Miracle-dz/UniFAR-FTUs huggingface dataset:
Technology-Supported Education: Old Questions for New Strategies

Technology-supported education (TSE) is raising a growing interest in management education. Many business schools are introducing TSE in their programs, undertaking significant investments, but often complaining about actual returns. In this paper, we underline the importance to root TSE in a clear-cut, traditional strategic view. Building on the literature review, we develop a framework to support the technology adoption process. As a starting point, we propose a typology of technological applications, among which choices should be based on their strategic value. Main indications to evaluate each option are pro-vided, so that a road map is developed according to the specific goals and context, aiming at making the strategic rationale of TSE choices explicit. To better develop this approach, we also ana-lyze as a case study a new international executive education program to point out the key variables that have been taken into account and the matters that have been addressed. From a managerial point of view, adopting the proposed road map should lead to choosing the best technological tool both with regard to the efficiency and the efficacy dimension.
PENGARUH KUALITAS PELAYANAN DAN PERSEPSI NILAI TERHADAP KEPUASAN DAN NIAT MENGGUNAKAN KEMBALI

Tujuan Penelitian ini adalah untuk mengetahui pengaruh kualitas pelayanan dan persepsi nilai terhadap kepuasan dan niat menggunakan kembali. Penelitian ini dilakukan di Kota Denpasar dengan melibatkan 115 orang responden melalui metode non-probability sampling. Data dikumpulkan dengan melalui penyebaran kuesioner. Teknik analisis data yang digunakan adalah analisis jalur (path analisys) dan uji sobel dengan program SPSS for Windows. Berdasarkan hasil analisis ditemukan bahwa seluruh hipotesis diterima. Kualitas pelayanan berpengaruh positif dan signifikan terhadap kepuasan pelanggan, persepsi nilai berpengaruh positif dan signifikan terhadap kepuasan pelanggan, kepuasan pelanggan berpengaruh positif dan signifikan terhadap niat menggunakan kembali, kualitas pelayanan berpengaruh positif dan signifikan terhadap niat menggunakan kembali, persepsi nilai berpengaruh positif dan signifikan terhadap niat menggunakan kembali, kepuasan pelanggan memediasi pengaruh kualitas pelayanan dengan niat menggunakan kembali, kepuasan pelanggan memediasi pengaruh persepsi nilai dengan niat menggunakan kembali. Kata kunci: kualitas pelayanan, persepsi nilai, kepuasan dan niat menggunakan kembali
Fish passage hydrodynamics: insights into overcoming migration challenges for small-bodied fish

Abstract The modification and utilization of rivers in regions where small-bodied diadromous fish are prevalent has largely occurred without fully understanding the migration behaviour of these species. As a result, existing in-stream structures often prevent or restrict migration. Current fish passage design guidance generally focuses on providing average hydrodynamic conditions within the range of known critical swimming velocities for target fish species. Considerable portions of discharge capacity must be sacrificed to achieve average cross-sectional water velocities that will allow passage of weak swimmers. Furthermore, because the hydrodynamic requirements for small-bodied species are poorly understood, successful passage is still not guaranteed even when average hydrodynamic design criteria are met. Ethohydraulic research is focused on how water flow influences fish behaviour and vice versa, by studying the interaction of fish with small-scale in-flow characteristics. We discuss how an ethohydraulic approach may improve fish passage design for small-bodied fish, such as țnanga/common galaxias (Galaxias maculatus), a widespread diadromous Southern Hemisphere species. The ethohydraulic approach is discussed in detail for culverts, a commonly found structure known to impede fish passage for many small-bodied species.
Document Features in Physics Tutorials to Promote College Students' Use of Argumentation.

This study explored how research-based physics tutorials help students use argumentation in a small group-work activity. The participants were four first-year non-major physics students taking algebra-based introductory physics course in an urban university in the southeastern region of United States (US). The content analysis was conducted to select tutorials with specific features on Kinematics and Dynamics subjects from “Tutorials in Physics Sense-making” (Elby et al., 2007). Data included video-recordings of students’ group discussions. Transcriptions of student talk were analyzed using modified Toulmin’s argumentation layout (McNeill et al., 2006). The results indicated that students could engage in argumentation while working on the selected tutorials. However, they mostly provided simple arguments including “Evidence-Claim (EC)” pairs; their use of complex arguments was rare. In addition, students’ arguments across three tutorials were categorized into three groups: interpretation of graphs, interpretation of motion, and interpretation of equation. Students mainly made evidence-based explanations referring to the equation if the question included a problem with concrete numerical values. If the activity required students to predict the motion of an object and make connection to the physics concepts, students’ arguments were mainly about the interpretation of motion and its graphical representation. This study provides instructional implications and suggestions for further research to promote teaching and learning through argumentation in physics classrooms.
SEMANTICS AND VOCABULARY

Introduction 5.1. 1 One linguistic concept, although fundamental and constantly referred to, is often taken for granted: the concept of ‘word’. The word is the domain of many phonological statements; it is the implicit ordering principle in morphology; and the word is a central, though again implicit concept of syntax in so far as the latter describes the patterns or rules according to which words are combined into larger linguistic structures. It is therefore necessary to be somewhat more explicit about this linguistic category, not only because words – more precisely, the aggregate of words making up the vocabulary (= dictionary = lexicon) of a language – are the topic of this chapter, but also because the term is familiar from non-technical, everyday language, where it is often employed in a variety of senses, while as a technical term it ought to be unambiguous. Thus, when talking about inflectional paradigms, the term ‘word’ might be used to refer both to each individual member of the paradigm, and to the global entity each member of the paradigm is a form of, as well as to the entity that is bounded by spaces to its left and right in a text. This, then, might lead to a seemingly contradictory statement such as (1) The word heah steap is written as two words. In actual fact, there is a sequence heah steap reced ‘very high house’ (lit. ‘high lofty house’) in Gen. 2840 (Sauer 1985:270), where heah steap is normally interpreted as an adjectival compound, which, however, is written in the manuscript as two separate words.
Cross-modality semantic integration as a function of depth of processing in third grades

This study examined children's spontaneous integration of seraantically relevant pictures and sentences by manipulating levels of processing. In Experiment 1, 48 third graders v/ere presented a series of 24 pictures and sentences, follov/ed by 24 intervening items at a presentation rate of 15 seconds per slide. Each intervening item contained either semantically relevant or irrelevant information in the opposite modality of the original item it corresponded to. Subjects were given either shallov/, deep, or intentional processing instructions. In Experiment 2, 16 third graders v/ere presented the same material as in Experiment 1, with intentional instructions, but at a rate of 8 seconds per slide. In a same-different recognition test, the results suggested that cross-modality semantic integration occurred spontaneously v/hen given a viewing time of 15 seconds per slide in all of the depth of processing tasks, but not when given a viewing time of 8 seconds per slide in the intentional condition. These findings are discussed in terms of the differences in memory processing time with children and adults.
Teaching Secondary English

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Institut national de recherche en informatique et en automatique

– soit s’inscrire en ligne, par voie télématique sur le site internet d’INRIA https://www.inria. fr/fr/concoursexternes du 30 décembre 2022 au 5 février 2023 ; – soit demander un dossier de candidature au format papier par courrier jusqu’au 5 février 2023 le cachet de la poste faisant foi, ou retirer un dossier papier jusqu’au 5 février 2023 auprès de la direction des ressources humaines (cf. annexe). Aucune demande par mail ou téléphone ne sera prise en compte ; – dans le cadre d’une candidature en ligne, avoir terminé leur inscription électronique le 5 février 2023 à minuit heure française ; – dans le cadre d’une candidature papier, avoir déposé leur dossier à la direction des ressources humaines (cf annexe) jusqu’au 5 février 2023 17 heures, ou l’avoir envoyé par voie postale au plus tard le 5 février 2023, le cachet de la poste faisant foi, à la direction des ressources humaines (cf. annexe).
Direkte und indirekte Europäisierung der schweizerischen Bundesgesetzgebung

Sabine Jenni | Wie autonom entscheidet der schweizerische Gesetzgeber im Rahmen der Europa-Kompatibilitäts-Politik und des Nachvollzugs von EU-Recht? Die Antwort auf diese Frage ist vielschichtig, weil diese Europäisierung von Bundesgesetzen zum einen nicht nur «autonom» erfolgt. Auch die bilateralen Verträge verlangen Gesetzesanpassungen. Zum anderen ist Nachvollzug nicht gleich Nachvollzug. Manchmal wird eine Bestimmung vollständig an die EU angepasst, manchmal werden EU-Prinzipien nur teilweise übernommen. Eine neue Datensammlung der ETH Zürich hat nun die Europäisierung der Bundesgesetzgebung während der vergangenen zwanzig Jahre quantitativ erfasst.1
The Influence of Textural and Timbral Factors on the Ability of Music Majors to Detect Performance Errors

The purpose of this study was to investigate the effect of textural and timbral factors on graduate and undergraduate music majors' ability to detect performance errors. Specifically, subjects' discrimination of pitch and rhythm errors in music excerpts that were counterbalanced for error type, textural placement of errors (soprano, alto, tenor, and bass voices), and timbre (single and multiple) was examined. In the development of a stimulus audiotape for error detection, the Yamaha SY77 digital synthesizer was used to record and perform two contrasting, six-measure music excerpts selected from the wind band literature. The original excerpts were edited to include purposeful errors resulting in a stimulus of 20 total excerpts, 16 of which included performance errors. Subjects (N - 60) listened to the recorded excerpts and attempted to identify pitch and rhythm errors by circling appropriate places in the scores. Results of a four-factor analysis of variance with repeated measures on correct responses indicated significant main effects of error type (subjects were more discerning of rhythm errors) and timbre (subjects were more discerning of errors in the single-timbre condition) and no effects regarding voice placement and degree status. There was a significant three-way interaction among the variables of error type, textural placement, and timbre. Additionally, descriptive comparisons were made concerning incorrect responses.
HERD - Hajen Entity Recognition and Disambiguation

This thesis describes the process to build an entity recognizer and disambiguator, named HERD. The goal of the system is to find mentions of entities in text and link those mentions to a unique identifier. This system is designed to be multilingual and has versions in English, French and Swedish. I use Wikipedia as a knowledge source of both names and concepts, and Wikidata, a language agnostic, structured knowledge source, for unique identifiers. The system collects the links on Wikipedia articles to count and analyze them. The link is seen as a mention, that consists of a label and an address, that the system uses as a name and an identifier. The address is translated into a Wikidata Q-number. When the system parses a new document, each recognized name is linked to a unique identifier. I have explored logistic regression, PageRank, and feature vectors based on the Wikipedia categories to improve the name recognition, and select the best candidate for each name. The system is evaluated with the same method as used in the ERD’14 competition, and reached an F1-score of 0.701, which would have placed it 6th, out of 17 competitors, 6 percentage points lower than the highest scoring participant.
Inclusion of Marginalized Boys: A Survey of a Summer School Using Positive Psychology Interventions

Marginalized boys at risk of dropping out of high school have for a long time been a problem in the Western world. 100 such Danish 14-16 year old boys were in the summers of 2013, 2014 and 2015 exposed to a new school program, The Boys Academy , inspired by Seligman and the American KIPP schools suggesting seven character strengths to be put into action along with academic education: self-control , commitment , perseverance , social intelligence , curiosity , gratitude , and optimism . During these three-week summer school periods a study has been conducted by the authors, looking closer at the effects of the program. Academic performance, well-being, motivation and personal development within the seven character strengths were measured. Data consists of interviews, learning scales and different test scores. The results of the study show that all the boys improved substantially in reading, spelling, math, well-being and school motivation during the three week summer school.
Help! Active Student Learning and Error Remediation in an Online Calculus e-Help Community.

Free, open, online homework help sites appear to be extremely popular and exist for many school subjects. Students can anonymously post problems at their convenience and receive responses from forum members. This mode of tutoring may be especially critical for school subjects such as calculus that are intrinsically challenging and have high attrition rates. However, educational research has focused on tutoring sessions that instruct students on a pre-determined set of material or topics, and there has been no systematic research on these dynamic, free, open, online tutoring communities. In order to distinguish the student-initiated e-help episodes from traditional tutoring sessions, we refer to them as “tutorettes. ” Each tutorette was assigned a participation code that contained information on the number of contributions by each participant, the sequence of contributions, and the number of different participants. Student problem solving activity, defined by mathematical contributions and efforts, was measured for initial postings and for subsequent contributions. Finally, each tutorette was examined for evidence of mathematical errors and these were classified according to type: pre-calculus, operational, and conceptual. A tutorette on the limit concept is provided to demonstrate how mathematical queries are resolved in an SOH e-help community. Participation and problem solving attempts provided evidence of active student learning. Instead of simply using the tutors to do their homework, many students made initial attempts at solutions, queried tutor responses, and applied the help they received to make progress on solving problems. This behaviour appeared to be influenced by the actions of the tutor: Providing solution sketches accompanied by asking direct questions encouraged dialogue, whereas providing quasi-complete worked solutions seemed to have the opposite effect. In contrast to classroom instruction, students in this e-help community appeared comfortable in presenting incorrect work and tutors were open and forthright in their commentaries, evaluations, and explanations. In addition, tutors modulated their responses according to the type of error. Pre-calculus errors and operational (calculus) errors were not accorded the same depth of explanation as conceptual misunderstandings.
Ewolucja kształcenia tłumaczy zawodowych w kontekście wyzwań współczesnego przekładoznawstwa i wymogów rynku pracy

The Evolution of Professional Translators’ Education in the Context of the Challenges of Contemporary Translation Studies and of Market Needs In the last years, we have been observing very important changes in translation markets. The constantly developing new technologies but also the new challenges of the labor market force us to redefine the image and role of contemporary translators, from whom ever new competences are required. The translators’ training programs must respond to this reality, providing them with the opportunity to adapt to the changes taking place. In this article, the author presents the evolution of the approach to competences taught in the framework of programs accepted for the EMT network from 2008 till 2019. In this context, she analyzes the academic dimension of professional training, and – more specifically – focuses on the effects of teaching in the context of a master’s seminar, which is a compulsory element of the study program. She shows that educational tasks properly set within this module are closely related to the challenges faced by research universities as defined by the new law concerning higher education and science adopted in Poland on 10.07. 2018.
A Review of Visual Tracking with Deep Learning

Visual tracking is an important research direction in the field of computer vision and has been widely used in military, medical and other fields. In recent years, the upsurge of deep learning in computer vision provides a new way for the realization of visual tracking with higher performance. This paper firstly introduces the concept and research status of visual tracking and deep learning, then focuses on the representative applications of deep learning in visual tracking, and finally summarizes the future development directions and prospects. Keywords-deep learning; object tracking; computer vision
Searching for a methodology to bridge the gap between ideas and practice: An investigation of the sensorimotor mode of learning

The processes underpinning a specific ‘idea’, namely, how the assessment of the quality of movement within the sensorimotor mode of learning can be undertaken within a Structure of Observed Learning Outcomes (SOLO) framework, is described. The sensorimotor skill under examination is the ‘forward roll’ in gymnastics. Firstly, a review of the pertinent literature was undertaken. This involved a search for the relevant fields of study and reporting the trends and findings, as well as the identification of a conceptual framework. Secondly, data were collected, in the form of digital videotapes, for three cohorts: children, young adults and older adults (N = 117) as they performed the forward roll. These data were analysed, which resulted in the development of a new framework, for the purpose of measuring the quality of the sensorimotor skill under investigation. Thirdly, the underlying construct of the new framework was verified by applying the Australian Council for Educational Research ‘s (ACER) Quest statistical technique, commonly known as Rasch. Finally, using the underpinning principles established during data analysis, a re-examination of the data from a SOLO perspective is currently being undertaken. Introduction The entire purpose of the human brain is to produce movement. Movement is the only way we have of interacting with the world. All sensory and cognitive processes may be viewed as inputs that determine future motor outputs. Wolpert et al. (2001, p. 478) This study is concerned with the way people move. The initial question is: ‘How can one assess the quality of movement, within the sensorimotor mode of learning, for individuals, across the lifespan? ’ The purpose of this paper is to inform the reader about the work in progress aimed at attaining an answer to this question within a Structure of Observed Learning (SOLO) model of learning. As a preliminary step in this investigation, an initial framework illustrating the ‘research process’ was envisaged. This framework is outlined in Figure 1.
İMAM HATİP LİSESİ ÖĞRENCİLERİNDE OKUL AİDİYET DUYGUSU (ÇORUM ÖRNEĞİ)

Temel amaci, imam hatip lisesi (IHL) ogrencilerinde okul aidiyet duygusunun incelenmesi olan bu arastirma, 2018-2019 ogretim yilinda Corum il merkezinde bulunan imam hatip liselerinde ogrenim gormekte olan 276 ogrenci (145 kiz, 131 erkek) uzerinde gerceklestirilmistir. Verilerin top-lanmasinda Aslamaci ve Eker tarafindan gelistirilen “IHL Okul Aidiyeti Olcegi” kullanilmistir. SPSS 16.0 paket programina aktarilan verilerin analizi, betimsel istatistikler ile bagimsiz gruplar t-testi ve tek yonlu varyans analizi ile yapilmistir. Elde edilen bulgulara gore, ogrencilerin okula aidiyet duzeyinin (X=3,51) yuksek oldugu tespit edilmistir. Cinsiyetlerine gore ogrencilerin okul aidiyet olcegi puanlari arasinda istatistiksel olarak anlamli bir fark bulunmamakla birlikte, erkek ogrencilerin ortalamalarinin kiz ogrencilerin ortalamalarina gore daha yuksek oldugu belirlenmistir. Ayrica olcekten aldiklari puanlar, ogrencilerin sinif duzeylerine, ebeveynin egitim durumuna, ailenin gelirine ve gecmis ogretim yili akademik basari durumuna gore anlamli bir farklilik gostermezken (p>0.05), IHL tercih sebepleri ve universitede okumak istedikleri alanlara gore ise gruplar arasinda anlamli farkliliklar bulgulanmistir.
“You Ain’t Gonna Get Away Wit’ This, Django”: Fantasy, Fiction and Subversion in Quentin Tarantino’s, Django Unchained

From 2009 to 2015, U.S. director, Quentin Tarantino, released three films that were notable for their focus on particular historical events, periods and individuals (Inglorious Basterds 2009; Django Unchained 2012; The Hateful Eight 2015). Together, these films offered a specifically “Tarantinian” rendering of history: rewriting, manipulating and, for some, unethically deploying history for aesthetic effect. With regard to Django Unchained, this article examines how Tarantino’s historical revisionism provides a valuable point of inquiry into the ways in which “history” is depicted on-screen and, more importantly, how depictions of “the past” can prove useful for highlighting underlying contradictions, ambivalences and ambiguities in the “present”. Drawing upon Slavoj Žižek’s Lacanian approach to film analysis, it is argued that through a combination of fantasy, subversion and counterfactual possibility – most notable in the film’s final stand-off between its leading black characters – Tarantino is able to render the Real of U.S. slavery as an ahistorical antagonism. This antagonism highlights the ongoing trauma of these events in the present as well as the use of fantasy to explore their traumatic subject matter. Such historical fictions are not fixed to the past but, via an encounter with the Real, can be used to appraise the present.