Miracle-dz/UniFAR-FTUs huggingface dataset:
The Acquisition Of Complex Sentences

Thank you for reading the acquisition of complex sentences. Maybe you have knowledge that, people have look numerous times for their favorite readings like this the acquisition of complex sentences, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some infectious bugs inside their computer. the acquisition of complex sentences is available in our book collection an online access to it is set as public so you can download it instantly. Our book servers spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the acquisition of complex sentences is universally compatible with any devices to read.
Reproductive rights or duties? The rhetoric of division in social media debates on abortion law in Poland

ABSTRACT This study explores the argumentative schemas used in claim-making and the rhetorical resources for stance-taking in the online abortion law debate in Poland in late 2016. It shows how these discursive devices were used to divide and discredit the opponent in the social media by two social movements: the Stop Abortion coalition of conservative and religious organizations that sponsored the legislative proposal to considerably restrict abortion, and the Save Women committee that stood behind the ‘black’ protests opposing the project. The textual material is drawn from social media profiles of the two movements following a week of intense street protests and publicity activities (19–26 October 2016). It is subjected to contrastive argument analysis and critical discourse analysis of rhetorical resources. The analysis involves comparing (1) the discrepant premises underpinning arguments in the process of claim-making; (2) the reverse distribution of legitimization techniques deployed; and (3) the choices of name-calling devices aimed at discrediting antagonists.
Flipped classroom y didáctica de las matemáticas en la formación online de Maestros de Educación Infantil

This research work has been carried out in the subject Didactica de las Matematicas in the training of teachers of Early Childhood Education following the pedagogical model Flipped Learning in a completely online environment. This model commits to reverse the roles of the teacher and students making the latter the protagonists of their own learning process.The objective was to analyse the learning outcomes and student satisfaction after experiencing the flipped classroom model in one of the units of the subject. For this, a quasi-experimental design was used with a non-equivalent control group and a pretest measure of learning outcomes to control possible initial differences between groups.The different phases in the application of the flipped model are explained, both the preparation before the virtual face-to-face session of the teacher and the students, and its development and the final evaluation.The results of this study show that this pedagogical approach increases student performance and even more when they attend live sessions. Likewise, the subjective assessments obtained have as a common axis: the motivation and satisfaction towards the methodology experienced.
Cscl Theory And Practice Of An Emerging Paradigm

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Joint source based brain imaging analysis for classification of individuals

Diagnosis and clinical management of neurological disorders that affect brain structure, function and networks would benefit substantially from the development of techniques that combine multi-modal and/or multi-task information. Here, we propose a joint Source Based Analysis (jSBA) framework to identify common information across structural and functional contrasts in data from MRI and fMRI experiments, for classification of individuals with neurological and psychiatric disorders. The framework consists of three components: 1) individual’s feature generation, 2) joint group analysis, and 3) classification of individuals based on the group’s generated features. In the proposed framework, information from brain neuroimaging datasets is reduced to a feature that is a lower-dimensional representation of a selected brain structure or task-related activation pattern. For each individual, features are used within a joint analysis method to generate basis brain activation sources and their corresponding modulation profiles. Modulation profiles are used to classify individuals into different categories. We perform two experiments to demonstrate the potential of the proposed framework to classify groups of subjects based on structural and functional brain data. In the fMRI analysis, functional contrast images derived from a study of auditory and speech perception of 16 young and 16 older adults are used for classification of individuals. First, we investigate the effect of using multitask fMRI data to improve the classification accuracy. Then, we propose a novel joint Sparse Representation Analysis (jSRA) to identify common information across different functional contrasts in data. We further assess the reliability of jSRA, and visualize the brain patterns obtained from such analysis. In the sMRI analysis, features representing position, orientation and size (i.e. pose), shape, and local tissue composition of brain are used to classify 19 depressed and 26 healthy individuals. First, we incorporate pose and shape measures of morphology, which are not usually analyzed in neuromorphometric studies, to measure structural changes. Then, we combine brain tissue composition and morphometry using the proposed jSBA framework. In a cross-validation leave-one-out experiment, we show that we can classify the subjects with an accuracy of 67% solely based on the infor-
Imagining the ‘West’ in the Context of Global Coloniality: The Case of Post-Soviet Youth Migration to Finland

The article argues that the post-Soviet youth construct their migratory projects as an effort towards social distinction vis-a-vis post-socialist imaginary. We argue that their migration can be understood as a search for distinctiveness and for what is perceived as a ‘better’, that is, more western, lifestyle. Analysing their narratives through the prism of imagination, we demonstrate how young Russian-speakers vision the position of the post-socialist condition within the global coloniality of power and claim their belonging to the western project as educated young people with global cultural capitals. The article brings the case of Russian-speakers’ migration within debates on global coloniality and offers a contribution to the theorising of post-socialist imaginaries in the context of global coloniality and sociological imagination. The analysis is based on a multi-sited ethnographic fieldwork in 2014–2016 in Helsinki, Finland.
Comparison of Physical Intensity between Interactive Video Game Cycling and Conventional Stationary Cycling in Adolescents with High Functioning Autism Spectrum Disorder

Background: Obesity has become a serious health concern in adolescents with autism spectrum disorder (ASD). Researchers have indicated that sedentary behaviors, especially technological activities, such as video games and other forms of screen-based activities is the main barrier to participate in physical activities. Active video games have demonstrated the efficacy in increasing physical activity and reducing body weight in children and adolescents with disabilities. Purpose: The purpose of the study was to examine the exercise intensity and enjoyment level of interactive video game cycling (IVGC) in comparison with conventional stationary cycling (CSC) during matched number of sessions utilizing the same bicycle at the same resistance. Method: Three adolescents with high functioning autism HFA (two males and one female) participated in an alternating treatment single-case design study. Two Game Rider bicycles that included gym mode and interactive video game mode were utilized in this study. In a random order, participants completed five cycling sessions engaging in conventional stationary cycling and five sessions carrying out the interactive video game cycling. Cycling method alternated every day with each participant receiving one treatment a day, and each session lasted 15 minutes. Measurements evaluated throughout the study were average HR, minutes spent in THRR, distance pedaled, and enjoyment level. Results: Tau-U effect size and percentage of non-overlapping data (PND) were computed to analyze the significant differences between the two cycling methods. The results indicated that there were no statistically significant differences between the two applied treatments in average heart rate, minutes in THRR, and distance pedaled. The average heart rate within the recommended THRR (70% and above of HRmax) was achieved by one participant in both cycling methods. Participants reported a high enjoyment level in terms of IVGC. Conclusion: Interactive video game cycling may lead to higher intensity of physical activity in adolescents with HFA when applying some recommendations that can increase individual’s motivation, such as offering variety of the latest video games cycling, administering token system, and organizing contests between students. One limitation of this study was the small sample size. Therefore, larger sample size and/or replication of the study is needed.
Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

Aim/Purpose Retention of doctoral students, particularly during the dissertation stage, has been a decades-old concern. The study examined the value of dissertation chairs’ use of a cloud-based video technology for coaching doctoral students, and its influence on psychological factors previously linked to retention. The psychological aspects included social presence, research self-efficacy, social isolation, and motivation. Background Prior research identified the importance of addressing psychological factors that lead to student retention and the development of future researchers capable of producing quality research. Methodology An exploratory case study included a survey of dissertation chairs, interviews of dissertation chairs and doctoral students, and review of documents and artifacts in a university in the southwestern United States. Contribution The findings revealed several aspects of the video technology that dissertation chairs and their doctoral students identified as valuable from a psychological perspective, and there were several unexpected findings. Findings Coaching using an emerging video technology positively influenced psychological factors leading to improved research self-efficacy, scholarly writing, efficiency and effectiveness of the academic coaching process, which resulted in student retention. Students identified the relationship established with their dissertation chair while using video technology led to their decision to remain in the doctoral program. Exploring the Psychological Benefits of Using an Emerging Video Technology 50 Recommendations for Practitioners Use coaching opportunities to develop research self-efficacy as well as to increase social presence, which will help reduce social isolation and increase student retention. Recommendations for Researchers Integrate emerging cloud-based video technologies for conducting research to engage multiple researchers at different locations. Impact on Society This virtual coaching approach can improve the research capabilities and retention of doctoral students in today’s online world during the dissertation phase. Future Research To validate the relationships found in this study, future research should focus on the quantitative aspects of the psychological factors identified in this study.
Rude assessment and I’m faking it: Does witnessing incivility compel people to cheat?

The ease and convenience of personality testing for personnel selection purposes is somewhat marred by concerns that test-takers might fake their responses if they believe it is advantageous to do so. Whether or not a candidate fakes is determined by both the ability as well as the motivation to do so, and both are subject to individual difference as well as contextual factors. Here we report an experiment that demonstrates a powerful contextual link between rudeness and cheating. Participants who witnessed a rude encounter prior to a performance-linked cognitive task, subsequently overstated their performance (i.e. cheated) to a greater extent than participants who witnessed a neutral encounter but had the same opportunity to cheat. We suggest, therefore, that rudeness increases propensity to cheat. Consequently, to minimise the risk of test-takers providing fake responses, it is of practical importance to ensure a civil atmosphere before and during any testing situation that might afford an opportunity to cheat.
Understanding athlete brand life cycle

Abstract The purpose of this study was to present a framework to aid understanding athlete brand life cycle and how to extend it. A thorough review of the literature was conducted to create the proposed framework. Five stages were identified including brand introduction, brand growth, brand maturity, brand decline and brand reinvention, as well as athlete capital that may occur for some athletes. This study extends prior research by providing an initial idea on how to develop and manage an athlete brand life cycle throughout his/her career.
An Examination of the Use of Reading Fluency Indicators to Predict ACT Sub-Scores of First-Year College Students

Using Tinto’s student departure theory (Tinto, 1975, 1993, 2012) and the simple view of reading (Hoover & Gough, 1990), this study explores the relationship between reading fluency indicators and achievement on the ACT reading sub-test and the ACT composite score. The study utilizes reading samples obtained from first-year college students attending a small, private university in the southeastern United States. A non-random sample of students (n = 95) was recorded while reading a college-level, informational passage measured at the 1470 Lexile level. Results of using hierarchical linear regression revealed that word reading accuracy as measured by reading miscues predicted unique variance in both ACT reading sub-scores and in ACT composite scores. Reading miscues explained 19.2% of the variance in the ACT reading subscore and 24.0% of the variance in ACT composite scores. Issues of college-student literacy, readiness, and persistence to degree completion are explored. Implications of the study support the need for pre-matriculation indicators of incoming student academic competencies for universities to provide equitable and adequate academic support for all students for persistence to degree completion. PREDICTABILITY OF ACT AND FLUENCY 7 Table of
Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence

Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students’ Bachelor of Business Administration (BBA) degree. Students were asked if each required course “added value to their education”. The two core scales (number of items) were labeled: BA Unique (4 items) and BA Generic (2 items). Analysis showed that the BA Unique scale had higher perceived added education value than the BA Generic scale. The BA Unique scale had stronger relationships to program degree satisfaction and Business School reputation than the BA Generic scale. These results supported the development of more unique required core courses based on business school stakeholder needs. Other schools should consider their stakeholders’ needs to see if more unique required core courses, beyond generic, are needed. Although only six of 21 required courses could be tested due to sample size limitations, these initial results suggest it is important to evaluate the perceived added education value of required courses in a curriculum.
The state of research on leader humor

During the past two decades, the burgeoning literature on leader humor has documented various ways that humor enables leadership effectiveness. Yet there are problems of construct clarity and measurement associated with leader humor, as well as unanswered questions related to the theoretical frameworks and predictive value of leader humor. We provide a systematic review on leader humor, in which we address the issues of constructs—trait humor versus (behavioral) humor expression—and associated measures, discuss the main and emerging theoretical frameworks, assess the empirical literature via a meta-analysis and path analyses, and offer directions for future research. Our review not only offers theoretical insights for this research area, but also presents empirical gaps and opportunities through a quantitative summary.
On Situating the Stance of Estrogen in the Acquisition and Recall of L2 Lexical Items: A Biological Look

The present study examined whether the advantage of females on L2 vocabulary recall and acquisition is partly as a result of estrogen secretion or not. In this regard, through volunteer and convenience sampling 15 intermediate EFL female participants aged between 23-31 were selected from the subject pool of 55 participants. The participants were studying at Iranian Language Center located in Bandar-e Anzali, Iran. To ensure the homogeneity among the participants, Babel English Placement test was used. In the course of study, the participants were taught two series of 42 lexical items in each phase of menstrual cycles (i.e., follicular and luteal). The treatment period was held six sessions at each phase. Each session took 30 minutes. To compare the performance of the participants, immediately after the sixth session, a piloted teacher-made vocabulary recall test was administered at each phase. Finally, the mean scores of participants' performance in the two phases were contrasted through a paired samples t test. The results indicated that there was a statistically significant difference between the participants' recall scores in the follicular and luteal phases. Moreover, to investigate the impact of estrogen secretion on participants' L2 vocabulary acquisition, two months after the treatment, the participants took a piloted teacher-made vocabulary acquisition test at each phase of menstrual cycle. The results of paired samples t test indicated a significant difference between the participants' vocabulary acquisition scores in the two phases.
The Development of an Online Test to Measure the Interpretation of Implied Meanings as a Major Constituent of Pragmatic Competence.

Pragmatic competence is among the explicitly acknowledged sub-competences that make the communicative competence in any language (Bachman & Palmer, 1996; Council of Europe, 2001). Within the notion of pragmatic competence itself, “implicature (implied meanings)” comes to the fore as one of the five main areas there (Levinson, 1983). In this regard, the present study developed an online multiple-choice discourse completion test (MDCT) to specifically measure the interpretation of formulaic, thus teachable implied meanings in English. After the initial version produced with the help of a native speaker colleague, the test was piloted rigorously with different comparison groups. At the end of the process, 112 EFL Teacher Trainees, 33 native speakers of English, 37 EFL learners at a university School of Foreign Languages and 11 high school EFL students had taken the test as the comparison subgroups with varying proficiency levels. Moreover, seven ELT professional native speakers had been interviewed about each test item to have their direct feedback on wording and all the revision/improvement alternatives. Consequently, significant performance differences were detected between particular pairs of subgroups, which is a strength of the test as it did reflect the performance variability between the participants from different proficiency levels. The outcome was a MDCT that the native speaker takers reached a good compromise on and is usable both in computerized and pen-and-paper format, which can be used in any ELT or ELT teacher training program concerned to diagnose the students’ performance in a major area of pragmatic competence to later take informed instructional decisions.
Towards a phenomenology of poverty: Defining poverty through the lived experiences of the ‘poor’

This article argues for the importance of defining poverty from the perspective of those who experience poverty. How poverty is defined and operationalised is critical to policy and academic debates, as this is intertwined with explanations, causes, and possible solutions. Yet current definitions are typically provided by the ‘non-poor’. What we lack is knowledge of whether these definitions of the concept are similar to or different from those understood and conceptualised by those experiencing poverty. Australian poverty research has typically relied on panel data, administrative data, or surveys to construct and define ‘poverty’. We propose that Australian poverty scholars embrace phenomenology as a way to highlight the voices of those experiencing poverty.
Supervised Practice Experiences and Professional Preparation of Graduates from Student Affairs Master's Programs

Abstract:Supervised practice experiences exist in nearly every student affairs preparation program and serve as the ideal setting in which master's students in student affairs administration programs make the translation of the theoretical knowledge to the practical skills that are required in their work (Komives, 1998; Nelson, 2010). Yet few studies have revealed the extent to which supervised practice experiences are used to develop skills and competencies in the preparation of student affairs professionals. I surveyed 245 recent graduates from 14 master's programs in student affairs to better understand how their supervised practice experiences contributed to their overall perception of professional preparation. Participants indicated through self-reported data a strong overall sense of professional preparation. Additionally, stronger confidence in leadership, in application of theory, and in career preparation from supervised practice experiences were associated with increased confidence in preparation for professional practice. Measures of these 3 items alone accounted for 42% of the variance in the overall sense of preparation for professional practice.