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Purpose. Russian rural archeology of the Verkhneobskoi Region is a potentially promising area of scientific research, so any materials related to it must be introduced into scientific circulation in a timely manner. However, the number of publications on this topic in the region is still very small. This article presents archaeological finds from the cultural layer of the village of Povalikha, founded in 1719 in the department of the Beloyarskaya fortress (the Altai Region).Results. Four archaeologically intact vessels were found. Three vessels are unique in their shape and have a recess from the rim to the bottom, the question of their purpose remains controversial. A copper coin of 1739 was found in one of them. A summary of the numismatic complex discovered in the village is given. Individual fragments of ceramic vessels, a birch bark back from shoes and a fishing hook have been studied. The authors discuss a need for a broader study of Russian settlements of the 18th century located in the Altai Region.Conclusion. The authors conclude that the accidental discovery of representative artifacts indicates the clear prospect of thorough reconnaissance studies in the territory of the village of Povalikha. At the same time, it should be noted that the archaeological study of life support systems and the culture of everyday life of the Russian pioneers in the Verkhneobskoy Region is largely at the stage of initial accumulation of materials.

There are several possibilities to improve classification in natural language processing tasks. In this article, we focused on the issue of coreference resolution that was applied to a manually annotated dataset of true and fake news. This dataset was used for the classification task of fake news detection. The research aimed to determine whether performing coreference resolution on the input data before classification or classifying them without performing coreference resolution is more effective. We also wanted to verify whether it is possible to enhance classifier performance metrics by incorporating coreference resolution into the data preparation process. A methodology was proposed, in which we described the implementation methods in detail, starting from the identification of entity mentions in the text using the neuralcoref algorithm, then through word-embedding models (TF–IDF, Doc2Vec), and finally to several machine learning methods. The result was a comparison of the implemented classifiers based on the performance metrics described in the theoretical part. The best result for accuracy was observed for the dataset with coreference resolution applied, which had a median value of 0.8149, while for the F1 score, the best result had a median value of 0.8101. However, the more important finding is that the processed data with the application of coreference resolution led to an improvement in performance metrics in the classification tasks.

73 years old femur who had right thigh soft tissue sarcoma and had neoadjuvant chemoradiation and scheduled for soft tissue wide resection and prophylactic femur nail in the presence of risks for post operative fracture. During surgery and after tumor wide resection and cephalomedullary nail placement that both went uneventful, noted to have longitudinal subtrochanteric fracture of about 5 cm extended from lag screw down. While the usual placement for nail through radiographic guided, we inserted our nail during open procedure after sarcoma wide resection and would not recognize the presence of fracture if still through minimal invasive radiographic guided. With that, I am raising the fact how many times we instrumented the femur with unknown sequences of sub-radiographic fracture? And what are the implications?

Abstract The present article traces the history of a Qurʾān manuscript that, according to oral testimony, travelled from Oman to Inhambane via Zanzibar between the late eighteenth and early nineteenth centuries. The manuscript is kept at the Jam’a Mosque in the city of Inhambane, southern Mozambique. Inhambane fell under the sphere of influence of the ancient sheikhdom of Sofala, founded by Swahili Arab traders as part of the Zimbabwe gold trade in the eighth century ad and destroyed by the Portuguese in the early sixteenth century. The presence of this manuscript in Inhambane contradicts the general idea of a disconnect between the southern Mozambique region and Swahili trading networks as a result of the Portuguese presence in Sofala, Tete, Quelimane, and Mozambique Island. The properties of the manuscript, its materials (ink and paper), and its writing style (its script style and punctuation marks) are adduced, on the one hand, to argue that it was not produced in the territory of Mozambique; on the other hand, this highlights its connection with Qurʾān manuscripts produced in other parts of the western Indian Ocean region.

AbstractMany different elements have a significant impact on the effectiveness of both teaching and assessment. The ever-expanding body of research on assessment has provided an overview of several cognitive, social, and emotional aspects that impact the academic accomplishment of learners in either a direct or indirect manner. In spite of the promising literature on assessment, no research has been done to investigate the probable interactions between self-assessment (SA), test-taking skills (TTS), student evaluation apprehension (SEA), self-esteem (S-E), and language achievement (LA). The purpose of this research was to offer a model that would illuminate the connection among SA, TTS, SEA, S-E, and LA in online classes. Therefore, 417 Turkish EFL students were given the Core of Self-assessment Questionnaire (CSAQ), the Test-Taking Skills Scale (TTSS), the Student Evaluation Apprehension Scale (SEAS), and the Foreign Language Learning Self-esteem Scale (FLLSE). Structural equation modeling (SEM) and confirmatory factor analysis (CFA) both found that SA and TTS are related to SEA, S-E, and LA. Based on the data analysis, EFL students’ SA and TTS can predict the level of SEA, S-E, and LA in online classes. This has important implications for the development of EFL students’ feeling of effectiveness and their ability to define and achieve goals. Consequences and potential future directions are also examined.

AbstractDynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners’ perfectionism, anxiety, and intrinsic motivation. To this end, 91 intermediate learners of English were selected based on convenience sampling and were divided into 3 groups: a GDA, a CDA, and a control group (CG). After implementing the treatment, the tests conducted and the data gathered. The results of one-way ANOVA showed that both GDA and CDA were facilitative of listening development with a large effect size (effect size = .516), and the difference between them was nonsignificant (p> 0.05). The results further showed that both GDA and CDA could ameliorate perfectionism with a moderate effect size (effect size = .332), decrease anxiety with a small effect size (.218), and increase intrinsic motivation among L2 learners with a small effect size (effect size = .228). The findings can have implications for language practitioners, and materials developers. The implications of the study are discussed.

AbstractAugmented reality (AR) has drawn interest in education because AR helps learners practice real-life experiences during their learning. AR describes the process of adding computer-generated perceived data to the physical surroundings to generate an interactive experience. Implementing AR in developing vocabulary impacts English as a foreign language (EFL) learners’ capacity to master a language. The present study aims to determine the effects of AR in developing vocabulary learning using a mixed-method design to collect the data. The participants of the study were 95 male EFL learners from Common First Year students of Prince Sattam Bin Abdulaziz University (PSAU). The instruments used in the study were pretest, post-test, delayed post-tests, and semi-structured interviews. T-Test was used to analyse the data from the pretest, post-test and delayed post-test. The results revealed that AR helped learners develop their vocabulary skills. The learners also demonstrated positive perceptions of the implementation of AR in vocabulary learning.