Miracle-dz/UniFAR-FTUs huggingface dataset:
Primary and secondary effects of processing instruction on Spanish clitic pronouns

Abstract This study investigates the effects of token item frequency in Structured Input activities on both a primary target form (Spanish accusative clitics) and a secondary target form (Spanish dative clitics). Participants included 460 adult learners enrolled in a beginning-level Spanish language course and they were exposed to either 40, 60, 80, 100, 120, or 140 target form tokens. This study included a pretest, immediate posttest, and a delayed posttest measuring interpretation and production of both primary and secondary target forms. Findings reveal that primary form interpretation effects across all frequencies, however, production findings present themselves with the 60 and 80 token groups only. Secondary form interpretation findings reveal themselves across all frequency levels with the exception of the lowest frequency investigated (40 tokens) and secondary form production mirror those found in previous studies on the same forms. As such, we discuss the theoretical and methodological ramifications of these findings as well as directions for future research.
Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students’ responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each group’s preand post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their posttest compared to Group A. Group C also increased their scores but they still got their teacher’s assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students’ awareness in applying their grammar knowledge to reproduce a listening text they heard
Is the EM-Drive a Closed System?

Since its disclosure, the so-called EM-Drive, an apparently reactionless electromagnetic thruster conceived by Roger Shawyer, has simultaneously caused wide scepticism, related to the physical principles that may allow its functioning, and understandable enthusiasm, by virtue of the astonishing scenarios potentially offered by such a device. On the one hand, thrust without exhaust is de facto impossible, unless we deny the Law of Action-Reaction, whose evident violation would result in acknowledging the concrete need for a new Physics; on the other hand, it would appear that opportunely shaped resonant cavities, when fuelled with microwaves, deliver a certain thrust, apparently without a detectable exhaust. In this paper, instead of discussing the validity of the various tests to date independently carried out, speculating about misleading side-effects or inadequate instrumental precision, we simply suppose that the thrust may be an actual phenomenon. Therefore, we try to provide a qualitative explanation to the functioning of the alleged reactionless device, by resorting to a theory elsewhere proposed and herein briefly discussed.
Team Leadership and Performance: Combining the Roles of Direction and Participation

In knowledge-intensive projects, one of the challenges project team leaders often face is how to combine their roles of direction and contribution. In this paper, we propose a game-theoretic model of team leadership of co-productive projects and study how team leaders should combine their directing and contributing efforts depending on the team and project characteristics. Our analysis reveals that two types of team leadership approaches arise in equilibrium, namely, “participatory” team leadership, under which the team leader gives the team members full discretion on their choice of effort, and “directive” team leadership, under which the team leader demands team members to exert higher effort than what they would choose to exert voluntarily. We find that directive team leadership is optimal when the team members have low incentives, i.e., when their rewards are low, the size of the team is large, or failure is not too costly (e.g., continuation is possible); otherwise, participatory team leadership is optimal. Moreover, we show that a higher degree of efforts complementarity (as in innovative projects) leads to greater alignment between the team leader's and team members' contributing efforts, which, under directive team leadership, also implies greater alignment between the team leader's directing and contributing efforts. Finally, the team leader should set the team size and team members' rewards in a way that accentuates the difference between the two team leadership approaches. That is, under directive team leadership, she should set a large team size and offer the team members low rewards, whereas under participatory team leadership, she should set a small team size and offer the team members high rewards.
Predicting successful completion using student delay indicators in undergraduate self-paced online courses

Abstract Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and retention. This article examines three measures of delay in undergraduate online self-paced courses: the days between registration date and first date of assignment submission (Days to Start), the average days between assignment submissions (Days between Assignments), and total days between registration and completion (Days to Complete). The average length of time between assignment submissions was found to be most useful to predict final letter grade and withdrawal. Students’ consistency and regular work on a self-paced class may be the best strategy for success. Institutions offering self-paced courses should implement strategies to teach students self-regulating behaviors.
A phonetically based account of phonological stop assibilation

This paper proposes a phonetically based account of phonological stop assibilation. We first review evidence for the phonological representation of sibilants proposed by Jakobson et al. (1951) and others. An examination of cross-linguistic data involving phonological assibilation reveals two asymmetries: (a) only high vocoids constitute assibilation triggers; (b) only following vocoids, not preceding vocoids, constitute assibilation triggers. It is then shown that high vocoid-conditioned phonological stop assibilation is motivated by the brief period of turbulence that sometimes occurs at the release of a plosive into a high vocoid. We argue that this turbulence is interpreted in phonology as the insertion of the feature [+strident] into the representation of the plosive, with the loss of the feature [−continuant] in the case of frication. Not only does this phonetic analysis explain the phonetic origin of assibilation, it also correctly reflects the cross-linguistic conditions on high vocoid-conditioned phonological assibilation.
Modeling Eye Tracking Data with Application to Object Detection

Author(s): Shanmuga Vadivel, Karthikeyan | Advisor(s): Manjunath, B.S. | Abstract: This research focuses on enhancing computer vision algorithms using eye tracking and visual saliency. Recent advances in eye tracking device technology have enabled large scale collection of eye tracking data, without affecting viewer experience. As eye tracking data is biased towards high level image and video semantics, it provides a valuable prior for object detection in images and object extraction in videos. We specifically explore the following problems in the thesis: 1) eye tracking and saliency enhanced object detection, 2) eye tracking assisted object extraction in videos, and 3) role of object co-occurrence and camera focus in visual attention modeling.Since human attention is biased towards faces and text, in the first work we propose an approach to isolate face and text regions in images by analyzing eye tracking data from multiple subjects. Eye tracking data is clustered and region labels are predicted using a Markov random field model. In the second work, we study object extraction in videos using eye tracking prior. We propose an algorithm to extract dominant visual tracks in eye tracking data from multiple subjects by solving a linear assignment problem. Visual tracks localize object search and we propose a novel mixed graph association framework, inferred by binary integer linear programming. In the final work, we address the problem of predicting where people look in images. We specifically explore the importance of scene context in the form of object co-occurrence and camera focus. The proposed model extracts low-, mid- and high-level and scene context features and uses a regression framework to predict visual attention map. In all the above cases, extensive experimental results show that the proposed methods outperform current state-of-the-art.
The Gatlinburg Symposia and Their Influence on the Development of Numerical Linear Algebra

About 1960, Alton S. Householder initiated the idea of “Gatlinburg Symposia on Numerical Linear Algebra”. They were named after the resort of Gatlinburg, Tennessee, where the early meetings took place; later on they shifted to various other locations in North America and also in Europe. Responsible for their program was the “Gatlinburg Committee”; the first consisted of A.S. Householder, J.H. Wilkinson, W. Givens, G.E. Forsythe, P. Henrici, and F.L. Bauer. There were only invited lectures and there were, at least initially, no parallel sessions. The list of participants contains many well known names and continues to read like a “Who’s Who” in the area of Numerical Linear Algebra, so that it is not surprising that the Symposia have had a tremendous influence on its development, both with respect to theory and the design of reliable and efficient algorithms. Such well-known software packages as LINPACK, LAPACK, EISPACK, and SPARSEPACK had their root in the collection of ALGOL programs in the book of Wilkinson and Reinsch, Linear Algebra, in many critical discussions during Gatlinburg Symposia, and in the close cooperation of scientists attending these meetings.
Job Insecurity Affects the Employee Performance with, Mediating Role of Turnover Intention: A Case of Highnoon Pharmaceutical Company Pvt Ltd

The objective of this paper to investigate the impact of job insecurity on employee performance with the mediating role of turnover intention. It will help the Highnoon laboratories to develop the roadmap to provide different strategies, increase employee performance and decrease turnover. Quantitative research approach used in this study and data has been collected through survey research method in which adopted questionnaire will use as instrument of the survey. Target population of this study will be employee of the Highnoon laboratories. Research data has been analyzed by applying descriptive statistical techniques through SPSS(v 21.0) software. Descriptive statistics, diagrams, standard equation method, SEM correlation, and linear regression tests have been applied to draw the results of the study. Keyword: Job insecurity, employee performance, turnover intention,
Hierarchical Bayesian Models of Verb Learning in Children

Hierarchical Bayesian models of verb learning in children Christopher Parisien Doctor of Philosophy Graduate Department of Computer Science University of Toronto 2011 The productivity of language lies in the ability to generalize linguistic knowledge to new situations. To understand how children can learn to use language in novel, productive ways, we must investigate how children can find the right abstractions over their input, and how these abstractions can actually guide generalization. In this thesis, I present a series of hierarchical Bayesian models that provide an explicit computational account of how children can acquire and generalize highly abstract knowledge of the verb lexicon from the language around them. By applying the models to large, naturalistic corpora of child-directed speech, I show that these models capture key behaviours in child language development. These models offer the power to investigate developmental phenomena with a degree of breadth and realism unavailable in existing computational accounts of verb learning. By most accounts, children rely on strong regularities between form and meaning to help them acquire abstract verb knowledge. Using a token-level clustering model, I show that by attending to simple syntactic features of potential verb arguments in the input, children can acquire abstract representations of verb argument structure that can reasonably distinguish the senses of a highly polysemous verb. I develop a novel hierarchical model that acquires probabilistic representations of verb argument structure, while also acquiring classes of verbs with similar overall patterns of usage. In a simulation of verb learning within a broad, naturalistic context, I show how
Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).
Do U.S. Stock Prices Deviate from Their Fundamental Values?: Some New Evidence

We propose a new methodology to test Fama's (1991) contention that the present value model (PVM) should be augmented by time-varying expected inflation to more adequately account for actual stock price behavior. Unlike other methods, our testing approach can distinguish between the excess-price movement hypothesis of Shiller (1981) and the dividend-smoothing hypothesis of Marsh and Merton (1986). We decompose the levels (as opposed to the variances) of stock prices into their fundamental and non-fundamental elements in the context of a multivariate PVM cointegrating framework and utilize the Gonzalo and Granger (1995) procedure to formally test for the statistical significance of the non-fundamental component. Our results from monthly data for the post-WWII period do not support the inflation-augmented PVM since the non-fundamental component continues to achieve significance. This finding persists under alternative model specifications and data frequencies. The apparent failure of the traditional, rational-expectation, PVM model to adequately account for observed market behavior provides another piece of evidence supportive of Shiller's (1981) belief in some form of market "irrationality".
Actitudes Y Percepciones De Los Estudiantes, Docentes Y Directivos Sobre Enseñanza Y Aprendizaje Flexibles, E Incorporación De Tic

La construcción de ambientes digitales de aprendizaje es uno de los retos contemporáneos de la modalidad a distancia en la educación superior colombiana. Lo es en mayor medida para los programas académicos en formación inicial docente, al encontrarse ante un principio de flexibilidad que supone escenarios de aprendizaje sustentados en la mediación tecnológica, y que a su vez, modifican la relación entre docente y estudiante. En el presente artículo se da cuenta de las actitudes y percepciones que estudiantes, docentes y directivos poseen con relación a la enseñanza y el aprendizaje flexibles, y la incorporación de TIC en los procesos educativos. Se realizaron dos estudios exploratorios y correlacionales sobre actitudes de docentes y estudiantes, aplicando dos cuestionarios, y otros dos estudios exploratorios y descriptivos sobre percepciones de docentes y directivos, a través de entrevistas semiestructuradas. Aunque se reconoce la utilidad de las TIC, prevalece su uso instrumentalizado y la inseguridad frente a su potencial pedagógico y formativo.
The Snapshot Photograph The Rise Of Popular Photography 1888 1939

Thank you for reading the snapshot photograph the rise of popular photography 1888 1939. As you may know, people have look hundreds times for their favorite readings like this the snapshot photograph the rise of popular photography 1888 1939, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some malicious bugs inside their computer.
Investigating speech acts in Iranian junior high school English textbooks

This study was carried out to examine the speech acts of Directives, Assertives, Commissives, Declaratives and Expressives used in conversation parts of Iranian Junior High School English Textbooks (Prospect One, Prospect Two and Prospect Three). The researchers selected and counted all the speech acts to see which speech acts were more frequently used. Searle’s (1976) speech acts model was used to analyse the data. After counting the speech acts, percentage and frequency were used to get the final findings. The results indicated that Assertives and Declaratives were, respectively, the most and the least frequently used speech acts in the Prospect Books. The Chi-square test results revealed that the speech acts were not distributed equally in the Prospect Books. The findings of this study can assist the material designers to include different types of speech acts in EFL textbooks in order to help the EFL learners develop their communicative and pragmatic knowledge. Keywords: Speech acts, pragmatics, prospect books.
A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course

3 Dedication . 4 List of Tables . 8 List of Abbreviations . 9 CHAPTER ONE: INTRODUCTION . 10 Overview . 10 Background . 10 Situation to Self.17 Problem Statement . 18 Purpose Statement . 19 Significance of the Study . 19 Research Questions . 20 Definitions.22 Summary . 23 CHAPTER TWO: LITERATURE REVIEW . 24 Overview . 24 Theoretical Framework . 24 Related Literature . 30 Summary . 54 CHAPTER THREE: METHODS . 55 Overview . 55
Evaluating the Effect of Arabic Engineering Students' Learning Styles in Blended Programming Courses

This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS), three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM) were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective) that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model’s constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare.
Tone and intonation in Akan

: This chapter provides an account of the intonation patterns in Akan (Kwa, Niger-Congo). Tonal processes such as downstep, tonal spreading and tonal replacement influence the surface tone pattern of a sentence. In general, any Akan utterance independent of sentence type shows a characteristic downtrend in pitch. This chapter proposes that Akan employs a simple post-lexical tonal grammar that accounts for the shapes of an intonation contour. The unmarked post-lexical structure is found in simple declaratives. The downward trend of an intonation contour is shaped by local tonal interactions (downstep), and sentence-final tonal neutralization. In polar questions, an ι-phrase-final low boundary tone (L%) accounts for the intensity increase and lengthening of the final vowel compared to a declarative. Complex declaratives and left-dislocations show a partial pitch reset at the left edge of an embedded ι-phrase. Underlying lexical tones are not affected by intonation with the exception of sentence-final H-tones.
NILAI-NILAI RELIGIUS DALAM PERIBAHASA BANJAR

Nilai-nilai religius banyak tersimpan dalam sastra Banjar, seperti peribahasa. Penelitian ini bertujuan untuk (1) mendeskripsikan nilai-nilai religius yang terdapat dalam peribahasa Banjar; (2) mengetahui keterkaitan nilai-nilai religius tersebut dengan pola sikap, tingkah laku, dan pandangan hidup masyarakat Banjar; dan (3) mengetahui apakah nilai-nilai religius yang terdapat dalam peribahasa Banjar tersebut masih hidup dalam masyarakat Banjar saat ini. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Sumber data dalam penelitian ini berwujud teks-teks kalimat atau kumpulan peribahasa Banjar dari informan. Teknik pengumpulan data yang digunakan adalah teknik observasi teks dan wawancara. Pengumpulan data diperoleh dengan mengumpulkan, membaca, dan mengklasifikasikan nilai-nilai religius dalam peribahasa Banjar. Dalam teknik analisis data digunakan analisis deskriptif, yaitu dengan menganalisis satu per satu peribahasa Banjar tersebut sesuai dengan tujuan penelitian ini. Hasil penelitian menunjukkan bahwa nilai-nilai religius yang terdapat dalam peribahasa Banjar terbagi menjadi empat bagian, yaitu (1) hubungan manusia dengan Tuhan; (2) hubungan manusia dengan manusia; (3) hubungan manusia dengan alam sekitarnya/lingkungan; dan (4) hubungan manusia dengan dirinya sendiri.