Journal articles: 'S/SL (Computer program language)' – Grafiati (2025)

Abstract:

The paper addresses the problems involved in setting up a computer-aided expert system for human translators. It postulates four modules which function as an interactive reference guide in the framework of a translator's workstation: (1) a language component containing the syntactic and lexical correspondences between the SL- and TL-systems, (2) the >textual differential between the various types of SL- and TL-discourse, (3) the encyclopedic or knowledge base(s) underlying bi- or multilingual information transfer, and (4) a repertoire enabling the translator to word-process texts written in different languages.Emphasis is laid on the need for empirical research into the data culled from existing translations, parallel and background texts, diverse linguistic and encyclopedic as well as specialist reference works, and from practical experience of highly competent translators.

Abstract:

Abstract Separation logic (SL) is a logical formalism for reasoning about programs that use pointers to mutate data structures. It is successful for program verification as an assertion language to state properties about memory heaps using Hoare triples. Most of the proof systems and verification tools for ${\textrm{SL}}$ focus on the decidable but rather restricted symbolic heaps fragment. Moreover, recent proof systems that go beyond symbolic heaps are purely syntactic or labelled systems dedicated to some fragments of ${\textrm{SL}}$ and they mainly allow either the full set of connectives, or the definition of arbitrary inductive predicates, but not both. In this work, we present a labelled proof system, called ${\textrm{G}_{\textrm{SL}}}$, that allows both the definition of cyclic proofs with arbitrary inductive predicates and the full set of SL connectives. We prove its soundness and show that we can derive in ${\textrm{G}_{\textrm{SL}}}$ the built-in rules for data structures of another non-cyclic labelled proof system and also that ${\textrm{G}_{\textrm{SL}}}$ is strictly more powerful than that system.

Abstract:

In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.

Abstract:

Programmers are often forced to implement performance-critical applications at a low abstraction level. This leads to programs that are hard to develop and maintain because the program text is mixed with low level optimization tricks and is far from the algorithm it implements. Even if compilers are smart nowadays and provide the user with many automatically applied optimizations, practice shows that in some cases it is hopeless to optimize the program automatically without the programmer?s knowledge. A complementary approach is to allow the programmer to fine tune the program by providing him with language features that make the optimization easier. These are language abstractions that make optimization techniques explicit without adding too much syntactic noise to the program text. This paper presents such language abstractions for two well-known optimizations: bitvectors and SIMD (Single Instruction Multiple Data). The language features are implemented in the embedded domain specific language Feldspar which is specifically tailored for digital signal processing applications. While we present these language elements as part of Feldspar, the ideas behind them are general enough to be applied in other language definition projects as well.

Abstract:

We have developed a formal model of certain types of riddles, and implemented it in a computer program, JAPE, which generates simple punning riddles. In order to test the model, we evaluated the behaviour of the program, by having 120 children aged eight to eleven years old rate JAPE-generated texts, human-generated texts, and non-joke texts for "jokiness" and funniness. This confirmed that JAPE's output texts are indeed jokes, and that there is no significant difference in funniness or jokiness between JAPE"s most comprehensible texts and published human-generated jokes.

Abstract:

The syntax of Lisp languages is based on S-expressions, an extremely simple form of structured data representation that is nevertheless fundamental to the development of Lisp syntactic extensions. By adopting a more conventional syntax, the Java language placed itself in a difficult position in regard to user-defined syntax extensions. In spite of the many efforts to provide mechanisms for such extensions, they continue to be more difficult to use than S-expression- based ones. In this paper, we will describe the use of the S-expression syntax in a Java code generation environment. By providing an S-expression based program representation for Java source code, we are able to reuse and extend Lisp macro-expansion techniques to significantly simplify the construction of Java programs. .

Abstract:

Considering the feature of high-security and complex business logic of radio program production, combining with the theory of Computer Supported Cooperative Work (CSCW), we designed and implemented a radio program production system with high-security and strong practicability. Based on the C/S structure and .Net platform, the system implements the unity query management of different data sources by applying and extending the Language Integrated Query (LINQ) technology. This paper focuses on the overall architecture, service module and key technologies of the production system.

Abstract:

Infrared communication technology is a short-range wireless communications technology widely adopted in the world today range .This paper detailedly introduces the basic principles of infrared protocol. Infrared communications applications of this paper is to achieve system applications of infrared communication between two development boxes with an infrared transceiver modules.The program consists of PC program and lower computer program two parts,also are called infrared communication basic procedures and infrared communication console program.Running PC program on a PC,running lower computer program on the development box.Based on Borch-company's S3C2410-S ARM9, experimental development box implements a infrared communications infrastructure lower computer program based on serial meeting SIR standards.By calling the Qt graphics library,using the programming language C++,it achieves a visual infrared communication console PC program under linux system.

Abstract:

SummaryComputer translation programs for foreign language texts have recently become available commercially and in the public domain, but large medical lexicons for these programs are not readily available. It has been shown that many English words can be “respelled” to form their corresponding translations in other Western European languages. We have used lists of 139,451 English and 185,137 German medical terms to generate respeliings in the Dutch language. The English list yielded 39,035 Dutch respeliings, and the German list yielded 56,683 respeliings. Medical respelling rules can substantially lower the effort of installing and maintaining a medically oriented computer translation program.

Abstract:

AbstractThe use of an expert system shell (EXPERTECH Xi Plus) in the construction of an expert system for the diagnosis of infertility has been evaluated. A module was devised for predicting ovulation from the medical history alone. Two versions of this system were constructed, one using the expert system shell, and the other using QuickBASIC. The two systems have been compared with respect to: (1) ease of construction; (2) ease of knowledge base update; (3) help and explanation facilities; (4) diagnostic accuracy; (5) acceptability to patients and clinicians; (6) user-friendliness and ease of use; (7) use of memory space; and (8) run time. The responses of patients and clinicians were evaluated by questionnaires. The predictions made by the computer systems were compared to the conclusions reached by clinicians and to the “gold standard” of day 21 progesterone.The conclusions of this pilot study are: (1) the construction of this expert system was NOT facilitated by the use of this expert system shell; (2) update of the knowledge base was not facilitated either; (3) the expert system shell offered built-in help and explanation facilities, but as the system increased in complexity these became less useful; (4) after initial adjustment of decision thresholds the diagnostic accuracy of the system equalled that of the clinician; (5) the patient response to computer history-taking was very favorable but much less favorable to computer diagnosis; (6) the clinicians took a positive attitude to computer diagnosis; (7) the systems were easy to use; (8) the expert systems shell required much more memory space and had a much slower response time than the system written in BASIC.

Abstract:

SummaryThe ONCOCIN Interviewer program provides a graphical interface between physicians and an expert system that is designed to assist with therapy selection for patients receiving experimental cancer therapy. A principal goal has been to increase acceptance of advanced computer tools in a clinical setting. The interface has been developed for high-performance Lisp workstations and is tailored to the existing paper forms and practices of the outpatient clinic. To be flexible, the program makes use of a document formatting language to control a raster graphics display of medical forms, traditional paper versions of which have been used to track patient progress. The program utilizes a mouse input device coupled with a software-defined data entry approach that may be customized to the specific environment. The work described suggests ways in which high density graphics interfaces, with pointing devices rather than an emphasis on keyboards, may make decision support tools more useful to physicians and more acceptable to them.

Abstract:

Chikoko mud is abundant in the mangrove swamps of the Niger Delta area of Nigeria. Its utilization in concrete production is traceable to its pozzolanic properties. In this paper, a regression model is developed to predict and optimize the flexural strength of chikoko pozzolana blended cement concrete using Osadebe’s regression function. The results obtained from the derived regression model are very close to those obtained from experiment. The model was tested for adequacy using a Fisher test at 5% level of significance and was found to be adequate. A computer program coded in basic language was used to select the mix ratios that would optimize the flexural strength of chikoko pozzolana blended cement concrete. The computer program is user-friendly and can be used to select the mix ratios corresponding to a desired strength value with reasonable accuracy and without waste of time. http://dx.doi.org/10.4314/njt.v36i3.8

Abstract:

Abstract:The Department of Medical Informatics at Columbia University College of Physicians and Surgeons consists of a faculty of 17 full-and part-time faculty. The Department faculty collaborate with the Department of Computer Science and several clinical departments of the medical center. We offer courses in medical informatics, formal degrees (M.A., M.Phil. and Ph.D.) and a postdoctoral training program. In addition to academic offerings, the close affiliation with the Columbia-Presbyterian Medical Center and the primary responsibilities for clinical information systems offers trainees unique opportunities to work with and develop real-world applications. Faculty research programs include work on the Integrated Advanced Information Management System (IAIMS), Unified Medical Language System (UMLS), High-Perfor-mance Computing and Communications (HPCC), Electronic Medical Records, automated decision support and technology transfer through the Center for Advanced Technology.

Abstract:

This paper compiles the program to control the double- robot polishing system remotely by the interface-socket of the network programming in the VC++6.0 language environment and realizes the application of the dual- robot system network. It adopts TCP/IP protocol as the communication protocol between the serial robots by the C/S mode of dual robot polishing system. The mode of the hand shake is carried out for the polishing experiments between the arm of two serial robots and communication of the binocular camera successfully. The experiment shows that the communication protocol can enforce communication of the computer between the dual-robot. It can achieve the stablity and higher instantaneity. It has met the communication needs of the double- robot.

Abstract:

The purpose of this study was to investigate whether a previously developed interval-based training program could improve judges' stuttering event judgments. Two groups of judges made real-time stuttering event judgments (computer-mouse button presses) in 3 to 6 trials before the response-contingent judgment training program and in another 3 to 6 trials after training, for recordings of 9 adults who stuttered. Their judgments were analyzed in terms of number of stuttering events, duration of stuttering, and 5-s intervals of speech that could be categorized as judged (or not judged) to contain stuttering. Results showed (a) changes in the amount of stuttering identified by the judges; (b) improved correspondence between the judges' identifications of stuttering events and interval-based standards previously developed from judgments made by experienced, authoritative judges; (c) improved correspondence between interval-based analyses of the judges' stuttering judgments and the previously developed standards; (d) improved intrajudge agreement; (e) improved interjudge agreement; and (f) convergence between the 2 judge groups, for samples and speakers used during training tasks and also for other speakers. Some implications of these findings for developing standardized procedures for the real-time measurement of stuttering are discussed.

Abstract:

Abstract The efficiency of D4 Gaussian elimination on a vector computer, the Cray- 1/S, it examined. The algorithm used in this work is employed routinely in Phillips Petroleum Co. reservoir simulation models. Comparisons of scalar Phillips Petroleum Co. reservoir simulation models. Comparisons of scalar and vector Cray-1/S times are given for various example cases including multiple unknowns per gridblock. Vectorization of the program on the Cray- 1/S is discussed. Introduction In reservoir simulation, the solution of large systems of linear equations accounts for a substantial percentage of the computation time. Methods used today consist of both iterative and direct solution algorithms. Because of the theoretical savings in both storage and computing labor, D4 Gaussian elimination is a popular direct solution algorithm and is used widely on conventional scalar computers. In this paper we investigate the efficiency of the D4 algorithm on a computer with vector processing capabilities-the Cray-1/S. The D4 (or alternate diagonal) algorithm originally was presented by Price and Coats in 1973. Since that time much work has been done on the Price and Coats in 1973. Since that time much work has been done on the algorithm including an investigation by Nolen on the vector performance of D4 on the CDC Star 100 and Cyber 203 on single-unknown-per-gridblock example cases. Levesque has presented a comparison of the Cray-1 and Cyber 205 in reservoir simulation that includes the D4 algorithm. Vector performance of the Cray-1 on linear algebra kernels, both sparse and dense, performance of the Cray-1 on linear algebra kernels, both sparse and dense, also has been reported. Vector performance on these kernels typically is expressed in terms of million floating point operations per second (MFLOPS). Our objective here is to evaluate vector performance on a typical production code written in FORTRAN for a scalar computer. Therefore, performance, or efficiency, will be evaluated in terms of both scalar and vector CPU times on the Cray-1/S. We include vector performance on the original code with automatic vectorization enabled, and vector performance on the same code with minor restructuring, automatic performance on the same code with minor restructuring, automatic vectorization enabled, and the use of Cray assembly language (CAL) basic linear algebra kernels. Example cases for multiple unknowns per gridblock are presented. Reservoir Flow Equations The reservoir flow equations written using a seven-point finite difference formulation can be expressed as ...........................(1) where the terms A, B... G are matrices of order N equal to the number of unknowns per gridblock. represents the vector of unknowns at cell i, j, k, and H is the vector of residuals of the flow equations at cell i, j, k at iteration . Values of N from 1 to 10 typically are encountered depending on the type of simulator and the degree of implicitness used. For example, N is equal to one for an implicit pressure, explicit saturation (IMPES) black-oil model; three for a fully implicit black-oil model; five for an implicit three-component steamflood model and usually 10 or less for an implicit compositional model. Driver Program To facilitate timing studies in this work, a driver program was written to calculate coefficients for the D4 Gaussian elimination routine. Input to the program consists of grid dimensions and the number of unknowns per gridblock. All elements of the off-diagonal matrices (A, C, D... G) were set equal to 1. To guarantee a nonsingular solution, the B matrix was set equal to -5 for one unknown and as below for N unknowns. ............................(2) Right-side coefficients, H, were calculated by assuming a unit solution for . No-flow boundary conditions were used, which require specific matrices, such as A for I = 1 and C for I = NX, to be set equal to zero. Description of Hardware and Software All run times reported in this work were obtained on the Cray-1/S, Serial No. 23, at United Computing Systems in Kansas City, MO. Serial No. 23 contains 1 million 64-bit words of central memory interleaved in 16 memory banks and no input/output (I/O) subsystems. The FORTRAN compiler used was CFT 1.09. CPU times were obtained by calling SECOND, a FORTRAN-callable utility routine that returns CPU time since the start of the job in FPS'S. CPU overhead incurred for each call to SECOND is approximately 2.5 microseconds. For all reported Cray-1/S times, "vector" refers to the original FORTRAN code run with automatic vectorization enabled, which is the normal operating mode. SPEJ p. 121

Abstract:

Software is an integration of numerous programming modules  (e.g., functions, procedures, legacy system, reusable components, etc.) tested and combined to build the entire module. However, some undesired faults may occur due to a change in modules while performing validation and verification. Retesting of entire software is a costly affair in terms of money and time. Therefore, to avoid retesting of entire software, regression testing is performed. In regression testing, an earlier created test suite is used to retest the software system's modified module. Regression Testing works in three manners; minimizing test cases, selecting test cases, and prioritizing test cases. In this paper, a two-phase algorithm has been proposed that considers test case selection and test case prioritization technique for performing regression testing on several modules ranging from a smaller line of codes to huge line codes of procedural language. A textual based differencing algorithm has been implemented for test case selection. Program statements modified between two modules are used for textual differencing and utilized to identify test cases that affect modified program statements. In the next step, test case prioritization is implemented by applying the Genetic Algorithm for code/condition coverage. Genetic operators: Crossover and Mutation have been applied over the initial population (i.e. test cases), taking code/condition coverage as fitness criterion to provide a prioritized test suite. Prioritization algorithm can be applied over both original and reduced test suite depending upon the test suite's size or the need for accuracy. In the obtained results, the efficiency of the prioritization algorithms has been analyzed by the Average Percentage of Code Coverage (APCC) and Average Percentage of Code Coverage with cost (APCCc). A comparison of the proposed approach is also done with the previously proposed methods and it is observed that APCC & APCCc values achieve higher percentage values faster in the case of the prioritized test suite in contrast to the non-prioritized test suite.

Abstract:

An automatic acoustic emission (AE) source location algorithm has been developed for downhole AE measurement of subsurface cracks by using the triaxial hodogram method. The P-wave arrival time is detected by analyzing crosscorrelation coefficients among three components of AE signal energy; the P-wave direction is determined by the method of least squares. For detection of S-wave arrival time, a maximum‐likelihood method analyzes a distribution of instantaneous values of the SH-wave component amplitude. This algorithm can locate an AE source as accurately as human analysis. For field measurements, it takes less than 4 s to locate an AE source using a 16-bit personal computer with a program in C language. Automatic AE source location by the triaxial hodogram method has been realized with this algorithm.

Abstract:

Electromagnetic articulography (EMA) was explored as a means of remediating [s]/[∫] articulation deficits in the speech of an adult with Broca’s aphasia and apraxia of speech. Over a 1-month period, the subject was provided with 2 different treatments in a counterbalanced procedure: (1) visually guided biofeedback concerning tongue-tip position and (2) a foil treatment in which a computer program delivered voicing-contrast stimuli for simple repetition. Kinematic and perceptual data suggest improvement resulting from visually guided biofeedback, both for nonspeech oral and, to a lesser extent, speech motor tasks. In contrast, the phonetic contrast treated in the foil condition showed only marginal improvement during the therapy session, with performance dropping back to baseline 10 weeks post-treatment. Although preliminary, the findings suggest that visual biofeedback concerning tongue-tip position can be used to treat nonspeech oral and (to a lesser extent) speech motor behavior in adults with Broca’s aphasia and apraxia of speech.

Abstract:

This paper is concerned with the study of the kinematic and kinetic analysis of a slider crank linkage using D'Alembert's principle. The links of the considered mechanism are assumed to be rigid. The analytical solution to observe the motion (displacement, velocity, and acceleration), reactions at each joint, torque required to drive the mechanism and the shaking force have been computed by a computer program written in MATLAB language over one complete revolution of the crank shaft. The results are compared with a finite element simulation carried out by using ANSYS Workbench software and are found to be in good agreement. A graphical method (relative velocity and acceleration method) has been also applied for two phases of the crank shaft (q2 = 10° and 130°). The results obtained from this method (graphical) are compared with those obtained from analytical and numerical method and are found very acceptable. To make the analysis linear the friction force on the joints and sliding interface are neglected. All results, in this work, are obtained when the crank shaft turns at a uniform angular velocity (w2 = 188.5 rad/s) and time dependent gas pressure force on the slider crown.

Abstract:

AbstractWe describe eclingo, a solver for epistemic logic programs under Gelfond 1991 semantics built upon the Answer Set Programming system clingo. The input language of eclingo uses the syntax extension capabilities of clingo to define subjective literals that, as usual in epistemic logic programs, allow for checking the truth of a regular literal in all or in some of the answer sets of a program. The eclingo solving process follows a guess and check strategy. It first generates potential truth values for subjective literals and, in a second step, it checks the obtained result with respect to the cautious and brave consequences of the program. This process is implemented using the multi-shot functionalities of clingo. We have also implemented some optimisations, aiming at reducing the search space and, therefore, increasing eclingo ’s efficiency in some scenarios. Finally, we compare the efficiency of eclingo with two state-of-the-art solvers for epistemic logic programs on a pair of benchmark scenarios and show that eclingo generally outperforms their obtained results.

Abstract:

Objectives To determine the rate at which original studies presented orally at the European Congress of Radiology (ECR) 2010 were published in Medline-indexed journals and to identify factors predictive of publication. Methods A total of 869 abstracts were included in the study. A Medline search of articles published between March 2010 and February 2015 was conducted to identify articles written by the first, second, and/or last authors of all abstracts published in the Scientific Program of ECR 2010. The publication year, journal, country of origin, subspecialty and nature of the research (i. e., human, animal or technical) were recorded. Results Between March 2010 and February 2015 a total of 450 abstracts (publication rate, 51.8 %) were subsequently published in 125 Medline-indexed journals, chiefly in European Radiology (11.1 %). 443/450 (98.4 %) articles were published in English language. The subspecialties of molecular imaging and cardiac imaging had the highest publication rates (75.0 % and 62.0 %, respectively), while computer application studies had the lowest (27.6 %). The nature of research, origin of the abstract and subspecialty significantly influenced the subsequent publication rate. Conclusion More than half of the original studies presented orally at ECR 2010 were subsequently published in Medline-indexed journals. More articles were published in the journal European Radiology than in any other identified journal. Key Points: Citation Format

Abstract:

In this design, AT89C51 microcontroller is as the core ; KEIL is as the system development platform; The C51 language is used to design program. Multi-point temperature measurement system is designed with the DS18B20 intelligent temperature sensor. Under the Proteus platform simulation, the data results of the system actual operation is analyzed.This design did not use DS18B20's usual 1-wire bus structure, but use the parallel port of 51 single-chip computer. At the same time the temperature of 4 DS18B20 sensors are fast read. Therefore,it realized rapid accurate recognition and processingin in multi-point temperature measurement system of multiple sensors,and this kind of distributed temperature measurement system interface is simple, high precision, strong anti-jamming ability , stable work etc..

Abstract:

Python is a relatively new computing language, created by Guido van Rossum [A.S. Tanenbaum, R. van Renesse, H. van Staveren, G.J. Sharp, S.J. Mullender, A.J. Jansen, G. van Rossum, Experiences with the Amoeba distributed operating system, Communications of the ACM 33 (1990) 46–63; also on-line at http://www.cs.vu.nl/pub/amoeba/, which is particularly suitable for teaching a course in computational physics. There are two questions to be considered: (i) For whom is the course intended? (ii) What are the criteria for a suitable language, and why choose Python? The criteria include the nature of the application. High performance computing requires a compiled language, e.g., FORTRAN. For some applications a computer algebra, e.g., Maple, is appropriate. For teaching, and for program development, an interpreted language has considerable advantages: Python appears particularly suitable. Python‟s attractions include (i) its system of modules which makes it easy to extend, (ii) its excellent graphics (VPython module), (iii) its excellent on line documentation, (iv) it is free and can be downloaded from the web. Python and VPython will be described briefly, and some programs demonstrated numerical and animation of some phenomenal physics. In this article, we gave solution of circle polarization by solving Maxwell equation.

Abstract:

<p><em>Medan State Polytechnic is a vocational education that has D4 and D3 study programs, one of which is the Meeting, Incentive, Converence and Exhibition (MICE) study program. This study program was founded in 2007 until now only has a computer laboratory, language and 6 classrooms and a lecturer room 1. The MICE study program in its learning provides theory and practice with theoretical credits of 58 = 41% and practice of 87 = 59% or 80: 143 hours. So far, students have practiced directly in the field (field study) such as convention halls in hotels andalso the field for the implementation of exhibitions. In current conditions, the event cannot be held, for that the mice study program must prepare a laboratory to support the MICE learning. This laboratory is equipped with equipment to create virtual tours such as the Insta 360⁰ One R Twin Edition camera and the Oculus Rift S as a Virtual Reality (VR) System, the development of virtual tours using the MDLC (Multimedia Development Life Cycle) method was chosen because MICE students are used to it. designing and implementing events so that students are expected to be able to build and practice learning meetings, conferences, exhibitions in a better and interesting way, meanwhile for incentives students can see virtual tours and create virtual tour incentives. From this research it can be concluded that to be able to build a Virtual Tour is not difficult, it only requires knowledge of how to use the 360⁰ camera properly and use the VR System so that MICE students who do not have programming knowledge can still build their own Virtual Tour.</em></p><p><em><strong>Keywords</strong></em><em>: Learning, Virtual Tour, Virtual Reality System, Oculus Rift S, MICE</em></p><p><em>Politeknik Negeri Medan merupakan pendidikan vokasional yang memiliki program studi D4 dan D3, satu diantaranya program studi Meeting, Insentive, Converence and Exhibition (MICE). Program studi ini berdiri sejak tahun 2007 sampai sekarang hanya memiliki laboratorium komputer, bahasa dan ruangan kelas 6 dan ruangan dosen 1. Program studi MICE dalam pembelajarannya memberikan secara teori dan praktik dengan SKS teori 58=41% dan praktik 87=59% atau jam 80:143. Selama ini mahasiswa melakukan praktik langsung ke lapangan (field study) seperti convention hall di hotel dan juga lapangan untuk pelaksanaan pameran. Dalam kondisi sekarang, event itu tidak bisa dilaksanakan, untuk itu program studi mice harus menyiapkan laboratorium untuk mendukung pembelajaran MICE tersebut. Pada laboratarium ini</em><em> </em><em>dilengkapi dengan peralatan untuk membuat virtual tour seperti kamera Insta </em><em>360</em><em>⁰</em><em> </em><em>One </em><em>R Twin Edition dan Oculus Rift S sebagai Virtual Reality</em><em>(VR)</em><em> System</em><em>, pengembangan virtual tour mengunakan metode </em><em> MDLC (Multimedia Development Life Cycle</em><em>) metode ini dipilih karena mahasiswa MICE sudah biasa merancang dan melaksanakan event</em><em> sehingga </em><em>diharapkan </em><em>mahasiswa dapat </em><em>membangun dan m</em><em>empraktikkan pembelajaran Meeting, Con</em><em>f</em><em>erence, Exhibition secara lebih baik dan menarik sementara itu untuk Insentive mahasiswa dapat melihat virtual tour dan membuat virtual tour insentive.</em><em> </em><em>Dari penelitian ini dapat disimpulkan untuk dapat membangun Virtual Tour tidaklah sulit hanya diperlukan pengetahuan bagaimana menggunakan kamera 360⁰ dengan baik dan penggunaan VR System sehingga mahasiswa MICE yang tidak memiliki pengetahuan pemprograman tetap dapat membangun Virtual Tour sendiri.</em></p><p><em><strong>Kata kunci</strong></em><em>: Pembelajaran, Virtual Tour, Virtual Reality System, Oculus Ridft S, MICE</em></p>

Abstract:

Abstract Digital Humanities (DH) within Coptic Studies, an emerging field of development, will be much aided by the digitization of large quantities of typeset Coptic texts. Until recently, the only Optical Character Recognition (OCR) analysis of printed Coptic texts had been executed by Moheb S. Mekhaiel, who used the Tesseract program to create a text model for liturgical books in the Bohairic dialect of Coptic. However, this model is not suitable for the many scholarly editions of texts in the Sahidic dialect of Coptic which use noticeably different fonts. In the current study, DH and Coptological projects based in Göttingen, Germany, collaborated to develop a new Coptic OCR pipeline suitable for use with all Coptic dialects. The objective of the study was to generate a model which can facilitate digital Coptic Studies and produce Coptic corpora from existing printed texts. First, we compared the two available OCR programs that can recognize Coptic: Tesseract and Ocropy. The results indicated that the neural network model, i.e. Ocropy, performed better at recognizing the letters with supralinear strokes that characterize the published Sahidic texts. After training Ocropy for Coptic using artificial neural networks, the team achieved an accuracy rate of &gt;91% for the OCR analysis of Coptic typeset. We subsequently compared the efficiency of Ocropy to that of manual transcribing and concluded that the use of Ocropy to extract Coptic from digital images of printed texts is highly beneficial to Coptic DH.

Abstract:

This paper introduces a method of reverse engineering for operational relational databases. The conceptual schemas are derived using information extracted from data dictionaries, database extensions and application programs. Its main strength relies on the assumptions made on the a priori knowledge available about the database (only [Formula: see text] and/or [Formula: see text] constraints on attribute(s)) as well as the user competence. We argue that most of the knowledge needed to build a conceptual schema, if not described in the Data Description Language, is embedded in application programs under various forms. The method is therefore based on four main steps: firstly, application program analysis is performed and a set [Formula: see text] of equi-joins is obtained; secondly, a conceptual schema is derived from [Formula: see text], from the database extension and from the relational schema; thirdly, this conceptual schema is validated through an interactive dialogue with the expert user who is helped in this task by indications given by the method. Finally, a schema reorganization under user control is achieved to match the user requirements better. We introduce also how other kinds of queries can help the task of semantics discovery. Additionally, we precisely identify the phases when user interaction is needed. This method has been successfully validated on an operational database.

Abstract:

In this paper we analyze the relationship between cyclic definitions and consistency in Gelfond-Lifschitz's answer sets semantics (originally defined as ‘stable model semantics’). This paper introduces a fundamental result, which is relevant for Answer Set programming, and planning. For the first time since the definition of the stable model semantics, the class of logic programs for which a stable model exists is given a syntactic characterization. This condition may have a practical importance both for defining new algorithms for checking consistency and computing answer sets, and for improving the existing systems. The approach of this paper is to introduce a new canonical form (to which any logic program can be reduced to), to focus the attention on cyclic dependencies. The technical result is then given in terms of programs in canonical form (canonical programs), without loss of generality: the stable models of any general logic program coincide (up to the language) to those of the corresponding canonical program. The result is based on identifying the cycles contained in the program, showing that stable models of the overall program are composed of stable models of suitable sub-programs, corresponding to the cycles, and on defining the Cycle Graph. Each vertex of this graph corresponds to one cycle, and each edge corresponds to one handle, which is a literal containing an atom that, occurring in both cycles, actually determines a connection between them. In fact, the truth value of the handle in the cycle where it appears as the head of a rule, influences the truth value of the atoms of the cycle(s) where it occurs in the body. We can therefore introduce the concept of a handle path, connecting different cycles. Cycles can be even, if they consist of an even number of rules, or vice versa they can be odd. Problems for consistency, as it is well-known, originate in the odd cycles. If for every odd cycle we can find a handle path with certain properties, then the existence of stable model is guaranteed. We will show that based on this results new classes of consistent programs can be defined, and that cycles and cycle graphs can be generalized to components and component graphs.

Abstract:

The thermal performance of FPHPSC has been studied experimentally and theoretically. The collector consists of copper absorber plate, single glass cover, glass wool insulation and aluminum case. Ten wickless heat pipes of 12.7 mm inner diameter. The experimental studies of collector performance have been performed on four different CWMFR (0.03, 0.04, 0.05 and 0.06) kg/s. The relation between the amount of useful heat, instantaneous collector efficiency and solar intensity is discussed. The collector are tested under the climate condition of Kut city (32.6 latitude and 45.7 longitude). It is investigated that the increasing of CWMFR increase the efficiency of the collector. The percentage increase in the efficiency of the solar collector is in order of (13%), when the cooling water mas flow rate changes from 0.03 kg/sec to 0.06 kg/sec at (45o) collector tilt angle. A computer program based on VISUAL BASIC language (version 6) used for the theoretical analysis. The experimental results are in agreement reasonably with the theoretical predictions.

Abstract:

University can’t be separated from the Tri Dharma namely in the fields of education, research and community service. Institute for Research and Community Services Lancang Kuning University has launched a strategic framework for research through the Research Master Plan (RIP) and the Roadmap Research to support research results and superior quality. One of them by building an Information Systems Research Activities Administration and Community Services seeks to streamline the work of the staff LPPM and also makes it easy for researchers in particular lecturers and reviewers in their duties. In this system, the researchers register their proposals online. Furthermore, staff LPPM recaps the number of proposals on all types of grants that is then distributed to the reviewer to assess. Administration Information System Research Activities and Community Service is used method of analysis Work System Framework. Methods of work system framework, expected later able to provide a description of the process or activity system that uses information technology or other resources. Modeling design methodology using Unified Modeling Language (UML) and MySql database. Keywords : Information Systems, Administration, Work System Framework, UML Alter, S. (2013). Work system theory: overview of core concepts, extensions, and challenges for the future. Journal of the Association for Information Systems, 72. DIKTI. (2016). Panduan Pelaksanaan Penelitian dan Pengabdian Masyarakat di Perguruan Tinggi. Direktorat Jenderal Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi. Edisi X. Hamzah. (2016). Sistem Informasi Kegiatan Penelitian dan Pengabdian Kepada Masyarakat Universitas Respati. Jurnal Teknologi dan Sistem Informasi(TEKNOSI), 2(2): 17-26. Lee, S. Unified Modeling Language (UML) for Database Systems and Computer Applications. Rohman, N. (2009). Sistem Pengolahan Data Kp Dan Ta Pada Program Studi If, Mi Dan Ka Stmik Mardira Indonesia Bandung. Jurnal Computech & Bisnis, 3(1), 1-13. Rosa, A. S., dan Shalahuddin, M. (2013). Rekayasa Perangkat Lunak Terstruktur Dan Berorientasi Objek. Informatika. Bandung Williandy, I., Fitriawan, H., & SP, R. A. (2016). Rancang Bangun Sistem Informasi Penelitian dan Pengabdian Kepada Masyarakat Fakultas Teknik Universitas Lampung Menggunakan PHP dan MySQL. Jurnal Rekayasa dan Teknologi Elektro(ELECTRICIAN), 10(3) : 192-200.

Abstract:

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

Abstract:

The available means of ordering and sorting in some important sections of discrete mathematics and computer science are studied, namely: in the set theory, classical mathematical logic, proof theory, graph theory, POST method, system of algorithmic algebras, algorithmic languages of object-oriented and assembly programming. The Cartesian product of sets, ordered pairs and ordered n-s, the description by means of set theory of an ordered pair, which are performed by Wiener, Hausdorff and Kuratowski, are presented. The requirements as for the relations that order sets are described. The importance of ordering in classical mathematical logic and proof theory is illustrated by the examples of calculations of the truth values of logical formulas and formal derivation of a formula on the basis of inference rules and substitution rules. Ordering in graph theory is shown by the example of a block diagram of the Euclidean algorithm, designed to find the greatest common divisor of two natural numbers. The ordering and sorting of both the instructions formed by two, three and four ordered fields and the existing ordering of instructions in the program of Post method are described. It is shown that the program is formed by the numbered instructions with unique instruction numbers and the presence of the single instruction with number 1. The means of the system of algorithmic algebras, which are used to perform the ordering and sorting in the algorithm theory, are illustrated. The operations of the system of algorithmic algebras are presented, which include Boolean algebra operations generalized to the three-digit alphabet and operator operations of operator algebra. The properties of the composition operation are described, which is intended to describe the orderings of the operators of the operator algebra in the system of algorithmic algebras. The orderings executed by means of algorithmic programming languages are demonstrated by the hypothetical application of the modern object-oriented programming language C#. The program must contain only one method Main () from which the program execution begins. The ARM microprocessor assembly program must have only one ENTRY directive from which the program execution begins.

Abstract:

This study analyzes the impact of the implementation of seven selected activities on E-portfolio in order to introduce international business students to the business vocabulary related to their program, given that they do not take any subjects related to their career in English. This study was carried out in a group of 20 students of second semester who study at a Universidad Consequently, this study was conceived thanks some observations in classes of English that the lack of the use of Specific vocabulary in business which demonstrates language teachers follow a book to teach English and the text-book Speakout Eales, F., & Oakes, S. (2011). Speakout: Elementary: Student's book. Pearson Education used in classes in order to support the contents of English is not focused on teaching business-related vocabulary Therefore, there are no current opportunities for students to have contact with authentic language in Business subjects, in this case business vocabulary which could contribute to their professional growth. This confers to the idea to familiarize students with bussines-related vocabulary to the content area. The constructs which were considered in order to develop this research were firstly, the CALL (Computer-assisted language learning) approach taking advantage of E-portfolio, secondly, English for specific purposes (ESP) and finally Motivation. These theoretical constructs were considered thanks a diagnostic survey at the beginning of the first stage in this study. The type of study was action research and qualitative methodology which lets teachers build theories related to teaching and learning; therefore, the data collection procedures included a teacher’s journal with the purpose of recording ideas and reflecting on them afterwards, an online survey to reveal responses to specific, important questions, and e- portfolios which display evidence assembled and managed by students. Finally, the findings revealed three categories. First category is: Raising awareness about ESP. Second, Chasing a target vocabulary using E-portfolio that describes the outcome students achieved after developing different activities in a E-portfolio and how they learnt vocabulary confidentially and Third, Learning as a matter of motivation that relates to the interest students take for learning a language. Finally, the conclusions describe students’ prefers at the moment to use technology to foster their language learning and in order to increase their business lexis in English to face their profession in a meaningful way.

Abstract:

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.” Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1). Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104. Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning. Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research. Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69. Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge. Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York. Corey, S. M. (1953). Action Research to Improve School Practice. New York: Teachers College, Columbia University. Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75– 98. https://doi.org/10.1080/15391523.2010.10782562 Delima, R., Arianti, N. K., & Pramudyawardani, B. (2015). Identifikasi Kebutuhan Pengguna Untuk Aplikasi Permainan Edukasi Bagi Anak Usia 4 sampai 6 Tahun. Jurnal Teknik Informatika Dan Sistem Informasi, 1(1). Depdiknas. (2007). Permainan Berhitung Permulaan Di Taman Kanak-kanak. In Pedoman Pembelajaran. Jakarta: Depdiknas. Djadir, Minggi, I., Ja’faruddin., Zaki, A., & Sidjara, S. (2017). Sumber Belajar PLPG 2017: Bangun Datar. In Modul PLPG. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan.Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education (3-8 years). Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69. Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press. Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu. Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book. Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1). Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252. Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257. Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108. Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth. Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science. Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116. National Research Council. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity (C. T. Cross, T. Woods, & H. Schweingruber, Eds.). Washinton D.C: The National Academies Press. Norton, A., & Nurnberger-Haag, J. (2018). Bridging frameworks for understanding numerical cognition. Journal of Numerical Cognition, 4(1), 1–8. https://doi.org/10.5964/jnc.v4i1.160 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. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy: Using primary children’s Illustrations and oral language to improve comprehension of expository text. Early Childhood Education Journal, 35(1), 65–73. https://doi.org/10.1007/s10643- 007-0184-5 Putra, L. D., & Ishartiwi. (2015). Pengembangan Multimedia Pembelajaram Interaktif Mengenal Angka dan Huruf untuk Anak Usia Dini. Jurnal Inovasi Teknologi Pendidikan, 2(2). Rich, B., & Thomas, C. (2009). Geometry: Includes Plane, Analytic, and Transformational Geometries. . (4th Editio). New York: McGraw-Hill. Rochanah, L. (2016). Pemanfaatan Media Berbasis Komputer Untuk Meningkatkan Kemampuan Huruf pada Anak Usia Dini (Urgensi Media Berbasis Komputer pada Peningkatan Kemampuan Mengenal Huruf ). Jurnal Program Studi PGRA, Volume 2 N, 1–8. Runtukahu, T., & Kandou, S. (2014). Pembelajaran matematika dasar bagi anak berkesulitan belajar. Yogyakarta: Ar-ruzz Media. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Sarama, J., & Clements, D. H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112– 134. Schoenfeld, A. H., & Stipek, D. (2011). Math Matters. Barkeley, California.Shilpa, S., & Sunita, M. (2013). A Study About Role of Multimedia in Early Childhood Education. International Journal of Humanities and Social Science Invention, 2(6). Siswono, T. Y. E. (2012). Belajar dan Mengajar Matematika Anak Usia Dini. Universitas Negeri Surabaya.Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Sudaryanti. (2006). Pengenalan Matematika Anak Usia Dini. Yogyakarta: FIP UNY. Sufa, F. F., & Setiawan, H. Y. (2017). Analisis Kebutuhan Anak Usia 4-6 Tahun Pada Pembelajaran Berbasis Komputer Pada Anak Usia Dini. Research Fair Unisri, 1(1). Suharjana, A. (2008). Pengenalan Bangun Ruang dan Sifat-sifatnya di SD. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika. Sujiono, Y . N. (2014). Batasan dan Dasar T eori Pengembangan Kognitif. In Hakikat Pengembangan Kognitif (p. 12). Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal Math Talk in the Home and Math Skills in Preschool Children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480 Suwarna. (2010). Pengembangan Multimedia Pembelajaran untuk Pembinaan Kreativitas Melukis di Taman Kanak-kanak. Jurnal Universitas Negeri Yogyakarta. Suziedelyte, A. (2012). Can video games affect children’s cognitive and non-cognitive skills? UNSW Australian School of Business Research Paper. https://doi.org/10.2139/ssrn.2140983 Tarigan, D. (2006). Pembelajaran Matematika Realistik. Jakarta: Departeman Pendidikan Nasional, Direktorat Jendral Pendidikan Tunggi, Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenaga Perguruan Tinggi. Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.Trawick, M. (2007). Enemy Line ; Warfare, Childhood, and Play in Batticaloa. London: University of California Press. Trifunović, A., Čičević, S., Lazarević, D., Mitrović1, S., & Dragovi, M. (2018). Comparing Tablets (Touchscreen Devices and PCs in Preschool Children Education: Testing Spatial Relationship Using Geometric Syimbols Traffic Signs. IETI Transections on Economics and Safety, 2(1), 35–41. https://doi.org/10.6722/TES.201808_2(1).0004 Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak Usia Dini. Jurnal INFORM, 1 No. 1. Wang, F., & Kinzie, M. B. (2010). Applying Technology to Inquiry- Based Learning in Early Childhood Education. Early Childhood Education Journal. Weil, M., Calhoun, E., & Joyce, B. (2011). Models of Teaching. New York.: New York. Zack, N. (2014). Philosophy of Science and Race. New York: Routledge. Zare, Sarikhani, Salarii, & Mansouri. (2016). The Impact Of E-learning on University Student’s Academic Achievement and Creativity. Journal of Technical Education and Training (JTET), 8(11).

Abstract:

The paper presents the possibility of using the Kinect v2 module to control an industrial robot by means of gestures and voice commands. It describes the elements of creating software for off-line and on-line robot control. The application for the Kinect module was developed in the C# language in the Visual Studio environment, while the industrial robot control program was developed in the RAPID language in the RobotStudio environment. The development of a two-threaded application in the RAPID language allowed separating two independent tasks for the IRB120 robot. The main task of the robot is performed in Thread No. 1 (responsible for movement). Simultaneously, Thread No. 2 ensures continuous communication with the Kinect system and provides information about the gesture and voice commands in real time without any interference in Thread No. 1. The applied solution allows the robot to work in industrial conditions without the negative impact of the communication task on the time of the robot’s work cycles. Thanks to the development of a digital twin of the real robot station, tests of proper application functioning in off-line mode (without using a real robot) were conducted. The obtained results were verified on-line (on the real test station). Tests of the correctness of gesture recognition were carried out, and the robot recognized all programmed gestures. Another test carried out was the recognition and execution of voice commands. A difference in the time of task completion between the actual and virtual station was noticed; the average difference was 0.67 s. The last test carried out was to examine the impact of interference on the recognition of voice commands. With a 10 dB difference between the command and noise, the recognition of voice commands was equal to 91.43%. The developed computer programs have a modular structure, which enables easy adaptation to process requirements.

Abstract:

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

Abstract:

The article deals with the experimental-phonetic analyses of the discourse intonation in the English and Azerbaijan languages. Having researched the article, it becomes clear that discourse intonation (DI) is an approach to the teaching and analysis of everyday speech. The characteristics of intonation components in the formation of discourse have been touched upon in the article. The intonation is mentioned to be one of the main means in the formation of the discourse. It is a known fact that speech styles can be characterized by their lexical, syntactic and phonetic features. The attention is drawn to the distinguishing points of the speech of the people having various professions such as the speech styles of a teacher and a driver should be different not only from the lexical point of view but also from the phonetic point of view. During the conversation, one can come across some nuances of the speaker&rsquo;s intellectual level, life experience and social status. It is also important to remember that the subject of the conversation is meant to be an important factor too. The object of the conversation ensures the stylistic formation of the idea. The importance of the experiment has been taken into a special consideration in the article as well. The opinion of academician L. V. Sherba that stresses the importance of the experiment has been analyzed by the author. The factors that are needed to be followed by while carrying out the language facts have been fulfilled in the article. The author tries to prove that DI is concerned with the speakers&rsquo; moment-by-moment context-referenced choices. It recognizes four systems of speaker&rsquo;s choice: prominence, tone, melodicy, and termination. The discourse samples having been chosen for the experiment are fulfilled by using various sentence types. Besides, the inside structure of the sentences and their lexical contents are also taken into account in the article. Some discourse samples have been chosen in the comparable languages to be experimented in order to distinguish the intonation nature of the discourse. The experiment has been carried out by using the program &ldquo;Praat&rdquo;. It is noteworthy to mention that the program &ldquo;Praat&rdquo; is known to be a computer operation used to analyze speech sounds.

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.

Abstract:

Aim/Purpose: The purpose of this study was to survey student opinions about technology in order to best implement and utilize technology in the classroom. In this paper, technology refers to ‘digital technology’. The aims of this study were to: (1) examine student attitudes towards technology in regards to enjoyment and perceived usefulness; (2) investigate what tools and devices students enjoyed and preferred to use for learning; (3) examine whether students preferred learning with books and paper instead of technological devices (e.g. laptops, tablets, smartphones); and (4) investigate whether student opinions about digital technology and preferred learning tools differ between two universities (based on their level of technology implementation) and between two programs (Foundation Studies and General Studies). Background: Previous studies have investigated student device choice, however, fewer studies have looked specifically at which tools and devices students choose for certain academic tasks, and how these preferences may vary according to the level of digital technology integration between two different universities. Methodology: In this study, a mix of quantitative and qualitative data was gathered from 1102 participants across two universities in the United Arab Emirates from an English-language Foundation Studies program and a first-year General Studies program. A questionnaire (containing closed-ended and open-ended questions) was followed by three focus-group interviews (n=4,3,2). ANOVA and t-Tests were used to test for statistically significant differences in the survey data, and qualitative survey and interview data were analyzed for recurring themes. Contribution: This study aims to provide a more comprehensive account of the learning tools (including books/paper, laptops, tablets, and phones) students prefer to use to complete specific academic tasks within a university context. This study also seeks to evaluate student attitudes towards using digital technology for learning, in order to best implement and utilize technology in the context of higher education institutions in the Middle East and around the world. Findings: Findings suggest that participants enjoy learning how to use new technology, believe it improves learning, and prepares them for future jobs. Books/paper were the most preferred resources for learning, followed closely by laptops, while tablets and smartphones were much less preferred for specific educational tasks. The data also revealed that respondents preferred learning through a combination of traditional resources (e.g. books, paper) and digital technological tools (e.g. laptops, tablets). Recommendations for Practitioners: These findings can be used to recommend to educators and higher education administrators the importance of adopting learning outcomes related to digital literacy in the classroom, to not only help students become more effective learners, but also more skilled professionals in their working lives. Additionally, classroom practices that incorporate both traditional tools and newer technological tools for learning might be most effective because they provide flexibility to find the best learning tool(s) for the task. Recommendation for Researchers: Participants preferred books and paper for learning. One reason was that paper helped them remember information better. More research needs to be done on the learning benefits of using more tactile mediums, such as paper for reading and writing. Impact on Society: The findings from this study suggest that some learners may benefit more from the use of digital technology than others. Institutions and organizations need to provide flexibility when it comes to technology implementation for both students and faculty. This flexibility can accommodate different learning styles and preferences and not isolate individuals in the classroom or workplace who may be slower to adapt to new technologies. Future Research: Future research is needed to investigate student attitudes towards digital technology at higher education institutions in other parts of the world. In addition, this study focused mostly on student perceptions of learning tools and devices in the classroom. More research needs to be done on the impact technology has on learning per se – specifically how certain tools may help learners more effectively complete different educational tasks.

Abstract:

HighlightsA low-cost controller for variable-rate seeding was developed.The controller successfully identified management zones and changed the angular velocity of the seed metering device.The variable-rate controller maintained the actual seeding rate according to the prescribed seeding map.Abstract. The use of machines for variable-rate applications is becoming popular in modern agriculture. Due to the presence of imported and complex components, the acquisition cost of these machines is high for smallholder farmers. Several studies have been carried out using low-cost components in the development of precision agriculture machines to facilitate their adoption in low-income agriculture. Thus, the objective of this work was to develop a variable-rate controller for a low-cost precision planter. The system was developed and installed on a 1-row manual planter with a horizontal perforated disk distributor. A direct-current electric motor was used to drive the seed metering device. The angular velocity of the electric motor was controlled by a BeagleBone Black single-board computer. A program was written in Python 3.6 language, and a graphical user interface was generated by using PyQt5. Field trials were performed with maize seeds using a 28-hole disk and a prescription seeding map with four management zones. The row spacing was 0.75 m, and the planter ground speed was close to 1.0 m s-1. Field tests showed that the controller was effective at identifying the four management zones and controlling the angular velocity of the motor. By counting the number of plants germinated in the field test, it was verified that the variation in the angular velocity of the motor produced a change in the planting density. At each management zone, the planting density corresponded to the prescribed seeding map. The total cost of the parts used to assemble the controller was US$337.97, characterizing it as low cost. Successful field tests showed the potential for using low-cost components to develop variable-rate machines for smallholder farmers. Keywords: Low-income agriculture, Management zones, Precision agriculture, Single-board computer, Smallholder farmers.

Abstract:

Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes. References Bowman, S. F. (2015). Evaluation in Instructional Design Practice: A View from The Stakeholders. (Dissertation Doctor, Capella University, 2015). Retrieved from https://search. proquest.com/docview/1707694509/fulltext PDF/D439E6E103D04792PQ/6?accountid=31324. Cahyono, K. (2013). Penggunaan Media Interaktif Berbasis Web untuk Meningkatkan Motivasi dan hasil Belajar. Jurnal Teknik Informatika Abdurrab University. Retrieved from http://binaprajajournal.com/ojs/index. php/jbp/article/view/117. Daljoeni, N. (2014). Pengantar Geografi. Yogyakarta: Ombak. Day, T. (2012). Undergraduate Teaching and Learning in Physical Geography. Journal Physical Geography, 36(3). Retrieved fom https://search. proquest. com/doc view/1019246195/B5C4C63F0A8F4962PQ/1?accountid=31324. Fadli, M. S. & Ikawati, H. D. (2017). Penggunaan Multimedia untuk Meningkatkan Motivasi Belajar Siswa. Jurnal Teknologi Pendidikan, 2(2). Retrieved from http://ojs.ikipmataram.ac.id/index.php/jtp/article/view/598. Gilakjani, A. P. (2012). The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning. Journal Modern Education and Computer Science, 4(4). Retrieved from https://search. proquest.com/docview/1627735482/509798BC9EC481FPQ/1?accountid=31324. Hake, R. R. (1999). Analyzing Change/Gain Score. Dept. of Physics, Indiana University. Retrieved from http://www.physics.indiana.edu/~sdi/Analyzing Change-Gain. Hawley, D & Lyon, J. (2017). Plate Update: Refreshing Ideas for Teaching Plate Tectonics. Teaching Geography, 42(1). Retrieved from https://search.pro quest.com/docview/1952375936/73816528324E4DACPQ/1?accountid=31324. Huang, Q. (2012). Action Research on Motivation in English Reading. Journal Theory and Practice in Language Studies, 2(8). Retrieved from https://search. proquest.com/docview/1619300790/fulltextPDF/D04EC91FA9214B89PQ/2?accountid=31324. Kusumaningtias, A. D. & Mukminan. (2014). Pengembangan Multimedia Pembelajaran Geografi dengan Materi Litosfer dan Pedosfer untuk SMA Kelas X. Jurnal Ilmu-ilmu Sosial, 11(1). Retrieved from https://jurnal.uny.ac.id/index.php/sosia/article/download/5284/4583. Milovanovic, M. Perisic, J., Vukotic, S. Bugarcic, M. Radovanovic, L. &Ristic, M. (2016). Learning Mathematic Using Multimedia in Engineering Education. Journal Acta Technica Corviniensis – Bulleting of Engineering, 9(1). Retrieved from https://search.proquest.com/docview/1767584934/559B63 F69E094F98PQ/1?accountid=31324. Moeed, A. (2015). Science Investigation Students View about Learning, Motivation and Assessment. Singapore: Springer. Mohasin, S. F., Shinde, P. A. &Khaparde. (2013). E-Learning: A Tool for Library and Information Services. Journal of Library & Information Science, 3(2). Retrieved from https://search.proquest.com/docview/1440877148/fulltext PDF/33223E6022A248ECPQ/1?accountid=31324. Permadi, A. A. (2016). Pengembangan Media Pembelajaran Interaktif Berbasis Web dengan Pemanfaatan Video Conference Mata Pelajaran Produktif Teknik Komputer dan jaringan di Sekolah Menengah Kejuruan. Jurnal Pendidikan Teknologi dan Kejuruan. Retrieved from http://jural.unm.ac.id/ 3123/1/Jurnal.pdf. Presiden Republik Indonesia. (2000). Keputusan Presiden Republik Indonesia Nomor 50 Tahun 2000 Tentang Tim Koordinasi Telematika Indonesia. Robb, C. (2010). The Impact of Motivational Messages on Student Performance in Community College Online Courses. (Dissertation Doctor, University of Illinois at Urbana-Champaign, 2010). Retrieved from https://search.proquest.com/docview/778224030/18ED422A32FC4231PQ/3?accountid=31324 Sahrir, M. S., Alias, N. A., Ismail, Z., & Osman, N. (2012). Employing Design and Development Research (DDR): Approaches in the Design and Development of Online Arabic Vocabulary Learning Games Prototype. Journal of Educational Technology, 11(2). Retrieved from https://search. proquest.com/docview/1288340626/fulltextPDF/D439E6E103D04792PQ/1?accountid=31324. Sari, H. V. & Suswanto, H. (2017). Pengembangan media pembelajaran Berbasis Web Untuk mengukur hasil Belajar siswa pada mata pelajaran Komputer Jaringan Dasar program Keahlian teknik komputer dan jaringan.Jurnal Pendidikan, 2(7). Retrieved from http://journal.um.ac.id/index.php/jptpp/ article/view/9734/4593. Su, C. H. (2016). The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study. Journal Multimedia Tools Application, 75(16). Retrieved from https://search.proquest.com/docview/1867930658/fulltextPDF/9482B 31FA03D4E7CPQ/1?accountid=31324. Tessmer, M. (1998). Planning and Conducting Formative Evaluation. London: Kogan Page Limited. Tsai, M. J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student E-Learning from Metacognitive Perspectives. Journal Educational Technology & Society, 12(1). Retrieved from https://search. p1roquest.com/docview/1287039259/20B52566A67140DBPQ/1?accountid=31324. Umar. (2013). Studi Komparatif Penguasaan Konsep Ulumul Qur’an Dalam Pembelajaran Yang Menggunakan Full E-Learning Dan Blended E-Learning. Jurnal TAPIS, 13(1). Retrieved from http://id.portalgaruda.org/? ref=browse&mod=viewarticle&article=252276. Wiyani, N. A. (2012). Desain Pembelajaran Pendidikan: Tata Rancang Pembelajaran Menuju Pencapaian Kompetensi. Yogyakarta: Ar-Ruzz Media. Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Abstract:

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18. Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2 Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19. Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47. Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/ Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in Bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96–109. https://doi.org/10.1126/science.318.5856.1534 Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303 Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249. https://doi.org/10.1016/j.tsc.2013.06.002 Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595–1620. https://doi.org/10.1080/09500690500186592 Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachers’ knowledge in teaching thinking skills. Sains Humanika, 9(1–4), 83–87. https://doi.org/10.11113/sh.v9n1-4.1129

Abstract:

The historical exclusion of Latin@ students on university campuses is noted through the lack of diversity in higher education curricula, services, and organizations. The absence of appropriate support systems for Latin@ students is one of the main contributors to high attrition rates among this group as students often feel that they must choose between their cultural community and university community (Arellano & Padilla, 1996; Gloria & Pope-Davis, 1997). In order to remedy disparities between Latin@ students’ heritage culture and the European-based curricular structure of higher education in the United States, it has been suggested that educators build an academic community that is representative of diversity found in our community as a whole (Gloria, 1997; Pedraza & Rivera, 2006). To this end, educators must be engaged in culturally responsive teaching (Boykin, 1994; Gay, 2010) that acknowledges Latin@ students’ cultural background and reinforces their place in university settings (Diner, 1989; Pappamihiel & Moreno, 2011). Service-learning (SL) is an increasingly popular approach to second language education that can lead to culturally responsive teaching as it invites instructors to facilitate a democratic teaching process that allows students to use their past experiences and future goals to help design course curriculum (Abbott & Lear, 2010). However, most approaches to language-based SL focus on outsourcing L2 students to the same minority-language communities in which many HLs are reared (Barreneche & Ramos-Flores, 2013) and thus lose appeal for HL students. The current study provides an alternative to traditional language-based SL programs as it was designed to acquaint HLs with the academic communities from which they have been historically excluded. The SL project was part of an advanced Spanish for the Professions course that required students to create and broadcast campus radio programs. This initiative drew upon HLs’ familiarity with popular nationally-broadcasted Spanish radio programs and used said programs as a model to create/broadcast local Spanish-language radio programs for their campus community. Preliminary findings suggest that the HLs involved in the creation of the Spanish-language radio program experienced a greater sense of belonging in their academic community. The program became a platform from which Latin@ students could establish a presence on campus, voice immediate concerns, and learn skills that prepare them for a career in mass-media. Through this experience, HLs also began to understand their role in creating and maintaining spaces for underrepresented university members. Latin@ radio listeners expressed feelings of validation as topics related to their lives and experiences were broadcast in a university setting.

Abstract:

This research aimed at identifying metaphor translation strategy used in The Fault in Our Stars novel based on theory of Bassnett, Lefevere, 1993; Snell-Hornby, 2006 and the accuracy between the source language (SL) in English and target language (TL) in Bahasa Indonesia. The object of this research is The Fault in Our Stars novel by John Green published in 2012 originally in English and the translated novel by Ingrid Dwijani Nimpoeno in Bahasa Indonesia under Qanita Publisher copyright. The researcher focused on metaphoric expressions in the novel and analyzed the strategy used based on Bassnet, Lefevere and Snell-Hornby‟s theory. The researcher also assessed the accuracy of the translation results in range accurate, less accurate and inaccurate based on Accurate Translation Rate proposed by Nababan, Nuraeni and Sumardiono (2012). In the end, the researcher found that most of the strategy used by translator is metaphor into same metaphor (69%), second is metaphor into different metaphor (20%), and the last is metaphor into sense (11%). The accuracy of the translation is rated by two lecturers of English Education Study Program of Teachers Training and Education Faculty of Muhammadiyah University of Tangerang with the results 79% translations are accurate, 21% translations are less accurate and 0% translations are inaccurate.

Abstract:

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

Abstract:

The purpose of the study is to analyze pre-service IT teachers' views on seminar which is supported by The Scientific and Technological Research Council of Turkey (TUBITAK) related to current methodologies and tools in K-12 computer programming education. The study sample consisted of 44 pre-service IT teachers who study as 3rd or 4th undergraduate program at Department of Computer Education and Instructional Technology in 21 different universities. The data is collected through a Students’ Perceptions about Kid’s Programming Language Questionnaire consisting of 27 five-point Likert-type items, grouped under three factors. The collected quantitative data were analyzed using descriptive statistics such as means, standard deviations. The results of the study indicated that almost all visual programming tools have positive effects on students’ views, Small Basic is not as effective as other tools. It is due to this situation that Small Basic tool is text-based in contrast to the other block-based features.

Abstract:

ABSTRACTResults of finite element analysis of linked two and three scale levels tasks are presented. Fields of components of stress concentration tensor function for several models of unit cells of textile composite materials are presented too. Comparison of experimental and computational results of obtained effective properties was carried out and results of this research are introduced. The basis of this phenomenological approaches was made by Prof. N.S. Bahvalov and Prof. B.E. Pobedriya in 80's and finally this method was renovated by Prof. Yu.I. Dimitrienko at Bauman Moscow State Technical University at «Computational mathematics and mathematical physics» department. Computational procedures and program implementation was made using object-oriented design and C/C++ language by A.P. Sokolov. All computational results have been performed using new-developed distributed high-perfomance software system GCD. Multiscale homogenization method was applied for single macroscopic level of composite construction and several connected microscopic levels. The task of stress-strain determination of composite construction was stated automatically by means of automatically defined plan based on certain computational problems. Architecture of software system and finite-element subsystem were developed too. Several practically important tasks were solved and some of its results are attached.

Abstract:

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

Abstract:

The technical apparatus is, then, being made at home with the rest of our world. And that's a thing that's routinely being done, and it's the source of the failure of technocratic dreams that if only we introduced some fantastic new communication machine, the world will be transformed. Where what happens is that the object is made at home in the world that has whatever organisation it already has. -- Harvey Sacks (Lectures on Conversation Vol. 2., 548-9) Chatting, or having a conversation, has long been a favourite activity for people. It seemed so ordinary, if not to say trivial, that it has for almost equally long not been studied in any dedicated way. It was only when Harvey Sacks and his early collaborators started using the tape recorder to study telephone conversations that 'conversation' as a topic has become established (cf. Sacks, Lectures Vol. 1). Inspired by Harold Garfinkel, the perspective chosen was a procedural one: they wanted to analyse how conversations are organised on the spot. As Sacks once said: The gross aim of the work I am doing is to see how finely the details of actual, naturally occurring conversation can be subjected to analysis that will yield the technology of conversation. (Sacks, "On Doing 'Being Ordinary'" 411) Later, Sacks also started using data from audio-recorded face-to-face encounters. Most of the phenomena that the research on telephone conversation unearthed could also be found in face-to-face data. Whether something was lost by relying on just audio materials was not clear at the beginning. But with video-based research, as initiated by Charles Goodwin in the 1970s, one was later able to demonstrate that visual exchanges did play an essential role the actual organisation of face-to-face conduct. When using telephone technology, people seemed to rely on a restricted set of the interactional procedures used in face-to-face settings. But new ways to deal with both general and setting-specific problems, such as mutual identification, were also developed. Now that an increasing number of people spend various amounts of their time 'online', chatting with friends or whoever is available, it is time to study Computer-Mediated Conversation (CMC), as we previously studied face-to-face conversation and Telephone (Mediated) Conversation, using the same procedural perspective. We may expect that we will encounter many phenomena that have become familiar to us, and that we will be able to use many of the same concepts. But we will probably also see that people have developed new technical variations of familiar themes as they adapt the technology of conversation to the possibilities and limitations of this new technology of communicative mediation. In so doing, they will make the new technology 'at home in the world that has whatever organisation it already has.' Space does not allow a full discussion of the properties of text-based CMC as instantiated in 'chat' environments, but comparing CMC with face-to-face communication and telephone conversations, it is obvious that the means to convey meanings are severely restricted. In face-to-face encounters, many of the more subtle aspects of the conversation rely on visual and vocal productions and perceptions, which are more or less distinguishable from the 'text' that has been uttered. Following the early work of Gregory Bateson, these aspects are mostly conceived of as a kind of commentary on the core communication available in the 'text', that is as 'meta-communication'. While the 'separation' between 'levels' of communication, that these conceptualisations imply may distort what actually goes on in face-to-face encounters, there is no doubt that telephone conversations, in which the visual 'channel' is not available, and text-based CMC, which in addition lacks access to voice qualities, do confront participants with important communicative restrictions. An important aspect of text-based computer-mediated chatting is that it offers users an unprecedented anonymity, and therefore an unprecedented licence for unaccountable action, ranging from bland banality to criminal threat, while passing through all imaginable sexual 'perversities'. One upshot of this is that they can present themselves as belonging to any plausible category they may choose, but they will -- in the chat context -- never be sure whether the other participants 'really' are legitimate members of the categories they claim for themselves. In various other formats for CMC, like MUDs and MOOs, the looseness of the connections between the people who type messages and the identities they project in the chat environment seems often to be accepted as an inescapable fact, which adds to the fascination of participation1. The typists can then be called 'players' and the projected identities 'characters', while the interaction can be seen as a game of role-playing. In general chat environments, as the one I will discuss later, such a game-like quality seems not to be openly admitted, although quite often hinted at. Rather, the participants stick to playing who they claim they are. In my own text, however, I will use 'player' and 'character' to indicate the two faces of participation in computer-mediated, text-based chats. In the following sections, I will discuss the organised ways in which one particular problem that chat-players have is dealt with. That problem can be glossed as: how do people wanting to 'chat' on the Internet find suitable partners for that activity? The solution to that problem lies in the explicit naming or implicit suggestion of various kinds of social categories, like 'age', 'sex' and 'location'. Chat players very often initiate a chat with a question like: "hi, a/s/l please?", which asks the other party to self-identify in those terms, as, for instance "frits/m/amsterdam", if that fits the character the player wants to project. But, as I will explain, categorisation plays its role both earlier and later in the chat process. 'Membership Categorisation' in Finding Chat Partners The following exploration is, then, an exercise in Membership Categorisation Analysis (MCA; Hester & Eglin) as based on the ideas developed by Harvey Sacks in the 1960s (Sacks, "An Initial Investigation", "On the Analyzability of Stories", Lectures on Conversation Vol. 1). An immense part of the mundane knowledge that people use in living their everyday lives is organised in terms of categories that label members of some population as being of certain types. These categories are organised in sets, called Membership Categorisation Devices (MCDs). The MCD 'sex' (or 'gender'), for instance, consists of the two categories of 'male' and 'female'. Labelling a person as being male or female carries with it an enormous amount of implied properties, so called 'category-predicates', such as expectable or required behaviours, capacities, values, etc. My overall thesis is that people who want to chat rely mostly on categorical predications to find suitable chat partners. Finding a chat partner or chat partners is an interactive process between at least two parties. Their job involves a combination of presenting themselves and reading others' self presentations. For each, the job has a structure like 'find an X who wants a Y as a partner', where X is the desired chat character and Y is the character you yourself want to play. The set of XY-combinations varies in scope, of course, from very wide, say any male/female combination, to rather narrow, as we will see. The partner finding process for chats can be loosely compared with partly similar processes in other environments, such as cocktail parties, poster sessions at conferences, and telephone calls. The openings of telephone calls have been researched extensively by conversation analysts, especially Schegloff ("Sequencing", "Identification", "Routine"; also Hopper). An interesting idea from this work is that a call opening tends to follow a loosely defined pattern, called the canonical model for telephone openings. This involves making contact, mutual identification/recognition, greetings and 'how-are-you?'s, before the actual business of the call is tackled. When logging on to a chat environment, one enters a market of sorts, where the participants are both buyers and sellers: a general sociability-market like a cocktail party. And indeed some writers have characterised chat rooms as 'virtual cocktail parties'. Some participants in a cocktail party may, of course, have quite specific purposes in mind, like wanting to meet a particular kind of person, or a particular individual, or even being open to starting a relationship which may endure for some time after the event. The same is true for CMC chats. The trajectory that the partner-finding process will take is partly pre-structured by the technology used. I have limited my explorations to one particular chat environment (Microsoft Chat). In that program, the actual partner-finding starts even before logging on, as one is required to fill in certain information slots when setting up the program, such as Real Name and Nickname and optional slots like Email Address and Profile. When you click on the Chat Room List icon, you are presented with a list of over a thousand rooms, alphabetically arranged, with the number of participants. You can select a Room and click a button to enter it. When you do, you get a new screen, which has three windows, one that represents the ongoing general conversation, one with a list of the participants' nicks, and a window to type your contributions in. When you right-click on a name in the participant list, you get a number of options, including Get Profile. Get Profile allows you to get more information on that person, if he/she has filled in that part of the form, but often you get "This person is too lazy to create a profile entry." Categorisation in Room Names When you log in to the chat server, you can search either the Chat Room List or the Users List. Let us take the Chat Room List first. Some room names seem to be designed to come early in the alphabetically ordered list, by starting with one or more A's, as in A!!!!!!!!!FriendlyChat, while others rely on certain key words. Scanning over a thousand names for those words by scrolling the list might take a lot of time, but the Chat Room List has a search facility. You can type a string and the list will be shortened to only those with that string in their name. Many room names seem to be designed for being found this way, by containing a number of more or less redundant strings that people might use in a search. Some examples of room names are: A!!!!!!!!!FriendlyChat, Animal&Girls, Australia_Sydney_Chat_Room, christian evening post, desert_and_cactus_only, engineer, francais_saloppes, francais_soumise_sub_slave, german_deutsch_rollenspiele, hayatherseyeragmensürüyor, holland_babbel, italia_14_19anni, italia_padania_e_basta, L@Ros@deiVenti, nederlandse_chat, sex_tr, subslavespankbondage, Sweet_Girl_From_Alabama, #BI_LES_FEM_ONLY, #Chinese_Chat, #France, #LesbiansBiTeenGirls_Cam_NetMeeting, #polska_do_flirtowania, #russian_Virtual_Bar?, #tr_%izmir, #ukphonefantasy. A first look at this collection of room names suggests two broad classes of categorisation: first a local/national/cultural/ethnic class, and second one oriented to topics, with a large dose of sexual ones. For the first class, different kinds of indicators are available, such as naming as in Australia_Sydney_Chat_Room, and the use of a local language as in hayatherseyeragmensürüyor, or in combination: german_deutsch_rollenspiele. When you enter this type of room, a first function of such categorisations becomes apparent in that non-English categorisations suggest a different language practice. While English is the default language, quite a few people prefer using their own local language. Some rooms even suggest a more restricted area, as in Australia_Sydney_Chat_Room, for those who are interested in chatting with people not too far off. This seems a bit paradoxical, as chatting in a world-wide network allows contacts between people who are physically distant, as is often mentioned in chats. Rooms with such local restrictions may be designed, however, to facilitate possible subsequent face-to-face meetings or telephone contacts, as is suggested by names like Fr@nce_P@ris_Rencontre and #ukphonefantasy. The collection of sexually suggestive names is not only large, but also indicative of a large variety of interests, including just (probably heterosexual) sex, male gay sex, female lesbian or bi-sexuality. Some names invoke some more specialized practices like BDSM, and a collection of other 'perversities', as in names like 'francais_soumcateise_sub_slave', 'subslavespankbondage', 'golden_shower' or 'family_secrets'. But quite often sexual interest are only revealed in subsequent stages of contact. Non-sexual interests are, of course, also apparent, including religious, professional, political or commercial ones, as in 'christian evening post', or 'culturecrossing', 'holland_paranormaal', 'jesussaves', 'Pokemon_Chat', 'francais_informatique', and '#Russian_Philosophy_2918'. Categorisation through Nicknames Having selected a room, your next step is to see who is there. As chatting ultimately concerns exchanges between (virtual) persons, it is no surprise that nicknames are used as concise 'labels' to announce who is available on the chat network or in a particular room. Consider some examples: ^P0371G , amanda14, anneke, banana81, Dream_Girl, emma69, ericdraven, latex_bi_tch1 , Leeroy, LuCho1, Mary15, Miguelo, SomeFun, Steffi, teaser. Some of these are rather opaque, at least at first, while others seem quite ordinary. Anneke, for instance, is an ordinary Dutch name for girls. So, by using this nick name, a person at the same time categorises herself in two Membership Categorisation Devices: gender: 'female' and language: 'Dutch'. When using this type of nick, you will quite often be addressed in Dutch, for instance with the typically Dutch chat-greeting "hoi" and/or by a question like "ben jij Nederlandse?" ("are you Dutch?" -- female form). This question asks you to categorise yourself, using the nationality device 'Dutch/Belgian', within the language category 'speaker of Dutch'. Many other first names like 'amanda' and 'emma', do not have such a language specificity and so do not 'project' a specific European language/nationality as 'anneke' does. Some French names, like 'nathalie' are a bit ambiguous in that respect, as they are used in quite a number of other language communities, so you may get a more open question like "bonjour, tu parle francais?" ("hi, do you speak French?"). A name like 'Miguelo' suggests a roman language, of course, while 'LuCho1' or 'Konusmaz' indicate non-European languages (here Chinese and Turkish, respectively). Quite often, a first name nick also carries an attached number, as in 'Mary15'. One reason for such attachments is that a nick has to be unique, so if you join the channel with a nick like 'Mary', there will mostly be another who has already claimed that particular name. An error message will appear suggesting that you take another nick. The easiest solution, then, is to add an 'identifying detail', like a number. Technically, any number, letter or other character will do, so you can take Mary1, or Mary~, or Mary_m. Quite often, numbers are used in accord with the nick's age, as is probably the case in our examples 'Mary15' and 'amanda14', but not in 'emma69', which suggests an 'activity preference' rather than an age category. Some of the other nicks in our examples suggest other aspects, claims or interests, as in Dream_Girl, latex_bi_tch1, SomeFun, or teaser. Other examples are: 'machomadness', 'daddyishere', 'LadySusan28', 'maleslave', 'curieuse33', 'patrickcam', or 'YOUNG_GAY_BOY'. More elaborate information about a character can sometimes be collected from his or her profile, but for reasons of space, I will not discuss its use here. This paper's interest is not only in finding out which categories and MCDs are actually used, but also how they are used, what kind of function they can be seen to have. How do chat participants organise their way to 'the anchor point' (Schegloff, "Routine"), at which they start their actual chat 'business'? For the chatting environment that I have observed, there seems to be two major purposes, one may be called social, i.e. 'just chatting', as under the rubric 'friendly chat', and the other is sexual. These purposes may be mixed, of course, in that the first may lead to the second, or the second accompanied by the first. Apart from those two major purposes, a number of others can be inferred from the room titles, including the discussion of political, religious, and technical topics. Sexual chats can take various forms, most prominently 'pic trading' and 'cybersex'. As becomes clear from research by Don Slater, an enormous 'market' for 'pic trading' has emerged, with a quite explicit normative structure of 'fair trading', i.e. if one receives something, one should reciprocate in kind. When one is in an appropriate room, and especially if one plays a female character, other participants quite often try to initiate pic trading. This can have the form of sending a pic, without any verbal exchange, possibly followed by a request like 'send also'. But you may also get a verbal request first, like "do you have a (self) pic?" If you reply in a negative way, you often do not get any further reaction, or just "ok." A 'pic request' can also be preceded by some verbal exchanges; social, sexual or both. That question -- "have a pic?" or "wanna trade" -- can then be considered the real starting point for that particular encounter, or it can be part of a process of getting to know each other: "can i c u?" The second form of sexual chats involves cyber sex. This may be characterised as interactionally improvised pornography, the exchange of sexually explicit messages enacting a sexual fantasy or a shared masturbation session. There is a repertoire of opening moves for these kinds of games, including "wanna cyber?", "are you alone?" and "what are you wearing now?" Functions of Categorisations Categorisations in room names, nicks and profiles has two major functions: guiding the selection of suitable chat partners and suggesting topics. Location information has quite diverse implications in different contexts, e.g. linguistic, cultural, national and geographical. Language is a primordial parameter in any text-based activity, and chatting offers numerous illustrations for this. Cultural implications seem to be more diffuse, but probably important for some (classes of?) participants. Nationality is important in various ways, for instance as an 'identity anchor'. So when you use a typically Dutch nick, like 'frits' or 'anneke', you may get first questions asking whether you are from the Netherlands or from Belgium and subsequently from which region or town. This may be important for indicating reachability, either in person or over the phone. Location information can also be used as topic opener. So when you mention that you live in Amsterdam, you often get positive remarks about the city, like "I visited Amsterdam last June and I liked it very much", or "I would die to live there" (sic) from a pot-smoking U.S. student. After language, age and gender seem to be the most important points in exploring mutual suitability. When possible partners differ in age or gender category, this quite often leads to questions like "Am I not too old/young for you?" Of course, age and gender are basic parameters for sexual selection, as people differ in their range of sexual preferences along the lines of these categories, i.e. same sex or opposite sex, and roughly the same age or older/younger age. Such preferences intersect with straight or kinky ones, of which a large variety can be found. Many rooms are organised around one or another combination, as announced in names like '#LesbiansBiTeenGirls_Cam_NetMeeting', 'Hollandlolita' or '#Lesbian_Domination'. In some of these, the host makes efforts to keep to a more or less strict 'regime', for instance by banning obvious males from a room like '#BI_LES_FEM_ONLY'. In others, an automated welcome message is used to lay out the participation rules. Conclusion To sum up, categorisation plays an essential role in a sorting-out process leading, ideally, to small-group or dyadic suitability. A/S/L, age, sex and location, are obvious starting points, but other differentiations, as in sexual preferences which are themselves partly rooted in age/gender combinations, also play a role. In this process, suitability explorations and topic initiations are intimately related. Chatting, then, is text-based categorisation. New communication technologies are invented with rather limited purposes in mind, but they are quite often adopted by masses of users in unexpected ways. In this process, pre-existing communicational purposes and procedures are adapted to the new environment, but basically there does not seem to be any radical change. Comparing mutual categorisation in face-to-face encounters, telephone calls, and text-based CMC as in online chatting, one can see that similar procedures are being used, although in a more and more explicit manner, as in the question: "a/s/l please?" Footnote These ideas have been inspired by Schaap; for an ethnography focussing on the connection between 'life online' and 'real life', see Markham, 1998. References Hopper, Robert. Telephone Conversation. Bloomington: Indiana UP, 1992. Hester, Stephen, and Peter Eglin, eds. Culture in Action: Studies in Membership Categorisation Analysis. Washington, D.C.: UP of America, 1997. Markham, Annette H. Life Online: Researching Real Experience in Virtual Space. Walnut Creek, London, New Delhi: Altamira P, 1998. Sacks, Harvey. "An Initial Investigation of the Usability of Conversational Data for Doing Sociology." Studies in Social Interaction. Ed. D. Sudnow. New York: Free P, 1972. 31-74. ---. Lectures on Conversation. Vol. 1. Ed. Gail Jefferson, with an introduction by Emanuel A. Schegloff. Oxford: Basil Blackwell, 1992. ---. Lectures on Conversation. Vol. 2. Ed. Gail Jefferson, with an introduction by Emanuel A. Schegloff. Oxford: Basil Blackwell, 1992. ---. "On Doing 'Being Ordinary'." Structures of Social Action: Studies in Conversation Analysis. Ed. J. Maxwell Atkinson and John Heritage. Cambridge: Cambridge UP, 1984. 413-29. ---. "On the Analyzability of Stories by Children." Directions in Sociolinguistics: The Ethnography of Communication. Ed. John. J. Gumperz and Dell Hymes. New York: Rinehart & Winston, 1972. 325-45. Schaap, Frank. "The Words That Took Us There: Not an Ethnography." M.A. Thesis in Anthropology, University of Amsterdam, 2000. <http://fragment.nl/thesis/>. Schegloff, Emanuel A. "Identification and Recognition in Telephone Conversation Openings." Everyday Language: Studies in Ethnomethodology. Ed. George Psathas. New York: Irvington, 1979. 23-78. ---. "The Routine as Achievement." Human Studies 9 (1986): 111-52. ---. "Sequencing in Conversational Openings." American Anthropologist 70 (1968): 1075-95. Slater, Don R. "Trading Sexpics on IRC: Embodiment and Authenticity on the Internet." Body and Society 4.4 (1998): 91-117. Ten Have, Paul. Doing Conversation Analysis: A Practical Guide. Introducing Qualitative Methods. London: Sage, 1999. Citation reference for this article MLA style: Paul ten Have. "Computer-Mediated Chat: Ways of Finding Chat Partners." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/partners.php>. Chicago style: Paul ten Have, "Computer-Mediated Chat: Ways of Finding Chat Partners," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/partners.php> ([your date of access]). APA style: Paul ten Have. (2000) Computer-mediated chat: ways of finding chat partners. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/partners.php> ([your date of access]).

Abstract:

Social virtual spaces proliferate on the contemporary Internet and some 80% of Internet users may now be regularly visiting them (Daniel). In the following discussion, I shall discuss one such social space—a multi-user virtual environment (MUVE) called Second Life (SL as it is referred to by residents)—and argue that complex and dialogic links exist between the offline user and her/his online representative, the avatar.I shall begin by presenting a brief overview of relevant theoretical concepts drawn largely from symbolic interactionist theorists. I shall then discuss where we might situate the avatar within the wider context of persona studies and explore the complexity involved in developing a sense of self via an avatar (or persona). Finally, I shall draw on my own experience in SL to illustrate the two-way nature of the processes under discussion.Mirrors and SelvesWhen one looks into a mirror, the mirror’s silver backing (the tain) allows a view of self and surroundings reflected back. Yet even in this case, our reflection has subtle and fascinating differences, it is not quite exactly “us.” Explanations for the effect this has on us come from various theoretical perspectives. For example, psychoanalyst Jacques Lacan writes that very young children experience in play the relation “between the movements assumed in the image and the reflected environment, and between this virtual complex and the reality it reduplicates” (2). The word “virtual” suggests a gap between the child’s performance and the exhibition of that performance in the mirror. Lacan contends that the child itself does not perceive this gap, but rather mistakes the image for the thing itself—a méconnaissance that ensures we accept the mirror image as “us.” The tain is thus simultaneously restrictive, because it has a limited field of view, and enabling, because it provides one of our first experiences of our self as other.From a symbolic interaction perspective, C. H. Cooley develops the mirror analogy in his Looking Glass Self concept. For Cooley, the self develops in relation to how we imagine we look to others and we learn to see others as our “mirror.” Our reflection in their perceptions requires us to imagine how we appear to others and then how they judge our appearance. Finally, we develop a sense of ourselves based on that judgement. Thus, others with whom we interact reflect us back to ourselves and we view our self from the viewpoint of others whose signs we learn to interpret. Two consequences arise. First, we could receive different reflections back from different individuals. Second, we become habituated to a gap between performance of self, its reception, and the reflection of that performance back to us.Erving Goffman’s work on self-presentation and interaction rituals offers further dimensions to understanding this process, stressing the importance of impression management to monitor inconsistencies in performance of the self as it appears to others. For Goffman, this management occurs both before the performance as we prepare ourselves in the back stage, and on the front stage as we perform for our audience. Social interaction is thus a performance, governed by social rules and rituals understood by both audience and performer. The dialectic relationship between performance and its reception introduces an element of intentionality to the performance itself. When the performance is not well received, for example, its reflection back to the performer may lead to adjustments in the performance to correct flaws brought about by failure to appropriately follow the rules of interaction. Through interaction with others, therefore, we learn dramaturgically appropriate roles and performances and we come to understand the nuances involved in successful enactment. The “audience” for whom we perform may be either internalised or actual. In either case, the image that we see in the mirror, and the image we imagine reflected back is both “us” and something more. But it is unhelpful to think of the internalised and actual as dichotomous.All three models so far discussed intuit a space between performance and reflection, suggesting that we experience our self through “symbols, language, social structures, and situated variables of social interaction” (Waskul and Lust 338-39) rather than directly. Even our image in an actual mirror extends, then, beyond the tain by which the glass is backed because we overlay what we see in the mirror with social nuances arising outside of the image-reflection dyad. Rather than consider this image a reflection of “us,” it is helpful to think of it as a persona—the personality (or presence) that a person adopts and presents to other people. It may be “our” persona in that it is linked to a physical person, but, as noted above, it may also be contextually multiple and variously mediated through social interaction and symbols such as dress.To explore more fully the interplay between person and persona I shall now introduce online contexts as sites of reflection, beginning with a brief discussion of the avatar as persona.Online MirrorsMarshall argues that contemporary culture exhibits an expansive world of online persona creation with individuals increasingly engaging in self-branding (Personifying). Although Marshall does not discuss MUVEs, his observation is equally applicable to such environments. In MUVEs, as in the online contexts Barbour and Marshall discuss, persona creation is a process of strategic intentionality whereby we present a chosen aspect from among the many to be found in us all. In MUVES the vehicle for that creation is the avatar. The avatar is an individual’s embodiment in virtual space, an extension of self through which the user experiences the virtual world (Behm-Morawitz). Just as the persona permits us “to explore the masks of identity” (Marshall, Personifying 380), the avatar offers opportunities for exploration and experimentation. For Marshall the persona in the public on-line world is constructed by media and communication systems and enacted through individual intention and agency (Personifying). The avatar is similarly constructed and enacted. Both persona and avatar are mutable and, as Marshall suggests in relation to persona, part of a specular economy manifesting an increasing consciousness of self-presentation and others’ perceptions (Specular). I do not think it overstated to indicate these similarities with the composite term “avatar-persona.”The graphical object-body is the vehicle whereby MUVE users experience interacting with others and with their environment (Messinger et al.). They experience their avatar self as if it were their actual self (Behm-Morawitz). Our virtual experiences are grounded in, and inextricably linked to, our physicality. One’s “presence” with one’s avatar may facilitate and be uniquely linked to avatar influence on the offline self (Behm-Morawitz). In this sense “presence”—the sense of being actually present and being recognised as present by others there—may bridge both sides of the screen. This two-way transfer is analogous to the person’s capacity to move others into action noted by Marshall (Personifying). Further, as some research has shown, the representation of self through an avatar not only effects online behaviour but actually may also have continued effects on offline behaviour and avatars may come to change who we are in both online and offline environments (Yee and Bailenson).Marshall (Specular) argues that the online and mobile media screen as mirror produces persona and that the mirror as a surface reflects and allows one to be seen and to interrelate or communicate with others. The MUVE also acts as a virtual mirror screen within which the avatar-persona operates. The avatar-persona is the virtual analogue of the mirror persona discussed in relation to Lacan and symbolic interaction formulations. I turn now to how these processes and interconnections manifest in SL in order to explore the complexities inherent in the interplay of self, avatar-persona and other.SL is a three dimensional virtual world where “everyone you see is a real person and every place you visit is built by people just like you” (http://secondlife.com/whatis/?lang=en-US). SL “residents” (as they refer to themselves) engage in role-playing games in-world, co-create content with other residents, and indulge in a huge variety of social activities including sexual and/or affective relationships with other residents. SL is an immersive social environment offering sophisticated graphical building tools, avatar appearance modification potentials, and both synchronous (real time) and asynchronous (delayed) avatar-to-avatar communication for residents who are geographically located in all parts of the offline world.In MUVEs, one sees the avatar-persona as a third person. In SL this is due to the potential for 360-degree camera views of the avatar, ensuring that our avatar becomes the object of our view, placing us in a position both of an active I controlling an avatar and a distanced other watching that self move and speak (Zhao). These dynamics raise interesting questions about interaction, self-presentation, and self-construction (Gottschalk), the answers to which represent a continuum between two far from mutually exclusive poles. On the one hand, research based on SL (see for example work by Messinger et al., or Martey and Consalvo) has shown that, despite an almost limitless potential for modification, most avatars are idealised representations of their creator’s offline selves. Given this correlation between online and offline manifestations, I suggest that the avatar operates more like a mirror that is not wholly restricted by the tain.On the other hand, writers such as Sherry Turkle have argued (before the existence of MUVEs) that the Internet permits multiplicity and mutability in subjectivity. In a contemporary context social virtual worlds provide “a free ‘potential space’ where real individuals—qua avatars—can and do attempt to create an alternative reality. Here they simultaneously concretize their individualistic fantasies […] and enact aspects of their selves they did not know exist, were too embarrassed to admit, or always wanted to master” (Gottschalk 521-22). SL permits hybridity of identity, plasticity of form, and multiplicity of avatars, ensuring fluid and chimerical possibilities (Morie and Verhulsdonck) for single or multiple avatar-persona per offline self. Residents frequently switch between avatar-persona to suit particular needs or social contexts. In this respect, SL is less a mirror than a kaleidoscope, where changing patterns emerge with a turn of the lens.In neither case is the process one-way. “When people define the virtual as real, it becomes real in its consequences, and the reciprocal effects between the self and the avatar extend to more central aspects of one’s life as well” (Gottschalk 513). Avatars are distinct selves, not just conduits for offline identities. They socially manifest a projective identity or identities that are influential intersections of offline people and online representations situated within socially performed dramaturgical selves (Martey and Consalvo).Cunningham writes that “[a]fter virtual reality, ‘reality’ is not the same, but has been altered by the bleeding of both ‘worlds’ into each other, by their mutual inseparability” (16). In this mutual inseparability a dialogic interaction occurs between offline self and avatar-persona. Both engage in a continuous interaction and active negotiation between the parties. It is in this dialogic that we find the eventual outcome of a mirror without a tain. The mirror’s “glass” no longer requires its tain for reflection because the dialogic between offline self and avatar-persona is maintained by the process of creation, performance, reception and exhibition as all parties operate under the gaze of others outside their individual dialogic. Other SL residents also see the avatar-persona, just as the offline creator interacts with others in physical space outside SL.Symbolic interactionist perspectives assist in understanding the reflexive processes through which individuals come to see themselves as objects of their own and others’ gaze(s) (Aspling). As object to one’s self and to others, self and avatar have already rehearsed a performance in their own view before permitting others to see that performance and reflect it back. Watching others respond to our avatar-persona provides feedback for self-representation and communication patterns (Gottschalk). Just as a curator assembles and presents an exhibition, our avatar image is “returned” to us subtly changed, re-presented to us at one step removed from its creation, rearranged in the judgement of the other, and manifesting the imagined reception by its viewer. This expands the self’s repertoire beyond SL, continuing to inform us offline and online (Gottschalk).The avatar-persona stimulates objective and rational observation of oneself, generating the “observing ego” (Gottschalk 514-515). Crucially, however, the avatar is more than just a placeholder for the self. The avatar is a site for self-making in its own right because it informs our offline life. In this way, the avatar may force us to partake in our own self-construction by taking “the role of the other,” another who is in fact both a persona and a person (Waskul and Lust 349-350). My own experience in SL further illustrates these ideas.Self-Representation—One Avatar’s Experience“Choices about avatar appearance can be understood as social performances that communicate both social and individual identities” (Martey and Consalvo 166). Although SL purports to confer on its residents near total control over all aspects of appearance and in-world identity, as in the offline world personal appearance in SL involves situated, bodily practices that are both discursively practical and function as a collection of codes that communicate to other users.I first learned of SL in 2007. Then, as now, it was depicted as a world of limitless possibilities. My first experience of avatar life was, however, somewhat disappointing. Entering the first stage in the avatar creation process and hopeful of creating an androgynous avatar, I was given only two default choices—male or female. Reflecting my offline self, I chose to make my first avatar female. I chose a name that was not gender-specific but that had personal meaning to me. Once in-world, and realising that I could drastically modify my avatar’s body shape, I set about making the avatar as androgynous as I could. The body modification was challenging, but not impossible. The avatar appearance modifiers were not fine grained enough to make the face authentically androgynous however. To circumvent this drawback I decided to make my avatar a “Furry”. Furries are anthropomorphic animal avatars with human figures and animal heads, hands, feet and tails. An animal head for my avatar-persona allowed me to avoid gender specificity.Thinking that I had successfully met my goal, I next ventured into the social spaces of SL. The first thing another avatar said to me was “So are you a boy or a girl in real life?” I evaded the question then, and continued to evade similar questions for three months. During that time I was frequently derided for my reluctance to gender identify. Although the sociologist in me found this fascinating, the almost constant questioning began to impact upon my enjoyment of SL. Eventually after one particularly nasty attack (called “griefing” in SL) my avatar was left so badly distorted that I decided to “retire” it. Examining my reaction, I was surprised to find that the remorselessly unpleasant reaction to my avatar had generated the bleeding between worlds referred to by Cunningham—my performance was exhibited back to me in unfavourable terms. I was upset. I had chosen a name for the avatar, an animal identity, and a personality that all had RL significance for me.My experience underscored for me a point Martey and Consalvo make. Avatar identity is self-constructed, they argue, within the constraints of the offline user’s goals, (I wanted to create and live in an androgynous avatar) the interface used to create the online appearance (the SL viewer interface was not sophisticated enough for me to easily do this, nor did it give me a third choice for the gender of my avatar), and the social systems of the virtual space (there was clearly an expectation that I was not meeting by refusing to disclose my offline sex). The bleed back was enough to generate decisions by my offline self multiple times in the three-month life of that avatar. My avatar self had not met with favourable audience reaction because I had refused to comply with dramaturgical propriety by disclosing my offline sex and had failed to create a fictional offline identity to get around the issue. My fault lay in not sufficiently aligning how my avatar looked and acted with its offline correlate because I refused to disclose any actual or false offline correlate. In dramaturgical terms, I refused to interact with audience reception thus stepping outside the interaction order.ConclusionI have argued that one develops a sense of self in interaction with others through actual and conceptual mirroring. The process can occur in many contexts, even in the absence of a co-present other because we internalise the other’s view. We bring these dynamics with us to online settings. Using SL as an example, I suggested that online the mistaken singularity of self and reflection noted by Lacan becomes multiple in the way a kaleidoscope generates multiple patterns when turned by the user. SL’s visuality and its potential for three-dimensional viewing of one’s avatar encourages a looking-glass-self approach to identity—a re-presentation of the self-object as we imagine others see it. We achieve identity in the eyes of multiple others, including seeing our avatar self as object. Avatar-residents in SL may act as mirrors to the offline self, but interactions are multiply complex, blurring the boundaries between online and offline experience(s), between offline person and online avatar-persona and between avatars and other avatar-residents. Impression management, interactional dynamics, and strategic self-representation render the avatar-persona one facet of the offline self rather than its entirety. Audience reaction comes not only from other avatar residents, but also from the offline self responding to that reaction and their own understanding of dramaturgical propriety. SL is a place where avatar-personas are fashioned in liminal boundaries between interaction between the self and its avatar/other (Waskul and Lust) as well as clarifying the interactions between self and others. Like other online contexts, SL is a mirror without a tain. In its specular economy, reflectivity is unbounded, an endlessly recombinant field of self-other interactions, a kaleidoscope of potential.ReferencesAspling, Fredrik. “The Private and the Public in Online Presentations of the Self: A Critical Development of Goffman’s Dramaturgical Perspective.” Stockholm’s Universitet, 2011.Barbour, Kim, and David Marshall. “The Academic Online: Constructing Persona through the World Wide Web.” First Monday 17.9 (2012). 13 May 2014 ‹ http://journals.uic.edu/ojs/index.php/fm/article/vew/3969/3292 ›.Behm-Morawitz, Elizabeth. “Mirrored Selves: The Influence of Self-Presence in a Virtual World on Health, Appearance, and Well-Being.” Computers in Human Behavior 29 (2013): 119-128.Cooley, Charles Horton. Human Nature and the Social Order. New York: Scribner’s, 1964.Cunningham, Kim. “Virtually Transformed: Second Life’s Implications for the Status of the Body.” 102nd American Sociological Association Annual Meeting. 2006.Daniel, John. “The Self Set Free.” Therapy Today 19.8 (2008).Goffman, Erving. The Presentation of Self in Everyday Life. New York: Anchor, 1959.Gottschalk, Simon. “The Presentation of Avatars in Second Life: Self and Interaction in Social Virtual Spaces.” Symbolic Interaction 33.4 (2010).Lacan, Jacques. Ecrits: A Selection. London and New York: Routledge, 1977.Marshall, David. “Personifying Agency: The Public-Persona-Place-Issue Continuum.” Celebrity Studies 4.3 (2013): 369-371.Marshall, David. “The Specular Economy.” Society 47 (2010): 498-502.Martey, Rosa Mikael, and Mia Consalvo. “Performing the Looking-Glass Self: Avatar Appearance and Group Identity in Second Life.” Popular Communication 9.3 (2011): 165-80.Messinger, Paul R., et al. “On the Relationship between My Avatar and Myself.” Journal of Virtual Worlds Research 1.1 (2008): 1-17.Morie, Jacquelyn Ford, and Gustav Verhulsdonck. “Body/Persona/Action! Emerging Non-Anthropomorphic Communication and Interaction in Virtual Worlds.” Proceedings of the 2008 International Conference on Advances in Computer Entertainment Technology. ACM, 2008.Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. New York: Touchstone, 1995.Waskul, Dennis, and Matt Lust. “Role-Playing and Playing Roles: The Person, Player, and Persona in Fantasy Role-Playing.” Symbolic Interaction 27.3 (2004): 333-56.Yee, N., and J. Bailenson. “The Proteus Effect: The Effect of Transformed Self-Representation on Behavior.” Human Communication Research 33.3 (2007): 271-290.Zhao, Shanyang. “The Digital Self: Through the Looking Glass of Telecopresent Others.” Symbolic Interaction 28.3 (2005): 387-405.