Miracle-dz/UniFAR-FTUs huggingface dataset:
Learning Together: Project-based Learning in the University Classroom

The study was carried out over a period of four months, the first semester of the school year, with the cooperation of two small groups of university students. The students had signed up for one of two different courses. The first, with eleven students, one second year and ten first years, was a course entitled ‘Senmon Kanren Eigo’ or ‘English for Academic Purposes’ an elective available to students from any of the school’s three departments, the names of which, for the sake of brevity, shall be referred to here as Social Welfare, Psychology and Sociology. The second class was ‘Jiyū Enshū’ or ‘Free Seminar’, a recently established course which aims to help students accustom themselves to university life and to develop both academic and interpersonal skills. This course too, was open to students from all departments. One encouraging aspect of the make up of these classes was that they were both electives with no obligation on the part of the student to either attend regularly or to pass a stressful examination at the end of the course. Of course, failure to attend more than a certain percentage of classes or to produce project work would mean the student would not be able to get the two credits given for each of the courses, but this would not seriously affect the student’s university career or prospects for graduation. In a nutshell, the students came because they wanted to be in the class and were interested in the possibilities offered to them. This freedom from the shackles of performing under pressure for examinations or the fear of failing a course necessary for graduation or a professional qualification lent a relaxed atmosphere to the classroom and opened up a whole new world of possibilities for the teacher as well as the students. In addition to this, the Free Seminar course, which had been established that same year, was intended to be exactly what the name implies, ‘free’. Only members of staff who wished to take part in these sessions taught the courses and were encouraged use the time to do anything they felt would be of benefit to
The linguistic proficiency of Korean English teachers :an investigation of self-assessment procedures and self-directed learning tasks using video

The issue of non-native speaker language teachers' linguistic proficiency has been of interest to many parties concerned with language teaching and learning. Nevertheless, very little research has been carried out into teachers' linguistic proficiency in general, and into their spoken proficiency in particular. The current study is intended to answer the question 'how proficient do Korean English teachers perceive themselves to be in English, and is there a way of helping these teachers improve their English without having to attend classes? '. First of all, teachers' linguistic proficiency was measured principally by self-assessment tests, since self-assessment is less threatening to teachers and useful in that it can help teachers become aware of their own weaknesses and eventually lead them to try to overcome those weaknesses. Data was gathered on the teachers' self-assessed linguistic proficiency, their confidence in using English, the proportion of time they spent using English in class, and the major factors influencing these. The major focus was on spoken proficiency, and so data was gathered by means of language tests, which was then compared with teachers' self-assessment results. The need and motivation for improvements in linguistic proficiency were confirmed. Techniques for improving linguistic proficiency were investigated, including teachers' reactions to various techniques. Materials based on video were prepared for use in case studies for the purpose of improving teachers' spoken language proficiency. Video materials were judged to be a practical alternative to stays in an English speaking country because they can expose teachers to recorded instances of the target language usage. The video materials were used over a semester to improve the teachers' language either directly, or indirectly through their preparing the materials for use in class. The effect of the video materials on the teachers' English was then investigated by comparing self-assessment and other test scores for spoken proficiency, before beginning to use the video materials, and after they had finished using the materials. The survey results showed that most teachers rated their English proficiency as not high with more than half of the respondents showing their lack of confidence in using English, and about 70 % stating that they used English less than 50% of the time in class. The results of using video materials indicated that video materials could help improve the teachers' proficiency in the spoken language with higher post-test scores than pre-test scores. This study has implications for practical applications in language teaching and leaming, and teacher training. The results also suggest that video materials can be effective in language
Caracterización de los gráficos estadísticos en libros de texto argentinos del segundo ciclo de Educación Primaria

Resumen: En este trabajo se presentan los resultados de un estudio sobre la presencia de los graficos estadisticos en cuatro series de libros de texto (12 textos) para el segundo ciclo de Educacion Primaria en Argentina. La investigacion sigue una metodologia cualitativa, mediante analisis de contenido, en la cual se analizan las secciones de libro de texto en que aparecen graficos estadisticos. El nivel de estudio es exploratorio ya que nos permite indagar sobre el significado institucional de este tipo de graficos en el pais. Como resultado de la investigacion se han identificado y analizado 44 actividades, en las que se observa el predominio de: graficos de barras, sectores y lineas; el nivel de lectura 2 “leer dentro de los datos”; los niveles semioticos “representacion de un listado de datos sin resumir en una distribucion” y “representacion de una distribucion”; las actividades de calcular, completar, construir, leer y ejemplificar. Este trabajo permite observar el poco enfasis con el que se trabaja este objeto matematico en los libros de texto, situacion que no estaria en concordancia con la vision actual que se tiene sobre los graficos estadisticos. Este tipo de representaciones son entendidos como elementos culturales y sin duda, las investigaciones sugieren que deben ser puestos en accion en el aula desde primeros cursos de Educacion Primaria, para asegurar que los futuros ciudadanos tengan herramientas para interpretarlos y analizarlos criticamente. Abstract: In this paper, the results of a study about the presence of statistical graphics in four series of textbooks (12 textbooks) for the second cycle of Primary education in Argentina are presented. The research follows a qualitative methodology, using content analysis only in textbook sections where statistical graphs are present. The level of study is exploratory, therefore it allows investigating the institutional meaning of these graphics in the country. 44 activities are identified and analysed as result of the investigation; it is observed: bar, pie, and line graphics; reading level 2, this is "to read into the data"; two kinds of semiotic levels, these are "representation of a data list without to summarize in a distribution" and "representation of a distribution"; calculate, complete, construct, read, and exemplify activities. In conclusion, this research report allows observing, the little emphasis with which this mathematical object is worked in the elementary school. The current view of the statistical graphics is not consistent with the results obtained. Such representations are understood as cultural elements, and certainly, researches suggest that these must be put into action in the classroom from primary education, to ensure that future citizens have tools to interpret and analyse them critically.
Beyond Significance Testing: Statistics Reform in the Behavioral Sciences

Traditional education in statistics that emphasises significance testing leaves researchers and students ill prepared to understand what their results really mean. Specifically, most researchers and students who do not have strong quantitative backgrounds have difficulty understanding outcomes of statistical tests. As more and more people become aware of this problem, the emphasis on statistical significance in the reporting of results is declining. Increasingly, researchers are expected to describe the magnitudes and precisions of their findings and also their practical, theoretical, or clinical significance. This accessibly written book reviews the controversy about significance testing, which has now crossed various disciplines as diverse as psychology, ecology, commerce, education, and biology, among others. It also introduces readers to alternative methods, especially effect size estimation (at both the group and case levels) and interval estimation (confidence intervals) in comparative studies. Basics of bootstrapping and Bayesian estimation are also considered. Research examples from substance abuse, education, learning, and other areas illustrate how to apply these methods. A companion website promotes learning by providing chapter exercises and sample answers, downloadable raw data files for many research examples, and links to other useful websites. New to this edition is coverage of robust statistical methods for parameter estimation, effect size estimation, and interval estimation. A new chapter covers the logic and illogic of significance testing. This edition also addresses recent developments such as the new requirements of some journals for the reporting of effect sizes.
Nematoides na cultura da mandioquinha-salsa

Esta Circular Tecnica tem como objetivos descrever os principais aspectos relacionados ao nematoide-das-galhas e nematoide-das-lesoesradiculares, como etiologia, sintomas, ciclo de vida e as principais medidas de controle recomendadas para o manejo correto destes microrganismos em areas de cultivo de mandioquinha-salsa.
Qualitative Research in Health: An Introduction

Preface PART ONE: THEORY AND DESIGN Qualitative Research An Introduction Theory in Research Approaches to the Use of Theoretical Perspectives Research Design Issues PART TWO: TECHNIQUES OF DATA COLLECTION Interviewing Observation PART THREE: METHODOLOGICAL APPROACHES Library-Based Methods Field-Based Methods Action-Based Methods PART FOUR: INTERPRETATION, ANALYSIS AND PRESENTATION OF DATA Interpretation and Analysis Computer-Assisted Analysis Presentation of Data
Dynamic Programming and Time-Varying Delay Systems

This thesis is divided into two separate parts. The first part is about Dynamic Programming for non-trivial optimal control problems. The second part introduces some useful tools for analysis of stability and performance of systems with time-varying delays. The two papers presented in the first part attacks optimal control problems with finite but rapidly increasing search space. In the first paper we try it reduce the complexity of the optimization by exploiting the structure of a certain problem. The result, if found, is an optimal solution. The second paper introduces a new general approach of relaxing the optimality constraint. The main contribution of the paper is an extension of the Bellman equality to a double inequality. This inequality is a sufficient condition for a suboptimal solution to be within a certain distance to the optimal solution. The main approach of solving the inequality in the paper is value iteration, which is shown to work well in many different applications. In the second part of the thesis, two analysis methods for systems with time-varying delays are presented in two papers. The first paper presents a set of simple graphical stability (and performance) criteria when the delays are bounded but otherwise unknown. All that is needed to verify stability is a Bode diagram of the closed loop system. For more exact computations, the last paper presents a toolbox for Matlab called Jitterbug. It calculates quadratic costs and power spectral densities of interconnected continuous-time and discrete-time linear systems. The main contribution of the toolbox is to make well known theory easily applicable for analysis of real-time systems. (Less)
Multimedia learning : cognitive and instructional issues

Acknowledgment. Contributors. Preface. Introduction (J.-F. Rouet et al.). Keynote Contributions. Sign systems, technologies and the acquisition of knowledge (W. Schnotz). Document-based decision making (P. Wright). Integration of Texts and Graphics as a Psychological Process: Individual Skills and Strategies. The construction and the updating of a spatial mental model from text and map: effect of imagery and anchors (I. Tapiero). Can children process complex information from different media? (F. Guercin). Understanding information presented by complex animated diagrams (R. Lowe). Students' use of hypergraphic advising tools in a learning-by-doing system for electronic troubleshooting (S. Katz et al.). Using complex images in the popularisation of science: scientific or ideological agenda? (P. Clement). Student preference for verbal, graphic or symbolic information in an independent learning environment for an applied statistics course (H.M. Dekeyser). Optimising Media Integration in Computer-Support Learning Environments. Sequential display of pictures and its effect on memorization (M. Betrancourt et al.). The effect of segmentation plans of computer-based graphic organizers on their studying and reconstruction (E. Kozminsky, M. Asaf). Using a multimedia computer program to teach German as a second language (K. Steffens, R. Jedermann). Hypermedia for physics learning: the case of the energy concept (E. de Vries). Learning with a computer system: the learner's point of view (J.A.C. Sandberg, Y.F. Barnard). Postface. Designing multimedia systems for learning: some lessons and further issues (J.-F. Rouet). References. Index.
Optimization of the level of wheat gluten in analogue meat nuggets

Analogue meat nuggets were prepared as per basic formulation optimized for mushroom under standardized processing conditions with three different levels of wheat gluten viz. 10%, 14% and 18% replacing textured soy protein and assayed for physico-chemical and sensory attributes. Protein and fat percent decreased significantly (P<0.01) with subsequent increase in levels of wheat gluten. Cooking yield of analogue meat nuggets at 18% level was significantly higher (P<0.05) as compared to 10% and 14% levels. All the sensory attributes viz. general appearance, flavour, texture binding and overall acceptability were significantly higher (P<0.01) at 18% wheat gluten as compared to others except juiciness. However, sensory scores for almost all attributes at 10% and 14% wheat gluten were comparable. On the basis of sensory quality, 18% incorporation of wheat gluten was adjudged as optimum in analogue meat nuggets.
Effects of Translation Methods in Imported Instructional Video Programs on Taiwan Fourth Graders' Memory.

The purpose of this study was to investigate the effects of various translation methods used in imported instructional video programs on Taiwan elementary school students' visual and verbal memory. Following pretesting, 128 fourth grade students from an urban public elementary school in northern Taiwan participated. The students in 4 experimental and 1 control group, watched a 20-minute video program on the reproduction and birth behaviors of animals which was translated in one of the following ways: (1) Chinese narration, with no subtitles; (2) English narration, with complete Chinese subtitles; (3) Chinese narration, with complete Chinese subtitles; (4) Chinese narration, with key-words subtitled in Chinese; and (5) English narration, with no subtitles. The students were immediately given a posttest, and retested two weeks later. The 51-item test measured their visual and verbal memory through a color photo recall and an achievement-like exam. Experimental groups significantly outperformed the control group on the visual memory subtests, in both immediate and delayed posttests. In terms of verbal memory, the Chinese-narration-no-subtitle group significantly outperformed the Chinese-narration-key-words-subtitle group and the control group in the immediate posttest; in the delayed posttest, there was no significant difference among the five groups. In total score, Chinese-narration-no-subtitle group significantly outperformed the control groups, both in immediate and delayed posttesting. Based on these results, it is suggested that Chinese narration be added to imported instructional video programs in order to facilitate young students' memory, and parents, teachers, and distributors keep this in mind when purchasing such videos. (MAS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EFFECTS OF TRANSLATION METHODS IN IMPORTED INSTRUCTIONAL VIDEO PROGRAMS ON TAIWAN FOURTH GRADERS' MEMORY Dr. Nay-ching Nancy Tyan Associate Professor, Director of Audio-Visual Center National Taipei Teachers' College Yi-chain Hu Instructor National Open University Paper presented at AECT-INCITE 95 conference (Sponsor: Association for Educational Communications and Technology) Anaheim California U. S. A. February 9th, 1995 (738/73) U.S. DEPARTMENT OF EDUCATION ()Rice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) r it-us document has been reproduced as received from the DerSOn or organization originating . 1 r Minor changes have been made to improve reproduChOn quality Points oI new or opinions 518100 in this Omu event do not necessarily represent official TO THE EDUCATIONAL RESOURCES OE RI position or polic y INFORMATION CENTER (ERIC). " "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Nay-ching Nancy Tyan This research was granted by National Science Council, Executive Yuan (NSC 82-0301-H-152-002)
Liquid sloshing in an upright circular tank under periodic and transient excitations

In this paper, the liquid sloshing problem in an upright circular tank undergoing an oscillation in a single degree of freedom is considered. A fully nonlinear time-domain harmonic polynomial cell (HPC) method based on overset mesh is developed to delve into the ﬂow physics, and the comparison is made with the weakly nonlinear multimodal theory. Both time-harmonic (or periodic) and transient-type oscillations are considered. For the time-harmonic oscillation, planar and swirling waves (including time-harmonic and periodically modulated swirling waves) occur when the excitation frequency is close to the lowest natural frequency. The swirling direction is dependent on initial conditions. The periodically modulated swirling waves switch back and forth between swirling waves and planar waves. The occurrence of swirling waves results in lateral hydrodynamic force and roll moment on top of in-line force and pitch moment components acting on the tank. The sloshing response in terms of surface elevations contains higher harmonic components, while the hydrodynamic forces and moments on the tank are remarkably linear. A NewWave type of excitation is imposed which represents on average the most probable maximum excitation to be expected for a given sea state, and narrow-banded sloshing responses are observed. This allows application of a designer-wave type of excitation which would excite the most probable maximum response in sloshing. A focused-wave-type excitation is also considered, and an impulselike feature is observed in the in-line force and pitch moment components. The total in-line force and pitch moment are further decomposed into inertial component, which is induced by the acceleration of the external motion, and residual component, which is closely associated with the liquid sloshing. It is found that under a focused-wave-type excitation the inertial component contribution is more dominant, while under a designer-wave-type excitation the residual component dominates instead.
Periocular Region-Based Biometric Identification

As biometrics become more prevalent in society, the research area is expected to address an ever widening field of problems and conditions. Traditional biometric modalities and approaches are reaching a state of maturity, and their limits are clearly defined. Since the needs of a biometric system administrator might extend beyond those limits, new modalities and techniques must address such concerns. The goal of the work presented here is to explore the periocular region, the region surrounding the eye, and evaluate its usability and limitations in addressing these concerns. First, a study of the periocular region was performed to examine its feasibility in addressing problems that affect traditional faceand iris-based biometric systems. Second, the physical structure of the periocular region was analyzed to determine the kinds of features found there and how they influence the performance of a biometric recognition system. Third, the use of local appearance based approaches in periocular recognition was explored. Lastly, the knowledge gained from the previous experiments was used to develop a novel feature representation technique that is specific to the periocular region. This work is significant because it provides a novel analysis of the features found in the periocular region and produces a feature extraction method that resulted in higher recognition performance over traditional techniques.
Down Syndrome–Associated Arthritis Cohort in the New Childhood Arthritis and Rheumatology Research Alliance Registry: Clinical Characteristics, Treatment, and Outcomes

Down syndrome–associated arthritis (DA) is underrecognized, and current therapies used for juvenile idiopathic arthritis (JIA) appear to be poorly tolerated and less effective in patients with DA. The objective of this study was to characterize clinical manifestations and therapeutic preferences in DA compared to JIA, using the new Childhood Arthritis and Rheumatology Research Alliance (nCARRA) registry.
Conversation Analysis: List of tables

Introduction 1. Comparative perspectives in conversation analysis Jack Sidnell Part I. Repair and Beyond: 2. Repetition in the initiation of repair Ruey-Jiuan Regina Wu 3. The site of initiation in same turn self repair Barbara Fox, Fay Wouk, Makoto Hayashi, Steven Fincke, Liang Tao, Marja-Leena Sorjonen, Minna Laakso and Wilfrido Flores Hernandez 4. Repairing reference Maria Egbert, Andrea Golato and Jeffrey D. Robinson Part II. Aspects of Response: 5. Projecting non-alignment in conversation Anna Lindstroem 6. Answers to inapposite inquiries Trine Heinemann 7. Gaze, questioning and culture Federico Rossano, Penelope Brown and Stephen C. Levinson 8. Negotiating boundaries in talk Makoto Hayashi and Kyung-eun Yoon Part III. Action Formation and Sequencing: 9. Alternative responses to assessments Marja-Leena Sorjonen and Auli Hakulinen 10. Language-specific resources in repair and asessments Jack Sidnell 11. Implementing delayed actions Galina B. Bolden Conclusion: 12. Commentary Emanuel Schegloff.