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38 pages, 32166 KB  
Review
Historical Overview of Geoheritage in France
by Patrick De Wever and Isabelle Rouget
Geosciences 2023, 13(3), 69; https://doi.org/10.3390/geosciences13030069 - 28 Feb 2023
Cited by 6 | Viewed by 4889
Abstract
In recent years, interest in geoheritage among scientists and the broader public alike seems to be growing. However, concern for geological heritage is relatively late, compared to that of living heritage. Actions for protections have long remained marginal. The increase in the number [...] Read more.
In recent years, interest in geoheritage among scientists and the broader public alike seems to be growing. However, concern for geological heritage is relatively late, compared to that of living heritage. Actions for protections have long remained marginal. The increase in the number of views on this notion has gone along with a reflection on its meaning and a multiplication of the number of laws to accommodate situations and be able to take into account the diversity of possible cases. In this paper, after a historical review, we propose a synthesis of this notion of geoheritage, as it is currently underway in France. We support our point on specific examples, and especially those that have an echo at the international level: in stratigraphy, for example, with the list of stages based on French localities, as well as in petrography and mineralogy with the lithotypes or minerals whose name is linked to the territory. Finally, we deal with the legal aspects, which apply to objects (movable geoheritage), geosites, especially with recent developments because of these texts, and databases that govern the operation and current development of geoheritage. Full article
(This article belongs to the Special Issue Geoheritage, Geoconservation and Geotourism in France)
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19 pages, 6069 KB  
Article
Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts
by Bassey E. Antia and Karin Vogt
Languages 2022, 7(2), 84; https://doi.org/10.3390/languages7020084 - 30 Mar 2022
Cited by 3 | Viewed by 4424
Abstract
Text annotations are literacy practices that are not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, annotations have not been widely investigated for what they can reveal about the cognitive processes [...] Read more.
Text annotations are literacy practices that are not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, annotations have not been widely investigated for what they can reveal about the cognitive processes that are involved in academic reading. In other words, there has been limited exploration of the insights that signs (verbal and non-verbal) inscribed by students on texts offer for understanding and intervening in their academic reading practices. The aim of this exploratory study is to examine the diagnostic assessment potentials of student-annotated texts. On the basis of text annotations obtained from teacher trainee students (n = 7) enrolled at a German university, we seek to understand what different students attend to while reading, what their problem-solving strategies are, what languages and other semiotic systems they deploy, what their level of engagement with text is, and, critically, how the foregoing provide a basis for intervening to validate, reinforce, correct, or teach certain reading skills and practices. Theoretically, the study is undergirded by the notion of text movability. Data suggestive of how students journey through text are argued to have implications for understanding and teaching how they manage attention, use dictionaries, own text meaning, and appraise text. Full article
(This article belongs to the Special Issue Recent Developments in Language Testing and Assessment)
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