (2005). Neural correlates of evaluation associated with promotion and prevention regulatory focus. Cognitive, Affective, & Behavioral Neuroscience, 5, 202-211. Farrand, P., Hussain, F., & Hennessey, E. (2002). The efficacy of the ‘mind map' study technique. Medical Education, 36, 426-431. Gardner, H. (1993). Multiple Intelligences. New York: Basic Books. Novak, J. D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition. Pensacola Fl. Retrieved from http://www.ihmc.us. Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston. (Republished in 1979 – Hillsdale, NJ: Erlbaum.) Yates, F.A. (1966). The Art of Memory. London: Routledge and Kegan Paul.

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Abstract Background Caregivers of patients admitted to neurorehabilitation wards may experience higher psychological distress (PD) and poor mental well-being (MWB). This study aimed to empower caregivers to cope effectively with PD and maintain well-being by practicing yoga. Materials and Methods A total of 34 caregivers were randomized to the experimental group (EG) and waitlisted control group in a multiphase manner. Data were collected using sociodemographic schedule, Kessler’s Psychological Distress scale–10, and Warwick–Edinburgh’s Mental Well-being Scale. Caregivers’ yoga module (CYM) consisting of satsanga (theory), asanas (postures), pranayama (breath control), imagery, meditation, and relaxation techniques was taught to those in the EG at 35 m/d for eight consecutive days. They were encouraged to continue on their own for another 3 weeks. Posttest data were collected from both groups on the 15th and 29th days. Analysis was done with IBM SPSS statistics version 22 (IBM Corp., Armonk, New York, United States). Results There was statistically significant reduction of PD and improvement of MWB among caregivers of EG within (PD: F = 17.78, p < 0.001; MWB: F = 5.48, p < 0.03) and between (PD: F = 15.87, p < 0.001; MWB: F = 15.87, p < 0.01) the groups after the CYM. A significant negative correlation was found between pretest MWB and PD (r =–0.579, p < 0.01). Caregivers who were married and caregivers’ perception of poor improvement of patient condition were significantly associated with PD. Conclusion Findings provide preliminary evidence for the effectiveness of CYM on PD and MWB among caregivers of patients admitted to neurorehabilitation wards.

Abstract:

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV, (3&4), 291-300. Bedore L.M., Peña E.D., García, M. & Cortez, C. (2012). Conceptual versus monolingual scoring: when does it make a difference? J Speech Lang Hear Res 55(1), 1-15. Berko, J. (1958). The Child's Learning of English Morphology. Word 14, 150-177. Berman, R. & Slobin, D. (2009). Relating Events in Narrative: A Cross-Linguistic developmental Study, vol. 1. New York and London: Psychology Press. Bialystok, E. (2001). Bilingualism in development: Language literacy and cognition. Cambridge University Press: Cambridge. Bialystok, E. & Craik, F. (2010). Cognitive and Linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19, (1), 19-23. Bialystok, E., Craik, F., and Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45, 459-464. Brucker, J. L. (n.d). A study of Barriers to Educational Attainment in the Former Yugoslav Republic of Macedonia. www.unicef.org/ceecis/Roma_children.pdf Bruner, J. (1986). Actual mind, possible worlds. Cambridge: Harvard University Press. Carlson, S. & Meltzoff, A. (2008). Bilingual Experience and Executive Functioning. Bilingualism: Language and Cognition, 6 (1), 1-15. Chen, C. & Stevenson. H. (1988). Cross-Linguistic Differences in Digit Span of Preschool Children. Journal of Experimental Child Psychology 46, 150-158 Conti-Ramsden, S., Botting, N. & Faragher, B. (2001). Psycholinguistic Marker for specific Language Impairment (SLI). Journal of Language Psychology and Psychiatry, 42 (6), 741-748. Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education and Development, 15 (2), 120–143. Deen, Kamil Ud (2011). The Acquisition of the Passive. In de Villiers, J. & T. Roeper. (eds) Handbook of Generative Approaches to Language Acquisition (pp. 155-188). Amsterdam: John Benjamins Publisher. de Villiers, J., Pace, A., Yust, P., Takahesu Tabori, A., Hirsh-Pasek, K., Golinkoff, R. M., Iglesias, A., & Wilson, M.S. (2014). Predictive value of language processes and products for identifying language delays. Poster accepted to the Symposium on Research in Child Language Disorders, Madison, WI. de Villiers, J. G. (2015). Taking Account of Both Languages in the Assessment of Dual Language Learners. In Iglesias, A. (Ed) Special issue, Seminars in Speech, 36 (2) 120-132. de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind. (pp186-219) New York: Oxford Press. de Villiers J. G. & Pyers, J. (2002). Complements to Cognition: A Longitudinal Study of the Relationship between Complex Syntax and False-Belief Understanding. Cognitive Development, 17: 1037-1060. de Villiers, J. G., Roeper, T., Bland-Stewart, L. & Pearson, B. (2008). Answering hard questions: wh-movement across dialects and disorder. Applied Psycholinguistics, 29: 67-103. Friedman, E., Gallová Kriglerová, E., Kubánová, M. & Slosiarik, M. (2009). School as Ghetto: Systemic Overrepresentation of Roma in Special Education in Slovakia. Roma Education Fund. ERRC (European Roma Rights Center) (1999). A special remedy: Roma and Special schools for the Mentally Handicapped in the Czech Republic. Country Reports Series no. 8 (June) ERRC (European Roma Rights Centre) (2014). Overcoming barriers: Ensuring that the Roma children are fully engaged and achieving in education. The office for standards in education. online at http://www.errc.org ERRC (European Roma Rights Centre) (2015). Czech Republic: Eight years after the D.H. judgment a comprehensive desegregation of schools must take place http://www.errc.org Fremlova, L. & Ureche, H. (2011). From Segregation to Inclusion: Roma pupils in the United Kingdom. A Pilot research Project. Budapest: Roma Education Fund. Gleitman, L., Cassidy, K., Nappa, R., Papafragou, A. & Trueswell, J. (2005). Hard words. Language Learning and Development, 1, 23-64. Goetz, P. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition. 6. 1-15. Hart, B. & Risley, T.R (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Brookes Publishing Heath, S. B. (1982). What no Bedtime Story Means: Narrative skills at home and at school. In Language and Society. 11.2:49-76. Hirsh-Pasek, K., Kochanoff, A., Newcombe, N. & de Villiers, J.G. (2005). Using scientific knowledge to inform preschool assessment: making the case for empirical validity. Social Policy report (SRCD) Volume XIX, 1, 3-19. Hirsh-Pasek K., Adamson, I.B., Bakeman, R., Tresch Owen, M., Golinkoff, R.M., Pace, A., Yust, P & Suma, K. (2015). The Contribution of Early Communication Quality to Low- Income Children’s Language Success. Psychological Science Online First, June 5, 2015 doi:10.1177/0956797615581493 Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1):4-14. Hoff, E. & Elledge, C. (2006). Bilingualism as One of Many Environmental Variables that Affect Language Development in Young Children. In J. Cohen, K. McAlister & J. MacSwan (Eds.), Proceedings of the 4th International symposium on Bilingualism (pp. 1034-1040). Somerville, Ma: Cascadilla press. Hoge, W. (1998). A Swedish Dilemma: The Immigrant Ghetto. The New York Times, October 6th. Kovacs, A. (2009). Early Bilingualism Enhances Mechanisms of False-Belief Reasoning. Developmental Science, 12 (1), 48-54. Kyuchukov, H. (2005). Early socialization of Roma children in Bulgaria. In: X. P. Rodriguez-Yanez, A. M. Lorenzo Suarez & F. Ramallo (Eds.), Bilingualism and Education: From the Family to the School. Muenchen: Lincom Europa. (pp. 161-168) Kyuchukov, H. (2010) Romani language competence. In: J. Balvin and L. Kwadrants (Eds.), Situation of Roma Minority in Czech, Hungary, Poland and Slovakia (pp. 427-465). Wroclaw: Prom. Kyuchukov, H. (2014). Acquisition of Romani in a Bilingual Context. Psychology of Language and Communication, vol. 18 (3), 211-225. Kyuchukov, H. (2013). Romani language education and identity among the Roma children in European context. In: J. Balvin, L. Kwadrans and H. Kyuchukov (eds) Roma in Visegrad Countries: History, Culture, Social Integration, Social work and Education (pp. 465-471). Wroclaw: Prom. Kyuchukov, H. (2015). Socialization of Roma children through Roma oral culture. In: Socializaciya rastushego cheloveka v kontekste progressyivnyih nauchnich ideii XXI veka: socialnoe razvitie detey doshkolnogo vozrastta. [Socialization of the growing man in the context of progressive ideas of the XXI c.: social development of the preschool age children] Proceedings form the First international All-Russia conference, 1-3 April, Yakutsk, pp. 798-802. Kyuchukov, H. & de Villiers, J. (2009). Theory of Mind and Evidentiality in Romani-Bulgarian Bilingual children. Psychology of Language and Communication, 13(2), 21-34. Kyuchukov, H. & de Villiers, J. (2014a). Roma children’s knowledge on Romani. Journal of Psycholinguistics, 19, 58-65. Kyuchukov, H. & de Villiers, J. (2014b). Addressing the rights of Roma children for a language assessment in their native language of Romani. Poster presented at the 35th Annual Symposium on Research in Child Language Disorders in Madison, Wisconsin June 12-14. Lajčakova, J. (2013). Civil Society Monitoring Report on the Implementation of the National Roma Integration Strategy and Roma Decade Action Plan in 2012 in Slovakia. Budapest: Decade of Roma Inclusion. Secretariat Foundation. Landry, S. and the School Readiness Research Consortium (2014). Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program. Developmental Psychology, 50 (2), 526-541. Lust, B., Flynn, S. & Foley, C. (1996). What Children Know about What They Say: Elicited Imitation as a Research Method for Assessing Children's Syntax. In D. McDaniel, C. McKee, & H. Smith Cairns (Eds.), Methods for Assessing Children's Syntax (pp. 55-76). Cambridge, Mass.: MIT Press. Maratsos, M., Fox, D.E.C., Becker, J.A. & Chalkley, M.A. (1985). Semantic restrictions on children’s passives. Cognition, 19, 167-191. Merz, E.C. Zucker, T.A., Landry, S.H. Williams, J., Assel, M., Taylor, H.B, Lonigan, C.L., Phillips, B., Clancy-Menchetti, J., Barnes, M., Eisenberg, N., de Villiers, J. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology 132, 14-31 Pearson, B. Z., Jackson, J. E., & Wu, H. (2014). Seeking a valid gold standard for an innovative dialect-neutral language test. Journal of Speech-Language and Hearing Research. 57(2). 495-508. Reger, Z. (1999). Teasing in the linguistic socialization of Gypsy children in Hungary. Acta Linguistica Hungarica, 46, 289-315. Réger, Z. and Berko-Gleason, J. (1991). Romāni Child-Directed Speech and Children's Language among Gypsies in Hungary Language in Society, 20 (4), 601-617. Roeper, T & de Villiers, J.G. (2011). The acquisition path for wh-questions. In de Villiers, J.G. & Roeper, T. (Eds), Handbook of Generative Approaches to Language Acquisition. Springer. Seymour, H., Roeper, T. & de Villiers, J. (2005). The DELV-NR. (Norm-referenced version) The Diagnostic Evaluation of Language Variation. The Psychological Corporation, San Antonio. Schulz, P. & Roeper, T. (2011). Acquisition of exhaustively in wh-questions: a semantic dimensions of SLI. Lingua, 121(3), 383-407. Stokes, S. F., Wong, A. M-Y., Fletcher, P., & Leonard, L. B. (2006). Nonword repetition and sentence repetition as clinical markers of SLI: The case of Cantonese. Journal of Speech, Language and Hearing Research, 49(2), 219-236. Vassilev, R. (2004). The Roma of Bulgaria: A Pariah Minority. The Global Review of Ethnopolitics, 3 (2), 40-51. Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655-684. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.

Abstract:

The extreme bandwidth and performance of 5G mobile networks changes the way we develop and utilize digital services. Within a few years, 5G will not only touch technology and applications, but dramatically change the economy, our society and individual life. One of the emerging technologies that enables the evolution to 5G by bringing cloud capabilities near to the end users is Edge Computing or also known as Multi-Access Edge Computing (MEC) that will become pertinent towards the evolution of 5G. This evolution also entails growth in the threat landscape and increase privacy in concerns at different application areas, hence security and privacy plays a central role in the evolution towards 5G. Since MEC application instantiated in the virtualized infrastructure, in this paper we present a distributed application that aims to constantly introspect multiple virtual machines (VMs) in order to detect malicious activities based on their anomalous behavior. Once suspicious processes detected, our IDS in real-time notifies system administrator about the potential threat. Developed software is able to detect keyloggers, rootkits, trojans, process hiding and other intrusion artifacts via agent-less operation, by operating remotely or directly from the host machine. Remote memory introspection means no software to install, no notice to malware to evacuate or destroy data. Experimental results of remote VMI on more than 50 different malicious code demonstrate average anomaly detection rate close to 97%. We have established wide testbed environment connecting networks of two universities Kyushu Institute of Technology and The City College of New York through secure GRE tunnel. Conducted experiments on this testbed deliver high response time of the proposed system.

Abstract:

The analysis of tank nozzles for API 650, (American Petroleum Institute, 1998, API Standard 650, 10th ed.) tanks is a complex problem. Appendix P of API 650 provides a method for determining the allowable external loads on tank shell openings. The method in Appendix P is based on two papers, one by Billimoria and Hagstrom, 1997, ASME Paper No. 77-PVP-19 and the other by Billimoria and Tam 1980, ASME Paper No. 80-C2/PVP-5. Although Appendix P is optional, the industry has used it for a number of years for large diameter tanks. For tanks less than 120feet(33.6m) in diameter this Appendix is not applicable. In previously published papers, the authors used finite element analysis (FEA) to verify the experimental results reported by Billimoria and Tam for low-type nozzles. The analysis showed the variance between stiffness coefficients and stresses obtained by FEA and API 650 methods for tanks. In this paper, the authors have expanded the scope to include almost any size of nozzle as well as tank size. Stress factors for nozzles at different elevations on the shell are provided. Nozzles located away from a discontinuity are analyzed based on the method provided by the Welding Research Council (WRC), New York, Bulletin No. 297, 1987. Stress reduction factors have been developed using FEA for nozzles located closer to a discontinuity. Mathematical equations are provided together with the curves for the stress factors. The results of this paper have been incorporated into Appendix P of API 650 with the Addendum 3 of the 10th edition which was issued in 2003.

Abstract:

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process. References Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP. Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell. Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf. Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters. Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood. Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House. Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm. Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm. Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books. Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston. Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press. Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up. Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf. Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm. King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins. Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok. Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague. Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/. Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html. Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press. Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court. Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers. Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007. Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN. Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important. “The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9. Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin. UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO. U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872. Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8. Sources http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm http://www.ciil-lisindia.net/ http://www.ethnologue.com/country/IN http://peopleslinguisticsurvey.org/ http://www.rajbhasha.nic.in/en/official-language-rules-1976 http://www.ugc.ac.in/journallist/ http://www.unesco.org/new/en/international-mother-language-day

Abstract:

Тhe purpose of the variety study of the introduced white wine grape variety Traminette, originate at Cornell University, New York, USA in 1965, was to analyze the feasibility of its cultivation in the conditions of the northern zone of the industrial viticulture of the Russian Federation, for which the next objective were set: study in concrete soil and climatic conditions agrobiological and economically valuable characteristic and properties of the Traminette variety, such as yield, plasticity, resistance to biotic and abiotic environmental factors, as well as assess the quality of the resulting dry wine. To facilitate the identification of this variety, we made an ampelographic description according to the leading features. Тhe study was carried out in 2019-2021 according to the methods generally accepted in viticulture and winemaking in the grafted nursery of the Novocherkassk Experimental Field of the All-Russian Research Institute named after Ya.I. Potapenko for Viticulture and Winemaking – Branch of Federal State Budget Scientific Institution «FRARC» (Novocherkassk, Rostov Region). Тhe plantations are non-covered, non-irrigated, grafted, obtained by green grafting on the planted rootstock Oppenheim CO-4, planting scheme 3×1.5 m, medium-bole bush fan-shaped, medium pruning (4-6 buds left on the spoor). Тhe technology of cultivation of vineyards is standard and generally accepted. Тhe white wine variety Traminette of early-medium terms of grape ripeness, according to the variety study in the conditions of Novocherkassk, demonstrated winter hardiness sufficient for non-covering vineyards (the average long-term percentage of bud break is 79.8 %), high yield (10.2 t/ha), and increased resistance to fungal diseases (powdery mildew, downy mildew – 3.0, botrytis 1.5), excellent points for assessing dry wine material (8.7). All this makes the Traminette variety promising for use in industrial production in non-covering culture, with a decrease in the number of sprays compared to classical varieties, to obtain high quality wines.

Abstract:

Abstract Context Comprehensive sports medicine care goes beyond the treatment of injuries resulting from athletic activities. Ultimately, it is a competence that includes knowledge in physical therapy, training, nutrition, coaching, motivation, competition, mentoring, psychology, and spirituality that allows the physician and patient to collaborate on promoting the patient’s health goals. The current literature demonstrates a lack of knowledge in the Osteopathic Primary Care Sports Medicine Model’s effectiveness in performance. Objectives To determine whether a comprehensive osteopathic primary care sports medicine approach can improve performance and health outcomes in collegiate athletes. Methods A randomized controlled trial commenced just prior to the start of the lacrosse season and concluded at the end of the season. All the New York Institute of Technology (NYIT) collegiate lacrosse players were educated first in a 1-day seminar of the core competencies, and all participants had access to ask questions on their own volition. Then they were randomized into two groups, either the experimental group receiving the direct osteopathic primary care sports medicine intervention (n=18) or the control group not having active intervention (n=19). Also, the overall team winning percentage for that season was computed and compared to that for the previous years and the following year. Participants were assessed before and after the intervention with the Patient Health Questionnaire (PHQ-9), the 36-Item Short Form Survey (SF-36), custom Osteopathic Primary Care Sports Medicine questionnaire, and body fat composition, and their changes were compared between the experimental group and the control group. Collected data were analyzed using the repeated-measures analysis of variance. Results Thirty-seven participants were enrolled in the study. After 14 participants were excluded due to being lost to follow-up, 23 athlete records were analyzed. The winning percentage of the team was highest during the year of the study period time than in the 3 previous years and the following year. The test group did not have any statistically significant change in the PHQ-9, SF-36, custom Osteopathic Primary Care Sports Medicine questionnaire, as well as in body fat composition. Conclusions When used during a collegiate lacrosse season, this Osteopathic Primary Care Sports Medicine intervention did not significantly improve health outcomes. This preliminary study, despite its limitations in compliance and study population size, did demonstrate improvement in overall team performance when comparing the intervention sport season to other seasons but was not statistically significantly. Therefore, further studies are warranted to improve the understanding in this approach to athlete health outcomes and performance.

Abstract:

In this article, reflectivity is considered as an individual general ability to develop different attitudes to life events in order to reduce an external and internal uncertainty in situations. The objective of the research is to examine the self-assessment criteria for reflectivity with psychosemantic procedure. The author designs a modified version of the Ch. Osgood’s (1957) Semantic Differential (SD) for examining the content and formal features of the self-assessment criteria of reflectivity. This study suggests two main processes of self-assessment of reflectivity, notably differentiation and integration. The results of factor analysis indicate that individuals with high reflectivity level are aligned with low differentiation of the semantic space and monolithic nature of self-assessment criteria. The coherence and consistency of self-assessment criteria reduce the individuals’ level of inner uncertainty, transform external problems to familiar tasks and increase an efficient decision-making. A high level of differentiation is related to individual readiness to make a correct decision in the situation of multiple choice. High differentiation increases the individual adjustment and prevents from poor effects of high reflectivity. Consequently, a high level of reflectivity is associated with a low level of differentiation of self-assessment criteria. References Грановская Р.М. Психология веры. Санкт-Петербург: Питер, 2010. Карпов А.В. Психология рефлексивных механизмов деятельности. Москва: Изд-во «Институт психологии РАН», 2004. Карпов А.В., Пономарева В.В. Психология рефлексивных механизмов управ­ления. М.: Изд­во ИП РАН, 2000. Лактионов А.Н. Координаты индивидуального опыта. Харьков: Харьк. нац. ун-т им. В. Каразина, 2010. Леонтьев Д.А. Психологические ресурсы преодоления стрессовых ситуаций: к уточнению базовых конструктов. Психология стресса и совладающего поведения в современном российском обществе: Материалы II Междун. научно-практич. конференции. Кострома: КГУ им. Н.А. Некрасова, 2010, 2, 40–42. Леонтьев Д.А., Аверина А.Ж. Феномен рефлексии в контексте проблемы саморегуляции. Психологические исследования. 2011. №2(16). Режим доступа: http://psystudy.ru/index.php/num/2011n2-16/463-leontiev-averina16.html. Петренко В.Ф. Основы психосемантики. Москва: Эксмо, 2010. Похилько В. И., Федотова Е.О. Техника репертуарных решеток в экспериментальной психологии личности. Вопросы психологии, 1984. № 3, 151–157. Проблемы психологической герменевтики / Под ред. Н.В. Чепелевой. Киев : Изд-во Национального педагогического университета им. Н. П. Драгоманова, 2009. Савченко О.В. Рефлексивна компетентність особистості. Херсон : ПП Вишемирський В. С., 2016 Савченко О. Структура семантичного простору, що відображає уявлення суб’єкта про власну рефлексивну активність // East European Journal of Psycholinguistics. 2015. Т. 2 (1), 114–123. Чуприкова Н.И. Психология умственного развития: Принцип дифференциации. Москва : АО «Столетие», 1997. Gawronski, B. & Bodenhausen, G. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692-731. Halpern, D. F. (2001). Assessing the Effectiveness of Critical Thinking Instruction. The Journal of General Education, 50(4), 270–286. Harvey, O.J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual System and Personality Organization. New York: Wiley & Sons. Janzen, G. (2006). The Representational Theory of Phenomenal Character: A Phenomenological Critique. Phenomenology and the Cognitive Sciences, 5, 321–339 [in English]. Kriegel, U. (2003). Consciousness as Intransitive Self-Consciousness: Two views. Canadian Journal of Philosophy, 33, 103-132. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflexion and reflection: A social cognitive neuroscience approach to attributional inference. In Advances in experimental social psychology (Vol. 34, pp. 199-249). Academic Press. Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. Peters, F. (2013). Theories of consciousness as reflexivity. The Philosophical Forum, 44, 341-372. Savchenko O. (2016b) The formation level of the components of the reflective experience as a factor of the students` educational success. Psychological Prospects, 28, 269-282. References (translated and transliterated) Granovskaya, R. M. (2010). Psihologiya Very [Psychology of Faith]. S.-Petersburg: Piter. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of Reflective Activity Mechanisms]. Moscow: Institute of Psychology of the Russian Academy of Sciences. Karpov, A. V., Ponomareva, V. V. (2000). Psihologiya Refleksivnyh Mehanizmov Upravleniya [Psychology of Reflective Management Mechanisms]. Moscow: Institute of Psychology of the Russian Academy of Sciences. Laktionov, A.N. (2010). Koordinaty Individualnogo Opyta [Coordinates of Individual Experience]. Kharkiv: Karazin National University of Kharkiv. Leontyev, D. A. (2010). Psihologicheskie resursyi preodoleniya stressovyih situatsiy: k utochneniyu bazovyih konstruktov [Psychological resources of stressful situations overcoming: to clarify the basic constructs]. Psychology of Stress and Coping Behavior in Modern Russian Society. Book of Abstracts of the 2nd International Scientific and Applied Conference, 2. Kostroma: Nekrasov Kostroma State University. (40-42). Leontyev, D.A., Averina, A. Zh. (2011). Fenomen refleksii v kontekste problemyi samoregulyatsii [The phenomenon of reflection in the context of the problem of self-regulation]. Psihologicheskie Issledovaniya, 2(16). Retrieved from http://psystudy.ru/index.php/num/2011n2-16/463-leontiev-averina16.html. Petrenko, V.F. (2010). Osnovyi Psihosemantiki [Fundamentals of Psychosemantics]. Moscow: Eksmo. Pohilko, V. I., Fedotova, E. O. (1984). Tehnika repertuarnyih reshetok v eksperimentalnoy psihologii lichnosti [Repertory grid technique in experimental psychology of personality.]. Voprosy Psihologii, 3, 151–157. Chepeleva, N. V. (Ed.). (2009). Problemy Psihologicheskoy Germenevtiki [Issues of Psychological Hermeneutics]. Kyiv: Drahomanov National Pedagogical University. Savchenko, O.V. (2016a). Refleksyvna Kompetentnist Osobystosti [Personality`s Reflective Competence]. Kherson: Vyshemyrskyi. Savchenko, O. (2015). Struktura semantychnoho prostoru, shcho vidobrazhaie uiavlennia subyekta pro vlasnu refleksyvnu aktyvnist [The Semantic space structure of the subject’s sonception of his own mental activity]. East European Journal of Psycholinguistics, 2(1), 114–123. Chuprikova, N. I. (1997). Psihologiya Umstvennogo Razvitiya: Printsip Differentsiatsii [Psychology of Mental Development: The Principle of Differentiation.]. Moscow: Stoletiye. Gawronski, B. & Bodenhausen, G.V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692-731. Halpern, D. F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50(4), 270–286. Harvey, O.J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual System and Personality Organization. New York: Wiley & Sons. Janzen, G. (2006). The Representational Theory of Phenomenal Character: A Phenomenological Critique. Phenomenology and the Cognitive Sciences, 5, 321–339. Kriegel, U. (2003). Consciousness as Intransitive Self-Consciousness: Two views. Canadian Journal of Philosophy, 33, 103-132. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflexion and reflection: A social cognitive neuroscience approach to attributional inference. In M. P. Zanna (Ed.), Advances in experimental social psychology, 34 (pp. 199–249). Academic Press. Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. Peters, F. (2013). Theories of consciousness as reflexivity. The Philosophical Forum, 44, 341-372. Savchenko O. (2016b) The formation level of the components of the reflective experience as a factor of the students` educational success. Psychological Prospects, 28, 269-282.

Abstract:

In vitro exposure of oocytes to elevated temperatures hastened oocyte maturation; furthermore, performing IVF of heat-stressed oocytes 5 h earlier than the usual 24 h resulted in blastocyst development similar to that of non-heat-stressed controls (Edwards et al. 2005 J. Dairy Sci. 88, 4326–4333). If elevated ambient temperatures in vivo alter oocyte maturation in a similar fashion, then new strategies are needed to induce earlier release of the oocyte from the ovulatory follicle. Current objectives were to examine follicular growth after FSH administration and examine whether treatment with FSH and an exogenously induced LH surge would hasten ovulation. On Day 0 (8 to 9 days after estrus) of the experimental period, lactating Holstein cows (n = 31; 65–115 days in milk; 1–6 lactations) received an EAZI-BREED CIDR (Pfizer Animal Health, New York, NY, USA) plus 100 µg of gonadotropin-releasing hormone (GnRH, IM; Cystorelin, Merial Ltd, Iselin, NJ, USA). On Day 7, CIDRs were removed and cows were administered 500 µg cloprostenol (IM; Estrumate, Schering-Plough Animal Health, Union, NJ, USA). Concurrently, cows were randomly allocated to receive either 80 mg FSH (FSH; n = 15; Folltropin-V, Bioniche Animal Health, Belleville, ON, Canada) or 4 mL of sterile saline (SAL; n = 16). Forty-eight h later (Day 9), cows within the FSH and SAL groups were randomly subdivided to receive either a 100-µg dose of Cysterolin (GnRH) or 3000 IU of hCG (hCG, IM; Chorulon, Intervet Inc., Millsboro, DE, USA) generating 4 treatment combinations (FSH/GnRH, n = 3; FSH/hCG, n = 7; SAL/GnRH, n = 8; and SAL/hCG, n = 8). Ovarian activity was assessed by ultrasonography to evaluate growth of the ovulatory follicle. Following CIDR removal, frequent ultrasonography was utilized to confirm ovulation (disappearance of the dominant follicle). Data were analyzed using the MIXED procedure of SAS (SAS Institute, Inc., Cary, NC, USA). Five cows from the FSH group were removed from the combination treatment due to ovulation occurring before 48 h post-CIDR removal. Size of the ovulatory follicle at time of GnRH or hCG administration was not different between FSH or SAL groups (16.7 � 0.7 v. 17.5 � 0.6 mm, respectively). Total growth of the ovulatory follicle from CIDR removal to ovulation did not differ between FSH (3.04 � 0.7 mm) and SAL (2.75 � 0.7 mm)-treated cows. As calculated from time of CIDR removal, ovulation occurred earlier in FSH (63.6 � 4.5 h) than in SAL (77.2 � 4.4 h; P < 0.05)-treated cows. Combination of FSH/GnRH produced the earliest ovulation (74 � 1.2 h) which was different only from FSH/hCG (78.6 � 0.8 h; P < 0.05), but not from SAL/GnRH or SAL/hCG (77 � 0.8 and 78 � 0.8 h, respectively). Regardless of FSH or SAL treatment, cows treated with GnRH ovulated earlier than those treated with hCG (75.5 � 0.7 v. 78.3 � 0.6 h, respectively; P < 0.05). In conclusion, while FSH was unable to increase the size of the ovulatory follicle, earlier ovulation occurred when given alone or in combination with GnRH.

Abstract:

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Abstract:

NOTICIAS / NEWS (“transfer”, 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Timme.<<www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-28-larisa-schippelcornelia-zwischenberger-eds-going-east-discovering-new-and-alternative/backPID/transkulturalitaet-translation-transfer.html>> 4. Godayol, Pilar. (2017). Tres escritoras censuradas: Simone de Beauvoir, Betty Friedan y Mary McCarthy. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3149-Tres_escritoras_censuradas.html>> 5. Vanacker, Beatrijs & Tom Toremans. (eds). (2016). Pseudotranslation and Metafictionality/Pseudo-traduction: enjeux métafictionnels. Special issue of Interférences Littéraires.<<www.interferenceslitteraires.be/nr19>> 6. Jiménez-Crespo, Miguel A. (2017). Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies. Amsterdam: John Benjamins. <<https://benjamins.com/#catalog/books/btl.131>> 7. Quality Assurance and Assessment Practices in Translation and Interpreting<<www.igi-global.com/publish/call-for-papers/call-details/2640>> 8. Hurtado Albir, Amparo. (ed.). (2017). Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.<<www.benjamins.com/#catalog/books/btl.127/main>> 9. Taivalkoski-Shilov, Kristiina, Liisa Tittula and Maarit Koponen. (eds). (2017). Communities in Translation and Interpreting. Toronto: Vita Traductiva, York University<<http://vitatraductiva.blog.yorku.ca/publication/communities-in-translation-and-interpreting>> 10. Giczela-Pastwa, Justyna and Uchenna Oyali (eds). (2017). Norm-Focused and Culture-Related Inquiries in Translation Research. Selected Papers of the CETRA Research Summer School 2014. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/25509>> 11. Castro, Olga & Emek Ergun (eds). (2017). Feminist Translation Studies: Local and Transnational Perspectives. London: Routledge.<<www.routledge.com/Feminist-Translation-Studies-Local-and-Transnational-Perspectives/Castro-Ergun/p/book/9781138931657>> 12. Call for papers: New Trends in Translation Studies. Series Editor: Prof. Jorge Díaz-Cintas, Centre for Translation Studies (CenTraS), University College London.<<(www.ucl.ac.uk/centras)>>, <<www.peterlang.com/view/serial/NEWTRANS>> 13. Valero-Garcés, Carmen & Rebecca Tipton. (eds). (2017). Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb=9781783097517>> 14. Mahyub Rayaa, Bachir & Mourad Zarrouk. 2017. A Handbook for Simultaneous Interpreting Training from English, French and Spanish to Arabic / منهج تطبيقي في تعلّم الترجمة الفورية من الانجليزية والفرنسية والإسبانية إلى العربية. Toledo: Escuela de Traductores.<<https://issuu.com/escueladetraductorestoledo/docs/cuaderno_16_aertefinal_version_web>> 15. Lapeña, Alejandro L. (2017). A pie de escenario. Guía de traducción teatral. Valencia: JPM ediciones.<<http://jpm-ediciones.es/catalogo/details/56/11/humanidades/a-pie-de-escenario>> 16. Mével, Alex. (2017). Subtitling African American English into French: Can We Do the Right Thing? Oxford: Peter Lang.<<www.peterlang.com/view/product/47023>> 17. Díaz Cintas, Jorge & Kristijan Nikolić. (eds). (2017). Fast-Forwarding with Audiovisual Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?K=9781783099368>> 18. Taibi, Mustapha. (ed.). (2017). Translating for the Community. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb= 9781783099122>> 19. Borodo, Michał. (2017). Translation, Globalization and Younger Audiences. The Situation in Poland. Oxford: Peter Lang.<<www.peterlang.com/view/product/81485>> 20. Reframing Realities through Translation Cambridge Scholars Publishing<<https://cambridgescholarsblog.wordpress.com/2017/07/28/call-for-papers-reframing-realities-through-translation>> 21. Gansel, Mireille. 2017. Translation as Transhumance. London: Les Fugitives<<www.lesfugitives.com/books/#/translation-as-transhumance>> 22. Goźdź-Roszkowski, S. and G. Pontrandolfo. (eds). (2018). Phraseology in Legal and Institutional Settings. A Corpus-based Interdisciplinary Perspective. London: Routledge<<www.routledge.com/Phraseology-in-Legal-and-Institutional-Settings-A-Corpus-based-Interdisciplinary/Roszkowski-Pontrandolfo/p/book/9781138214361>> 23. Deckert, Mikołaj. (ed.). (2017). Audiovisual Translation – Research and Use. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/80659>> 24. Castro, Olga; Sergi Mainer & Svetlana Page. (eds). (2017). Self-Translation and Power: Negotiating Identities in European Multilingual Contexts. London: Palgrave Macmillan.www.palgrave.com/gb/book/9781137507808 25. Gonzalo Claros, M. (2017). Cómo traducir y redactar textos científicos en español. Barcelona: Fundación Dr. Antonio Esteve.<<www.esteve.org/cuaderno-traducir-textos-cientificos>> 26. Tian, Chuanmao & Feng Wang. (2017).Translation and Culture. Beijing: China Social Sciences Press.<<http://product.dangdang.com/25164476.html>> 27. Malamatidou, Sofia. (2018). Corpus Triangulation: Combining Data and Methods in Corpus-Based Translation Studies. London: Routledge.<<www.routledge.com/Corpus-Triangulation-Combining-Data-and-=Methods-in-Corpus-Based-Translation/Malamatidou/p/book/9781138948501>> 28. Jakobsen, Arnt L. and Bartolomé Mesa-Lao. (eds). (2017). Translation in Transition: Between Translation, Cognition and Technology. Amsterdam: John Benjamins.<<https://benjamins.com/#catalog/books/btl.133>> 29. Santaemilia, José. (ed.). (2017). Traducir para la igualdad sexual / Translating for Sexual Equality. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3198-Traducir_para_la_igualdad_sexual.html>> 30. Levine, Suzanne Jill & Katie Lateef-Jan. (eds). (2018). Untranslatability Goes Global. London: Routledge.<<www.routledge.com/Untranslatability-Goes-Global/Levine-Lateef-Jan/p/book/9781138744301>> 31. Baer, Brian J. & Klaus Kindle. (eds). (2017). Queering Translation, Translating the Queer. Theory, Practice, Activism. New York: Routledge.<<www.routledge.com/Queering-Translation-Translating-the-Queer-Theory-Practice-Activism/Baer-Kaindl/p/book/9781138201699>> 32. Survey: The translation of political terminology<<https://goo.gl/forms/w2SQ2nnl3AkpcRNq2>> 33. Estudio de encuesta sobre la traducción y la interpretación en México 2017<<http://italiamorayta.org/wp-content/uploads/2017/09/ENCUESTAS.pdf>> 34. Beseghi, Micòl. (2017). Multilingual Films in Translation: A Sociolinguistic and Intercultural Study of Diasporic Films. Oxford: Peter Lang.<<www.peterlang.com/view/product/78842>> 35. Vidal Claramonte, María Carmen África. (2017). Dile que le he escrito un blues: del texto como partitura a la partitura como traducción en la literatura latinoamericana. Madrid: Iberoamericana.<<www.iberoamericana-vervuert.es/FichaLibro.aspx?P1=104515>> 36. Figueira, Dorothy M. & Mohan, Chandra. (eds.). (2017). Literary Culture and Translation. New Aspects of Comparative Literature. Delhi: Primus Books. ISBN: 978-93-84082-51-2.<<www.primusbooks.com>> 37. Tomiche, Anne. (ed.). (2017). Le Comparatisme comme aproche critique / Comparative Literature as a Critical Approach. Tome IV: Traduction et transfers / Translation and Transferts. París: Classiques Garnier. ISBN: 978-2-406-06533-3. 2) REVISTAS / JOURNALS 1. Call for papers: The Translator, special issue on Translation and Development, 2019. Contact: jmarais@ufs.ac.za 2. Call for papers: Applied Language LearningContact: jiaying.howard@dliflc.edu<<www.dliflc.edu/resources/publications/applied-language-learning>> 3. Panace@: Revista de Medicina, Lenguaje y Traducción; special issue on “La comunicación escrita para pacientes”, vol. 44<<www.tremedica.org/panacea/PanaceaActual.htm>> 4. mTm, issue 9<<www.mtmjournal.gr/default.asp?catid=435>> 5. Asia Pacific Translation and Intercultural Studies, Volume 4 Issue 3 (November 2017)<<http://explore.tandfonline.com/cfp/ah/aptis>>, <<www.tandfonline.com/rtis>> 6. Call for papers: The Journal of Translation Studies, special issue on Translation and Social Engagement in the Digital AgeContact: Sang-Bin Lee, sblee0110@naver.com 7. Current Trends in Translation Teaching and Learning E<<www.cttl.org>> 8. Translation and Interpreting Studies, 15 (1), Special issue on The Ethics of Non-Professional Translation and Interpreting in Public Services and Legal Settings<<www.atisa.org/call-for-papers>> 9. Call for papers: Translation & Interpreting – The International Journal of Translation and Interpreting Research, Special issue on Translation of Questionnaires in Cross-national and Cross-cultural Research<<www.trans-int.org/index.php/transint/announcement/view/19>> 10. Revista Digital de Investigación en Docencia Universitaria (RIDU), Special issue on Pedagogía y didáctica de la traducción y la interpretación<<http://revistas.upc.edu.pe/index.php/docencia/pages/view/announcement>> 11. Translation, Cognition & Behavior<<https://benjamins.com/#catalog/journals/tcb/main>> 12. FITISPos International Journal, vol. 4 (2017)Shedding Light on the Grey Zone: A Comprehensive View on Public Services Interpreting and Translation<<www3.uah.es/fitispos_ij>> 13. Post-Editing in Practice: Process, Product and NetworksSpecial issue of JoSTrans, The Journal of Specialised Translation, 31<<www.jostrans.org/Post-Editing_in_Practice_Jostrans31.pdf>> 14. Call for papers: MonTI 10 (2018), Special issue on Retos actuales y tendencias emergentes en traducción médica<<https://dti.ua.es/es/monti/convocatorias.htm>> 15. Call for papers: trans‐kom Special Issue on Industry 4.0 meets Language and Knowledge Resources.Contact: Georg Löckinger (georg.loeckinger@fh‐wels.at)<<http://trans-kom.eu/index-en.html>> 16. Translaboration: Exploring Collaboration in Translation and Translation in CollaborationSpecial Issue, Target, vol 32(2), 2020.<<www.benjamins.com/series/target/cfp_target_32.pdf>> 17. redit, Revista Electrónica de Didáctica de la Traducción e Interpretación, nº11.<<www.revistas.uma.es/index.php/redit>> 18. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.Contact: alessandra.rizzo@unipa.it & karen.Seago1@city.ac.uk<<www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 19. trans-kom, Vol. 10 (1), 2017. <<www.trans-kom.eu>> 20. JoSTrans, The Journal of Specialised Translation, issue 28 (July 2017).<<www.jostrans.org/issue28/issue28_toc.php>> 21. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.<<www.unipa.it/dipartimenti/scienzeumanistiche/.content/documenti/CFPInverbis.pdf>> 22. Call for papers: TTR, special Issue on Lost and Found in Transcultural and Interlinguistic Translation/La traduction transculturelle et interlinguistique : s’y perdre et s’y retrouver<<http://professeure.umoncton.ca/umcm-merkle_denise/node/30>> 23. Call for proposals for thematic issues:Linguistica Antverpiensia, New Series – Themes in Translation Studies (LANS – TTS)<<https://lans-tts.uantwerpen.be>> 24. Call for papers: trans‑kom, special issue on Didactics for Technology in Translation and InterpretingVol. 11(2), December 2018.Contact: aietimonografia@gmail.com / carmen.valero@uah.es 25. Journal of Languages for Special PurposesVol 22/2, New Perspectives on the Translation of Advertising<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/53>>Vol 23/1, Linguistics, Translation and Teaching in LSP<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/72>> 26. Call for papers: Parallèles, special issue on La littérature belge francophone en traduction (in French), Volume 32(1), 2020.Contact: katrien.lievois@uantwerpen.be & catherine.gravet@umons.ac.be 27. Call for papers: Asia Pacific Translation and Intercultural Studies, Volume 5(1), 2018.<<www.tandfonline.com/rtis>> 28. Target, special issue on Translaboration: Exploring Collaboration in Translation and Translation in Collaboration<<www.benjamins.com/series/target/cfp_target_32.pdf>> 29. Research in Language, special issue on Translation and Cognition: Cases of Asymmetry, Volume 15(2).<<www.degruyter.com/view/j/rela.2017.15.issue-2/issue-files/rela.2017.15.issue-2.xml>> 30. Call for papers: Translation Spaces, special issue on Translation in Non-governmental Organisations, 7(1), 2018.<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs.pdf>> 31. Call for papers: Translating the Margin: Lost Voices in the Aesthetic Discourse, special issue of InVerbis (2018).<<www.unipa.it/dipartimenti/scienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 32. Call for papers: Translation and Disruption: Global and Local Perspectives, special issue of Revista Tradumàtica (2018).Contact: akiko.sakamoto@port.ac.uk; jonathan.evans@port.ac.uk and olga.torres.hostench@uab.cat 33. Call for papers: JoSTrans. The Journal of Specialised Translation 33 (January 2020), Special Issue on ‘Experimental Research and Cognition in Audiovisual Translation’. Guest editors: Jorge Díaz Cintas & Agnieszka Szarkowska. Deadline for proposals: 19 February 2018<<http://www.jostrans.org/>> 34. Dragoman – Journal of Translation Studies<<www.dragoman-journal.org/books>> 35. Call for papers: Translation Spaces 7(1) 2018, special issue on Translation in Non-governmental Organisations<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs-public-extended_deadline.pdf>> 36. Call for papers: Public Service Interpreting and Translation and New Technologies Participation through Communication with Technology, special issue of FITISPos International Journal, Vol 5 (2018).Contact: Michaela Albl-Mikasa (albm@zhaw.ch) & Stefanos Vlachopoulos (stefanos@teiep.gr) 37. Sendebar, Vol. 28 (2017)<<http://revistaseug.ugr.es/index.php/sendebar>> 38. Ranzato, Irene. (2016). North and South: British Dialects in Fictional Dialogue, special issue of Status Quaestionis – Language, Text, Culture, 11.<<http://statusquaestionis.uniroma1.it/index.php/statusquaestionis>> 39. Translation Studies 10 (2), special issue on Indirect Translation.<<www.tandfonline.com/toc/rtrs20/current>> 40. Translation & Interpreting – Special issue on Research Methods in Interpreting Studies, Vol 9 (1), 2017. 41. Translation and Translanguaging in Multilingual Contexts, special issue on Between Specialised Texts and Institutional Contexts – Competence and Choice in Legal Translation, edited by V. Dullion, 3 (1), 2017.<<https://benjamins.com/#catalog/journals/ttmc.3.1/toc>> 42. Translation and Performance, 9 (1), 2017<<https://journals.library.ualberta.ca/tc/index.php/TC/issue/view/1879>> 3) CONGRESOS / CONFERENCES 1. ATISA IX: Contexts of Translation and InterpretingUniversity of Wisconsin, Milwaukee, USA, 29 March – 1 April 2018<<www.atisa.org/sites/default/files/CFP_ATISA_2018_FINAL.pdf> 2. V International Translating Voices Translating Regions – Minority Languages, Risks, Disasters and Regional CrisesCentre for Translation Studies (CenTraS) at UCL and Europe House, London, UK, 13-15 December 2017.<<www.ucl.ac.uk/centras/translation-news-and-events/v-translating-voices>> 3. Translation and Health Humanities: The Role of Translated Personal Narratives in the Co-creation of Medical KnowledgeGenealogies of Knowledge I Translating Political and Scientific Thought across Time and Space, University of Manchester, UK7-9 December 2017.<<http://genealogiesofknowledge.net/2017/02/20/call-panel-papers-translation-health-humanities-role-translated-personal-narratives-co-creation-medical-knowledge>> 4. Fourth International Conference on Non-Professional Interpreting and Translation (NPIT4), Stellenbosch University, South Africa, 22-24 May 2018.<<http://conferences.sun.ac.za/index.php/NPIT4/npit4>> 5. I International Conference on Interdisciplinary Approaches for Total Communication: Education, Healthcare and Interpreting within Disability Settings, University of Málaga, Spain, 12-14 December 2017.<<https://ecplusproject.uma.es/cfp-iciatc>> 6. Translation & Minority 2: Freedom and DifferenceUniversity of Ottawa, Canada, 10-11 November 2017.<<https://translationandminority.wordpress.com>> 7. Staging the Literary Translator: Roles, Identities, PersonalitiesUniversity of Vienna, Austria, 17-19 May 2018.<<http://translit2018.univie.ac.at/home>> 8. IATIS 2018 – Translation and Cultural MobilityPanel 9: Translating Development: The Importance of Language(s) in Processes of Social Transformation in Developing CountriesHong Kong, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel09>> 9. Fun for All 5: Translation and Accessibility in Video Games Conference, Universitat Autònoma de Barcelona, Spain, 7-8 June 2018.<<http://jornades.uab.cat/videogamesaccess>> 10. ACT/Unlimited! 2 Symposium, Universitat Autònoma de Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 11. IATIS 2018 – Translation and Cultural MobilityPANEL 06: Museum Translation: Encounters across Space and TimeHong Kong Baptist University, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel06>> 12. IATIS 2018 – Translation and Cultural Mobility PANEL 12: Advances in Discourse Analysis in Translation Studies: Theoretical Models and Applications Hong Kong Baptist University3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel12>> 13. Understanding Quality in Media Accessibility, Universidad Autònoma de Barcelona, Spain, 5 June 2018. <<http://pagines.uab.cat/umaq/content/umaq-conference>> 14. Managing Anaphora in Discourse: Towards an Interdisciplinary Approach, University of Grenoble Alpes, France, 5-6 April 2018.<<http://saesfrance.org/4071-2>> 15. Traduire les voix de la nature / Translating the Voices of Nature, Paris, France, 25-26 May 2018.<<www.utu.fi/en/units/hum/units/languages/mts/Documents/CFP.pdf>> 16. IATIS 2018 – Translation and Cultural MobilityPANEL 10: Audiovisual Translation as Cross-cultural Mediation – New Trajectories for Translation and Cultural Mobility?Hong Kong Baptist University, 3-6 July 2018. <<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel10>> 17. The Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/firstcircular>> 18. I Coloquio Internacional Hispanoafricano de Lingüística, Literatura y Traducción. España en contacto con África, su(s) pueblo(s) y su(s= cultura(s) Universidad FHB de Cocody-Abidjan, Costa de Marfil 7-9 March 2018.<<www.afriqana.org/encuentros.php>> 19. Transius Conference 2018, Geneva, Switzerland, 18-20 June 2018.<<http://transius.unige.ch/en/conferences-and-seminars/conferences/18/>> 20. 39th International GERAS Conference - Diachronic Dimensions in Specialised Varieties of English: Implications in Communications, Didactics and Translation Studies, University of Mons, Belgium15-17 March 2018.<<www.geras.fr/index.php/presentation/breves/2-uncategorised/245-cfp-39th-international-geras-conference>> 21. 31st Annual Conference of the Canadian Association for Translation Studies - Translation and Adaptation, University of Regina, Canada, 28-30 May 2018.<<https://linguistlist.org/issues/28/28-3413.html>> 22. 2nd Valencia/Napoli Colloquium on Gender and Translation: Translating/Interpreting LSP through a Gender PerspectiveUniversità di Napoli 'L'Orientale', Italy, 8-9 February 2018.Contact: eleonorafederici@hotmail.com 23. Ninth Annual International Translation Conference: Translation in the Digital Age: From Translation Tools to Shifting Paradigms, Hamad Bin Khalifa’s Translation & Interpreting Institute (TII), Doha, Qatar, 27-28 March 2018.<<www.tii.qa/9th-annual-translation-conference-translation-digital-age-translation-tools-shifting-paradigms>> 24. ACT/Unlimited! 2 Symposium – Quality Training, Quality Service in Accessible Live Events, Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 25. Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain, 20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/secondcircular2018>> 26. Talking to the World 3. International Conference in T&I Studies – Cognition, Emotion, and Creativity, Newcastle University, UK, 17-18 September 2018.<<www.ncl.ac.uk/sml/news-events/news/item/talkingtotheworld3ticonference.html>> 27. Translation & Interpreting in the Digital Era, Hankuk University of Foreign Studies, Seoul, South Korea, 29-30 January 2018.Contact: itri@hufs.ac.kr 28. 7th META-NET Annual Conference: Towards a Human Language Project, Hotel Le Plaza, Brussels, Belgium, 13-14 November 2017.<<www.meta-net.eu/events/meta-forum-2017>> 4) CURSOS – SEMINARIOS – POSGRADOS / COURSES – SEMINARS – MA PROGRAMMES 1. Certificate / Diploma / Master of Advanced Studies in Interpreter Training (online), FTI, University of Geneva, Switzerland,4 September 2017 - 10 September 2019.<<www.unige.ch/formcont/masit>> 2. Master’s Degree in Legal Translation, Institute of Advanced Legal Studies, London, UK.<<http://ials.sas.ac.uk/study/courses/llm-legal-translation>> 3. Certificat d’Université en Interprétation en contexte juridique : milieu judiciaire et secteur des demandes d’asile, University of Mons, Belgium.<<http://hosting.umons.ac.be/php/centrerusse/agenda/certificat-duniversite-en-interpretation-en-contexte-juridique-milieu-judiciaire-et-secteur-des-demandes-dasile.html>> 4. Online MA in Translation and Interpreting ResearchUniversitat Jaume I, Castellón, Spain.Contact: monzo@uji.es<<www.mastertraduccion.uji.es>> 5. MA in Intercultural Communication, Public Service Interpreting and Translation 2017-2018, University of Alcalá, Madrid, Spain.<<www3.uah.es/master-tisp-uah/introduction-2/introduction>> 6. Research Methods in Translation and Interpreting StudiesUniversity of Geneva, Switzerland.<<www.unige.ch/formcont/researchmethods-distance1>><<www.unige.ch/formcont/researchmethods-distance2>> 7. La Traducción audiovisual y el aprendizaje de lenguas extranjeras, Universidad Nacional de Educación a Distancia (UNED), Spain, 4 December 2017.<<https://goo.gl/3zpMgY>> 8. Fifth summer school in Chinese-English Translation and Interpretation (CETIP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 9. First summer school in Arabic – English Translation and Interpretation (AETP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 10. Third summer school in translation pedagogy (TTPP)University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 4) PREMIOS/AWARDS 1. The Warwick Prize for Women in Translation<<http://www2.warwick.ac.uk/fac/cross_fac/womenintranslation>

Abstract:

The experiment was conducted in the Agronomy Field, Sher-e-Bangla Agricultural University (SAU), Dhaka-1207 during the period of November 17, 2016 to March 29, 2017 on growth and yield performance of selected wheat genotypes at variable irrigation. In this experiment, the treatment consisted of three varieties viz. V1 = BARI Gom 26, V2 = BARI Gom 28, V3 = BARI Gom 30, and four different irrigations viz. I0 = No Irrigation throughout the growing season, I1 = One irrigation (Irrigate at CRI stage), I2= Two irrigation (Irrigate at CRI and grain filling), I3= Three irrigation (irrigate at CRI, booting and grain filling stages). The experiment was laid out in two factors split plot with three replications. The collected data were statistically analyzed for evaluation of the treatment effect. Results showed that a significant variation among the treatments in respect majority of the observed parameters. Results showed significant variation in almost every parameter of treatments. The highest Plant height, number of effective tillers hill-1, spike length, number of grain spike-1 was obtained from BARI Gom-30. The highest grain weight hectare-1 (3.44 ton) was found from wheat variety BARI Gom-30. All parameters of wheat showed statistically significant variation due to variation of irrigation. The maximum value of growth, yield contributing characters, seed yield was observed with three irrigation (irrigate at CRI, booting and grain filling stages). The interaction between different levels of variety and irrigation was significantly influenced on almost all growth and yield contributing characters, seed yield. The highest yield (3.99 t ha-1) was obtained from BARI Gom-30 with three irrigation (irrigate at CRI, booting and grain filling stages). The optimum growth and higher yield of wheat cv. BARI Gom-30 could be obtained by applying three irrigations at CRI, booting and grain filling stages. Introduction Wheat (Triticumaestivum L.) is one of the most important cereal crops cultivated all over the world. Wheat production was increased from 585,691 thousand tons in 2000 to 713,183 thousand tons in 2013 which was ranked below rice and maize in case of production (FAO, 2015). In the developing world, need for wheat will be increased 60 % by 2050 (Rosegrant and Agcaoili, 2010). The International Food Policy Research Institute projections revealed that world demand for wheat will increase from 552 million tons in 1993 to 775 million tons by 2020 (Rosegrantet al.,1997). Wheat grain is the main staple food for about two third of the total population of the world. (Hanson et al., 1982). It supplies more nutrients compared with other food crops. Wheat grain is rich in food value containing 12% protein, 1.72% fat, 69.60% carbohydrate and 27.20% minerals (BARI, 2006). It is the second most important cereal crop after rice in Bangladesh. So, it is imperative to increase the production of wheat to meet the food requirement of vast population of Bangladesh that will secure food security. During 2013-14 the cultivated area of wheat was 429607 ha having a total production of 1302998 metric tons with an average yield of 3.033 metric tons ha-1whereas during 2012-13 the cultivated area of wheat was 416522 ha having a total production of 1254778 metric tons with an average yield of 3.013 tons ha-1 (BBS, 2014). Current demand of wheat in the country is 3.0-3.5 million tons. Increasing rate of consumption of wheat is 3% per year (BBS, 2013). Wheat production is about 1.0 milllion from 0.40 million hectares of land. Bangladesh has to import about 2.0-2.5-million-ton wheat every year. Wheat is grown all over Bangladesh but wheat grows more in Dhaka, Faridpur, Mymensingh, Rangpur, Dinajpur, Comilla districts. Wheat has the umpteen potentialities in yield among other crops grown in Bangladesh. However, yield per hectare of wheat in Bangladesh is lower than other wheat growing countries in the world due to various problems. Increasing food production of the country in the next 20 years to much population growth is a big challenge in Bangladesh. It is more difficult because, land area devoted to agriculture will decline and better-quality land and water resources will be divided to the other sector of national economy. In order to grow more food from marginal and good quality lands, the quality of natural resources like seed, water, varieties and fuel must be improved and sustained. Variety plays an important role in producing high yield of wheat because different varieties responded differently for their genotypic characters, input requirement, growth process and the prevailing environment during growing season. In Bangladesh the wheat growing season (November-March) is in the driest period of the year. Wheat yield was declined by 50% owing to soil moisture stress. Irrigation water should be applied in different critical stages of wheat for successful wheat production. Shoot dry weight, number of grains, grain yield, biological yield and harvest index decreased to a greater extent when water stress was imposed at the anthesis stage while water stress was imposed at booting stage caused a greater reduction in plant height and number of tillers (Gupta et al., 2001). Determination of accurate amount of water reduces irrigation cost as well as checks ground water waste. Water requirements vary depending on the stages of development. The pick requirement is at crown root initiation stage (CRI). In wheat, irrigation has been recommended at CRI, flowering and grain filling stages. However, the amount of irrigation water is shrinking day by day in Bangladesh which may be attributed to filling of pond river bottom. Moreover, global climate change scenarios are also responsible for their scarcity of irrigation water. So, it is essential to estimate water saving technique to have an economic estimate of irrigation water. Information on the amount of irrigation water as well as the precise sowing time of wheat with change in climate to expedite wheat production within the farmer’s limited resources is inadequate in Bangladesh. The need of water requirement also varies with sowing times as the soil moisture depletes with the days after sowing in Bangladesh as there is scanty rainfall after sowing season of wheat in general in the month of November. With above considerations, the present research work was conducted with the following objectives: To evaluate yield performance of selected wheat genotypes(s) at variable irrigation management. To identify the suitable genotype (s) of wheat giving higher yield under moisture stress condition. Materials and Methods Description of the experimental site The experiment was conducted in the Research Field, Sher-e-Bangla Agricultural University (SAU), Dhaka-1207 during the period of November, 2016 to March, 2017 to observe the growth and yield performance of selected wheat genotypes at variable irrigation management. The experimental field is located at 23041´ N latitude and 90º 22´ E longitude at a height of 8.6 m above the sea level belonging to the Agro-ecological Zone “AEZ-28” of Madhupur Tract (BBS, 2013). Soil characteristics The soil of the research field is slightly acidic in reaction with low organic matter content. The selected plot was above flood level and sufficient sunshine was available having available irrigation and drainage system during the experimental period. Soil samples from 0-15 cm depths were collected from experimental field. The experimental plot was also high land, having pH 5.56. Climate condition The experimental field was situated under sub-tropical climate; usually the rainfall is heavy during Kharifseason, (April to September) and scanty in Rabi season (October to March). In Rabi season temperature is generally low and there is plenty of sunshine. The temperature tends to increase from February as the season proceeds towards kharif. Rainfall was almost nil during the period from November 2016 to March 2017 and scanty from February to September. Planting material The test crop was wheat (Triticumaestivum). Three wheat varieties BARI Gom-26, BARI Gom-28 and BARI Gom-30 were used as test crop and were collected from Bangladesh Agricultural Research Institute (BARI), Joydebpur, Gazipur. Treatments The experiment consisted of two factors and those were the wheat genotypes and irrigation. Three wheat genotypes and four irrigations were used under the present study. Factor A: three wheat varieties- V1 = BARI Gom-26, V2 = BARI Gom-28 and V3= BARI Gom-30. Factor B: four irrigations- I0 = No Irrigation throughout the growing season, I1 = One irrigation (Irrigate at CRI stage), I2= Two irrigation (Irrigate at CRI and grain filling) and I3= Three irrigation (Irrigate at CRI, booting and grain filling stages). The experiment was laid out in a split plot design with three replications having irrigation application in the main plots, verities in the sub plots. There were 12 treatments combinations. The total numbers of unit plots were 36. The size of unit plot was 2 m x 2 m = 4.00 m2. The distances between sub-plot to sub-plot, main plot to main plot and replication to replication were, 0.75, 0.75 and 1.5 m, respectively. Statistical analysis The collected data on each plot were statistically analyzed to obtain the level of significance using the computer-based software MSTAT-C developed by Gomez and Gomez, 1984. Mean difference among the treatments were tested with the least significant difference (LSD) test at 5 % level of significance. Results and Discussion Plant height Plant height varied significantly among the tested three varieties (Table 1). At, 75 DAS, BARI Gom 30 showed the tallest plant height (34.72 cm) and BARI Gom 26 recorded the shortest plant height (32.32 cm). At, 90 DAS, BARI Gom 30 recorded the highest plant height (76.13 cm) was observed from BARI Gom 26. However, BARI Gom 26 recorded the shortest plant height (75.01 cm) which was also statistically similar with BARI Gom 28. Islam and Jahiruddin (2008) also concluded that plant height varied significantly due to various wheat varieties. Plant height of wheat showed statistically significant variation due to amount of irrigation at 75, 90 DAS under the present trial (Table 2). At 75 DAS, the tallest plant (34.78 cm) was recorded from I3 (Three irrigation) while the shortest plant (32.02 cm) was observed from I0 (No Irrigation throughout the growing season) treatment. At 60 DAS, the tallest plant (77.51 cm) was found from I3, which was statistically similar with I2 (Two irrigation) and I1 (One irrigation). The shortest plant (71.29 cm) was observed from I0. Plant height was likely increased due to applying higher amount of irrigation compared to less amount of irrigation. Sultana (2013) stated that increasing water stress declined the plant height. Interaction effect of variety and different amount of irrigation showed significant differences on plant height of wheat at 75 and 90 DAS (Table 3). The highest plant height at 30 was 38.00 cm obtained from V3I3 treatment combination. The shortest plant height at 30 was 30.67 cm obtained from V1I0 treatment combination. At 60 DAS, plant height was 78.50 cm obtained from V3I3 and lowest was 69.83 cm obtained from V1I0 treatment combination, which was statistically similar with V2I0 and 3I0 treatment combination. Table 1. Effect of variety on plant height of wheat at different days after sowing Table 2. Effect of irrigation on plant height of wheat at different days after sowing Table 3. Interaction effect of variety and irrigation on plant height of wheat Number of effective tiller hill-1 Number of effective tillers hill-1of wheat was not varied significantly due to varieties (Table 4). BARI Gom 30 produced the highest number of effective tillers hill-1 (9.33) and the lowest number of effective tillers hill-1(8.58) was observed in BARI Gom 26. Different levels of irrigation varied significantly in terms of number of effective tillers hill-1 of wheat at harvest under the present trial (Table 5). The highest number of effective tillers hill-1 9.89 was recorded from I3 treatment, while the corresponding lowest number of effective tillers hill-1 were 7.89 observed in I0 treatment. Sultana (2013) stated that increasing water stress reduced the number of tillers per hill. Variety and irrigation showed significant differences on number of effective tillers hill-1 of wheat due to interaction effect (Table 6). The highest number of effective tillers hill-1 10.33 were observed from V3I3 treatment combination, while the corresponding lowest number of effective tillers hill-1 as 7.33 were recorded from V1I0 treatment combination. Number of non-effective tiller hill-1 Number of non-effective tillers hill-1of wheat was not varied significantly due to varieties (Table 4). BARI Gom 26 produced the highest number of non-effective tillers hill-1 (1.33) and the lowest number of non-effective tillers hill-1(1.00) was observed in BARI Gom 30. Different levels of irrigation varied significantly in terms of number of non-effective tillers hill-1 of wheat at harvest under the present trial (Table 5). The highest number of non-effective tillers hill-1 (2.00) was recorded from I0, while the corresponding lowest number of non-effective tillers hill-1 (0.67) was observed in I3. Variety and irrigation showed significant differences on number of non-effective tillers hill-1 of wheat due to interaction effect (Table 6). The highest number of non-effective tillers hill-1 (2.33) were observed from V1I0 treatment combination, while the corresponding lowest number of non-effective tillers hill-1 (0.33) were recorded from V3I2 treatment combination. Table 4. Effect of variety on yield and yield contributing characters of wheat Table 5. Effect of irrigation on yield and yield contributing characters of wheat Table 6. Interaction effect of variety and irrigation on yield and yield contributing characters of wheat Spike length (cm) Insignificant variation was observed on spike length (cm) at applied three types of modern wheat variety as BARI Gom-26 (V1), BARI Gom-28 (V2), and BARI Gom-30 (V3). From the experiment with that three types of varieties BARI Gom-30 (V3) (8.46 cm) given the largest spike length and BARI Gom-26 (V1) (8.08 cm) was given the lowest spike length (Table 4). Similar result was found using with different type varieties by Hefniet al. (2000). Different irrigation application has a statistically significant variation on spike length as irrigated condition (I3) was given the maximum result (9.17 cm) and non-irrigated condition (I0) given the lowest spike length (7.17 cm) (Table 5). Interaction effect of improved wheat variety and irrigation showed significant differences on spike length. Results showed that the highest spike length was obtained from V3I3 (10.33 cm). On the other hand, the lowest spike length was observed at V1I0 (6.50cm) treatment combination (Table 6). Grain spike-1 Significant variation was observed on grain spike-1 at these applied three types of modern wheat variety. The BARI Gom-30 (V3) (37.75) given the maximum number of grain spike-1 and BARI Gom-26 (V1) (36.92) was given the lowest number of grain spike-1, which was statistically similar with V2 treatment (Table 4). Different wheat genotypes have significant effect on grain spike-1 observed also by Rahman et al. (2009). Different irrigation application has a statistically significant variation on grain spike-1 as the irrigation condition (I3) was given the maximum result (39.33), which was statistically similar with I2 and non-irrigated condition (I0) given the lowest grain spike-1 (34.56) (Table 5). Sarkar et al. (2010) also observed that irrigation have a significant effect on grain spike-1. Interaction effect of improved wheat variety and irrigation showed significant differences on grain spike-1. Results showed that the highest grain spike-1 was obtained from V3I3 (41.0). On the other hand, the lowest grain spike-1 was observed at V1Io (34.00) which were also statistically similar with V3Io (34.67) (Table 6). 3Thousand Seed weight There was significant variation was observed on thousand seed weight due to different types of modern wheat variety. The wheat variety of BARI Gom-30 (V3) (50.40 g) given the maximum thousand seed weight and statistically different from BARI Gom-28 (V2) (46.74 g). BARI Gom-26 (V1) (46.22 g) was given the lowest thousand seed weight (Table 7). Rahman et al. (2009), Islam et al. (2015) also conducted experiment with different variety and observed have effect of varieties on yield. Different irrigation application has a statistically significant variation on thousand seed weight. The I3 was given the maximum thousand seed weight (48.91) and non-irrigated condition (I0) given the lowest yield (46.13 g) (Table 8). Sarkar et al. (2010), Baser et al. (2004) reported that grain yield under non-irrigated conditions was reduced by approximately 40%. Bazzaet al. (1999) reported that one water application during the tillering stage allowed the yield to be lower only than that of the treatment with three irrigations but Meenaet al. (1998) reported that wheat grain yield was the highest with 2 irrigations (2.57 ton/ha in 1993 and 2.64 ton/ha) at flowering and/or crown root initiation stages. Wheat is sown in November to ensure optimal crop growth and avoid high temperature and after that if wheat is sown in the field it faces high range of temperature for its growth and development as well as yield potential. Islam et al. (2015) reported that late planted wheat plants faced a period of high temperature stress during reproductive stages causing reduced kernel number spike-1 as well as the reduction of grain yield. Interaction effect of improved wheat variety and irrigation showed significant differences on thousand seed weight (Table 9). Results showed that the highest thousand seed weight (52.33 g) was obtained from V3I3 which was statistically similar with V3I2 (52.06 g). On the other hand, the lowest yield (45.36 g) was observed at V1I1. Table 7. Effect of variety on yield and yield of wheat Table 8. Effect of irrigation on yield and yield of wheat Table 9. Interaction effect of variety and irrigation on yield and yield of wheat Grain yield (t ha-1) Different wheat varieties showed significant difference for grain weight hectare-1 (Table 7). The highest grain yield hectare-1 (3.44 ton) was found from wheat variety BARI Gom-30 (V3), which was statistically similar with V2, whereas the lowest (3.21 ton) was observed from wheat variety BARI gom 26. Rahman et al. (2009), Islam et al. (2015) also conducted experiment with different variety and observed have effect of varieties on yield. Significant difference was observed for yield for different irrigation application. The three irrigation (I3) was given the maximum yield (3.74 t ha-1), which was statistically similar with I2 treatment and non-irrigated condition (I0) given the lowest yield (2.97 t ha-1) (Table 8). Sarkar et al. (2010), Baser et al. (2004) reported that grain yield under non-irrigated conditions was reduced by approximately 40%. Bazzaet al. (1999) reported that one water application during the tillering stage allowed the yield to be lower only than that of the treatment with three irrigations but Meenaet al. (1998) reported that wheat grain yield was the highest with 2 irrigations (2.57 ton/ha in 1993 and 2.64 ton/ha) at flowering and/or crown root initiation stages. Wheat is sown in November to ensure optimal crop growth and avoid high temperature and after that if wheat is sown in the field it faces high range of temperature for its growth and development as well as yield potential. Islam et al. (2015) reported that late planted wheat plants faced a period of high temperature stress during reproductive stages causing reduced kernel number spike-1 as well as the reduction of grain yield. Interaction effect of improved wheat variety and irrigation showed significant differences on yield (t ha-1). Results showed that the highest yield (3.99 t ha-1) was obtained from V3I3, which was statistically similar with V2I3 and V3I2. On the other hand, the lowest yield (2.93 t ha-1) was observed at V1I0 (Table 7). Straw yield (t ha-1) Applied three types of wheat variety have a statistically significant variation on straw yield (t ha-1). The maximum straw yield (1.95 t ha-1) was obtained from BARI Gom-30 and BARI Gom-26 (V1) was given the lowest straw yield (1.87 t ha-1), which was statistically similar with V2 treatment. Different irrigation application has a statistically significant variation on straw yield (t ha-1) of wheat. The I3 treatment for straw yield (2.01 t ha-1) was given the maximum result and non-irrigated condition (I0) given the lowest (1.80 t ha-1). Similar results were found by Ali and Amin (2004) through his experiment. Interaction effect of improved wheat variety and irrigation showed significant differences on straw yield (t ha-1). The highest straw yield (2.08 t ha-1) was obtained from V3I3 which was statistically similar with V3I2 (2.07 t ha-1) treatment combination. On the other hand, the lowest straw yield (1.78 t ha-1) was observed at V1Io, which was statistically similar with V2I0 (2.07 t ha-1) treatment combination. Biological yield Significant variation was attained for biological yield for different wheat varieties. The variety BARI Gom-30 given the maximum biological yield (5.39 t ha-1) and BARI Gom-26 (V1) was given the lowest biological yield (5.078 t ha-1). Different irrigation application has a statistically significant variation biological yield (t ha-1) of wheat. The I3 treatment for biological yield (5.76 t ha-1) was given the maximum result and non-irrigated condition (I0) given the lowest (4.77 t ha-1). Similar results were found by Ali and Amin (2004) through his experiment. At the time of biological yield (t ha-1) consideration with variety and irrigation statistically significance variation was observed as maximum biological yield (t ha-1) at V3I3 (6.07 t ha-1). On the other hand, the lowest result was given at V1Io (4.72 tha-1). Summary And Conclusion It may be concluded within the scope and limitation of the present study that the optimum growth and higher yield of wheat cv. BARI Gom-30 could be obtained by applying three irrigations at irrigate at CRI, booting and grain filling stages. However, further studies are necessary to arrive at a definite conclusion. References Ali, M. N.; and Amin, M.S. Effect of single irrigation and sowing date on growth and yield of wheat. M. S. thesis, SAU, Dhaka, Bangladesh. 2004. (Bangladesh Agricultural Research Institute). Hand book of Agricultural Technology. Joydebpur, Gazipur. 2006, 9. Baser, I.; Sehirali, S.; Orta, H.; Erdem, T.; Erdem, Y.; Yorganclar, O. Effect of different water stresses on the yield and yield components of winter wheat. Cereal Res. Comn. 2004, 32(2), 217-223. Bazza, S. S.; Awasthi, M. K.; Nema, R. K. Studies on Water Productivity and Yields Responses of Wheat Based on Drip Irrigation Systems in Clay Loam Soil. Indian J. Sci. Tech. 1999, 8(7), 650-654. Bangladesh Bureau of Statistics, Ministry of Planning, Government of the Peoples Republic of Bangladesh, Dhaka. 2013. Bangladesh Bureau of Statistics, Ministry of Planning, Government of the Peoples Republic of Bangladesh, Dhaka. 2014. K. A.; Gomez, A. A. Statistical Procedures for Agricultural Research. 2nd edition. John Willy and Sons, New York. 1984, 28-192. Gupta, P. K.; Gautam, R. C.; Ramesh, C. R. Effect of water stress on different stages of wheat cultivation. Plant Nutri. and Fert. Sci. 2001, 7(2), 33-37. Hanson, M.; Farooq, M.; Shabir, G.; Khan, M. B.; Zia, A. B.; Lee, D. G. Effect of date sowing and rate of fertilizers on the yield of wheat under irrigated condition. J. Agril. & Biol. 1982, 14(4), 25-31. Hefni, S.; Sajjad, A.; Hussain M. I.; Saleem, M. Growth and yield response of three wheat varieties to different seeding densities. J. Agric. Biol. 2000, 3(2), 228-229. Islam, S.; Islam, S.; Uddin, M. J.; Mehraj, H.; Jamal Uddin, A. F. M. Growth and yield response of wheat to irrigation at different growing stages. J. Agron. Agril. Res. 2015, 6(1), 70-76. Meena, B. N.; Tunio, S. D.; Shah, S. Q. A.; Sial, M. A.; Abro, S. A. Studies on grain and grain yield associated traits of bread wheat (Triticum aestivum L.) varieties under water stress conditions. Pakistan J. Agril. Engin. Vet. Sci. 1998, 24(2), 5-9. Rahman, M. ; Hossain, A.; Hakim, M. A.; Kabir, M. R; Shah, M. M. R. Performance of wheat genotypes under optimum and late sowing condition. Int. J. Sustain Crop Prod. 2009, 4(6), 34-39. Rosegrant, M. W.; Agcaoili, M. Global food demand, supply, and price prospects to 2010. Washington, DC: Int. Food Policy Res. Inst. 2010. Rosegrant, M. W.; Sombilla, M. A.; Gerpacio R. V.; Ringler, C. Global food markets and US exports in the twenty-first century. Paper prepared for the Illinois World Food and Sustainable Agriculture Program Conference ‘Meeting the Demand for Food in the 21st Century: Challenges and Opportunities for Illinois Agriculture’, 1997. Sarker, S.; Singh, S. K.; Singh, S. R.; Singh, A. P. Influence of initial profile water status and nitrogen doses on yield and evapotranspiration rate of dryland barley. Indian Soc. Soil Sci. 2010, 47(1), 22-28. Sultana, F. Effect of irrigation on yield and water use of wheat. M.S. Thesis, Dept. of Irrigation and Water Management. Bangladesh Agril. Univ., Mymensingh. 2013.

Abstract:

This article is born from the results of a larger research that aimed to identify the relationship that the teacher establishes between his personal dimensions (identity) and the professional dimensions (teacher identity) in his formation and his practice, through reflection on his daily action. At this moment of the research the objective was to identify and describe the reflexive processes observed on the practical action of the teacher, as well as the paths covered in the formation and constitution of the professional identity. For this, the methodology of writing class diaries was used, mainly based on Zabalza's theoretical framework. The journals were developed by five teachers during three months in a semester, with subsequent reflection of the reports from a script presented to them by the researchers. The data, analyzed by the technique of Content Analysis, according to Bardin, revealed five categories that made explicit on the knowledge of teaching practice, reflexive processes, teacher training and the constitution of their professional identity. The results showed that the methodology used (class diaries) was efficient in order to allow a space for reflection, as a way to build an effective practice that is consistent with the personal issues of the professional. The reflections made by the teachers indicate that they live the complexities of the profession as a great burden to bear having unfinished ideas on coping strategies.ResumoEste artigo nasce dos resultados de uma pesquisa maior que objetivou identificar a relação que o professor estabelece entre suas dimensões pessoais (identidade) e as dimensões profissionais (identidade docente) na sua formação e na sua prática, através da reflexão sobre sua ação diária. Neste momento da pesquisa, o objetivo era identificar e descrever os processos reflexivos observados sobre a ação prática do professor, bem como os caminhos percorridos na formação e constituição da identidade profissional. Para tal foi utilizada a metodologia de redação de diários de aula, embasados, primordialmente, no referencial teórico da Zabalza. Os diários foram desenvolvidos por cinco docentes durante três meses em um semestre letivo, com posterior reflexão dos relatos a partir de um roteiro apresentado a eles pelos pesquisadores. Os dados, analisados pela técnica de Análise de Conteúdo, segundo Bardin, revelaram cinco categorias que explicitaram sobre os saberes da prática docente, os processos reflexivos, a formação do professor e a constituição de sua identidade profissional. Os resultados mostraram que a metodologia utilizada (diários de aula) foi eficiente no sentido de permitir um espaço destinado à reflexão, como forma de construir uma prática eficaz e condizente com as questões pessoais do profissional. As reflexões feitas pelos professores indicam que vivem as complexidades da profissão como uma grande carga a se carregar tendo ideias inacabadas sobre estratégias de enfrentamento das mesmas.ResumenEste artículo nace de los resultados de una investigación mayor que objetivó identificar la relación que el profesor establece entre sus dimensiones personales (identidad) y las dimensiones profesionales (identidad docente) en su formación y en su práctica, a través de la reflexión sobre su acción diaria. En este momento de la investigación el objetivo era identificar y describir los procesos reflexivos observados sobre la acción práctica del profesor, así como los caminos recorridos en la formación y constitución de la identidad profesional. Para ello se utilizó la metodología de redacción de diarios de clase, fundamentados, primordialmente, en el referencial teórico de Zabalza. Los diarios fueron desarrollados por cinco docentes durante tres meses en un semestre lectivo, con posterior reflexión de los relatos a partir de un guión presentado a ellos por los investigadores. Los datos, analizados por la técnica de Análisis de Contenido, según Bardin, revelaron cinco categorías que explicitaron sobre los saberes de la práctica docente, los procesos reflexivos, la formación del profesor y la constitución de su identidad profesional. Los resultados mostraron que la metodología utilizada (diarios de clase) fue eficiente en el sentido de permitir un espacio destinado a la reflexión, como forma de construir una práctica eficaz y acorde con las cuestiones personales del profesional. Las reflexiones hechas por los profesores indican que viven las complejidades de la profesión como una gran carga a llevarse teniendo ideas inconclusas sobre estrategias de enfrentamiento de las mismas.Palavras-chave: Formação de professores, Reflexão, Identidade profissional.Keywords: Teacher training, Reflection, Professional identity.Palabras clave: Formación de profesores, La reflexión, Identidad profesional.ReferencesAGUIAR, M. C. C. Implicações da formação continuada para a construção da identidade profissional. Psicologia da Educação, 23, 155-173, 2006.ARIBONI, S; PERITO, R. Guia Prático para um projeto de pesquisa exploratória experimental descritiva. São Paulo: Unimarco, 2004.BARDIN, L. Análise de conteúdo. Tradução Luís Antero Reto e Augusto Pinheiro. Lisboa: Edições 70, 1977.BOGDAN, R.; BIKLEN, S. K. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto, Portugal: Porto Editora, 1994.BORBA, O. Planejando e agindo na prática educativa: o papel dos registros na organização dos momentos pedagógicos. In: MION, R. A; SAITO, C. H. Investigação- ação: mudando o trabalho de formar professores. Ponta Grossa: Gráfica Planeta, 2001.BRASIL. Lei Nº 13.415, de 16 de fevereiro de 2017. Altera as Leis nos 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, e 11.494, de 20 de junho 2007, que regulamenta o Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação, a Consolidação das Leis do Trabalho – CLT. Disponível em http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2017/Lei/L13415.htm. Acesso em março de 2019.BRITO, A. E. O significado da reflexão na prática docente e na produção dos saberes profissionais do/a professor/a. Revista Iberoamericana de Educación, Madrid, n. 37, p. 1-6, enero/abr, 2006.CAIRES, S. Vivências e percepções do estágio pedagógico: contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”. Análise Psicológica, Lisboa, v. 24, n. 1, p. 87-98, jan., 2006.COZER, R. C. A visão da escola sobre a interação com as famílias dos alunos: o cenário das primeiras séries do ensino fundamental. 2003. Dissertação (Mestrado em Educação). Universidade Federal de São Carlos, São Carlos. 2003.DEWEY, J. Cómo pensamos. Barcelona: Paidós, 1989.ENS, R. T.; EYNG, A. M.; GISI, M. L.; RIBAS, M. S. Evasão ou permanência na profissão: políticas educacionais e representações sociais de professores. Rev. Diálogo Educ., Curitiba, v. 14, n. 42, p. 501-523, maio/ago., 2014.ERAUT, M. Schön schock: A case for reframing reflection-in-action? Teachers and teaching, 1(1), 9-22. 1995.FONTANA, R. A. C. Como nos tornamos professoras? Belo Horizonte: Autêntica. 2000.GARCIA, R. L. A formação da professora alfabetizadora: reflexões sobre a prática. São Paulo: Cortez, 1996.JOAQUIM, N. F.; BOAS, A. A. V.; CARRIERI, A. P. Entre o discurso praticado e a realidade percebida no processo de formação docente. Avaliação, 17 (2), 503-528, 2012.JUNGES, K. S.; BEHRENS, M. A.; TORRES, P. L. Desenvolvimento profissional e a prática reflexiva: uma experiência de formação de docentes universitários no nível stricto sensu no paradigma da complexidade. Revista e-Curriculum, 8 (1), 1-20, 2012.LOPES, R. B.; GOMES, C. A. Paz na sala de aula é uma condição para o sucesso escolar: que revela a literatura? Ensaio: avaliação políticas públicas Educação, 20(75), 261-282, 2012.NORONHA, M. M. B.; ASSUNÇÃO, A. A.; OLIVEIRA, D. A. O sofrimento no trabalho docente: o caso das professoras da rede pública de Montes Claros, Minas Gerais. Trabalho, Educação e Saúde, 6 (1), 65-86, 2008.MARCONI, M. A.; LAKATOS, E. M. Técnicas de pesquisa: planejamento e execução de pesquisas, amostragens e técnicas de pesquisa, elaboração, análise e interpretação de dados. 3.ed. São Paulo: Atlas, 1996.NÓVOA, A. Professores: imagens do futuro presente. Lisboa: Educa, 2009.NÓVOA, A. Os professores e o “novo” espaço público da educação. In: TARDIF, M.; LESSARD, C. Ofício de professor: história, perspectivas e desafios internacionais. Petrópolis: Vozes, 2008.OLIVEIRA, D. A. Os trabalhadores da educação e a construção política da profissão docente no Brasil. Educar em Revista, n. especial 1, p. 17-35, 2010.OLIVEIRA, C. B. E.; MARINHO-ARAÚJO, C. M. A relação família-escola: intersecções e desafios. Estudos de Psicologia, Campinas, v. 27, n. 1, p. 99-108, jan./mar, 2010.OLIVEIRA, I.; SERRAZINA, L. A reflexão e o professor como investigador. In: GTI (Ed.). Reflectir e investigar sobre a prática profissional. Lisboa: APM, 2002. p. 29-42.PÉREZ GÓMEZ, A. P. O pensamento prático do professor: a formação do professor como profissional reflexivo. In: NÓVOA, A. (org.) Os professores e a sua formação. Lisboa, Portugal: Publicações dom Quixote, p. 77-91, 1992.PORLÁN, R.; MARTÍN, J. El diário del profesor: Um recurso para la investigación em el aula. Sevilha: Diáda, 1997.REALI, A. M. M. R.; TANCREDI, R. M. S. P. Interação escola-famílias: concepções de –professores e práticas pedagógicas. In: REALI , A. M. M. R.; MIZUKAMI, M. G. N. (Orgs.), Formação de professores: práticas pedagógicas e escola. São Carlos: EdUFSCar. 2002.REALI, A. M. M. R.; TANCREDI, R. M. S. P. Bringing together school and family lessons from a Brazilian Experience. The School Community Journal. Lincoln (USA), The Academic Development Institute. 14, (2) 105-129. 2004.REALI, A. M. M. R.; TANCREDI, R. M. S. P. A importância do que se aprende na escola: A parceria escola-famílias em perspectiva. Paidéia, 15(31), 239-247, 2005.RODGERS, C. Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, Volume 104, Number 4, June, pp. 842–866, 2002.SANTOS, G. B. Os professores e seus mecanismos de fuga e enfrentamento. 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Our studies have indicated that the relative concentration of Se or Hg to As in urine and blood positively correlates with percentage of inorganic arsenic (% Inorg-As) and percentage of monomethlyarsonic acid [% MMA (V)]. We also found a negative correlation with percentage of dimethylarsinic acid [% DMA (V)] and the ratio of % DMA (V) to % MMA (V). In another study, we found that a group of proteins were significantly over expressed and conversely other groups were under-expressed in tissues in Na-As (III) treated hamsters. Introduction.Inorganic arsenic (Inorg-As) in drinking water.One of the largest public health problems at present is the drinking of water containing levels of Inorg-As that are known to be carcinogenic. At least 200 million people globally are at risk of dying because of arsenic (As) in their drinking water1-3. The chronic ingestion of Inorg-As can results in skin cancer, bladder cancer, lung cancer, and cancer of other organs1-3. The maximum contamination level (MCL) of U.S. drinking water for arsenic is 10 ug/L. The arsenic related public health problem in the U.S. is not at present anywhere near that of India4, Bangladesh4, and other countries5. Metabolism and toxicity of Inorg-As and arsenic species.Inorg-As is metabolized in the body by alternating reduction of pentavalent arsenic to trivalent form by enzymes and addition of a methyl group from S-adenosylmethionine6, 7; it is excreted mainly in urine as DMA (V)8. Inorganic arsenate [Inorg-As (V)]is biotransformed to Inorg-As (III), MMA (V), MMA (III), DMA (V), and DMA (III)6(Fig. 1). Therefore, the study of the toxicology of Inorg-As (V) involves at least these six chemical forms of arsenic. Studies reported the presence of 3+ oxidation state arsenic biotransformants [MMA (III) and DMA (III)] in human urine9and in animal tissues10. The MMA (III) and DMA (III) are more toxic than other arsenicals11, 12. In particular MMA (III) is highly toxic11, 12. In increased % MMA in urine has been recognized in arsenic toxicity13. In addition, people with a small % MMA in urine show less retention of arsenic14. Thus, the higher prevalence of toxic effects with increased % MMA in urine could be attributed to the presence of toxic MMA (III) in the tissue. Previous studies also indicated that males are more susceptible to the As related skin effects than females13, 15. A study in the U.S population reported that females excreted a lower % Inorg-As as well as % MMA, and a higher % DMA than did males16. Abbreviation: SAM, S-adenosyl-L-methionine; SAHC, S-adenosyl-L-homocysteine. Differences in susceptibility to arsenic toxicity might be manifested by differences in arsenic metabolism among people. Several factors (for examples, genetic factors, sex, duration and dosage of exposure, nutritional and dietary factors, etc.) could be influence for biotransformation of Inorg-As,6, 17 and other unknown factors may also be involved. The interaction between As, Se, and Hg.The toxicity of one metal or metalloid can be dramatically modulated by the interaction with other toxic and essential elements18. Arsenic and Hg are toxic elements, and Se is required to maintain good health19. But Se is also toxic at high levels20. Recent reports point out the increased risk of squamous cell carcinoma and non-melanoma skin cancer in those treated with 200 ug/day of selenium (Nutritional Prevention of Cancer Trial in the United States)21. However, it is well known that As and Se as well as Se and Hg act as antagonists22. It was also reported that Inorg-As (III) influenced the interaction between selenite and methyl mercury23. A possible molecular link between As, Se, and Hg has been proposed by Korbas et al. (2008)24. The identifying complexes between the interaction of As and Se, Se and Hg as well as As, Se, and Hg in blood of rabbit are shown in Table 1. Influence of Se and Hg on the metabolism of Inorg-As.The studies have reported that Se supplementation decreased the As-induced toxicity25, 26. The concentrations of urinary Se expressed as ug/L were negatively correlated with urinary % Inorg-As and positively correlated with % DMA27. The study did not address the urinary creatinine adjustment27. Other researchers suggested that Se and Hg decreased As methylation28-31(Table 2). They also suggested that the synthesis of DMA from MMA might be more susceptible to inhibition by Se (IV)29 as well as by Hg (II)30,31 compared to the production of MMA from Inorg-As (III). The inhibitory effects of Se and Hg were concentration dependent28-31. The literature suggests that reduced methylation capacity with increased % MMA (V), decreased % DMA (V), or decreased ratios of % DMA to % MMA in urine is positively associated with various lesions32. Lesions include skin cancer and bladder cancer32. The results were obtained from inorganic arsenic exposed subjects32. Our concern involves the combination of low arsenic (As) and high selenium (Se) ingestion. This can inhibit methylation of arsenic to take it to a toxic level in the tissue. Dietary sources of Se and Hg.Global selenium (Se) source are vegetables in the diet. In the United States, meat and bread are the common source. Selenium deficiency in the US is rare. The US Food and Drug Administration (FDA) has found toxic levels of Se in dietary supplements, up to 200 times greater than the amount stated on the label33. The samples contained up to 40,800 ug Se per recommended serving. For the general population, the most important pathway of exposure to mercury (Hg) is ingestion of methyl mercury in foods. Fish (including tuna, a food commonly eaten by children), other seafood, and marine mammals contain the highest concentrations. The FDA has set a maximum permissible level of 1 ppm of methyl mercury in the seafood34. The people also exposed mercury via amalgams35. Proteomic study of Inorg-As (III) injury.Proteomics is a powerful tool developed to enhance the study of complex biological system36. This technique has been extensively employed to investigate the proteome response of cells to drugs and other diseases37, 38. A proteome analysis of the Na-As (III) response in cultured lung cells found in vitro oxidative stress-induced apoptosis39. However, to our knowledge, no in vivo proteomic study of Inorg-As (III) has yet been conducted to improve our understanding of the cellular proteome response to Inorg-As (III) except our preliminary study 40. Preliminary Studies: Results and DiscussionThe existing data (Fig. 1) from our laboratory and others show the complex nature of Inorg-As metabolism. For many years, the major way to study, arsenic (As) metabolism was to measure InorgAs (V), Inorg-As (III), MMA (V), and DMA (V) in urine of people chronically exposed to As in their drinking water. Our investigations demonstrated for the first time that MMA (III) and DMA (III) are found in human urine9. Also we have identified MMA (III) and DMA (III) in the tissues of mice and hamsters exposed to sodium arsenate [Na-As (V)]10, 41. Influence of Se as well as Hg on the As methyltransferase.We have reported that Se (IV) as well as mercuric chloride (HgCl2) inhibited As (III) methyltransferase and MMA (III) methyltransferase in rabbit liver cytosol. Mercuric chloride was found to be a more potent inhibitor of MMA (III) methyltransferase than As (III) methyltransferase30. These results suggested that Se and Hg decreased arsenic methylation. The inhibitory effects of Se and Hg were concentration dependent30. Influence of Se and Hg in urine and blood on the percentage of urinary As metabolites.Our human studies indicated that the ratios of the concentrations of Se or Hg to As in urine and blood were positively correlated with % Inorg-As and % MMA (V). But it negatively correlated with % DMA (V) and the ratios of % DMA (V) to % MMA (V) in urine of both males and females (unpublished data) (Table 3). These results confirmed that the inhibitory effects of Se as well as Hg for the methylation of Inorg-As in humans were concentration dependent. We also found that the concentrations of Se and Hg were negatively correlated with % Inorg-As and % MMA (V). Conversely it correlated positively with % DMA (V) and the ratios of % DMA (V) to % MMA (V) in urine of both sexes (unpublished data). These correlations were not statistically significant when urinary concentrations of Se and Hg were adjusted for urinary creatinine (Table 3). Interactions of As, Se, Hg and its relationship with methylation of arsenic are summarized in Figure 2. Sex difference distribution of arsenic species in urine.Our results indicate that females have more methylation capacity of arsenic as compared to males. In our human studies (n= 191) in Mexico, we found that females (n= 98) had lower % MMA (p<0.001) and higher % DMA (p=0.006) when compared to males (n= 93) (Fig. 3). The means ratio of % MMA (V) to % Inorg-As and % DMA (V) to %MMA (V) were also lower (p<0.05) and higher (p<0.001), respectively in females compared to males. The protein expression profiles in the tissues of hamsters exposed to Na-As (III).In our preliminary studies40, hamsters were exposed to Na-As (III) (173 pg/ml as As) in their drinking water for 6 days and control hamsters were given only the water used to make the solutions for the experimental animals. After DIGE (Two-dimensional differential in gel electrophoresis) and analysis by the DeCyder software, several protein spots were found to be over-expressed (red spot) and several were under expressed (green spot) as compared to control (Figs. 4a-c). Three proteins (one was over-expressed and two were under-expressed) of each tissue (liver and urinary bladder) were identified by LC-MS/MS (liquid chromatography-tandem mass spectrometry).DIGE in combination with LC-MS/MS is a powerful tool that may help cancer investigators to understand the molecular mechanisms of cancer progression due to Inorg-As. Propose a new researchThese results suggested that selenium (Se) as well as mercury (Hg) may influence the methylation of Inorg-As and this influence could be dependent on the concentration of Se, Hg and/or the sex of the animal. Our study also suggested that the identification and functional assignment of the expressed proteins in the tissues of Inorg-As (III) exposed animals will be useful for understanding and helping to formulate a theory dealing with the molecular events of arsenic toxicity and carcinogenicity.Therefore, it would be very useful if we could do a research study with combination of Inorg-arsenic, Se, and Hg. The new research protocol could be the following:For metabolic processing, hamsters provide a good animal model. For carcinogenesis, mouse model is well accepted. The aims of this project are: 1) To map the differential distributions of arsenic (As) metabolites/species in relation to selenium (Se) and mercury (Hg) levels in male and female hamsters and 2) To chart the protein expression profile and identify the defense proteins in mice and hamsters after As injury. Experimental hamsters (male or female) will include four groups. The first group will be treated with Na arseniteNa-As(III), the second group with Na-As (III) and Na-selenite (Na-Se (IV)], the third group with Na As (III) and methyl mercuric chloride (MeHgCl), and the final group with Na-As (III), Na-Se (IV), and MeHgci at different levels. Urine and tissue will be collected at different time periods and measured for As species using high performance liquid chromatography/inductively coupled plasma-mass spectrometry (HPLC/ICP-MS). For proteomics, mice (male and female) and hamsters (male and female) will be exposed to Na-As (III)at different levels in tap water, and control mice and hamsters will be given only the tap water. Tissue will be harvested at different time periods. TWO dimensional differential in gel electrophoresis (2D-DIGE) combined with liquid chromatography-tandem mass spectrometry (LC-MS/MS) will be employed to identify the expressed protein. In summary, we intend to extend our findings to: 1) Differential distribution of As metabolites in kidney, liver, lung, and urinary bladder of male and female hamsters exposed to Na-As (III), and combined with Na-As (III) and Na-Se (IV) and/or MeHgCl at different levels and different time periods, 2) Show the correlation of As species distribution in the tissue and urine for both male and female hamsters treated with and without Na-Se (IV) and/or MeHgCl, and 3) Show protein expression profile and identify the defense proteins in the tissues (liver, lung, and urinary bladder epithelium) in mice after arsenic injury. The significance of this study: The results of which have the following significances: (A) Since Inorg-As is a human carcinogen, understanding how its metabolism is influenced by environmental factors may help understand its toxicity and carcinogenicity, (B) The interactions between arsenic (As), selenium (Se), and mercury (Hg) are of practical significance because populations in various parts of the world are simultaneously exposed to Inorg-As & Se and/or MeHg, (C) These interactions may inhibit the biotransformation of Inorg-As (III) which could increase the amount and toxicity of Inorg-As (III) and MMA (III) in the tissues, (D) Determination of arsenic species profile in the tissues after ingestion of Inorg-As (III), Se (IV), and/or MeHg+ will help understand the tissue specific influence of Se and Hg on Inorg-As (III) metabolism, (E) Correlation of arsenic species between tissue and urine might help to understand the tissue burden of arsenic species when researchers just know the distribution of arsenic species in urine, (F) The identification of the defense proteins (over-expressed and under-expressed) in the tissues of the mouse may lead to understanding the mechanisms of inorganic arsenic injury in human. 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06–194Altarriba, Jeanette & Jennifer L. Gianico (U Albany, State U New York, USA), Lexical ambiguity resolution across languages: A theoretical and empirical review. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 159–170.06–195Bialystok, Ellen (York U, Canada; ellenb@yorku.ca) & Dana Shapero, Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures. Developmental Science (Blackwell) 8.6 (2005), 595.06–196Blot, J. Kevin (Clark U & Boston College, USA), Michael A. Zaraté & Paul B. Paulus, Code-switching across brainstorming sessions: Implications for the revised hierarchical model of bilingual language processing. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 171–183.06–197Costa, Albert (U Barcelona, Spain; acosta@ub.edu), Mikel Santesteban & Agnès Caño, On the facilitatory effects of cognate words in bilingual speech production. Brain and Language (Elsevier) 94.1 (2005), 94–103.06–198De Diego Balaguer, R. (Faculté de Médecine, Paris XII, France), N. Sebastián-Gallés, B. Díaz & A. Rodríguez-Fornells, Morphological processing in early bilinguals: An ERP study of regular and irregular verb processing. Cognitive Brain Research (Elsevier) 25.1 (2005), 312–327.06–199Elston-Güttler, Kerrie E. (Max Planck Institute of Human Cognitive and Brain Sciences, Leipzig, Germany; km.guettler@t.online.de) & Angela D. Friederici, Native and L2 processing of homonyms in sentential context. Journal of Memory and Language (Elsevier) 52.2 (2005), 256–283.06–200Luka, Barbara J. (Bard College, USA; Luka@bard.edu) & Lawrence W. Barsalou, Structural facilitation: Mere exposure effects for grammatical acceptability as evidence for syntactic priming in comprehension. Journal of Memory and Language (Elsevier) 52.3 (2005), 436–459.06–201McLaughlin, Judith (U Washington, USA; giuditta@u.washington.edu), Lee Osterhout & Albert Kim, Neural correlates of second- language word learning: Minimal instruction produces rapid change. Nature Neuroscience (Nature Publishing Group) 7 (2004), 703–704.06–202Mechelli, Andrea (Wellcome Department of Imaging Neuroscience, U London, UK; a.mechelli@fil.ion.ucl.ac.uk), Jenny T. Crinion, Uta Noppeney, John O'Doherty, John Ashburner, Richard S. Frackowiak & Cathy J. Price, Neurolinguistics: Structural plasticity in the bilingual brain. Nature (Nature Publishing Group) 431.757 (2004), 256–283.06–203Meijer, Paul J. A. (Clark U & Boston College, USA) & Jean E. Fox Tree, Building syntactic structures in speaking: A bilingual exploration. Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 184–195.06–204Moreno, Eva M. (U Califonia, USA; kutas@cogsci.ucsd.edu) & Marta Kutas, Processing semantic anomalies in two languages: An electrophysiological exploration in both languages of Spanish–English bilinguals. Cognitive Brain Research (Elsevier) 22.2 (2005), 205–220.06–205Pallier, C. (Service Hospitalier Fredrik Joliot, Orsay, France; pallier@lscp.ehess.fr), S. Dehaene, J.-B. Poline, D. Lebihan, A.-M. Argenti, E. Dupoux & J. Mehler, Brain imaging of language plasticity in adopted adults: Can a second language replace the first?Cerebral Cortex (Oxford University Press) 13.2 (2003), 155–161.06–206Reiterer, Susanne (U Vienna, Austria; Susanne.Reiterer@med.uni-tuebingen.de), Claudia Hemmelmann, Peter Rappelsberger & Michael L. Berger, Characteristic functional networks in high- versus low-proficiency second-language speakers detected also during native language processing: An explorative EEG coherence study in 6 frequency bands. Cognitive Brain Research (Elsevier) 25.2 (2005), 566–578.06–207Tham, Wendy W. P. (Nanyang Technological U, Singapore), Susan J. Rickard Liow, Jagath C. Rajapakse, Tan Choong Leong, Samuel E. S. Ng, Winston E. H. Lim & Lynn G. Homoreno, Phonological processing in Chinese–English bilingual biscriptals: An fMRI study. Neuroimage (Elsevier) 28.3 (2005), 579–587.

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07–621De Bot, Kees (U Groningen, the Netherlands; c.l.j.de.bot@rug.nl), W. Lowie & Marjolijn Verspoor, A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition (Cambridge University Press) 10.1 (2007), 7–21.07–622García, Ofelia & Lesley Bartlett (Columbia U, New York, USA), A speech community model of bilingual education: Educating Latino newcomers in the USA. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 1–25.07–623Koutsoubou, Maria (Institute of Education, London, UK), Rosalind Herman & Bencie Woll, Does language input matter in bilingual writing? Translation versus direct composition in Deaf school students' written stories. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 127–151.07–624Saravanan, Vanithamani (Nanyang Technological U, Singapore), Attitudes towards literary Tamil and standard spoken Tamil in Singapore. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 58–79.07–625Serrano, Raquel (Center for Applied Linguistics Washington DC, USA) & Elizabeth Howard, Second Language writing development in English and in Spanish in a two-way immersion programme. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 152–170.07–626Stotz, Daniel (Zurich University of Applied Sciences, Switzerland; daniel.stotz@phzh.ch), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 247–265.07–627Szuber, Anna (Harvard Graduate School of Education, Boston, USA), Native Polish-speaking adolescent immigrants' exposure to and use of English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 26–57.07–628Tannenbaum, Michal (Tel Aviv U, Israel), Netta Abugov & Dorit Ravid, Hebrew-language narratives of Yiddish-speaking ultra-orthodox girls in Israel. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 472–490.07–629Vaish, Viniti (National Institute of Education, Singapore), Bilingualism without diglossia: The Indian community in Singapore. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.2 (2007), 171–187.07–630Verschik, Anna (Tallinn U, Estonia & U Helsinki, Finland), Multiple language contact in Tallinn: Transfer B2>/A1 or B1>/A2?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 10.1 (2007), 80–103.

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07–469Dicker Hostos, Susan J. (City U New York, USA), Dominican Americans in Washington Heights, New York: Language and culture in a transnational community. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 713–727.07–470Fitts, Shanan (California State U, USA), Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 337–365.07–471Hall, Anne-Marie (U Arizona, USA), Keeping La Llorona alive in the shadow of Cortés: What an examination of literacy in two Mexican schools can teach. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 385–406.07–472Han Chung, Haesook (Defense Language Institute, USA), Code switching as a communicative strategy: A case study of Korean–English bilinguals. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 293–307.07–473Hilmarsson-Dunn, A. M. (U Southampton, UK; amhd@soton.ac.uk), Protectionist language policies in the face of the forces of English: The case of Iceland. Language Policy (Springer) 5.3 (2006), 295–314.07–474Hogan-Brun, Gabrielle (U Bristol, UK; g.hogan-brun@bristol.ac.uk), At the interface of language ideology and practice: The public discourse surrounding the 2004 education reform in Latvia. Language Policy (Springer) 5.3 (2006), 315–335.07–475Jiménez, Terese C. (Loyola Marymount U, USA), , Alexis L. Filippini & Michael M. Gerber, Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 431–452.07–476King, Kendall & Lyn Fogle (Georgetown U, USA), Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 695–712.07–477Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–478Mar-Molinero, Clare & Patrick Stevenson (Centre for Transnational Studies, U Southampton, UK; cmm@soton.ac.uk), Breaching the peace: Struggles around multilingualism in Switzerland. Language Policy (Springer) 5.3 (2006), 239–245.07–479Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle': Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–480Pagett, Linda (U Plymouth, UK; l.pagett@plymouth.ac.uk), Mum and Dad prefer me to speak Bengali at home: Code switching and parallel speech in a primary school setting. Literacy (Blackwell) 40.3 (2006), 137–14507–481Ransdell, Sarah (Nova Southeastern U, Ft Lauderdale, FL, USA), Marie-Laure Barbier & Toomas Niit, Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.6 (2006), 728–741.07–482Souto-Manning, Mariana (U Georgia, USA), A critical look at bilingualism discourse in public schools: Autoethnographic reflections of a vulnerable observer. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 559–577.07–483Worthy, Jo & Alejandra Rodríguez-Galindo (U Texas, USA), ‘Mi hija vale dos personas': Latino immigrant parents’ perspectives about their children's bilingualism. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 579–601.

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Welcome to New York in the 1960s! “Art and Design in 1960s New York,” a key component of Amanda Gluibizzi’s Doctor of Philosophy research at the “Graduate School of The Ohio State University,” has been first published in the UK and USA in 2021 by Anthem Press, and the book is now available to acquire on major websites. Anthem Press is a leading independent academic, professional, and trade publisher with a strong international and interdisciplinary focus in the established and emerging social sciences, business/law, and humanities fields of study. The Rail’s art editor is Amanda Gluibizzi, who is the co-founder and co-director of the New Foundation for Art History, as well as the author of the book titled “Art and Design in 1960s New York.” She is a well-known art historian, researcher, and associate professor. She has a background in history, education, teaching, and publishing, as well as a specialisation in modern and contemporary art and design. Two of her notable research talks and papers are “Design Systems: What Not to Include” at the Wentworth Institute of Technology in Boston and “Making New York Understandable”: Revolutionary Proposals for a City in Crisis-Design, History, and Revolution at Parsons New School in New York. The author takes a broader view of New York’s “Visual World” in the 1960s. The author uses a formal approach to explore the relationship between art and design and highlight their mutual influence, which has been overlooked throughout history. The author employs ethnographic and multidisciplinary methods throughout the book to highlight the art and design experiments and challenges in 1960s New York. The author examines design and art side-by-side to explore how their relationship manifests itself. The author included quotations and excerpts from journals, books, magazines, newspapers, interviews, and film scenes, in addition to diverse analyses of visuals and literature cognate to art and design. This research-based book gives readers an opportunity to take a look back with curiosity at the art and graphic design of 1960s New York.

Abstract:

06–609Ávila, cesar (U Jaime I, Spain), Julio González, María-antonia Parcet & Vicente Belloch, Selective alteration of native but not second language articulation in a patient with Foreign Accent Syndrome. NeuroReport (Lippincott Williams & Wilkins) 15.14 (2004), 2267–2270.06–610Conboy, Barbara T. (U Washington, USA; bconboy@u.washington.edu) & Debra L. Mills, Two languages, one developing brain: Event-related potentials to words in bilingual toddlers. Developmental Science (Blackwell) 9.1 (2006), 1–12.06–611Elston-Guettler, Kerrie E. (Max Planck Institute for Human Cognitive and Brain Sciences, Germany; guettler@cbs.mpg.de), Thomas C. Gunter & Sonja A. Kotz, Zooming into L2: Global language context and adjustment affect processing of interlingual homographs in sentences. Cognitive Brain Research (Elsevier) 25.1 (2005), 57–70.06–612Frenck-Mestre, Cheryl (Centre National de Recherche Scientifique, France), Jean-Luc Antón, Muriel Roth, Jyotsna Vaid & Francois Viallet, Articulation in early and late bilinguals' two languages: Evidence from functional magnetic resonance imaging. NeuroReport (Lippincott Williams & Wilkins) 16.7 (2005), 761–765.06–613Hahne, Anja (Max Planck Institute for Human Cognitive and Brain Sciences, Germany; hahne@cbs.mpg.de), Jutta L. Mueller & Harald Clahsen, Morphological processing in a second language: Behavioral and event-related brain potential evidence for storage and decomposition. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 121–134.06–614Ihara, Aya (National Institute for Physiological Sciences, Japan; ayihara@nips.ac.jp) & Ryusuke Kakigi, Oscillatory activity in the occipitotemporal area related to the visual perception of letters of a first/second language and pseudoletters. NeuroImage (Elsevier) 29.3 (2006), 789–796.06–615Lee, Susan S. & Mirella Dapretto (U California at Los Angeles, USA; mirella@loni.ucla.edu), Metaphorical vs. literal word meanings: fMRI evidence against a selective role of the right hemisphere. NeuroImage (Elsevier) 29.2 (2006), 536–544.06–616Lehtonen, Minna H. (Abo Akademi University, Turku, Finland), Matti Laine, Jussi Neimi, Tormod thomsen, Victor vorobyev & Kenneth Hugdahl, Brain correlates of sentence translation in Finnish–Norwegian bilinguals. NeuroReport (Lippincott Williams & Wilkins) 16.6 (2005), 601–610.06–617Meschyan, Gayane (U Houston, USA; gayane.meschyan@times.uh.edu) & Arturo E. Hernandez, Impact of language proficiency and orthographic transparency on bilingual word reading: An fMRI investigation. NeuroImage (Elsevier) 29.4 (2006), 1135–1140.06–618Papafragou, Anna (U Delaware, USA; papafragou@psych.udel.edu), Christine Massey & Lila Gleitman, When English proposes what Greek presupposes: The cross-linguistic encoding of motion events. Cognition (Elsevier) 98.3 (2006), B75–B87.06–619Pylkkaenen, Linna (New York U, USA; liina.pylkkanen@nyu.edu), Rodolfo Llinás & Gregory L. Murphy, The representation of polysemy: MEG evidence. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 97–109.06–620Tatsuno, Yoshinori & Kuniyoshi L. Sakai (U Tokyo, Japan;sakai@mind.c.u-toyko.ac.jp,) Language-related activations in the left prefrontal regions are differentially modulated by age, proficiency, and task demands. The Journal of Neuroscience (Society for Neuroscience) 25.7 (2005), 1637–1644.06–621Venkatraman, Vinod (SingHealth, Singapore; vinod.venkatraman@singhealth.com.sg), Soon Chun Siong, Michael W. L. Chee & Daniel Ansari, Effects of language switching on arithmetic: A bilingual fMRI study. Journal of Cognitive Neuroscience (MIT Press) 18.1 (2006), 64–74.

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06–536Abd-el-Jawad, Hassan R. (Sultan Qaboos U, Oman), Why do minority languages persist? The case of Circassian in Jordan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 51–74.06–537Athanasopoulos, Panos (U Essex, UK; pathan@essex.ac.uk), Effects of the grammatical representation of number on cognition in bilinguals. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 89–96.06–538Bialystok, Ellen (York U, Canada; ellenb@yorku.ca), Catherine Mcbride-Chang & Gigi Luk, Bilingualism, language proficiency and learning to read in two writing systems. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 580–590.06–539Broersma, Mirjam (Max Planck Institute for Psycholinguistics, Netherlands; mirjam.broersma@mpi.nl) & Kees de Bot, Triggered codeswitching: A corpus-based evaluation of the original triggering hypothesis and a new alternative. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 1–13.06–540Cahnmann, Melisa (U Georgia, Athens, USA; cahnmann@uga.edu) & Manka M. Varghese, Critical advocacy and bilingual education in the United States. Linguistics and Education (Elsevier) 16.1 (2005), 59–73.06–541Creese, Angela (U Birmingham, UK), Arvind Bhatt, Nirmala Bhojani & Peter Martin, Multicultural, heritage and learner identities in complementary schools. Language and Education (Multilingual Matters) 20.1 (2006), 23–4306–542Deuchar, Margaret (U Wales, Bangor, UK; m.deuchar@bangor.ac.uk), Congruence and Welsh–English code-switching. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 255–269.06–543Dong, Yanping (Guangdong U of Foreign Studies, China; ypdong@mail.gdufs.edu.cn), Shichun Gui & Brian Macwhinney, Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 221–238.06–544du Plessis, Theo (U Free State, South Africa; dplesslt.hum@mail.uovs.ac.za), From monolingual to bilingual higher education: The repositioning of historically Afrikaans-medium universities in South Africa. Language Policy (Springer) 5.1 (2006), 87–113.06–545Étienne, Corinne (U Massachusetts, USA; corinne.etienne@umb.edu), The lexical particularities of French in the Haitian press: Readers' perceptions and appropriation. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 257–277.06–546Fargha, Mohammed & Madeline Haggan (Kuwait U, Kuwait), Compliment behaviour in bilingual Kuwaiti college students. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 94–118.06–547Francis, Norbert (Northern Arizona U, USA; norbert.francis@nau.edu), Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl. Linguistics and Education (Elsevier) 16.1 (2005), 74–92.06–548Hayes, Renée (U Sunderland, UK; rhayes@mundo-r.com), Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education (Elsevier) 16.1 (2005), 93–112.06–549Martin, Peter (U East London, UK), Arvind Bhatt, Nirmala Bhojani & Angela Creese, Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education (Multilingual Matters) 20.1 (2006), 5–22.06–550McGroarty, Mary (Northern Arizona U, USA; mary.mcgroarty@nau.edu), Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy (Springer) 5.1 (2006), 3–13.06–551Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125.06–552Nicoladis, Elena (U Alberta, Canada; elenan@ualberta.ca), Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 15–32.06–553Nikula, Tarja (U Jyväskylä, Finland; tnikula@cc.jyu.fi), English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education (Elsevier) 16.1 (2005), 27–58.06–554Padilla, Francisca, Maria Teresa Bajo & Pedro Macizo (U Granada, Spain; mbajo@ugr.es), Articulatory suppression in language interpretation: Working memory capacity, dual tasking and word knowledge. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 207–219.06–555Palozzi, Vincent J. (Indiana U, USA; vpalozzi@indiana.edu), Assessing voter attitude toward language policy issues in the United States. Language Policy (Springer) 5.1 (2006), 15–39.06–556Petrovic, John E. (U Alabama, USA; Petrovic@bamaed.ua.edu), The conservative restoration and neoliberal defenses of bilingual education. Language Policy (Springer) 4.4 (2005), 395–416.06–557Robertson, Leena Helavaara (Middlesex U, UK), Learning to read ‘properly’ by moving between parallel literacy classes. Language and Education (Multilingual Matters) 20.1 (2006), 44–61.06–558Reyes, Iliana (U Arizona, USA; ireyes@email.arizona.edu) & Arturo E. Hernández, Sentence interpretation strategies in emergent bilingual children and adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 51–69.06–559Rolla San Francisco, Andrea, María Carlo, Diane August & Catherine E. Snow (Harvard U Graduate School, USA; snowcat@gse.harvard.edu), The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 229–246.06–560Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147.06–561Sundara, Megha, Linda Polka & Shari Baum (McGill U, USA; msundara@u.washington.edu), Production of coronal stops by simultaneous bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 97–114.06–562Tan, Charlene (Nanyang Technological U, Singapore), Change and continuity: Chinese language policy in Singapore. Language Policy (Springer) 5.1 (2006), 41–62.06–563Taube-Schiffnorman, Marlene (Concordia U, Canada; marlene_taubeschiff@yahoo.ca) & Norman Segalowitz, Within-language attention control in second language processing. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 195–206.06–564Thabit Saeed, Aziz & Shehdeh Fareh (U Sharjah, UAE), Difficulties encountered by bilingual Arab learners in translating Arabic ‘fa’ into English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 19–32.06–565Uchikoshi, Yuuko (Harvard U, USA; yuchikoshi@ucdavis.edu), English vocabulary development in bilingual kindergarteners: What are the best predictors?Bilingualism: Language and Cognition (Cambridge University Press) 9.1 (2006), 33–49.06–566Veii, Kazuvire (U Surrey, UK & U Namibia) & John Everatt (j.everatt@surrey.ac.uk), Predictors of reading among Herero–English bilingual Namibian school children. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 239–254.06–567Wu, Chao-Jung (U Leicester, UK), Look w talking: language choices and culture of learning in UK Chinese classrooms. Language and Education (Multilingual Matters) 20.1 (2006), 62–75.06–568Yamamoto, Masayo (Kwansei Gakuin U, Japan), What makes who choose what languages to whom? Language use in Japanese–Filipino interlingual families in Japan. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 588–606.06–569Zwanziger, Elizabeth (Boston U, USA; eezp@bu.edu), Shanley E. M. Allen & Fred Genesee, Cross-linguistic influence in bilingual acquisition: Subject omission in learners of Inuktitut and English. Journal of Child Language (Cambridge University Press) 32 (2005), 893–909.

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Abstract:

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: kpchandl@syr.edu). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: Paul.Nation@vuw.ac.nz). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: jhuang@Monmouth.edu). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: bhm@soton.ac.uk). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: hrkimasu@hanmail.net). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: mahn@indiana.edu). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: icylee@hkbu.edu.hk). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: eva.lindgren@engelska.umu.se) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: hoyeol@hnu.hankyong.ac.kr). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: Helen-shen@uiowa.edu). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

Abstract:

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. 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English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. 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Abstract:

05–63Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.05–64Fisher, R (U of Exeter, UK; r.j.fisher@exeter.ac.uk). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.05–65Fukkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; R.G.Fukkink@uva.nl). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; c.kapitzke@uq.edu.au). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.05–68Kress, Gunter (U of London, UK; g.kress@ioe.ac.uk). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.05–70Menon, Shailaja (U of Colorado, Boulder, USA; Shailaja.Menon@Colorado.edu) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.05–73Rollinson, P. (paul.rollinson@uam.es). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.05–74Rubin, Bella (Tel Aviv U, Israel; brubin@post.tau.ac.il), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; ashapiro@umass.edu). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; bmtaylor@umn.edu), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; atywongl@hkucc.hku.hk). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; ruwenvera@hotmail.com). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

Abstract:

Introduction Tiffany and Co. is an American luxury jewellery and specialty retailer with its headquarters in New York City. Each piece of jewellery, symbolically packaged in a blue box and tied with a white bow, encapsulates the brand’s unique diamond pieces, symbolic origin story, branded historical contributions and representations in culture. Cultural brands are those that live and thrive in the minds of consumers (Holt). Their brand promise inspires loyalty and trust. These brands offer experiences, products, and personalities and spark emotional connotations within consumers (Arvidsson). This case study uses Tiffany & Co. as a successful example to reveal the importance of understanding consumers, the influential nature of media culture, and the efficacy of strategic branding, advertising, and marketing over time (Holt). It also reveals how Tiffany & Co. earned and maintained its place as an iconic cultural brand within consumer culture, through its strong association with New York and products from abroad. Through its trademarked logo and authentic luxury jewellery, encompassed in the globally recognised “Tiffany Blue” boxes, Tiffany & Co.’s cultural significance stems from its embodiment of the expected makings of a brand (Chernatony et al.). However, what propels this brand into what Douglas Holt terms “iconic territory” is that in its one hundred and seventy-nine years of existence, Tiffany’s has lived exclusively in the minds of its consumers.Tiffany & Co.’s intuitive prowess in reaching its target audience is what allows it to dominate the luxury jewellery market (Halasz et al.). This is not only a result of product value, but the alluring nature of the “Tiffany's from New York” brand imagery and experience (Holt et al.), circulated and celebrated in consumer culture through influential depictions in music, film and literature over time (Knight). Tiffany’s faithfully participates in the magnetic identity myth embodied by the brand and city, and has become globally sought after by consumers near and far, and recognised for its romantic connotations of love, luxury, and New York (Holt). An American Dream: New York Affiliation & Diamond OriginsIt was Truman Capote’s characterisation of Holly Golightly in his book (1958) and film adaption, Breakfast at Tiffany’s (1961) that introduced the world to New York as the infatuating “setting,” upon which the Tiffany’s diamond rested. It was a place, that enabled the iconic Holly Golightly to personify the feeling of being abroad in New York and to demonstrate the seductive nature of a Tiffany’s store experience, further shaping the identity myth encompassed by the brand and the city for their global audience (Holt). Essentially, New York was the influential cultural instigator that propelled Tiffany & Co. from a consumer product, to a cultural icon. It did this by circulating its iconography via celebrity affiliations and representations in music, film, and literature (Knight), and by guiding strong brand associations in the minds of consumers (Arvidsson). However, before Tiffany’s became culturally iconic, it established its place in American heritage through historical contributions (Tiffany & Co.) and pledged an association to New York by personifying the American Dream (Mae). To help achieve his dream in a rapidly evolving economy (Elliott), Charles Lewis Tiffany purportedly brought the first substantial gemstones into America from overseas, and established the first American jewellery store to sell them to the public (Halasz et al.). The Tiffany & Co. origin story personifies the alluring nature of products from abroad, and their influence on individuals seeking an image of affluence for themselves. The ties between New York, Tiffany’s, and its consumers were further strengthened through the established, invaluable and emblematic nature of the diamond, historically launched and controlled by South African Diamond Cartel of De Beers (Twitchell). De Beers manipulated the demand for diamonds and instigated it as a status symbol. It then became a commoditised measurement of an individual’s worth and potential to love (Twitchell), a philosophy, also infused in the Tiffany & Co. brand ideology (Holt). Building on this, Tiffany’s further ritualised the justification of the material symbolisation of love through the idealistic connotations surrounding its assorted diamond ring experiences (Lee). This was projected through a strategic product placement and targeted advertising scheme, evident in dominant culture throughout the brand’s existence (Twitchell). Idealistically discussed by Purinton, this is also what exemplified, for consumers, the enticing cultural symbolism of the crystal rock from New York (Halasz et al.). Brand Essence: Experience & Iconography Prior to pop culture portraying the charming Tiffany’s brand imagery in mainstream media (Balmer et al.), Charles Tiffany directed the company’s ascent into luxury jewellery (Phillips et al.), fashioned the enticing Tiffany’s “store experience”, and initiated the experiential process of purchasing a diamond product. This immediately intertwined the imagery of Tiffany’s with New York, instigating the exclusivity of the experience for consumers (Holt). Tiffany’s provided customers with the opportunity to participate in an intricately branded journey, resulting in the diamond embodiment which declared their love most accurately; a token, packaged and presented within an iconic “Tiffany Blue” box (Klara). Aligning with Keller’s branding blueprint (7), this interactive process enabled Tiffany & Co. to build brand loyalty by consistently connecting with each of its consumers, regardless of their location in the world. The iconography of the coveted “blue box” was crafted when Charles Tiffany trademarked the shade Pantone No. 1837 (Osborne), which he coined for the year of Tiffany’s founding (Klara). Along with the brand promise of containing quality luxury jewellery, the box and that particular shade of blue instantly became a symbol of exclusivity, sophistication, and elegance, as it could only be acquired by purchasing jewellery from a Tiffany’s store (Rawlings). The exclusive packaging began to shape Tiffany’s global brand image, becoming a signifier of style and superiority (Phillips et al.), and eventually just as iconic as the jewellery itself. The blue box is still the strongest signifier of the brand today (Osborne). Ultimately, individuals want to participate in the myth of love, perfection and wealth (Arvidsson), encompassed exclusively by every Tiffany’s “blue box”. Furthermore, Tiffany’s has remained artistically significant within the luxury jewellery landscape since introducing its one-of-a-kind Tiffany Setting in 1886. It was the first jewellery store to fully maximise the potential of the natural beauty possessed of diamonds, while connotatively reflecting the natural beauty of every wearer (Phillips et al.). According to Jeffrey Bennett, the current Vice President of Tiffany & Co. New York, by precisely perching the “Tiffany Diamond” upon six intricately crafted silver prongs, the ring shines to its maximum capacity in a lit environment, while being closely secured to the wearer’s finger (Lee). Hence, the “Tiffany Setting” has become a universally sought after icon of extravagance and intricacy (Knight), and, as Bennett further describes, even today, the setting represents uncompromising quality and is a standard image of true love (Lee). Alluring Brand Imagery & Influential Representations in CultureEmpirical consumer research, involving two focus groups of married and unmarried, ethnically diverse Australian women and conducted in 2015, revealed that even today, individuals accredit their desire for Tiffany’s to the inspirational imagery portrayed in music, movies and television. Through participating in the Tiffany's from New York store experience, consumers are able to indulge in their fantasies of what it would feel like to be abroad and the endless potential a city such as New York could hold for them. Tiffany’s successfully disseminated its brand ideology into consumer culture (Purinton) and extended the brand’s significance for consumers beyond the 1960s through constant representation of the expensive business of love, lust and marriage within media culture. This is demonstrated in such films as Gentlemen Prefer Blondes (1953), Breakfast at Tiffany’s (1961), Sleepless in Seattle (1993), Legally Blonde (2001), Sweet Home Alabama (2002), The Great Gatsby (2013), and in the influential television shows, Gossip Girl (2007—2012), and Glee (2009—2015).The most important of these was the film Breakfast at Tiffany’s (1961), and the iconic embodiment of Capote’s (1958) Holly Golightly by actress Audrey Hepburn (Wasson). Hepburn’s (1961) portrayal of the emotionally evocative connotations of experiencing Tiffany’s in New York, as personified by her romantic dialogue throughout the film (Mae), produced the image that nothing bad could ever happen at a Tiffany’s store. Thus began the Tiffany’s from New York cultural phenomenon, which has been consistently reiterated in popular media culture ever since.Breakfast at Tiffany’s also represented a greater struggle faced by women in the 1960s (Dutt); that of gender roles, women’s place in society, and their desire for stability and freedom simultaneously (Sheehan). Due to Hepburn’s accurate characterisation of this struggle, the film enabled Tiffany & Co. to become more than just jewellery and a symbol of support (Torelli). Tiffany’s also allowed filming to take place inside its New York flagship store to which Capote’s narrative so idealistically alludes, further demonstrating its support for the 1960s women’s movement at an opportune moment in history (Torelli). Hence, Tiffany’s from New York became a symbol for the independent materialistic modern woman (Wasson), an ideal, which has become a repeated motif, re-imagined and embodied by popular icons (Knight) such as, Madonna in Material Girl (1985), and the characterisations of Carrie Bradshaw by Sarah Jessica Parker, Charlotte York by Kristin Davis (Sex and the City), and Donna Paulsen by Sarah Rafferty (Suits). The iconic television series Sex and the City, set in New York, boldly represented Tiffany’s as a symbol of friendship when a fellow female protagonist parted with her lavish Tiffany’s engagement ring to help her friend financially (Sex and the City). This was similarly reimagined in the popular television series Suits, also set in New York, where a protagonist is gifted two Tiffany Boxes from her female friend, as a token of congratulations on her engagement. This allowed Tiffany & Co. to add friendship to its symbolic repertoire (Manning), whilst still personifying a symbol of love in the minds of its consumers who were tactically also the target audiences of these television shows (Wharton).The alluring Tiffany’s image was presented specifically to a male audience through the first iconic Bond Girl named Tiffany Case in the novel Diamonds Are Forever (Fleming). The film adaption made its cultural imprint in 1971 with Sean Connery portraying James Bond, and paired the exaggerated brand of “007” with the evocative imagery of Tiffany’s (Spilski et al.). This served as a reminder to existing audiences about the powerful and seductive connotations of the blue box with the white ribbon (Osborne), as depicted by the enticing Tiffany Case in 1956.Furthermore, the Tiffany’s image was similarly established as a lyrical status symbol of wealth and indulgence (Knight). Portrayed most memorably by Marilyn Monroe’s iconic performance of Diamonds Are a Girl’s Best Friend (Gentlemen Prefer Blondes). Even though the song only mentions Tiffany’s lyrically twice (Vito et al.), through the celebrity affiliation, Monroe was introduced as a credible embodiment of Tiffany’s brand essence (Davis). Consequently, she permanently attached her image to that of the alluring Tiffany Diamonds for the target audience, male and female, past and present (Vito et al.). Exactly thirty-two years later, Monroe’s 1953 depiction was reinforced in consumer culture (Wharton) through an uncanny aesthetic and lyrical reimagining of the original performance by Madonna in her music video Material Girl (1985). This further preserved and familiarised the Tiffany’s image of glamour, luxury and beauty by implanting it in the minds of a new generation (Knight). Despite the shift in celebrity affiliation to a current cultural communicator (Arvidsson), the influential image of the Tiffany Diamond remains constant and Tiffany’s has maintained its place as a popular signifier of affluence and elegance in mainstream consumer culture (Jansson). The main difference, however, between Monroe’s and Madonna’s depictions is that Madonna aspired to be associated with the Tiffany’s brand image because of her appreciation for Marilyn Monroe and her brand image, which also intrinsically exuded beauty, money and glamour (Vito et al.). This suggests that even a musical icon like Madonna was influenced by Tiffany & Co.’s hold on consumer culture (Spilski et al.), and was able to inject the same ideals into her own loyal fan base (Fill). It is evident that Tiffany & Co. is thoroughly in tune with its target market and understands the relevant routes into the minds of its consumers. Kotler (113) identifies that the brand has demonstrated the ability to reach its separate audiences simultaneously, with an image that resonates with them on different levels (Manning). For example, Tiffany & Co. created the jewellery that featured in Baz Luhrmann’s 2013 cinematic adaption of F. Scott Fitzgerald’s novel, The Great Gatsby (1925). Through representing a signifier of love and lust induced by monetary possessions (Fitzgerald), Tiffany’s truthfully portrayed its own brand image and persuaded audiences to associate the brand with these ideals (Holt). By illustrating the romantic, alluring and powerful symbolism of giving or obtaining love, armed with a Tiffany’s Diamond (Mae), Tiffany’s validated its timeless, historical and cultural contemporary relevance (Greene).This was also most recently depicted through Tiffany & Co.’s Will You (2015) advertising campaign. The brand demonstrated its support for marriage equality, by featuring a real life same-sex couple to symbolise that love is not conditional and that Tiffany’s has something that signifies every relationship (Dicker). Thus, because of the brand’s rooted place in central media culture and the ability to appeal to the belief system of its target market while evolving with, and understanding its consumers on a level of metonymy (Manning), Tiffany & Co. has transitioned from a consumer product to a culturally relevant and globally sought-after iconic brand (Holt). ConclusionTiffany & Co.’s place-based association and representational reflection in music, film, and literature, assisted in the formation of loyal global communities that thrive on the identity building side effects associated with luxury brand affiliation (Banet-Weiser et al.). Tiffany’s enables its global target market to revel in the shared meanings surrounding the brand, by signifying a symbolic construct that resonates with consumers (Hall). Tiffany’s inspires consumers to eagerly exercise their brand trust and loyalty by independently ritualising the Tiffany’s from New York brand experience for themselves and the ones they love (Fill). Essentially, Tiffany & Co. successfully established its place in society and strengthened its ties to New York, through targeted promotions and iconographic brand dissemination (Nita).Furthermore, by ritualistically positioning the brand (Holt), surrounding and saturating it in existing cultural practices, supporting significant cultural actions and becoming a symbol of wealth, luxury, commitment, love and exclusivity (Phillips et al.), Tiffany’s has steadily built a positive brand association and desire in the minds of consumers near and far (Keller). 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Abstract:

In the 16th century Philippines, the marriage of the Church and the State was the dominant set-up by virtue of Spain’s quest for colonization and evangelization. Civil administrators and church missionaries were called to cooperate the will of the king. Inmost cases, their point of contact was also the area of friction because of their opposing intentions. The early Spanish missionaries in the 16th century Philippines were influenced by the teachings of Bartolome de Las Casas and Vitoria that ignited them to confront their civil counterparts who were after getting the wealth and resources of the natives at the expense of their dignity and rights. Since the King showed interest in protecting the rights of the Indians, Churchmen used legal procedures, reports and personaltestimonies in the Royal Court to create changes in the systems employed in the islands. The relationship between the Spaniards and the natives cannot be reduced to a monolithic relationship between the two races. The power dynamics should be viewed within the plethora of groups who were engaged in the discourse including the bishop of Manila, governor-general, encomenderos, adelantados, soldiers, religious orders, native leaders and even the common indios. Given the canvas of conflicting motives, the proponents of conquests and missionary undertakings grappled to persuade the Spanish Royal Court to take their respective stand on the disputed human rights and justice issues on the legitimacy of the conquest, tributes, slavery and forced labor. References Primary Documentary Sources Anales Ecclesiasticos de Philipinas: 1574-1682. Volume 1. Manila: Archdioceseof Manila Archives, 1994. Arancel. Quezon City: Archivo de la Provincia del Santo Rosario (APSR), MSTomo 3, Doc.3. Blair, Emma Helen and Robertson Alexander, eds. at annots. The Philippine Islands,1493-1898: Explorations by Early Navigators, Descriptions ofthe Islands and Their Peoples, their History and Records of the CatholicMissions, as related in Contemporaneous Books and ManuscriptsShowing the Political, Economic, Commercial and Religious Conditionsof Those Islands from Their Earliest Conditions with European Nationsto the Close of the Nineteenth Century. 55 Volumes. Cleveland: ArthurH Clark, 1903-1909. Hereinafter referred to as B and R. The followingprimary documents were used in this dissertation: Colin-Pastells. LaborEvangelica I. Historical Conservation Society. The Christianizationof the Philippines. Manila: Historical Conservation Society, 1965. Keen, Benjamin, Editor. Latin American Civilization: History and Society, 1492to the Present. London: Westview Press, 1986. Las Casas, Bartolome. Historia de las Indias. Mexico, 1951. __________________. The Spanish Colonie. 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Abstract:

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Abstract:

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Abstract:

Previous studies contend that Philippines is still a ‘collectivist’ society (Cf. Hofstede Center; Cukur et al. 2004:613-634). In this collectivist or community-oriented society, individualism is not something that is highly valued. Being ‘individualistic’ is often associated to being narcissistic, loner, asocial, selfish, etc. However, one may ask whether the youth in the Philippines are not spared from this insidious culture of individualism, notwithstanding the seemingly dominant collective and communitarian character of the society. Although the overwhelming poverty is still the main problem in the Philippines, where according to Wostyn (2010:26) “only the wonderland of movies gives some respite to their consciousness of suffering and oppression”, the Filipino youth of today are also exposed to the consumeristic values of the ‘city’ and are not spared from the contradictions and insecurities posed by the pluralistic society. They are citizens of an increasing social and cultural pluralism characteristic of many liberal societies. Is it possible that individualism may also exist within this culture, especially among the younger generation? Is individualism slowly creeping in as caused by their exposure and easy access to modern technology, to higher education, mobility, interactions with other cultures, etc. Would this individualistic tendency have any influence on their religious beliefs, especially their belief on salvation? What would be the implications and challenges of these findings to the families in the Philippines? These are the questions we wish to answer in this study. This paper is structured in four parts: first, we will discuss the theoretical framework of individualism and salvation; second, we will examine the empirical attitudes on individualism and salvation; third, we will explore the relationship between individualism and salvation; and finally, we will draw some pastoral implication especially in relation to the document “Lineamenta - The Vocation and Mission of the Family in the church and Contemporary Word” (henceforth, Lineamenta). References Atkins, P. (2004). Memory and Liturgy. The Place of Memory in the Composition and Practice of Liturgy. Hampshire: Ashgate Publishing. Bauman, Z. (1993). Postmodern Ethics. Oxford/Cambridge, MA: Blackwell. Beck, U. (1992). Risk society. London: Sage Publications. Bellah, R. N. , Madsen, R., Sullivan, W., Swidler, A., Tipton, S. (1985). Habits of the Heart: Individualism and Commitment in American Life. Berkeley/Los Angeles/London: University of California Press. Berger, P. (1970). 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07–341Al-Kufaishi, Adil (Copenhagen U, Denmark; adil@hum.kd.uk), A pedagogic model of translating expository texts. Babel (John Benjamins) 52.1 (2006), 1–16.07–342Anderson, Wendy (U Glasgow, UK), ‘Absolutely, totally, filled to the brim with the Famous Grouse’. English Today (Cambridge University Press) 22.3 (2006), 10–16.07–343Boudreault, Patrick (California State U, Northridge, USA; patrick.boudreault@csun.edu) & Rachel I. Mayberry, Grammatical processing in American Sign Language: Age of first-language acquisition effects in relation to syntactic structure. Language and Cognitive Processes (Routledge/Taylor&Francis) 21.5 (2006), 608–635.07–344Charles, M. (U Oxford, UK), The construction of stance in reporting clauses: A cross-disciplinary study of theses. Applied Linguistics (Oxford University Press) 27.3 (2006), 492–518.07–345Frazier, Lyn (U Massachusetts, Amherst, USA; lyn@linguist.umass.edu), Katy Carlson & Charles Clifton Jr., Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences (Elsevier) 10.6 (2006), 244–249.07–346Goatly, Andrew (Lingnan U, Hong Kong, China), Ideology and metaphor. English Today (Cambridge University Press) 22.3 (2006), 25–39.07–347Goral, Mira (City U New York, USA; mgoral@bu.edu), Erika S. Levy, Loraine K. Obler & Eyal Cohen, Cross-language lexical connections in the mental lexicon: Evidence from a case of trilingual aphasia. Brain and Language (Elsevier) 98.2 (2006), 235–247.07–348Hellermann J. (Portland State U, USA), Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics (Oxford University Press) 27.3 (2006), 377–404.07–349Joseph, John E. (U Edinburgh, UK), Linguistic identities: Double-edged swords. Language Problems & Language Planning (John Benjamins) 30.3 (2006), 261–267.07–350Kuo, I-Chun (Canterbury Christ Church U College, UK; ick1@cant.ac.uk), Addressing the issue of teaching English as a lingua franca. ELT Journal (Oxford University Press) 60.3 (2006), 213–221.07–351McDonald, Janet L. (Louisiana State U, Baton Rouge, USA; psmcdo@lsu.edu), Beyond the critical period: Processing-based explanations for poor grammaticality judgment performance by late second language learners.Journal of Memory and Language (Elsevier) 55.3 (2006), 381–401.07–352Mori, Junko & Makoto Hayashi (U Wisconsin-Maddison, USA), The achievement of intersubjectivity through embodied completions: A study of interactions between first and second language speakers. Applied Linguistics (Oxford University Press) 27.2 (2006), 195–219.07–353Oberlander, Jon (U Edinburgh, UK) & Alastair J. Gill, Language with character: A stratified corpus comparison of individual differences in e-mail communication. Discourse Processes (Erlbaum) 42.3 (2006), 239–270.07–354Rosenberger Shankar, Tara (Massachusetts Institute of Technology, USA), Speaking on the record: A theory of composition. Computers and Composition (Elsevier) 23.3 (2006), 374–373.07–355Sanford, Anthony J. (U Glasgow, UK) & Arthur C. Graesser, Shallow processing and underspecification. Discourse Processes (Erlbaum) 42.2 (2006), 99–108.07–356Sears, Christopher R. (U Calgary, Canada), Crystal R. Campbell & Stephen J. Lupker, Is there a neighborhood frequency effect in English? Evidence from reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.4 (2006), 1040–1062.07–357Sebastian-Gallés, Núria (GRNC, Parc Científic Universitat de Barcelona & Hospital Sant Joan de Déu, Spain; nsebastian@ub.edu), Antoni Rodríguez-Fornells, Ruth de Diego-Balaguer & Begoña Díaz, First- and second-language phonological representations in the mental lexicon. Journal of Cognitive Neuroscience (MIT Press) 18.8 (2006), 1277–1291.07–358Sebba, Mark (Lancaster U, UK), Ideology and alphabets in the former USSR. Language Problems & Language Planning (John Benjamins) 30.2 (2006), 99–125.07–359Valdois, Sylviane (Université Pierre Mendès France, Grenoble, France) & Sonia Kandel, French- and Spanish-speaking children use different visual and motor units during spelling acquisition. Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 531–561.

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05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328.05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218.05–138Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.05–139Bryan, S. 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