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This study of plural suffixes in written plural contexts used by lebanese learners of second language French is based on previous works by Schlyter & Bartning (2004), Granfeldt et al. (2005) and Ågren (2008). The learning process of an L2 learner passes through stages that are clearly determined and systematic. In this study twenty lebanese learners of L2 French were asked to write a text base
It has long been debated whether second language learning activities that contain authentic materials are more effective than their constructed and more grammatical counterparts, and there is still no clear consensus on whether one is more efficient than the other. This research paper investigated the writing proficiency of four students learning French at Lund University in Sweden, where one stud
Abstract in German Die CEAP-Klassifizierung für chronische Venenleiden wurde 1994 durch ein internationales Ad-hoc-Komitee des American Venous Forum entwickelt, durch die Society for Vascular Surgery unterstützt und 1995 in die „Reporting Standards in Venous Disease“ inkorporiert. Inzwischen benutzen die meisten publizierten klinischen Arbeiten das CEAPSystem, ganz oder in Teilen. Um die KlassifizThe CEAP classification for chronic venous disorders (CVD) was developed in 1994 by an international ad hoc committee of the American Venous Forum, endorsed by the Society for Vascular Surgery, and incorporated into "Reporting Standards in Venous Disease" in 1995. Today most published clinical papers use all or portions of CEAP. Rather than have it stand as a static classification system, an ad ho
This paper aims to assess the spatial variability in the response of CO2 exchange to irradiance across the Arctic tundra during peak season using light response curve (LRC) parameters. This investigation allows us to better understand the future response of Arctic tundra under climatic change. Peak season data were collected during different years (between 1998 and 2010) using the micrometeorologi
Teachers are now encouraged to use generative artificial intelligence (GenAI) tools to complete various school-related administrative tasks, with the promise of saving considerable amounts of time and effort. Drawing on interviews from 57 teachers across eight schools in Sweden and Australia, this paper explores teachers’ experiences when working with GenAI. In particular, it focuses on the large
