The primary purpose of the present study was to examine the effect of explicit instruction and feedback on the development of lexis and cohesion in second language writing as well as the extent to which these two measures correlated with overall writing quality scores. The participants were two intact classes of first-year Japanese university students who attended class twice a week for 14 weeks. The classes were randomly assigned to an explicit instruction group (n = 34) and a comparison group (n = 31). The explicit group received instruction and feedback on the use of target vocabulary and cohesion, while the comparison group only submitted drafts. Both groups produced three drafts of a comparison-contrast essay for Task 1 and a problem-solution essay for Task 2 during one academic semester. Based on their writing performance, six participants were selected for interviews about their learning experiences to complement the results of the quantitative analyses. Writing samples from each participant were analyzed with TALLES (Kyle & Crossley, 2015), TAALED 1.41 (Zenker & Kyle, 2021), and TAACO 2.0 (Crossley et al., 2016). Each draft was assessed for the number of target words, three lexical complexity metrics— MATTR 50 content words (MATTR), COCA academic frequency logarithm content words (COCAFrq), and COCA academic trigram MI2 (Trigrams) —two cohesion indices—All connectives and Adjacent overlap between paragraphs content words (AdjacentP)—and overall writing quality produced with a writing rubric. Six raters trained in applied linguistics assessed the participants’ essays, and FACETS 3.80.0 (Linacre, 2017) was used to produce interval measures of student ability and rater severity. Five hypotheses were assessed. Hypothesis 1 predicted that the explicit instruction group would score higher than the comparison group on target word and cohesion use, and overall writing quality. The results supported Hypothesis 1 for both tasks. The explicit instruction group increasingly used target words and cohesion based on descriptive statistics. Both groups significantly improved overall writing quality over time. The explicit instruction group significantly scored higher. The comparison group was slower in learning about writing essays during Task 1. Both groups scored higher in Task 2. Hypothesis 2, which predicted that both groups would improve on the lexical indices and that the explicit instruction group would exceed the comparison group, was partially supported. MATTR and COCAFrq significantly improved, but Trigram did not improve. There were significant group differences in COCAFrq and Trigrams, but not in MATTR. The comparison group scored higher on COCAFrq, and the explicit instruction group scored higher on Trigram. In Task 2, MATTR improved significantly, but COCAFrq and Trigrams did not. There were no group differences. More effects were found in Task 1 than in Task 2. Hypothesis 3, which predicted that cohesion would improve over time for both groups and that the explicit instruction group would exceed the comparison group, was mostly supported. The results of Task 1 showed that All connectives and AdjacentP significantly improved. Although there was no group significant difference in All connectives, there was a group difference in AdjacentP, as the explicit instruction group scored higher. The results of Task 2 showed that All connectives did not significantly improve over time, but AdjacentP did. Global cohesion was affected more than local cohesion. Hypothesis 4, which predicted that lexis would be positively correlated with overall writing quality for both groups, was supported for Task 1 and not supported for Task 2. In Task 1, MATTR was significantly positively correlated with overall writing quality. COCAFrq was significantly negatively correlated. Trigrams were not correlated. In Task 2, none of lexical indices were correlated. Hypothesis 5 predicted that cohesion would be positively correlated with overall writing quality. This hypothesis was partially supported in Task 1 and Task 2. All connectives were not correlated with overall writing quality, but AdjacentP was significantly and positively correlated with overall writing quality in Task 2. The study contributes to the understanding of the development and assessment of lexis and cohesion using computational automated tools. L2 development is a complex phenomenon, so a further examination of assessment indices offers a wealth of research in future studies. / Applied Linguistics

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Most studies on rivalry analyze the phenomenon where participants are on opposing sides in business organizations or sports teams (i.e., inter-team rivalry). Currently, the rivalry literature is expanding to examine the effects of rivalry among team members if a manager or coach creates an environment marked by intra-team rivalry. Study 1 examined team member behaviors and individual and team performance within teams (i.e., intra-team rivalry) by having 311 collegiate students recall their experiences participating on a high school athletic team. Findings indicated that intra-team rivalry was positively related to individual performance and team performance. Social comparison mediated the positive relationship between intra-team rivalry and individual performance. In Study 2 adjustments to the research model allowed further exploration of team performance and intra-team rivalry. Study 2 surveyed 240 current collegiate student athletes twice examining the same hypotheses at the 1) individual level, and 2) team level via data aggregation. Findings consistent with both surveys indicated that social comparison was positively related to intra-team rivalry; intra-team rivalry was positively related to individual deviance; and both individual performance, and motivation were positively related to team performance. Unique to Survey 1, intra-team rivalry was positively related to motivation. Unique to Survey 2, negative relationship between individual deviance and team performance. Implications for team members, leaders, and organizations are compelling. / Business Administration/Interdisciplinary

Background:Top management teams (TMTs) in family firms (FFs) have received limited attention inresearch. They are however argued to play a critical role for FFs. TMTs are also argued to playan important role in is innovation, despite this, while research within TMTs in FFs has gainedan increased interest, there is a gap in the understanding of cohesion within TMTs and how itinfluences innovation. The paper attempts to fill this gap. Purpose:The purpose of this paper is to research how high levels of cohesion in FF TMTs influencesinnovation. Method:The research strategy for this study was qualitative case study. The empirical material used forthe study has been gathered through 5 semi-structured, in-depth interviews with one familyfirm. The method by (Gioia, Corley & Hamilton, 2012) was followed to code the data. Conclusion:The findings were threefold, the first one is that high levels of cohesion put more emphasis ontrust instead of formal power which influences innovation by determining who makes decisions.The second one is that high levels of cohesion results in easier agreements which could causegroupthink. The third is that high levels of cohesion can make companies more inclined to relyon inside knowledge and in turn, focus their attention on exploitative innovations.

What defines the architectural character of a space? What defines the architectural character of a Detail? What defines the relationship between space and details as Architecture? These questions lead the study of space as a Whole through the investigation of its parts - shape, material, assembly and its surroundings. The investigation examined how the detail influences the space it assembles, how space conforms the structure embracing it and how a structure affects its surroundings. Observing how the Whole evolved through the process was an additional task of the study. The design intended to create among every element a vocabulary apprehensible throughout the entirety of the project. The manipulation of each material, detail and edifice to share this vocabulary developed cohesion among them. This relationship allowed the inhabitant to have a complete perception of the element and Whole's character. / Master of Architecture

Yes / This study examined factors that either enhance or undermine community cohesion in areas with established Muslim communities and into which Muslim migrants have recently arrived. It explores ethnic and religious interaction; kinship and friendship networks; political and civic participation; community and people's feelings of belonging to Britain; and local policy-maker' and practitioners' views. / Joseph Rowntree Foundation

The thesis introduces European regional policy which provides the framework for policy of economic, social and territorial cohesion. It characterizes its objectives and financial instruments. The second part of the thesis is focused on Visegrad group in the central European region. The most important chapter deals with drawing money from structural funds and its allocation in the regions in each V4 country. The countries are also compared according to selected criteria. Final part of the thesis presents the future of the EU cohesion policy.