background knowledge
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This article examines a phenomenon that may trigger a resurgence in the pleasure of reading or watching performances of Shakespeare’s plays in Nigeria: adaptation and translation into Naija (previously Nigerian Pidgin). Specifically, it examines how the Naija translation Hamlet for Pidgin (Oga Pikin) is prototypical for such a revival. The study adopts a comparative approach and explicates how anaphoric reformulation (AR), cataphoric reformulation (CR) and exophoric reformulation (ER) condition the translation’s peculiar lexico-semantic choices in terms of borrowing, reduplicatives, calquing and the like. These forms enter a networked relationship within the co-text and context to bring about a contemporary equivalent to Hamlet. Readers and audiences extract meaning through clues such as collocation, background knowledge and other linking strategies provided consciously or unconsciously by the author/translator. The article concludes that this translation is also significant for its shift away from the cathartic effect of Shakespearean tragedy and towards a comic mode that has greater popular appeal.

In this chapter, teachers will learn the importance of tapping into a child's prior experiences or background knowledge to help students gain the full understanding of a topic or subject matter. These practices help teachers recognize the background knowledge a student has on a subject matter; this information can assist them in their planning of a unit or specific learning objectives. This chapter provides elementary educators with practical ideas and a solid template or structure to help teachers brainstorm the countless ideas to weave pop culture into their instructional practices. Teachers should use these pages as a springboard to initiate the creative planning process to meet the needs of the students in their own classrooms. It is divided into sections of pop culture that are present in our 21st century society. As pop culture continues to change, teachers can use its appeal to get students excited about learning.

The authors consider different definitions of coaching within the field of education and the different ways in which coaching is implemented in schools and districts. For each model of coaching, they highlight potential pros and potential cons for coaches, coachees, and systems. The chapter is intended to provide readers background knowledge about the many ways coaching is defined and implemented in the field, and to allow them to think about what models they are most familiar with.

This research aims at examining how the cognitive stylistic model of analysis can be useful in the interpretation of African skits. The analytical process reveals how viewers make interpretive connections between the text-world and the real world, by bringing their experience and background knowledge to interact with the text. Two skits – one Nigerian and one Ghanaian – were purposively retrieved from YouTube for the analysis, using a qualitative approach within the cognitive stylistic framework of Text World Theory. We discovered a congruence of the cognitive faculty, experience, and epistemic perceptions leading to the construction of the discourse worlds of the skits.

Background. Primary school learners in Vihiga County have been recording a lower mean score in English language examinations than their counterparts in neighbouring counties, with the score being lower in comprehension passage than in grammar sections. Few previous studies conducted in Kenya have investigated the issue from the instructional dimension, thereby limiting stakeholders’ understanding of the issue and delaying appropriate interventions. Aim. To determine how the deployment of learners’ background knowledge influences performance in reading comprehension passages. Method. Solomon Four-Group Design guided the study. Data were sourced in mid-2017 from standard six learners and English language teachers. Regression analysis generated two models, one for the experimental and control groups, each. Results. In both models, deployment of background knowledge had a significant positive effect on the performance in reading comprehension passages, which prompted rejection of the null hypothesis. However, the effect was stronger in the experimental group than in the control group. The variation was attributed to training provided to the experimental group teachers, which improved their skills in activating learners’ background knowledge. Conclusions. Activating learners’ background knowledge is a vital antecedent to better performance in reading comprehension passages and the English language. Although prereading vocabulary is vital for the activation of learners’ background knowledge, overreliance on a single strategy to activate learners’ background knowledge undermines optimal deployment of background knowledge skills in reading, albeit with implications on performance.

This research explored how the memes were created with multimodal elements that could make meaning to create a humorous sense and function as speech acts. With the complexity of meaning-making, nowadays, it had become a trend that people could communicate online through Memes. Semiotics provides how the combination of modes, media, and potential meanings, that were applied to make meaning in memes. At the same time, pragmatics proposes details on how memes can function as speech acts. This research adopted a qualitative method using multimodal analysis by Leeuwen (2005) and speech acts theory by Bach and Harnish (1980) that were employed as the theoretical framework. A total of 16 memes were retrieved and captured as JPG files from social media and other internet websites; therefore, documentation was the only technique used in this research. The results of the study showed that (1) the integration of semiotic resources such as mode, media, and meaning potentials in memes aided the readers to understand the background knowledge of memes (2) two types of communicative illocutionary acts were found in the memes: constative and directive illocutionary acts which function to express the emotion or opinions and question something (3) the effects of using internet memes could be seen through verbal and non-verbal perlocutionary acts which showed an agreement and had the same feeling as in the memes. Finally, the memes containing multimodal components composed of semiotic resources interacted creatively to make humorous sense, and it could aid the readers to communicate online. 

W. Sady’s book Struktura rewolucji relatywistycznej i kwantowej w fizyce [The Structure of the Relativist and Quantum Revolutions in Physics] is discussed. In his analysis of the history of physics of XIX and early XX centuries the Author argues, contrary to Kuhn, that grand discoveries result as conclusions from certain assumptions and suitably selected pieces of background knowledge. I point to major Sady’s inspirations — Wittgenstein, Wiśniewski and Fleck — and the kinship of his account to hinge epistemology and my sandwich theory of knowledge. His view on the social nature of knowledge and the role of mathematics is commented upon. In conclusion I suggest that the tension between Sady’s antirealism and traditional truth requirement for knowledge can be resolved by a suitable modification of Ajdukiewicz’s radical conventionalism.

With the rapid development of the mobile communication technology, mobile trajectories of humans are massively collected by Internet service providers (ISPs) and application service providers (ASPs). On the other hand, the rising paradigm of knowledge graph (KG) provides us a promising solution to extract structured "knowledge" from massive trajectory data. In this paper, we focus on modeling users' spatio-temporal mobility patterns based on knowledge graph techniques, and predicting users' future movement based on the "knowledge" extracted from multiple sources in a cohesive manner. Specifically, we propose a new type of knowledge graph, i.e., spatio-temporal urban knowledge graph (STKG), where mobility trajectories, category information of venues, and temporal information are jointly modeled by the facts with different relation types in STKG. The mobility prediction problem is converted to the knowledge graph completion problem in STKG. Further, a complex embedding model with elaborately designed scoring functions is proposed to measure the plausibility of facts in STKG to solve the knowledge graph completion problem, which considers temporal dynamics of the mobility patterns and utilizes PoI categories as the auxiliary information and background knowledge. Extensive evaluations confirm the high accuracy of our model in predicting users' mobility, i.e., improving the accuracy by 5.04% compared with the state-of-the-art algorithms. In addition, PoI categories as the background knowledge and auxiliary information are confirmed to be helpful by improving the performance by 3.85% in terms of accuracy. Additionally, experiments show that our proposed method is time-efficient by reducing the computational time by over 43.12% compared with existing methods.

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>