Exploiting Context-bound and Context-sensitive Aspects of Editorial Cartoons: Developing Linguistic and Critical Thinking Abilities in English Language Classrooms

The use of humor and fun makes the class atmosphere more pleasant, motivates learners, increases student-teacher interaction, makes learning enjoyable and meaningful, and most of all, pleases the students. Editorial cartoons could be a rich source of all this and a lot more if used in an imaginative, creative and innovative manner for English Language Teaching (ELT).This paper, motivated by such pedagogical concerns, explores the idea of exploiting the neglected resource of context-bound and context-sensitive editorial cartoons and interactive approach to language teaching. It aims at demonstrating as to how it will work in developing students’ language skills and critical thinking abilities and provide a stimulating learning experience in English Language Classrooms. Keywords: editorial cartoons, critical thinking, interactive approach, context-bound, EIL classrooms DOI: 10.7176/JLLL/55-05 Publication date: April 30th 201

archivist: An R Package for Managing, Recording and Restoring Data Analysis Results

Everything that exists in R is an object [Chambers2016]. This article examines what would be possible if we kept copies of all R objects that have ever been created. Not only objects but also their properties, meta-data, relations with other objects and information about context in which they were created. We introduce archivist, an R package designed to improve the management of results of data analysis. Key functionalities of this package include: (i) management of local and remote repositories which contain R objects and their meta-data (objects' properties and relations between them); (ii) archiving R objects to repositories; (iii) sharing and retrieving objects (and it's pedigree) by their unique hooks; (iv) searching for objects with specific properties or relations to other objects; (v) verification of object's identity and context of it's creation. The presented archivist package extends, in a combination with packages such as knitr and Sweave, the reproducible research paradigm by creating new ways to retrieve and validate previously calculated objects. These new features give a variety of opportunities such as: sharing R objects within reports or articles; adding hooks to R objects in table or figure captions; interactive exploration of object repositories; caching function calls with their results; retrieving object's pedigree (information about how the object was created); automated tracking of the performance of considered models, restoring R libraries to the state in which object was archived.Comment: Submitted to JSS in 2015, conditionally accepte

Packaging Research Outputs into Extension and Training Materials: Experiences and Lessons Learned in Development of Grains in Ghana

La recherche engendre beaucoup de technologies qui restent sous-dissemineés. Donc l'objectif principal de propager les résultats de la recherche aux utilisateurs n'est jamais achevé. Le papier décritles expériences et les leçons apprises lors du conditionnement des résultats de la recherche en matériau de la formation et la vulgarisation pour l'utilisation des paysans et des vulgarisations sous le prójet du dévéloppement des grains au Ghana. Basé sur les expériences et les leçons apprises, une série de récommendations sont proposées pour améliorer le processus de la production du matériau de la formation et la vulgarisation. Ce sont:i) déterminer le type du matériau à produire et pourquoi,ii) appliquer un plan efficace d'écriture et de rédaction,iii) employer les dessins appropriés,iv) évaluer les matériaux pendant et après la production.Research generates numerous technologies that remain under-disseminated. As a result one primary objective of research to develop improved production systems and get the research results out to the user is not achieved. This paper describes the experiences and lessonslearned in packaging research outputs into extension and training materials for use by extension workers and farmers under the Ghana Grains Development Project. Based on the experiences and lessons learned, a series of recommendations are made for improving theproduction process of extension and training materials. These emphasize (i) determining the type of material to be produced and why, (ii) applying effective writing and editing guidelines, (iii) using appropriate designs and (iv) to evaluate materials during and after production

Digital Media of Aliansi Laki-Laki Baru in Design Studies: Building a New Image of Men (?)

This research seeks to elucidate digital feminist activism in the context of user interface design and content within the study of design, exploring the visual representation on the Alliance of New Men (ALB) website. The qualitative research method employed in this study, which includes a literature review, indicates that digital feminist activism within the user interface explains that the ALB website demonstrates a multi-faceted identity that cannot be confined to a single website characteristic. The website's user interface is more intuitive compared to offering a distinct uniqueness that deviates from the dominant values of ALB. On one hand, the ALB website's user interface breaks rigid boundaries in its layout flexibility, yet on the other hand, it still reflects the meaning of traditional gender stereotypes through color usage. The content related to domestic space in ALB appears to merely reverse roles, but it ultimately reverts to traditional codes of masculinity

Visual literacy for libraries: A practical, standards-based guide

When we step back and think about how to situate visual literacy into a library context, the word critical keeps coming up: critical thinking, critical viewing, critical using, critical making, and the list goes on. To understand our approach, start with your own practice, add images, and see where it takes you. Do you encourage students to think critically as they research? How can you extend this experience to images? Do you embrace critical information literacy? Can you bring visual content to enrich that experience? Do you teach students to critically evaluate sources? How can you expand that practice to images? You’ll see a lot of questions in this book, because our approach is inquiry- driven. This is not to say that we don’t cover the basics of image content. Curious about color? Covered. Not sure where to find great images? We’ll show you. Wondering what makes a good presentation? We talk about that too. But what we really want you to get out of this book is a new understanding of how images fit into our critical (there it is again) practice as librarians and how we can advance student learning with our own visual literacy. This book grounds visual literacy in your everyday practice—connecting it to what you know and do as a librarian who engages in reflective practice. Heidi Jacobs put it well when she argued that, for information literacy pedagogy, “one of the best ways for us to encourage students to be engaged learners is for us to become engaged learners, delve deeply into our own problem posing, and embody the kind of engagement we want to see in our students” (Jacobs 2008). We extend this viewpoint to visual literacy pedagogy and provide many opportunities for you to embody the kind of visual literacy that you want to develop in your learners

A summary of research in elementary school social studies (1948-1950)

Thesis (Ed.M.)--Boston Universit

Special Libraries, November 1946

Volume 37, Issue 9https://scholarworks.sjsu.edu/sla_sl_1946/1008/thumbnail.jp