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A ‘flipped’ or ‘inverted’ teaching approach (Lage et al., 2000) reverses the traditional use of in- and out-ofclass time, delivering instructional input to students before class and devoting classroom time to applying this input in small group tasks. This study investigates the use of videoed lectures and attitudes to in-class activities among undergraduate students in first year Calculus classes using either a lecture-based or a ‘flipped classroom’ approach. Survey results indicate that while the majority of the students embrace the flipped experience and more specifically the in-class group work activities, they lacked the confidence in their self-learning abilities to completely part with an instructor-led class. This finding and its impact on implementing a flipped classroom supports concerns found in the literature that first- and second-year students may need more guidance from their professors before they can truly benefit from the flipped learning model of instruction.

بلقي جهنم سيردتلا " بولقملا " وأ " سوكعملا ) " جيل ،هئﻼمزو 2000 ( فيظوتلا يديلقتلا تقولل لخاد فصلا هجراخو ذإ دوزي بلاطلا داوملاب ةيميلعتلا لبق ءدب فصلا صصخيو تقو ءاقللا يفصلا قيبطتل ام هملعت بلاطلا كلذو نمض تاعومجم مّ ل عت ةريغص ةفداه . لوانتت هذه ةساردلا فيظوت تارضاحم ويديفلا فقاومو ةبلطلا نم ةطشنﻷا ةيفصلا نيب بﻼط ةنسلا ةيعماجلا ىلوﻷا نيقحتلملا تاقاسمب باسح لضافتلا لماكتلاو ) سلوكلاك ( ، كلذو اقﻼطنا نم جهنم دمتعي امإ تارضاحملا وأ فوفصلا ةبولقملا . ريشتو جئاتن حسملا ىلإ هنأ يف نيح لبقي بلغأ بﻼطلا ىلع ةبرجت فصلا ،بولقملا ىلعو هجو ديدحتلا ةطشنأ لمعلا يعامجلا لخاد ،فصلا ريغ مهنأ نورقتفي ىلإ ةقثلا يف مهتاردق ىلع ملعتلا يتاذلا ىلإ دح مهلعجي ريغ نيرداق ىلع يلختلا امامت نع فص هروحم ذاتسﻷا . دناستو هذه ةجيتنلا اهريثأتو ىلع ذيفنت فوفص ةيسارد ةبولقم فواخملا ةدوجوملا يف تايبدﻷا اهدافمو نأ بﻼط ةنسلا ىلوﻷا ةيناثلاو دق نوجاتحي ىلإ ديزم نم هيجوتلا نم مهتذتاسأ لبق نأ اونكمتي نم ةدافتسﻻا اقح نم جذومن ملعتلا بولقملا يف سيردتلا .

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner.

Data economy is pervasively present in our everyday lives. Still, ordinary laypersons' chances to genuine communication with other stakeholders are scarce. This paper aims to raise awareness about communication patterns in the context of data economy and initiate a dialogue about laypersons' position in data economy ecosystems.

This conceptual paper covers theory-based critical reflection with ethical- and empirical-based remarks. It provides novel perspectives both for research and stakeholder collaboration.

The authors suggest invitational rhetoric and Habermasian discourse as instruments towards understanding partnership between all stakeholders of the data economy to enable laypersons to transfer from subjectivity to the agency.

The authors provide (1) theory-based critical reflection concerning communication patterns in the data economy; (2) both ethical and empirical-based remarks about laypersons' position in data economy and (3) ideas for interdisciplinary research and stakeholder collaboration practices by using invitational rhetoric and rational discourse. By that, this paper suggests taking a closer look at communication practices and ethics alike in the data economy. Moreover, it encourages clear, rational and justified arguments between stakeholders in a respectful and equal environment in the data economy ecosystems.

The purpose of this paper is to pursue the themes of feminine identity, doubling and (in)visibility; first in terms of “signifyin(g)” as a cultural and literary strategy, and second, in terms of quilting seen from the fiction of Alice Walker to the quilting of Gee's Bend. In the background, there plays the relationship between art and commodification.

The paper examines “commodification” and “doubling” in the case of the Gee's Bend quilt makers. The quilts foreshadow the modernist aesthetic and are of the highest aesthetic quality. They were made in a traditional rural society by very poor uneducated black women. The quilts were not made to be sold, but were dedicated to familial remembrance and to immediate aesthetic pleasure.

Commodification doubles self and work, life and object, uniqueness and standardization, art and management. For the artist, the unicity, beauty, inspiration and creativity of art is doubled in the sale, marketing, display, distribution and mass production of “art works.” Making art is intimate, personal and individual; selling art requires public display, pleasing the all‐important customer(s) and dealing with many sorts of in‐betweens. What “commodification” is on the artist/art work level, is “doubling” on the I/me, self/persona, private/public, and in‐group/out‐group level.

The author proposes, from the example of quilt‐making, a wide‐ranging interrogation: “Is escape from commodification possible?”