Miracle-dz/UniFAR-FTUs huggingface dataset:
A Conversation Analytic Study on the Teachers’ Management of Understanding-Check Question Sequences in EFL Classrooms

Teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (Dalton Puffer, 2007). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’ interactions. Drawing on conversation analysis through adopting socio-cultural perspective, this study, however, aims to examine how EFL teachers manage understanding-check questions in their talk-in-interaction. For this purpose, six EFL teachers’ discursive classroom practices were observed, video-recorded, and transcribed line-by-line in its entirety. Through the microanalysis of the transcribed data, our findings suggest that EFL teachers vary in their management of understanding-check questions and the teachers’ understanding-check questions tend to serve different functions in the different micro-contexts identified. Three major sequential environments emerged to feature understanding-check questions in this study: Activity-boundary environment, post-instruction environment and within-activity environment. The findings of the study indicate that understanding-check questions at activity boundary environment are designed to accomplish dual functions, however those launched in post-instruction and within-activity environments maintain a singular focus on ensuring absolute understanding of the just-given explanation or instruction.
An examination of the relative importance of four belief constructs on the GSS adoption decision: a comparison of four methods

Four methods of measuring the relative importance of four belief constructs on the group support system (GSS) adoption decision were evaluated for convergent validity. The methods used were: (1) Likert scaled measures, (2) conjoint measurement, (3) direct ratings of importance, and (4) a paired comparison approach. The first method was further examined under three possible approaches: (1) traditional multiple regression, (2) molar analysis, and (3) molecular analysis. Results show partial convergence among the last three methods. <<ETX>>
Cognition and Second Language Instruction: Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA

Introduction In this chapter I describe a theoretical rationale for and, where possible, empirical research into criteria to be adopted when progressively increasing the cognitive demands of second language (L2) tasks. These criteria, I argue, provide a basis for decisions about sequencing tasks in a task-based syllabus as well as a framework for studying the effects of increasing L2 task complexity on production, comprehension and learning. I distinguish task complexity (the task dependent and proactively manipulable cognitive demands of tasks) from task difficulty (dependent on learner factors such as aptitude, confidence, motivation, etc.) and task conditions (the interactive demands of tasks), arguing that these influences on task performance and learning are different in kind, and have not been sufficiently distinguished in previous approaches to conceptualizing the options in, and consequences of, sequencing tasks from the syllabus designer's perspective. My focus in this chapter is on the issue of task complexity, which I argue should be the sole basis of prospective sequencing decisions since most learner factors implicated in decisions about task difficulty can only be diagnosed in situ and in process, so cannot be anticipated in advance of implementation of a syllabus and therefore can be of no use to the prospective materials and syllabus designer. Those learner factors which can be diagnosed in advance of syllabus implementation (e.g., aptitude and cognitive style) have not to date been shown to have stable effects on task performance at the different levels of complexity proposed here.
Avaliação experimental por meio de ensaios cíclicos de pórtico de aço preenchido com alvenaria participante

GRANDI, Alba Bruna Cintra De, M.Sc., Universidade Federal de Viçosa, February, 2018. Experimental Evaluation by Cyclic Testing of Steel Frame Infilled with Masonry Walls. Adviser: Rita de Cássia Silva Sant’Ana Alvarenga. Co-advisers: Roberto Márcio da Silva and José Carlos Lopes Ribeiro. Over the last decades, several experimental, numerical and analytical studies have been carried out regarding structures composed by infilled frames with masonry walls. Although the increase on stiffness provided by infill panels is already known, the masonry walls are generally treated only as a partition element and their influence on the structural frame behavior is usually disregarded in projects. This research consisted on an experimental evaluation of steel frames infilled with masonry walls of concrete blocks, submitted to horizontal cyclic load. The objective of this work was to evaluate the contribution of infill panels in the structure strength and the stiffness degradation due to the application of cyclic loads. Nine real-scale tests were performed, being three infilled frame tests and six bare frame tests. From the experimental results, lateral stiffening of the structure could be verified, since the presence of the infill provided, in average, a stiffness 11 times higher compared to the bare frame. The failure mode of the walls was the diagonal tension, with stairstepped pattern of cracks through head and bed joints, indicating the low shear and tensile strength of mortar. Degradation of stiffness was verified especially for stages of higher cracking levels. An approximate theoretical analysis of the infilled frame’s behavior was also carried out, based on design codes and studies that adopt the equivalent diagonal strut method. Regarding the increase in lateral stiffness provided by the diagonal strut, international codes suggested values lower than those obtained in experimental tests, justifiable as safety measures for the designing of infilled frames. The equivalent diagonal strut method has proved to be a useful and simple tool for the consideration of walls as part of the bracing system, and it can be used for reduced horizontal loads, prior to initial cracks of infill panel.
Proportional Reasoning Word Problem Performance for Middle School Students With High-Incidence Disabilities (HID)

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students’ performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric’s mastery criteria and future research are described.
PENGEMBANGAN MEDIA PEMBELAJARAN POP UP BOOK PADA MATERI PERUBAHAN WUJUD BENDA UNTUK SISWA SDLB TUNARUNGU KELAS IV

Penelitian ini bertujuan untuk: (1) menghasilkan media pembelajaran Pop-Up Book pada materi perubahan wujud benda untuk siswa SDLB tunarungu kelas IV, (2) mengetahui kelayakan media pembelajaran Pop-Up Book pada materi perubahan wujud benda untuk siswa SDLB tunarungu kelas IV dari hasil validasi kelayakan oleh ahli materi dan ahli media serta mengetahui hasil uji coba oleh siswa. Penelitian ini merupakan jenis penelitian pengembangan (research and development) dengan mengacu pada model 4-D yang dikembangkan oleh Thiagarajam, Semmel, dan Semmel. Selanjutnya model tersebut diadaptasi menjadi tiga tahap, yakni: (1) pendefinisian (Define), (2) perancangan (Design), dan (3) pengembangan (Develop). Media pembelajaran yang dikembangkan divalidasi oleh satu orang ahli materi dan satu orang ahli media. Subjek uji coba penelitian ini berjumlah 3 siswa SLB Wiyata Dharma I Sleman. Instrumen yang digunakan untuk mengumpulkan data adalah pedoman wawancara, pedoman observasi, dan angket. Teknik analisis data yaitu deskriptif. Media Pembelajaran yang dikembangkan dinilai kelayakannya oleh ahli materi, ahli media, uji coba perorangan sebanyak 1 siswa dan uji coba lapangan sebanyak 3 siswa. Hasil penelitian uji kelayakan media pembelajaran Pop Up Book berdasarkan penilaian: 1) Ahli Materi diperoleh rata-rata skor 4,00 yang termasuk kategori “baik”, 2) Ahli Media diperoleh rata-rata skor 4,00 yang termasuk kategori “baik”, 3) Uji coba kelompok kecil diperoleh rata-rata skor 3,80 yang termasuk kategori “baik”, 4) Uji coba kelompok lapangan diperoleh rata-rata skor 3,73 yang termasuk kategori “baik”. Dengan demikian media pembelajaran yang dikembangkan ini dinyatakan layak digunakan dalam pembelajaran.
A fast and robust speech/music discrimination approach

This paper presents a simple and effective approach to discriminate speech and music. First, the proposed modified low energy ratio is extracted from each window-level segment as the only feature. Then the system applied the Bayes MAP classifier to decide the audio class of each segment. Last, based on the fact that the audio types of neighboring segments have very strong relevance, a novel context-based post-decision method is designed to refine the classification results. The proposed method is evaluated on about 5 hours of audio data, which involves clean and noisy speech from various speakers, as well as a wide range of musical content. The experimental results are promising, and a classification accuracy of more than 97% has been achieved despite the low computation complexity of the method.
Research Methods for Sports Studies

Preface 1. What is Research? 2. Research Traditions 3. The Research Process 4. Research Questions, Aims and Objectives 5. Reviewing the Literature 6. Theories, Concepts and Variables in Sport Research 7. Research Designs 8. Collecting Data I - The Questionnaire Survey 9. Collecting Data II - Research Interviews 10. Collecting Data III - Unobtrusive Methods - Observation and Content Analysis 11. Collecting Data IV - Ethnographic Research in Sport 12. Analysing Data I - Quantitative Data Analysis 13. Analysing Data II - Qualitative Data Analysis 14. Writing a Research Report 15. Sports Research and the Internet 16. Student Issues 17. Bibliography 18. Journals publishing sports-related research 19. Glossary
Understanding evaluation of learning support in mathematics and statistics

With rapid and continuing growth of learning support initiatives in mathematics and statistics found in many parts of the world, and with the likelihood that this trend will continue, there is a need to ensure that robust and coherent measures are in place to evaluate the effectiveness of these initiatives. The nature of learning support brings challenges for measurement and analysis of its effects. After briefly reviewing the purpose, rationale for, and extent of current provision, this article provides a framework for those working in learning support to think about how their efforts can be evaluated. It provides references and specific examples of how workers in this field are collecting, analysing and reporting their findings. The framework is used to structure evaluation in terms of usage of facilities, resources and services provided, and also in terms of improvements in performance of the students and staff who engage with them. Very recent developments have started to address the effects of learning support on the development of deeper approaches to learning, the affective domain and the development of communities of practice of both learners and teachers. This article intends to be a stimulus to those who work in mathematics and statistics support to gather even richer, more valuable, forms of data. It provides a ‘toolkit’ for those interested in evaluation of learning support and closes by referring to an on-line resource being developed to archive the growing body of evidence.
Second Language Writing: An overview of second language writing process research

Not too long ago, second language acquisition theorist Stephen Krashen claimed that “studies of second language writing are sadly lacking” (1984: 41). To be sure, to that date, few studies had yet been shared with the second language research community, but many studies were being conducted at that time, and shortly thereafter these studies became a part of the growing body of literature on second language (L2) writing research. Of particular concern here is research on second language writing processes. This chapter provides an overview of L2 writing process research, including (1) its relationship to first language (L1) research, (2) a survey of L2 studies, (3) a summary of recurring issues, and (4) suggestions for future research. A few product-based studies are also included because they corroborate the findings of process-oriented research and because many L2 studies include both product- and process-based data (see Connor 1987). The relationship of L1 research to L2 research Second language composition textbooks abound, and, as Silva points out in the first chapter of this volume, approaches to teaching L2 writing exist in plenty, supported by ardent, even “evangelical,” advocates and readily accessible materials. Second language composition instruction is, then, well established and much of it follows theory. However, L2 composition teaching has generally not been based on theoretically derived insights gained from L2 composition research, because until the 1980s there was not much L2 research to draw upon in building theory or planning classes.
Spatial synergies between auditory and visual attention.

Three experiments examined spatial links between endogenous attention in vision and audition. In Experiment 1 subjects were presented auditorily with two verbal messages, one from either side of their midline. They had to repeat one message, for which they were also given lip-read information in some conditions. The lip-read information produced a larger improvement in performance when presented on the same side as the target sounds rather than the opposite side, suggesting a difficulty in attending to different locations in the two modalities. This difficulty cannot be attributed to the direction of gaze, as there was no effect of passively fixating meaningless lip-movements on the same versus opposite side as the target sounds. A similar (albeit reduced) difficulty in attending to different locations in the two modalities was observed in Experiment 2, where the auditory and visual tasks were unrelated. The auditory task was shadowing as before, while the visual task was monitoring for a specified target in a stream of visual characters appearing successively at a single location. A decrement in shadowing was observed when the monitored visual events were in a different location to the target sounds. Again, there was no effect of the direction of passive fixation. A final experiment found that the cost of attending to different locations in the two modalities can be observed in the conventional dual-task situation, i.e. with no distractor stimuli. These results demonstrate synergetic links between endogenous spatial attention in vision and audition.
Diversity combining for FFH system with worst-case partial-band noise jamming

Two novel nonlinear combining algorithms, namely, dual nonlinear diversity combining (DNDC) and multi-threshold clipper combining (MTCC) are presented in this paper. In particular, for DNDC with the envelope detector, samples of each dehopped signal are weighted by the inverse noise powers and then clipped with a soft-limiter. The results are finally accumulated in the combiner. Likewise with MTCC, the receiver adaptively adjusts the clipper's threshold with an estimation of the power of the jammer and the number of corrupted frequencies. The performance evaluation under worst-case partial noise jammer for different diversity combining algorithms is given to confirm that substantial diversity gain in terms of reduced error rate can be achieved by the use of the proposed algorithms.
Effects of time-compressed audio and adjunct images on learner recall, recognition, and satisfaction

The purpose of this study was to investigate the effect of time-compressed narration and representational adjunct images on undergraduate college students’ (1) ability to recall and recognize information in a multimedia learning environment, and (2) overall satisfaction with this type of learning environment. The goals of this research were to shed light on time-compression technology incorporated into multimedia learning environments, help fill the existing gap in the research literature by merging two disjoint bodies of research, and aid instructors and instructional designers to better understand time-compression technology while creating rigorous multimedia materials. This research was guided by the underlying principles of multimedia learning. The experiment was a 4 Audio Speeds (1.0 = normal vs. 1.5 = moderate vs. 2.0 = fast vs. 2.5 = fastest rate) x Adjunct Image (Image Present vs. Image Absent) factorial design. Audio speed and adjunct image both served as between subject conditions. Cued-recall, content recognition and learner satisfaction served as the dependent measures. Multimedia interventions were developed to execute this design. A total of 305 research participants were recruited from a public, southeastern university in the United States in this study. Fifty-five percent of the participants were male and 92% indicated that English was their primary language. Forty-nine percent of the participants were junior classification, 4% were freshman, 19% were sophomore, 26% were seniors, with the remaining indicating other. The median age of the participants was 22, and ranges in age from 18 to 53 years old. Data were analyzed using a series of factorial Analysis of Variance (ANOVA) procedures. Results showed statistically significant differences at 2.5 times the normal audio speed, in which performance on cued-recall and content recognition tasks was significantly lower than other audio speeds. Furthermore, representational adjunct images had a significant positive effect on cued-recall, but not content recognition. Participants in the normal audio speed and picture present groups were significantly more satisfied than other treatments. Recommendations for future research are provided as well as advice for instructors, instructional designers and learners interested in time-compression technology.
The development of an electronic distance learning course in health informatics

Since 1997 the authors have been involved in the development of a distance learning course in health informatics. The course is delivered via CD-ROM and the Internet. During this process we have learned valuable lessons about computer-assisted collaboration and cooperative work. In particular we have developed methods of using the software tools available for communication and education. We believe that electronic distance learning offers a realistic means of providing education in health informatics and other fields to students whom for reasons of geography or work commitments would not be able to participate in a conventional course.
Accelerating the Use of Weblogs as an Alternative Method to Deliver Case-Based Learning

Weblog technology is an alternative medium to deliver the case-based method of learning business concepts. The social nature of this technology can potentially promote active learning and enhance analytical ability of students. The present research investigates the primary factors contributing to the adoption of Weblog technology by students to learn business cases. A theoretical framework is proposed to address this issue based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory. Statistical evidences show that three major factors can contribute to users' intention to adopt Weblogs: (a) performance expectancy, (b) effort expectancy, and (c)social influence. It is also found that behavioral intention is a significant antecedent to actual use of Weblogs to learn business cases. Implications of the results for educators as well as possible future research paths for researchers are also discussed
Uncertainty in the physical, social, and virtual worlds

A useful starting-point for an overview of human responses to uncertainty is that people seem to draw upon two primary sources of heuristics for dealing with uncertainty and commonsense theories about it. The first one is commonsense realism, and the second is commonsense sociality. Commonsense realism encompasses lay theories and intuitions about the physical world and how it works. Commonsense sociality, on the other hand, refers to lay psychology and sociology-our theories and intuitions about how the psycho-social world works. From these two sources spring most, if not all, of our heuristics, devices, formal methods, abstract theories, and frameworks for coping with an uncertain world. They overlap and may provide conflicting prescriptions. Perhaps the strongest and most obvious link between them is vicarious learning or second-hand knowledge.
Approximate solutions to bin packing problems

63] G. Zhang. Worst-case analysis of the FFH algorithm for on-line variable-sized bin packing. First-Fit algorithms in two and three dimensions. Int. A generalized HARMONIC algorithm for on-line multidimensional bin packing. algorithms for on-line packing in three dimensions. An average-case analysis of bin packing with uniformly distributed item sizes. On-line bin packing in linear time. The average-case analysis of some on-line algorithms for bin packing. Combi-natorica, 6(2):179{200, 1986. 13 24] J. Csirik and A. van Vliet. An on-line algorithm for multidimensional bin packing. Oper.6 lower-bound for the two-dimensional on-line rectangle bin-packing. performance bounds for simple one-dimensional packing algorithms. for level-oriented two-dimensional packing algorithms. A stochastic model of bin-packing. 11 He proved a lower bound of 1:6. A later collaboration with van Vliet 28] yielded 1:808. The Ph.D. thesis of van Vliet 57] contains 1:851. The best bound currently known is R 1 A 1:907 (Blitz, van Vliet and Woeginger 6]). 4 Final Remarks While worst-case analysis of bin packing remains quite active, it must be noted that, in the last 15 years or so, average-case analysis has received at least as much attention. The monograph by Cooman and Lueker 17] on the subject describes basic results and analytic techniques. A more recent survey of average-case results for one-dimensional bin packing can be found in 13]. To illustrate typical average-case estimates, suppose the n items of L are independent, uniform random draws from 0; 1] and consider the wasted space W in the classical NF, FF, and BF packings (i.e., the diierence in the number of bins used and the total size of the items). Then we have EEW NF p n log 3=4 n) (Leighton and Shor 46], Shor 55], Rhee and Talagrand 53]). These results can be compared to EEW OPT n ] = p n (Lueker 48]). Our discussion of generalizations can be continued to problems of three or more dimensions. In the large, the algorithmic extensions from one to two dimensions can be essentially repeated as extensions from d to d+1 dimensions for d 2; as one might expect, asymptotic ratios tend to worsen as d increases. a dual version of the one-dimensional bin packing problem. A new proof for the First-Fit-Decreasing bin-packing algorithm. A 5/4 algorithm for two-dimensional packing. bounds on the asymptotic worst-case ratio of on-line bin packing algorithms. Unpublished manuscript, 1996. 7] D. J. Brown. A lower bound for on-line one-dimensional bin packing algorithms. …