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Science Fiction and Anticipation: Utopias, Dystopias and Time
Travel presents ten chapters discussing themes related to time
travel, utopias, and dystopias in science fiction novels published
in America and Europe between the 18th and 20th century. These
themes include social progress, freedom and human rights,
technological advances, and the issues of ethics, racism, sexism,
censorship, and slavery. The contributors analyze novels such as
The Year 2440 published in 1771, Paris in the Twentieth Century
written by Jules Verne, Blake; or, The Huts of America by Martin
Robinson Delany, The Amphibian Man by Alexander Belyaev, Heart of a
Dog by Mikhail Bulgakov, Ashes, Ashes by Rene Barjavel, The Machine
Stops by E. M. Forster, Morel's Invention by Adolfo Bioy Casares,
and writers of Spanish, Argentinian, English, and French fictions
such as George Orwell, Eduardo Ladislao Holmberg and Leopoldo
Antonio Lugones Arguello. This book notably presents their sources
and influence, the accuracy of their predictions, and their
relevance in our very unstable world.
This book discusses the issue of academic misconduct and
publication ethics in general and plagiarism in particular, with a
focus on case studies in various universities around the world
(notably in Japan, Singapore, Australia, USA, and Canada). We are
especially interested in students' and teachers' perception of
academic misconduct and their definition and understanding of
plagiarism. Most chapters discuss undergraduates' understanding of
academic dishonesty and students' experiences using plagiarism
softwares. The book also analyzes teachers' perception of cheating
and how they respond to it. Writing is perceived by all of the
teachers to be the most important form of assessment that required
preventative measures in order to reduce the occurrence of academic
dishonesty among students. Each chapter recommends strategies to
fight plagiarism, such as establishing guidelines and regulations
concerning academic integrity, awareness of the scale of the issue
(scandals at all levels in most countries, even including famous
scholars, administrators, and elected officials), assessing the
damage done to academic reputation and credibility, developing
trust and credibility on social media (especially with the recent
disturbing growth of fake news and data), minimizing the
proliferation of dishonest accreditation, of identity theft, of
fake peer-reviews, and fighting the growing number of fake papers,
with or without the use of computer-generated academic works.
Many new entrants to higher education, including employees and job
seekers, consider micro-credentialing as time-wise alternatives to
traditional degrees. These short online or physical courses are
more accessible and allow the learner to quickly acquire
skills-in-demand and associated knowledge and then re-deploy
themselves into industry. Although micro-credentials paybacks are
enormous, as they demonstrate skills, knowledge, and/or experience
in a given subject area or capability, it has yet to be fully
mapped within the credentialing ecosystem. So far, there has been
limited research on multidisciplinary micro-credentialing and its
benefits to both higher education and industry. Introducing
Multidisciplinary Micro-credentialing establishes a HE-industry
framework to augment a re-skilling and upskilling process where
courses could generate adaptable multidisciplinary links and
intersections toward self-sufficiency. Subasinghe and Giridharan
offer in-depth discourse analysis on self-sufficiency-related
benefits that could forge robust academia-industry partnerships to
establish fluidity between different credentialing models and job
sectors.
Vocabulary proficiency is strongly correlated to comprehension, and
educational attainment at university. This study investigated
patterns of second language (L2) learners' vocabulary acquisition
of English in pedagogical contexts, and developed a vocabulary
acquisition model, specifically a pre-receptive to productive
vocabulary (PR-PV) model which analysed the patterns of inferencing
strategies, the role of context on the strategies, and the
influence of teaching explicit strategies on vocabulary
development. Research in the area of vocabulary development is
unclear on the interrelationships among various aspects of lexical
competence, learning, and production processes in second language
lexical acquisition. Models of vocabulary acquisition in English as
a second language are scarce and the lack often prompts L2
researchers to draw from first language vocabulary study models to
correlate vocabulary developmental patterns. However, it is quite
clear that the receptive vocabulary of L2 learners is larger than
productive vocabulary. The findings from the study may have
pedagogical and theoretical implications for ESL curriculum
developers, instructors and policy makers.
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