CITATION AND TENSE FOR REVIEWING PREVIOUS RESEARCH IN THE INRODUCTION SECTION OF ENGLISH 35 SCIENCE JOURNALS BY NON-NATIVE SPEAKERS.

The aim of this study is to explore the citation pattern in relation to tense choice for reporting pastliterature in the Introduction section of English research articles by non-native speakers. Since theresearch dealt with one type of papers, i.e. research articles, Genre Analysis was adopted. Theresults indicate that in terms of types, IPC (Information Prominent Citation) referring to generalareas of research is much more dominant than APC (Author Prominent Citation) referring tospecific areas whereas in the standard pattern the number of APC should be more dominant thanIPC since IPC only functions as an “opening move” for reporting past literature. As IPC is moredominant than APC, the present tense also outnumbers the past tense

Present teaching stories as re-membering the humanities

he ways in which Humanities scholars talk about teaching tell something about how we interact with the past of our own discipline as well as anticipate our students’ futures. In this we express collective memories as truths of learning and teaching. As cultural artifacts of our present, such stories are worthy of excavation for what they imply about ourselves as well as messages they pass onto our successors. This paper outlines “collective re-membering” as one way to understand these stories, particularly as they present in qualitative interviews commonly being used to research higher education practice in the Humanities. It defines such collective re-membering through an interweaving of Halbwachs, Ricoeur, Wertsch and Bakhtin. It proposes that a dialogic reading between this understanding of collective re-membering and qualitative data-sets enables us to both access our discursive tendencies within the Humanities and understand the impact they might have on student engagement with our disciplines, noting that when discussing learning and teaching, we engage in collectively influenced myth-making and hagiography. The paper finishes by positing that the Humanities need to change their orientation from generating myths and pious teaching sagas towards the complex and ultimately more intellectually satisfying, articulation of learning and teaching parables

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications