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Investigating technical terms of vehicle spare parts used in the mechanics' jargon in Saudi Arabic (SA) and Yemeni Arabic (YA) has received scant attention. The current study, therefore, is an attempt to shed some light on the topic. The aim is to identify the strategies used for creating equivalents in vehicle spare parts vocabulary and to pinpoint the most salient variations between the two dialects in this jargon.

More than 250 terms of vehicle spare parts were collected and analyzed qualitatively. Each list contains nearly 125 items. They were gathered from two main resources: semi-structured interviews with vehicle mechanics, and written lists from spare parts dealers in both countries.

Three main strategies are found at work: lexical borrowing (from English and French), metaphor and loan translation. Direct borrowing is the most influential strategy where loanwords represent nearly one-third of the data, the majority of which is from English. Metaphorical extensions and literal translations also have an important role to play in the process of spare part naming. While the two dialects share common practices in terms of literal translation, they are characterized by many differences with regard to lexical borrowing and metaphors.

The study approaches an under-researched topic that is related to the mechanic's jargon in Arabic and leaves the door open for further research. The findings of this study may be used as guidelines for Arabic academies and those who are concerned with translating and studying technical terms in the field of mechanical engineering.

Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) What Remains of Edith Finch into an English Language Arts curriculum.

This case study examined the experiences of a classroom teacher and students in a Year 10 English class in Australia. Thematic analysis included a wide range of data, including interviews, surveys, observations and artefacts.

First, students demonstrated a strong understanding of the game as a narrative text, including essential components of narrative such as plot, characterisation, themes, settings and literary techniques. Second, students experienced a consistently high level of engagement and embodiment throughout the study as a consequence of the interactive, collaborative and multimodal nature of YA games. Third, the teacher discovered that he was able to achieve key curriculum outcomes with the videogame through re-imagining pedagogy.

A playful approach allows teachers and students to be curious about the diverse narrative pathways possible within YA games and offers new opportunities to experience embodiment within and through digital texts.

A nonclassical method, usually called memory-free approach, has shown promising potential to release arithmetic complexity and meets high memory-storage requirements in solving fractional differential equations. Though many successful applications indicate the validity and effectiveness of memory-free methods, it has been much less understood in the rigorous theoretical basis. This study aims to focus on the theoretical basis of the memory-free Yuan–Agrawal (YA) method [Journal of Vibration and Acoustics 124 (2002), pp. 321-324].

Mathematically, the YA method is based on the validity of two fundamental procedures. The first is to reverse the integration order of an improper quadrature deduced from the Caputo-type fractional derivative. And, the second concerns the passage to the limit under the integral sign of the improper quadrature.

Though it suffices to verify the integration order reversibility, the uniform convergence of the improper integral is proved to be false. Alternatively, this paper proves that the integration order can still be reversed, as the target solution can be expanded as Taylor series on [0, ∞). Once the integration order is reversed, the paper presents a sufficient condition for the passage to the limit under the integral sign such that the target solution is continuous on [0, ∞). Both positive and counter examples are presented to illustrate and validate the theoretical analysis results.

This study presents some useful results for the real performance for the YA and some similar memory-free approaches. In addition, it opens a theoretical question on sufficient and necessary conditions, if any, for the validity of memory-free approaches.

Due to discontent arising from the application of Modernism's totalitarian and homogenising logic to house design, recent research has concentrated on differences between cultures, societies and ethnic groups to the extent that today's students of architecture have difficulty finding sources which point to any universally valid values and preferences adopted by contemporary populations. In this study seventeen major design principles stemming from man-environment relationships, such as privacy, territoriality, personal space, backstage behaviour, orientation, and so on, as deduced from Turkish traditional houses, are investigated in terms of similarities among cultures. Samples of contemporary houses are selected from Turkey and elsewhere. Between local and international house designs full matches are depicted and verified by way of statistical analyses across fourteen items, such as living space subdivisions for guests and family, indirect access to the house (modulation), multi-purpose living space subdivisions (hierarchical living space), individualized bathrooms in bedrooms, independent family rooms, semi-closed spaces on the first floor, larger fenestration on upper floors as opposed to opacity of ground floors, segregated garden space, powerful demarcation of the garden space, orientation toward the house's own territory, bathrooms being situated in night time domains, differentiated status of spaces, multiple uses for stair landings (such as for hiding places for goods). Only three items showed some variance: closed balconies on upper floors were local, and semi-open spaces on ground floors were international tendencies. The practice of allowing direct access from the main entrance to a vertical circulation area was also predominantly a local choice.

Prevalence rates of older adults (OA, 50+) with high-risk alcohol use are rapidly growing. Barriers to intervention persist for OA. Mobile interventions, specifically short message service (SMS, also known as text messaging), provide an opportunity to overcome such barriers. The purpose of this paper is to explore the acceptability and preliminary effectiveness of four SMS intervention conditions compared to mobile assessment only among OA (50–65 years old, n = 49) who drink at high-risk levels compared to younger adults (YA, 21–49 years old, n = 102).

Within and between age group differences at baseline and end-of-treatment (12 weeks) were explored. Generalized linear modeling was used to test age by receipt of any SMS intervention (compared to assessment only) effects across health outcomes. Effect sizes and visual analyses were generated to assess for age by type of SMS interactions.

Both age groups reported intervention satisfaction. Two-thirds elected to continue receiving SMSs after treatment concluded. Descriptively, SMS groups demonstrated reduced drinking across age groups at end-of-treatment compared to mobile assessment only, though slightly larger effects were found for YA than for OA. Age significantly moderated the receipt of any SMS intervention only for depression (i.e., older age weakened the therapeutic effect). Of all the SMS types, tailored messages outperformed the other conditions on drinking outcomes for both age groups. Depression, craving and alcohol problems responded to gain-framed messages among OA and loss-framed messages among YA.

The findings of this paper suggest that SMS is acceptable and potentially effective across age groups. Further adaptation of SMS across age groups could enhance its effectiveness.

This is the first paper to explore the impact of older age on the efficacy of text messaging as an intervention for hazardous alcohol use.

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice.

In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives.

This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed is a helpful tool for teachers to integrate ELA and Social Studies curriculum in a student-centered, project-based environment while addressing the C3 and Common Core State Standards. The protocol is applied to the YA novel, Violent Ends (Hutchinson et al., 2015) and includes questions and strategies that guide teachers and students to critically think about democratic action and gun violence.

The specific steps of the WSAP protocol will be demonstrated with Violent Ends, providing example activities from this book for practitioners.

This paper is the first to apply the WSAP with a YA text.

The study aims to evaluate: (1) How university students from interior architecture can create a forward-looking “Sensory Living” brief informed by both external autism experts and a specialist tutor, evidenced through Leeds City Council's live autism adult accommodation project. (2) Issues involved with moving an experimental studio teaching model online during the COVID-19 pandemic.

A grounded theory approach informs an innovative teaching model, run over two years, to create a better normal; challenges and opportunities are critiqued.

Feedback from experienced autism-specific experts raises recurring sensory and communication issues which frame a series of design problems to help inform the student briefs. Students learn that the designer as advocate for vulnerable users is imperative. Aspects of online teaching that can benefit an experimental studio teaching model are identified.

Identification of the responsive “Sensory Living Model” illustrates (1) How local authorities can avoid seclusion and integrate meaningful “continuous learning opportunities” into autism-friendly adult accommodation for post-pandemic health and wellbeing. (2) How to embed autism-friendly design in the university curriculum.

The study helps address some of the UK Government's “National strategy for autistic children, young people and adults: 2021 to 2026”.

“Ten Novel Sensory Living Themes” are uncovered to help inform the design of autism-friendly adult accommodation. These are of value to (1) local authorities and design practitioners in formulating design briefs and (2) universities in educating future designers of inclusive spaces.

Looks at the findings of a survey of 115 Saudi Arabian managers who had completed their undergraduate education in the United States in relation to the informational and computing resources and their applications in Saudi organisations. Considers the role of computers in business and highlights the lack of specialists able to train within the country. Concludes that whilst the skills to use information technology exist, they are limited by cultural resistance to change, traditional viewpoints, authoritarian leadership and bureaucracy. Advocates government encouragement and ties with developed nations to help change such attitudes.

The purpose of this paper is twofold: to explore how preservice teachers in a young adult literature course critically conceptualize discussions in school spaces about race and police/community relations; and to understand the constraints and affordances of using the young adult (YA) novel, All American Boys, as a critical literacy tool for discussing race and police/community relations.

This qualitative exploratory case study (Stake, 1995) investigated 24 pre-service teachers in two university YA literature courses as they read and discussed All American Boys. Thematic analysis consisted of open coding through the theoretical lenses of critical literacy and critical race theory.

Pre-service English language arts teachers largely thought that while race and police relations was important and the YA book was powerful, it was too political. Their fears about what might happen lead to privileging the role of neutrality as the desired goal for teachers when tackling difficult conversations about racial injustice in America. Although students made some shifts in terms of moving from neutral to more critical stances, three sub-themes of neutrality were predominant: a need for both sides of the story, the view that all beliefs are valid and the belief that we are all humans therefore all lives matter equally.

A search at the time of this study yielded few research tackling racial injustice and community/police relations through YA literature in the classroom. This study is important as stories of police brutality and racism are all too common and adolescents are too often the victims.

This review article focuses on the factors that affect the selection and implementation of three principles of distributive justice (i.e., equity, equality, and need) to reward systems in group and organizational settings. After presenting an overview of the assumptions, goals, and possible consequences associated with each of the three perspectives, the article then describes the moderating factors influencing distribution rule preferences across four levels of analysis: (1) the interorganizational, (2) the intraorganizational, (3) the work group, and (4) the individual. Some of the variables discussed include cross‐cultural differences, reward system implementation, task interdependency, work group climate, and individual characteristics. This material is then summarized through the use of a new conceptual model for describing allocation rule preferences. The article concludes with suggestions for future research.