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At IRASS Publisher, our mission is to empower authors and researchers by providing a platform for their unique perspectives. We believe in fostering creativity and promoting voices that reflect the richness of human experience.
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IRASS Publisher commits to providing open access to all its published content. Our policy ensures that research articles are freely accessible to the public without subscription fees. Authors retain copyright while allowing unrestricted distribution and reproduction in any medium, provided the original work is properly cited. By removing access barriers, IRASS aims to foster a more inclusive and collaborative scientific community.
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Latest Article
Creativity, Academic Motivation and Achievement Belief as Determinants...
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Ebele Chinelo Okigbo*, Grace N...
Department of Science Education Nnamdi Azikiwe University, Awka
16-23
https://doi.org/10.5281/zenodo.19109290

The study investigated creativity, academic motivation and achievement belief as determinants of mental ability of senior secondary school students in Mathematics in Anambra state, Nigeria. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. The predictive correlation design was adopted for the study. The population of the study comprised 21,204 senior secondary two SS2 students in Anambra State, out of which 720 students obtained using random and purposive sampling techniques were involved in the study. The instruments for data collection were validated by three experts from the Departments of Science Education and Educational Foundations (Measurement and Evaluation), Nnamdi Azikiwe University, Awka. The reliability of creativity inventory, academic motivation scale and achievement beliefs scale was established using Cronbach Alpha while that of Mental Ability Test (MAT) was established using KR-20 which yielded coefficient value of .72 for Creativity inventory, .73 for academic motivation scale, .71 for achievement beliefs scale and .73 for Mental Ability Test. Creativity inventory, academic motivation scale, achievement beliefs scale and mental ability test were administered on the students with the help of six research assistants. Data obtained were analyzed using simple and multiple linear regressions. The findings of the study among others revealed that creativity, academic motivation, and achievement beliefs jointly made significant contribution to the prediction of students’ mental ability. Among the predictors, academic motivation showed the highest beta weight, indicating that motivated students tend to exhibit higher mental ability in Mathematics. Creativity also positively influenced mental ability in Mathematics, while achievement beliefs enhanced students’ mental ability in Mathematics. Based on the above findings. It was recommended among others that teachers and school administrators design instructional strategies that foster creativity, sustain academic motivation and strengthen positive achievement beliefs to improve students’ mental ability.
Perceived Social Support as a Correlate of Secondary School Students'...
1

Okigbo Ebele Chinelo*, Ifeoma...
Department of Science Education, Nnamdi Azikiwe University, Awka
10-15
https://doi.org/10.5281/zenodo.19109225

The study examined perceived social support as a correlate of secondary school students' attitude to Biology in Federal Capital Territory (FCT) Abuja, Nigeria. Two research questions guided the study while two hypotheses were tested at 0.05 alpha level. A correlation survey design was adopted. The population of the study comprised 29,158 senior secondary school two (SS2) Biology students from the FCT, Abuja. From which a 2, 928 SS2 students offering Biology was drawn using proportionate sampling and stratified random sampling techniques. Students Social Support Questionnaire (SSSQ) adapted from “What is happening in the classroom questionnaire” (WIHICQ), by Cohen, Mermelstein, Kamarck, and Hoberman (1985) and Biology Students’ Attitude Scale (BSAS) adapted from Students Attitude towards Biology (SAB) by Danilo (2019) were used as instruments for data collection. The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University, Awka. The Cronbach alpha reliability coefficients of SSSQ and BSAS were found to be 0.79 and 0.81 respectively. The data were collected using SSSQ and BSAS with the help of the research assistants who were Biology teachers. Pearson product moment correlation r was used to answer the research questions and to test the hypotheses. The finding revealed that the relationship between secondary school students’ perceived social support scores and attitude scores towards Biology is moderate and significant. Also, there is a low positive relationship between various dimensions of perceived social support scores and secondary school students’ attitude scores in Biology but not significant. It was recommended that students’ Biology teachers should monitor, changes in social support alongside the attitude of students to enable iterative refinement of interventions to sustain gains over time in Biology in secondary schools.
Research on English Translation Strategies of Characteristic Terms in...
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Shiyuan Shi*
College of Foreign Languages, University of Shanghai for Science and Technology
5-9
https://doi.org/10.5281/zenodo.19105868

Public diplomacy constitutes a significant category within international relations studies, and its discourse system encompasses numerous political terms and cultural concepts with distinctive Chinese characteristics. This paper examines the English translation practices of core terms such as “people-to-people exchanges,” “strategic competition,” “soft power,” and “sharp power” by analyzing the text Decent Friendship Wins True Respect: Shanghai Public Diplomacy Practice. The study reveals significant challenges in translating public diplomacy terminology, including high political sensitivity, complex cultural connotations, and differences in international discourse systems. Guided by functional equivalence theory and terminology principles, this paper proposes translation strategies that integrate elements of domestication and foreignization. These approaches aim to provide reference points for disseminating public diplomacy discourse internationally, thereby enhancing the recognition of China‟s distinctive diplomatic discourse system on the global stage.
Expansion Strategies in Chinese Translation: A Case Study of the Subti...
1

Gong Jia*
University of Shanghai for Science and Technology
1-4
https://doi.org/10.5281/zenodo.19105476

Based on Wang Jianguo’s translation theory, this paper takes the subtitle translation of the television series Dune: Prophecy as a case study to explore the ―expansion strategy‖ in English–Chinese translation and its applications. The study shows that, compared with the ―compression‖ strategy typically discussed in Chinese–English translation, English–Chinese translation often requires expansion at the levels of language and cognition through semantic explicitation, logical cohesion, and cultural adaptation. The case analysis demonstrates that an awareness of expansion is reflected in the blurring of boundaries among cognitive semantics, structural form, and pragmatic rhetoric. Its core lies in reconstructing context and making logic explicit so as to balance the fluency of the target text with depth of meaning, thereby enhancing Chinese viewers’ comprehension of and emotional engagement with the plot. This study provides a theoretical reference for audiovisual translation practice and reveals the impact of expansion strategies on the aesthetic effect and communicative efficacy of translated subtitles in cross-cultural contexts.
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