Miracle-dz/UniFAR-FTUs huggingface dataset:
DevOps in Finland : study of practitioners’ perception

DevOps is currently one of the latest software development practices. Lately it has gained the interest of people in academia and practice. DevOps extends Agile practices to software operations and aims to make software development process faster, more reliable and increase collaboration. Currently there are multiple studies which aim to define DevOps but only a few which try to understand and evaluate how DevOps is utilized and understood in practice and at large. The aim of this study is to investigate DevOps adoption, practices and tool usage by software professionals in Finland. In addition, the study investigates perceived benefits and challenges of DevOps adoption. A survey with an online questionnaire was selected as the method for gathering data from software practitioners in Finland. Previous literature focusing on DevOps was used to establish an understanding of DevOps and to create meaningful questions for the survey. A link to online survey questionnaire was then distributed using Slack, LinkedIn and mailing lists during Spring 2018 to Finnish practitioners. Multiple channels were selected to collect sufficient responses for analysis. A total of 81 respondents answered to the questionnaire and were from different backgrounds with respect to organization size, role and team size. Most of the participants had already adoptedDevOps and clear understanding of the concept was considered the most important factor in DevOps implementation. Automation was both an important meaning of concept and also most agreed practice. Faster release cycle time and system quality were the most agreed benefits and lack of common understanding for DevOps was considered the most challenging. Amultitude of different tools are used in organizations. The most popular in their own categories were Jenkins(CI), Kibana(Monitoring), Amazon AWS(Cloud) and Ansible(Config/Provisioning). Automationwas considered important aspect of the DevOps concept and also in practice. Further research and qualitative data is required to find out the actual reasons behind these results. The questionnaire instrument can be reused on different target groups. Qualitative questions should be asked on organization level to find out the reasons behind different implementations of DevOps.
Discussion task model in EFL classroom: EFL learners’ perception, oral proficiency, and critical thinking achievements

This research was aimed to investigate the implementation of discussion task model toward the EFL learners’ oral proficiency achievement (OPA) and critical thinking achievement (CTA). Non-equivalent, pre-test, post-test control group design of comparison group design has been employed in this research. Oral proficiency rubric, critical thinking rubric, and a set of the questionnaire were used to assess the EFL learners’ OPA and CTA. The research findings showed that (1) the OPA and CTA levels in the experimental group were in the good category in which it was much better than that in the control group. (2) Statistically, the discussion task model gave a significant improvement and a significant mean difference between the EFL learners’ oral proficiency and critical thinking achievements after being taught by using discussion task model and those who were not. (3) There was a significant contribution to the aspect of oral proficiency and aspect of critical thinking toward the total of oral proficiency and total of critical thinking achievements where the highest contribution in the aspect of OPA and CTA was fluency and context. (4) The EFL learners gave positive perception of the discussion task model instruction in EFL classroom. In concluding, using discussion task model in EFL classroom significantly improved the EFL learners’ oral proficiency and critical thinking achievements. Keywords: discussion task model, EFL learners’ perception, oral proficiency, critical thinking. DOI: https://doi.org/10.15823/p.2019. 133.3
The UK’s framework approach to auditor independence and the commercialization of the accounting profession

This paper examines how the UK Chartered Accountants Joint Ethics Committee’s (CAJEC) 1996 Statement Integrity, Objectivity and Independence, which was developed at a time of mounting levels of criticism of the auditing profession, provides legitimization for the accounting profession’s increased commercial activities, particularly in the area of other business services. Parallel with a major shift in the nature of the activities of the professional firm, this ethics Statement gives expression to changes in the profession’s concept of independence. It adopts a more accommodating method for evaluating the adequacy of an auditor’s independence, introducing a “framework” approach in contrast with its predecessor’s “rule book” approach. Both the Statement and respondents to the preceding Consultation Papers support the flexible system afforded by the framework in terms of promoting clients’ economic interests. Moreover CAJEC’s proposals did not include any initiatives to promote audit firm transparency which might have enabled external monitoring of compliance with the framework. Thus, while the Statement does place some limitations on the flexibility of the framework and retains the distinction between audit and other activities, it ultimately embodies a notion of independence that is at one with the interests of the profession.
Declassification of Students With Disabilities

Federal law states that any student suspected of having a disability must meet initial eligibility requirements in order to qualify for special education services. Moreover, an individual education program (IEP) team is required by federal law to re-evaluate each student with a disability, tri-annually, in order to assess his or her continued need for such services. The path toward initial eligibility is clearly outlined within federal legislation; however, the law does not explicate a path for declassification, or exiting, from special education services. Because of this, many students may remain labeled as a student with a disability when they may no longer require the specialized instruction or related services provided through special education. The purpose of this study, therefore, was to describe the experiences of high school special education leaders regarding declassification of students from receiving special education services. By conducting one-onone, semi-structured interviews with seven special education leaders, the research questions helped to reveal their lived experiences as well as the processes and procedures they have utilized when discussing and determining declassification as an appropriate option for students served through special education. Additionally, the researcher’s field notes were used as a data source in order to add to the phenomenological value of the study. Respondents consistently noted specific instances of parental agreement or disagreement with the idea of declassification and additionally noted how those parental responses impacted their response to the situation, as a leader. As a result, the leaders’ reactions to a situation of declassification were shaped by the actions of the parents. Utilizing a phenomenological approach adds to the current body of literature by providing a unique lens for practitioners and policy makers to consider. INDEX WORDS: Special Education, Declassification, Re-evaluation, Phenomenology, Social Justice, Special Education Leadership DECLASSIFICATION OF STUDENTS WITH DISABILITIES
PRE-SERVICE STUDENT TEACHERS’ PERCEPTION OF USING GOOGLE CLASSROOM IN A BLENDED COURSE

Purpose of the study: The strategic and learning media course in the Informatics Engineering Education department for pre-service student teachers apply a blended learning method. The purpose of this method is to integrate between face-to-face meetings in the classroom and distance learning by using internet-based Learning Management System (LMS) media. This study aims to determine the perceptions of the informatics’ pre-service student teacher, which utilize the Google Classroom LMS. Methodology: The research method used online questionnaires and divergent questionnaires were analyzed with the Technology Acceptance Model (TAM) approach and descriptive statistics. The factor analysis included the ease of access, perception of usefulness, communication and interaction, a perception of lecture delivery, student comfortability, and the effectiveness of the Google Classroom LMS. Main Findings: The results showed that most students felt the ease and improvement of the quality of the blended lectures using Google Classroom, although several notes needed further improvement and evaluation. Practical Implications: The findings suggest that the stakeholders of teacher training and education faculty could measure the level of perceivers and readiness of their pre-service student teachers on using Google Classroom in a blended-setting course. Further, the pre-service student teachers have experience in using this LMS so that they could apply this learning model for their students. Novelty/Originality of this study: This article found that students feel the satisfaction of using Google Classroom as an active and independent learning tool. This study also demonstrated consistency based on observations, surveys, and analysis of college students’ perceptions that the design of blended learning by using Google Classroom is still beneficial to the success of reaching the course outcomes.
Participatory Evaluation In Education: Studies Of Evaluation Use And Organizational Learning

Part 1 Why Participatory Evaluation? : The Case for Participatory Evaluation: Theory, Research and Practice, J. Bradley Cousins and Lorna M. Earl. Part 2 Participatory Evaluation in Schools and School Systems: District- wide Evaluation of School Improvement: A System Partners Approach, Lorna M. Earl A Participatory Approach to District-level Program Evaluation: The Dynamics of Internal Evaluation, Clay Lafleur Assessing Program Needs Using Participatory Evaluation: A Comparison of High and Marginal Success Cases, J. Bradley Cousins Participation in Evaluation of Funded School Improvements: Effects and Supporting Conditions, Linda E. Lee and J. Bradley Cousins Involving Practitioners in Evaluation Studies: How Viable is Collaborative Evaluation in Schools? , Jean A. King The Many Modes of Participatory Evaluation, Michael Huberman. Part 3 Educational Participatory Evaluation: Variations in Form: Inviting Collaboration: Insights into Researcher-School Community Partnerships, Lyn M. Shulha and Robert J. Wilson Using Participatory Evaluation in an International Context, Donna M. Mertens, Terry R. Berkeley and Susan D. Lopez. Part 4 Themes and Conclusions: Participatory Evaluation in Education: What Do We Know? Where Do We Go? , J. Bradley Cousins and Lorna M. Earl.
Translating motion verbs from english to portuguese: Lexicon and constructions

EnglishBased on Cognitive Linguistics, we investigate the use of motion verbs in English and Brazilian Portuguese basketball broadcasts and its implications for translation. This corpus, which represents a natural context of spoken language, included two National Basketball Association games. We found a total of 104 motion verb occurrences, 51 in English and 53 in Brazilian Portuguese, consisting of 46 different types in English and 26 in Brazilian Portuguese. This suggests that the broadcasts are somewhat equivalent in style, since a similar number of verbs were used in both languages. However, the variety of motion verbs and their meaning were asymmetrical. A wider variety of motion verbs is used in English than in Brazilian Portuguese. Moreover, in English, there is a tendency to use verbs that encode MANNER in the verb root. In Brazilian Portuguese, on the other hand, the preferred verbs are less specific, encode PATH and provide less information about the manner of motion. Such differences are the source of the difficulties for translatingmotion verbs from English to Portuguese. For translation studies, this study corroborates the Unique Items Hypothesis, according to which an item is unique in a given language inasmuch as its grammatical contexts are unique in that language. portuguesNeste artigo, investigamos as implicacoes tradutorias do uso de verbos movimento no ingles e no portugues brasileiro (PB) a luz da Linguistica Cognitiva a partir de narracoes de partidas de basquetebol: um corpus que constitui um contexto natural de realizacao da lingua falada. Analisamos duas partidas da National Basketball Association (NBA). Em total, foram compiladas 104 ocorrencias de verbos de movimento, 51 em ingles e 53 em PB. Quanto aos tipos, foram constatados 46 diferentes em ingles e 26 em PB. Isso sugere que as narracoes sao mais ou menos equivalentes no que concerne ao estilo narrativo, pois ambas usam uma quantidade parecida de verbos. Entretanto, tem-se uma assimetria em relacao a variedade de verbos de movimento empregados e a sua semântica. Enquanto no ingles ha maior variedade de verbos de movimento, no PB ela e menor. Nesta lingua, por sua vez, a preferencia sao verbos de movimento menos especificos, que indicam DIRECAO, sem muitas informacoes de MODO. Tais diferencas sao a fonte das dificuldades da traducao de verbos de movimento, do ingles para o portugues. No que concerne aos estudos da traducao, esta pesquisa corrobora a Hipotese do Item Unico, segundo a qual um item e unico para uma dada lingua, se os contextos gramaticais em que ele aparece sao unicos daquela lingua.
Reclaiming the Stroop Effect Back From Control to Input-Driven Attention and Perception

According to a growing consensus, the Stroop effect is understood as a phenomenon of conflict and cognitive control. A tidal wave of recent research alleges that incongruent Stroop stimuli generate conflict, which is then managed and resolved by top-down cognitive control. We argue otherwise: control studies fail to account for major Stroop results obtained over a century-long history of research. We list some of the most compelling developments and show that no control account can serve as a viable explanation for major Stroop phenomena and that there exist more parsimonious explanations for other Stroop related phenomena. Against a wealth of studies and emerging consensus, we posit that data-driven selective attention best accounts for the gamut of existing Stroop results. The case for data-driven attention is not new: a mere twenty-five years ago, the Stroop effect was considered “the gold standard” of attention (MacLeod, 1992). We identify four pitfalls plaguing conflict monitoring and control studies of the Stroop effect and show that the notion of top-down control is gratuitous. Looking at the Stroop effect from a historical perspective, we argue that the recent paradigm change from stimulus-driven selective attention to control is unwarranted. Applying Occam’s razor, the effects marshaled in support of the control view are better explained by a selectivity of attention account. Moreover, many Stroop results, ignored in the control literature, are inconsistent with any control account of the effect.
Reduction in Drinking was Associated With Improved Clinical Outcomes in Women With HIV Infection and Unhealthy Alcohol Use: Results From a Randomized Clinical Trial of Oral Naltrexone Versus Placebo.

BACKGROUND Alcohol consumption is associated with poor health outcomes in women living with HIV (WLWH), but whether medication can help to reduce drinking in non-treatment-seeking women or whether reduction in drinking improves HIV outcomes is unclear. We conducted a randomized clinical trial (RCT) of daily oral naltrexone (50 mg) versus placebo in WLWH who met criteria for current unhealthy alcohol use. METHODS WLWH with current unhealthy alcohol use (>7 drinks/wk or >3 drinks/occasion) were randomly assigned to daily oral naltrexone 50 mg (n = 96) or placebo (n = 98) for 4 months. Drinking outcomes, including the proportion of women who reduced (<unhealthy use criteria) or quit drinking, were assessed at baseline, 2 months, 4 months (end of treatment), and 7 months. In a secondary analysis, HIV viral suppression and changes in CD4 counts were compared in women who did or did not reduce/quit drinking, regardless of intervention assignment. RESULTS The participants' mean age was 48 years, 86% were African American, and 94% were receiving HIV antiretroviral therapy. Among all participants, 89% and 85% completed the 4-month and 7-month follow-ups, respectively. Participants in both groups substantially reduced drinking over time. At 1 and 3 months, naltrexone was associated with a greater reduction in drinking (p < 0.05), but the proportion who reduced/quit drinking at 4 months (52% vs. 45%, p = 0.36) or 7 months (64% in both groups) was not different. HIV viral suppression at follow-up was significantly better in participants who reduced/quit drinking versus those continuing unhealthy alcohol use at 4 months (72% vs. 53%, p = 0.02) and 7 months (74% vs. 54%, p = 0.02). CONCLUSIONS Participating in an RCT to reduce drinking was associated with significant drinking reduction regardless of medication assignment, suggesting that nonmedication aspects of research study participation (e.g., repeated assessments and support from research staff) could be important interventions to help reduce drinking outside of research studies. Drinking reduction was associated with improved HIV viral suppression, providing evidence to support recommendations to avoid unhealthy alcohol use among WLWH.
The corporate identity and corporate image of KLM: A Gap Analysis

It is vital for an organization to brand itself in the best way since the reputation of an organization will determine its success to a great extent. A case study towards KLM is conducted to reveal the corporate identity and corporate image: the possible gaps are determined with the gap analysis framework of Van der Grinten (2010). To determine the corporate identity, the management (desired identity) and the employees (actual identity) of KLM were interviewed. Also, KLM’s website and Facebook (online identity) were analyzed. To determine the corporate image customers (online image) of KLM were interviewed. The identity is revealed with an analysis design of Van der Grinten (2010) which contains a mixed method approach. This research shows that the offline oriented analysis design is easily adaptable to an online field. Outcome: the identity amongst the management and the employees match to a high extent. However, a few gaps are revealed between the identity that the management desires and the identity that is displayed on the website and Facebook. Another gap is revealed between the desired identity of the management and the online image among KLM’s Facebook audience.
Learning Styles and Education Management: Part One

A follow‐up group of 41 members of an original research sample of 98 heads of departments, deputy headteachers and headteachers engaged in a variety of education management programmes were surveyed in order to draw further indicators for training in education management. Individual changes were analysed and reviewed against the background of learning development and organisational environment. The most significant finding of the research was the perception that schools as institutions actually inhibit the learning of middle managers, and thus the opportunities for growth and development. A number of strategies, namely selection of middle managers and clear role definition and development, to overcome the problems are outlined.
Putting Making into High School Computer Science Classrooms: Promoting Equity in Teaching and Learning with Electronic Textiles in Exploring Computer Science

ABSTRACT Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections.
Is there an immigrant paradox in Canadian elementary students’ behavioral and social adjustment?

ABSTRACT The population of Canadian schools is becoming increasingly diverse in ethnic origins. Despite the challenges they face, paradox immigrant theory suggests that immigrant students have a more favorable profile than their non-immigrant peers in terms of academic success. The aim of this longitudinal study which was conducted with 66 elementary school teachers (providing information regarding 626 students from five schools located in disadvantaged areas of Montreal (Quebec, Canada) is to (1) validate whether the immigrant paradox manifests itself among elementary school children, in terms of their behavioral and social adjustment in the classroom and their educational success; and (2) study the extent to which these outcomes are associated with their educational success, differentiating whether they are first-, second-, or third-generation. Analysis of variance (ANOVA) (obj. 1) and a path analysis (obj. 2) were performed. Results show that first- and second-generation students had similar levels of hyperactivity-inattention, peer relationship difficulties, and behavioral engagement, but were advantaged in these variables as compared to their non-immigrant peers. However, none of the individual paths was significantly different among the immigration statuses. Thus, risk factors for school difficulties may not depend on the generation status of the student.
The Tri-Modal Reaction (T-MR) Model of Complex Trauma and Dissociation: A Proposal

This paper proposes a model that explains the response to complex psychological trauma and dissociation. This tri-modal reaction model tries to account for the mental striving of the traumatized individual in dealing with unbearable pain when fighting for overall survival.Rather than conceptualizing this process in consecutive phases, the response of the individual to developmental trauma is described in three modes which often co-occur: Acute reaction, chronic process, and alienation. Each mode operates in a window of overmodulation and undermodulation of emotions. This tri-modal model resembles medical conceptualizations of injury, response, and illness as they occur to the body. Psychotherapeutic intervention to trauma-related conditions has to consider the possible co-presence of the three modes. Such three-dimensional understanding of respo nse to trauma has also implications for mental integration. Namely, the latter is a multidimensional phenomenon rather than a linear sum of parts.