Supporting meaning-making through sentence structure and punctuation

The education arena is faced with the dilemma of an aging teaching population in which the majority of teachers born in the baby boomer period, either will retire from the teaching community, or continue on a part time basis in the next 10 years. Combined with statistics that point to up to 50% of beginning teachers leaving the industry within 5 years, this dilemma becomes problematic for teacher supply to address the needs of future generations of learners (White & Moss, 2003). Whilst beginning teachers leave teaching for career, family, and personal reasons, they also leave due to negative teaching experiences that impact on their initial teaching beliefs and practices and their development within the first year of teaching, generally referred to as the induction period (Kelchtermans & Ballet, 2002; Valli, 2000; White & Moss, 2003). Whilst there is research literature on the nature of the induction period, this is limited from the perspective of a beginning teacher, in terms of how and what they experience and how and why their teaching beliefs and practices are changed or modified (Schwarz, 2001; Wang, Odell, & Schwille, 2008). Additionally, there is limited research into whether middle years of schooling beginning teachers experience this induction differently from other beginning teachers. This study explored how 4 middle years of schooling educated beginning teachers experienced their first year of teaching. The two females were employed in the same school, and the two males employed in separate schools, and all were in their mid twenties. The aim of the study was to highlight how this induction period is experienced through these four beginning teachers’ personalised narratives, and whether their middle years of schooling teacher education would be of benefit to this teaching development. Narrative research was utilised so as to gather these four participants’ stories of their experiences, perceptions and reflections of their teaching identity and practices within this first year of teaching. The study found that the participants experienced related negative factors that restrict successful teacher development, when compared with other studies that have established similar difficulties within the induction period (Connors, 2007; Kelchtermans & Ballet, 2002). What was crucial in the findings was the impact the key components of leadership, resilience and social skills had in contributing to developing a teaching identity successfully, and how these components were linked to their middle years of schooling teacher education. It is argued that narrative research assists productive teacher reflective practice; therefore as an unintended consequence this helped support these participants in building a positive teaching identity (Schwarz, 2001). Based on these findings, this study recommends that aspects of middle years of schooling teacher educated programs, particularly leadership, resilience and social skills, be more prominent in all teaching programs, and narrative research utilised for future beginning teacher studies and for the benefit of successful beginning teacher development.

This comprehensive study investigates the crucial role of clauses in English sentence structure, primarily focusing on the distinction between independent clauses and dependent clauses. This research explores how these two types of clauses function as essential components in forming sentence structures, facilitating the expression of complex ideas and effective communication. The investigation reveals that independent clauses possess the ability to position alone as thorough sentences, while dependent clauses depend on independent clauses on the context and meaning. The study identifies various types of dependent clauses and examines how they contribute to more complex sentence structures. Furthermore, this research highlights the importance of subordinating conjunctions in introducing dependent clauses and establishing logical relationships within sentence structures. By elucidating the functions of independent and dependent clauses, this study provides valuable insights into the formation of effective sentence structures. The research demonstrates how the strategic use of independent and dependent clauses, along with the appropriate utilization of subordinating conjunctions, can enhance the quality and complexity of sentence structures. This analysis offers a deeper understanding of sentence structure mechanisms, contributing to broader linguistic theories and applications. The study emphasizes the critical role of clause analysis in developing strong writing skills and effective communication. The results indicate that a solid understanding of independent clauses, dependent clauses, and the use of subordinating conjunctions is crucial in creating varied and expressive sentence structures. This study contributes significantly to the considerate of sentence structures in English, underscoring the importance of independent clauses, dependent clauses, and subordinating conjunctions in language learning, teaching, and research. The study concludes that mastery of various clause types and the ability to combine them effectively are key to enhancing language proficiency and communication skills.

Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person's sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit or explicit reference to empowerment. An exploration of learning necessarily involves an exploration of students and teachers perceptions of effective learning. The exploration of learning focuses on: teacher and students understanding of learning, student expectations and achievements within the classroom, the opportunities for participation and contribution. The various understandings of connectedness, empowerment and learning are linked in the exploration of the following themes within the classroom: Building caring relationships, Setting high and achievable expectations and Providing opportunities for participation and contribution (Bernard, 1991; 1997; MindMatters, 2000). The context is the middle years of schooling as the last 10 years has produced research that delivers findings asking teachers in the middle years to negotiate a curriculum that is based on people. Effective teaching and learning is essential if students are to achieve their potential, should be cooperative and be fostered within a reflective community atmosphere. Relationships are to the fore in all concepts of effective middle schooling and this case study explores relationship as they exist at Garden College in year seven. It is these relationships that promote a sense of belonging to and empowerment within the learning community, thus enabling learning.;If schools are to 'expedite the development of effective middle schooling' (Schools Council, National Board of Employment, Education and Training, 1993, p. 65), by addressing the issues highlighted above, I believe the concepts of connectedness, empowerment and learning must be fully explored by the community of learners in each school.

The notion of the middle school years' suggests a stage that is in between; one that is neither a beginning nor an end, but is in some sense transitional-and yet (since we are giving it a name) one that has some special features of its own, distinct from what precedes it and what follows. The question that often arises, in discussions of language education, is whether the middle school years can be recognised as a definable stage in a child's development of language.

Middle years’ teachers in primary schools are increasingly required to teach curriculum-specific subjects at a depth requiring considerable content and pedagogical knowledge, as well as a detailed understanding of the particular literacy requirements specific to each subject. Science teaching, in the latter years of primary schooling, is particularly demanding for non-specialist teachers. Many teachers struggle with feelings of (in)adequacy and (in)competence to be ‘science literate’ and ‘good’ science teachers, providing sufficient and valuable science learning opportunities for their learners. This paper describes one primary school’s attention to teachers’ feelings of wellbeing and competence in relation to themselves as science teachers. A survey instrument, informed by the particular school context and the literature on teachers’ beliefs of self-efficacy, was used in the school and its local hub group. The study has implications for pre- and in-service teachers faced with similar teaching requirements, literacy demands and challenges to their professional and personal wellbeing. The teacher’s findings highlight the value of collaborative research partnerships to enhance both student learning outcomes and teacher wellbeing.

The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students’ voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students’ perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a “good” mathematics teacher and aspects of “good” lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.

в статье рассматриваются два типа структур на материале английского языка: безличные предложения (прототипические) и односоставные именные предложения, реализующие сходное содержание – параметры окружающей физической среды. Задачами исследования является установление параметров актуализации семантических признаков в контекстах функционирования данных структур, а также сравнительный анализ параметров актуализации рассматриваемых признаков на материале различных текстов двух авторов. В качестве цели исследования рассматривается вопрос о степени их категориальной близости с опорой на выявленные в исследованиях прототипические семантические признаки категории «безличность». Материалом для исследования являются дневниковые записи Д. Вордсворт и Ч. Дарвина, в которых рассматриваемая семантическая сфера (энвайронментальная) представлена достаточно широко и разнообразно. Исследование показало, что семантические признаки, характеризующие ядерную зону категории «безличность», актуализируются в контексте функционирования составных именных предложений в различных форматах (прототипическом, а также периферийном – в различной степени удалённости от центральной зоны). Прототипические безличные структуры имеют жёсткую закреплённость в плане объективации определённой семантической сферы, в то время как односоставные именные предложений такой жёсткой связи с семантической сферой в описании фрагментов онтологической действительности не имеют, таким образом их функционально-семантический потенциал несоизмеримо шире. Исследование показало, что даже в условиях ограничения репертуара ситуаций, состояний и событий при описании, сравниваемые типы структур не демонстрируют гомогенность семантических признаков. Таким образом, подробное описание семантических признаков категории, средством объективации которой являются именные номинативные предложения, является перспективной областью для дальнейших исследований. the article considers two types of sentence structures in English: impersonal sentence structure (prototypical) and nominal mononuclear sentence structures. The sentences under study cover identical meaning – environmental parameters. There are a number of issues under consideration. Firstly, the semantic properties of either sentence structure type, secondly, whether the semantic properties discovered for the impersonal structure and its context could be detected within the nominal mononuclear structure functional context. Also the research aims at identifying the degree of the proximity of the categories projected by the sentence structures under study - actually, the issue is whether the prototypical semantic properties of the “impersonality” category are to be detected for the nominal mononuclear sentence (semantically specific). The texts analyzed are diaries by D. Wordsworth and Ch. Darwin, wherein the considered semantic sphere (environmental) is covered widely and diversely. The research has demonstrated that the semantic properties inherent to the central zone of the “impersonality” category are projected by the nominal mononuclear structure differently – prototypically, as well as manifesting peripheral features (diverse zones in terms of their proximity to/distance from the central zone). The prototypical impersonal structures manifest absolutely rigid fixedness on projecting particular semantics, while nominal mononuclear structures are not tightly fastened to any particular semantic area reflecting the ontology. Thus, the function and semantics of the nominal mononuclear structure could be estimated as incomparably vast. The research has proved that even if the repertoire of the situations/processes/events projected by either type of the structure is restricted to a single very specific semantic field, the structures under study are not semantically identical, or homogeneous. Thus, a thorough description of the semantics of the category projected by nominal mononuclear sentence structures opens wide perspectives for further research.

Objectives The purpose of this study is to examine the trend of changes in adolescents' physical activity using data on adolescents' physical activity over the past five years from the first year of middle school to the second year of high school. In addition, it is intended to provide basic data for improving healthy physical activity by checking how the participation time of adolescent survey participants who experienced the COVID-19 epidemic has changed. Methods This is a secondary analysis study using data from the ‘Korean Children and Youth Panel Survey 2018’. Analyses were conducted using descriptive statistics, frequency analysis, correlation analysis, and latent growth model analysis with the SPSS/AMOS 25 program. Results First, The average physical activity time of adolescents decreased each year from middle school to high school, but remained at similar levels during the first and second years of high school. Second, The physical activity during the first and second years of middle school showed the highest positive correlation, while the correlation between the first year of middle school and the second year of high school was the lowest. Third, the latent growth model analysis showed that a nonlinear change model was more appropriate than a linear change model for the trends in adolescent physical activity. Specifically, the decrease in average physical activity time was pronounced during the middle school years and became more gradual during the high school years. Lastly, the changes in physical activity before and after the COVID-19 pandemic were significant, and the reduced levels of physical activity persisted thereafter. Conclusions Changes in adolescent physical activity were related to transitions between school levels, with particularly rapid changes observed before and after the COVID-19 pandemic. This highlights the need for appropriate encouragement of physical activity tailored to the growth stages of adolescents and active measures to enhance physical activity levels that declined after the COVID-19 pandemic.

Differentiated learning in fifth-grade elementary schools in the Untung Surapati cluster, East Denpasar District, has not yet been maximized. Teachers face challenges in implementing differentiated learning when teaching sentence structure. This issue needs to be examined to determine solutions that can be used in sentence structure teaching. The methods used for data collection include observation, interviews, and document analysis. The challenges faced by teachers include: 1) limited teaching staff. To address this, students are divided into several groups. 2) Difficulty understanding the concept of sentence structure. To overcome this difficulty, teachers can use the picture-and-picture method with the assistance of keywords. 3) Limited teaching time. This can be addressed by collaborating with fellow teachers in developing teaching materials. 4) With a large number of students, implementing cooperative learning can be a solution to handling large classes. 5) Teachers' skills in implementing differentiated learning are not yet optimal. Teachers are given opportunities to attend training sessions. 6) Each student has different needs, interests, and skill levels. To address this, teachers create flexible assessment rubrics. 7) Teachers use various teaching approaches to meet the diverse needs of students. Adjusting assessments to different teaching approaches becomes a challenge for teachers. Teachers should create assessment instruments based on the methods applied in teaching.

This longitudinal study investigated (a) middle school students' understanding of the equal sign, (b) students' performance solving equivalent equations problems, and (c) changes in students' understanding and performance over time. Written assessment data were collected from 81 students at four time points over a 3-year period. At the group level, understanding and performance improved over the middle school years. However, such improvements were gradual, with many students still showing weak understanding and poor performance at the end of grade 8. More sophisticated understanding of the equal sign was associated with better performance on equivalent equations problems. At the individual level, students displayed a variety of trajectories over the middle school years in their understanding of the equal sign and in their performance on equivalent equations problems. Further, students' performance on the equivalent equations problems varied as a function of when they acquired a sophisticated understanding of the equal sign. Those who acquired a relational understanding earlier were more successful at solving the equivalent equations problems at the end of grade 8.

Changes in self-esteem during the middle school years: a latent growth curve study of individual and contextual influences

The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and the simple view of reading as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening comprehension and word reading assessed in fifth grade predicted the elevation of students’ developmental trajectories in reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are discussed.

The project is funded by a grant from the Agency of Science and Technology through the Special Coordination Funds for the Promotion of Science and Technology, and was started in fiscal 1982. The formal title of the project is "Research on Fast Information Services between Japanese and English for Scientific and Engineering Literature". The purpose is to demonstrate the feasibility of machine translation of abstracts of scientific and engineering papers between the two languages, and as a result, to establish a fast information exchange system for these papers. The project term was initially scheduled as three years from the fiscal year of 1982 with a budget of about seven hundred million yen, but, due to the present financial pressures on the government, the term has been extended to four years, up to 1986. The project is conducted by the close cooperation between four organizations. At Kyoto University, we have the responsibility of developing the software system for the core part of the machine translation process (grammar writing system and execution system); grammar systems for analysis, transfer and synthesis; detailed specification of what information is written in the word dictionaries (all the parts of speech in the analysis, transfer, and generation dictionaries), and the working manuals for constructing these dictionaries. The Electrotechnical Laboratories (ETL) are responsible for the machine translation text input and output, morphological analysis and synthesis, and the construction of the verb and adjective dictionaries based on the working manuals prepared at Kyoto. The Japan Information Center for Science and Technology (JICST) is in charge of the noun dictionary and the compiling of special technical terms in scientific and technical fields. The Research Information Processing System (RIPS) under the Agency of Engineer. # . mg Technology is responsible for completing the machine translation system, including the man-machine interfaces to the system developed at Kyoto, which allow preand post-editing, access to grammar rules, and dictionary maintenance. The project is not primarily concerned with the development of a final practical system; that will be developed by private industry using the results of this project. Technical know-how is already being transferred gradually to private enterprise through the participation in the project of people from industry. Software and linguistic data are also being transferred in part. Finally, complete technical transfer will be done under the proper conditions. The Japanese source texts being used are abstracts of scientific and technical papers published in the monthly JICST journal d Current Bibliography of Science and Technology. At present, the project is only processing texts in the electronics, electrical engineering, and computer science fields. English source texts will be abstracts from INSPEC in these f ields. . The sentence structures used in abstracts tend .to be complex compared to ordinary sentences, with long nominal compounds, noun-phrase conjunctions, mathematical and physical formulas, long embedded sentences, and so on. The analysis and translation of this type of sentence structure is far more difficult than ordinary sentence patterns. However, we have not included a pre-editing stage because we wanted to find the ultimate limitations on handling this type of complex sentence structure. Our system is based on the following concepts: 1. The use of all available linguistic information, both surface and syntactic. The writing of as detailed as possible syntactic rules. The development of a grammar writing system that can accept any future level of sophisticated linguistic theory. 2. The introduction of semantic information wherever necessary to enable the syntactic analysis to be as accurate as possible. The importance of semantic information not over-estimated; a well-balanced usage of both syntax and semantics. Heavily seman-

It is debated whether cortical responses matching the time scales of phrases and sentences mediate the mental construction of the syntactic chunks or are simply caused by the semantic properties of words. Here, we investigate to what extent delta-band neural responses to speech can be explained by semantic relatedness between words. To dissociate the contribution of semantic relatedness from sentential structures, participants listened to sentence sequences and paired-word sequences in which semantically related words repeated at 1 Hz. Semantic relatedness in the 2 types of sequences was quantified using a word2vec model that captured the semantic relation between words without considering sentential structure. The word2vec model predicted comparable 1-Hz responses with paired-word sequences and sentence sequences. However, empirical neural activity, recorded using magnetoencephalography, showed a weaker 1-Hz response to paired-word sequences than sentence sequences in a word-level task that did not require sentential processing. Furthermore, when listeners applied a task-related rule to parse paired-word sequences into multi-word chunks, 1-Hz response was stronger than that in word-level task on the same sequences. Our results suggest that cortical activity tracks multi-word chunks constructed by either syntactic rules or task-related rules, whereas the semantic relatedness between words contributes only in a minor way.

The Functional Equivalence Theory put forward by Eugene Nida, an American translation theorist, notes that translation is a process of using the closest and most natural equivalent in the target language to reproduce the information of the source language. It emphasizes the equivalence of information content and form, and prose translation aims to convey information and reproduce the style of the source text. Therefore, the Functional Equivalence Theory has great application space in the text analysis of prose translation. In this paper, the author discusses how to apply the theory of Functional Equivalence to the translating of modern Chinese lyric prose into English. Taking Autumn in Peiping translated by Zhang Peiji as a case study, the author of this paper explores how the translator achieved equivalence in lexical, syntactical and stylistic aspects on the ground of citing typical examples. The method of qualitative research is used in this paper. In the framework of the Functional Equivalence Theory, the author tries to analyze and evaluate how word choice, sentence structure and style function in conveying the meaning of the source text. It is found that the theory of Functional Equivalence is of guidance in analyzing the translation effect of Autumn in Peiping. Lexically, equivalence is realized through correspondence, non-correspondence and zero in semantic translation. Syntactically, the translator used different sentence structures and cohesive devices to convey the intended meaning. Stylistically, some workable strategies are adopted to deal with translation difficulties in expressive function and aesthetic appeal.