Reviewerly/exHarmony huggingface dataset:
Longitudinal Changes in Smart Learning of Cyber University

In this study, I have contemplated the issues derived from changes in smart learning at H Cyber University, where the paradigm of Japanese education is rapidly changing with the spread of mobile devices and the introduction of metaverse learning. I analyzed the results of questionnaire surveys conducted 6 times over the past 11 years targeting Japanese students at H Cyber U niversity, and compared the characteristics of cyber campuses every two years. The future direction can be presented as data that shows changes in smart learning in online education. From questions composed of ‘usage status of smart learning for Japanese students, number of days connected, favorite function, connected area, weight of learning by device, usage method, reason for using mobile learning, satisfaction level, effective menu, types of lectures’, I analyzed changes in their awareness and attitudes, and found the following as a result of investigating what is required for the activation of smart learning. (a) Interest of learners and frequency of using smart learning have been increasing again after declining. (b) Due to the technological development of smart learning support system, the environment is becoming the same as taking classes on a PC, such as attendance, quizzes, and discussions. ‘Identity verification, login authentication, complexity of operation, system errors, insufficient aspect of screen ratio and function, video content for mobile, difficulty in taking classes with Apple iPhone, etc.’ should be improved. In terms of operations, the demand for realtime testing has not yet been resolved. (c) In order to increase student satisfaction, we are still not satisfied with feedback and interaction through SNS tools. Therefore, in Japanese education smart learning, it is necessary to accelerate the sustainable development of a learner participatory model using new learning tools, and a chatbot system that links big data and AI as a smart feedback and smart community.
Analysis of the Main Models for the Implementation of Distance Technologies in the School Educational Process

The article deals with the issue of using the infrastructure of secondary educational institutions for the implementation of distance learning technologies in the educational process. The authors analyze possible options for creating technical and software supplies for the most efficient use of distance learning technologies. The organizational aspects of the implementation of distance learning technologies, options for administrative actions in the presence of different levels of completeness of communication, server and client equipment necessary for the use of distance learning technologies are considered. The purpose of the article is to formulate recommendations on the implementation of distance learning technologies for various educational institutions, allowing the most rational distribution and use of available resources. Research methodology and methods. The research methodology is based on a comparative analysis of scientific literature, analysis of statistical data of the Ministry of Education of the Russian Federation in order to identify the most effective approaches for the implementation of distance learning technologies into the school educational process. Research results, discussion. The article identifies three main models for the use of distance learning technologies in the implementation of educational programs, depending on the personnel, technical and financial resources of schools. The recommendations formulated in the article can be used to achieve educational results based on the use of digital technologies in the educational process. Conclusion. The prospects of the study are related to solving the problem of implementation distance learning technologies into the educational process of various schools in modern conditions. School administrators need to evaluate their resources and take steps to the most productive use of distance learning technologies into the educational process.
Animation Educational Technologies in the Scientific and Methodological Support of the Classroom Teacher Training

The article actualizes the technological aspects of the professional training of classroom teachers for educational work with students in the context of the inclusion of extracurricular activities in the Federal State Educational Standard of basic general education, the introduction of an exemplary education program, which notes the educational potential of children’s leisure practices at school. At the heart of such training is the orientation towards mastering by students a complex of special knowledge, skills and abilities, as well as the acquisition of independent experience of leisure and educational activities in the educational process and professional pedagogical practice. The purpose of the article is to substantiate the need and reveal the possibilities of animation educational technologies as one of the options for scientific and methodological support of educational activities and professional pedagogical practice at the university for students to master a complex of special knowledge, skills and abilities, as well as to acquire independent experience of leisure and educational activities for the effective implementation of the activities of the classroom teacher. Methodology. The study was conducted on the basis of the implementation of a model of scientific and methodological support for the preparation of pedagogical university students for pedagogical animation, which assumed the organization of the educational process in the form of a set of personality-oriented educational technologies (gaming, theater, pedagogical improvisation, individual support and professional tests, etc.) providing the opportunity for students to develop organizational, communicative, reflexive and analytical abilities, necessary and sufficient for effective activity as classroom teachers. In conclusion, it is concluded that animation educational technologies, provided they are adapted to the recommendations of the exemplary education program, can be considered as one of the options for scientific and methodological support for the training of pedagogical university students as classroom teachers.
Factors and Barriers of Self-Development of Postgraduate Students in the Context of Continuous Teacher Professional Development

The article is devoted to the analysis of the problem of training scientific and scientific-pedagogical personnel in postgraduate school. The academic community has drawn an increasing attention to this aspect and this year it has taken on a new urgency due to the transition of postgraduate training to a new model which is an important component of continuous teacher professional development aimed at availability of staff replacement for higher education. The authors note the importance of using the resources for self-development of future university teachers as well as their readiness for learning and self-improvement. As a result of this study, significance levels of the factors of future university teachers’ creative self-development were determined in four groups – social, organizational-pedagogical, psychological-pedagogical, psychological (personal) and barriers to self-development, identified as a result of a survey of Russian and foreign postgraduate students. The authors presented the results of a comparative analysis of the obtained data. The purpose of the article is to determine the level of significance of factors and identify barriers to self-development of Russian and foreign postgraduate students based on a questionnaire on four groups of factors/barriers, and a comparative analysis of the data obtained. Methodology and methods. The research methodology was based on the provisions of the theory of professional and personal development of the teacher V.A. Slastenin, becoming his subject of self-development in the context of continuous pedagogical education. The authors used theoretical (analysis of scientific information, comparison, generalization) and empirical (questionnaires, analysis of products of postgraduate students’ activity) research methods. Results. The authors determined and analysed the levels of significance of four groups of factors and the barriers of self-development of future teaching staff of higher education — Russian postgraduate students and postgraduate students from other countries. The most significant factors in the self-development of Russian postgraduate students are psychological (personal) and professional and pedagogical, the most significant barrier is social (including lack of housing conditions, low wages). For foreign postgraduate students, the most significant factors are professional-pedagogical and social, barriers are organizational-pedagogical and social factors. Finally, the authors proposed the options for the organization’s activities to reduce barriers to self-development of postgraduate students.
Scientific and Methodological Support as a Condition for Securing Teachers of Educational Organizations in the Profession

The meaning of scientific-methodological and methodical accompanying of teachers are opened. The factors and conditions of teachers’ support are considered, the forms of methodological support implemented by the methodological service of the educational organization are declared. The aim of the article is to study the meaning of scientific-methodological and methodical accompanying, to define functions and conditions of its’ realization. Methodology. To study precondition for the “launch” of processes of selfregulation and creative initiatives of teacher in professional activity and necessity of using differential approach at teachers’ scientific-methodological and methodical accompanying the method of questioning used. The subjects were offered methods to identify difficulties in professional activity, to identify the need for teachers to be accompanied by mentors in the process of activity and their participation in the mentoring program. The results of the study were manifested in specific quantitative and qualitative indicators: 16 out of 18 young teachers confirmed that they are aware of the need to be accompanied by more experienced mentors: they need help in organizing the educational process, in solving educational tasks with students. In terms of scientific-methodological and scientific-methodological support, novice teachers (all 18 students) noted that they need support in the development and implementation of textbooks, programs and other regulatory documents, the preparation of scientific articles and research. Before the implementation of the program, potential participants were offered questionnaires, the answers to the questions in which determined their desire to become a real professional. So, to the question “Would you like to improve your professional level?” 18 people (100%) confirmed their desire; to the question “Do you need the support and support of experienced mentors?” 16 people (83%) answered positively; to the question “Are you ready for self-improvement and self-development?” 18 people (100%) gave affirmative answers. In the process of implementing the mentoring program, young teachers participated in the development of group projects, collectively solved tasks with students within the framework of case, quest, triz technologies. Upon completion of pedagogical influences, young teachers began to feel more confident in solving educational and educational tasks with pupils, did not have difficulties in the ability to build trajectories of interaction, showed the ability to form a comfortable psychological climate in the classroom. Students under the guidance of young teachers, united by a single motive, began to show interest in learning, took part with interest in creative design. They productively implemented the ideas of the teacher, which indicates an adequate attitude of the majority of respondents to the need to improve their professional growth.
Experience of Realizing Cross-cultural Student Projects at the Language Faculty of Pedagogical University

Problem and goal. The paper highlights the problem of cross-cultural interaction of intending teachers, which is especially topical under the modern geopolitical conditions of urgency to build and develop tolerance and mutual understanding among people. Goal of the paper – to present the experience of organizing and realizing cross-cultural interaction of pedagogical university students on the basis of the project method under the conditions of academic mobility. Methodology. The methodological foundation of this material is the cross-cultural and competence approaches allowing building teacher’s cross-cultural competence including such important professional qualities as tolerance, open-mindness, ability to make a decision and bear responsibility for complying this decision. Research results. The author’s solutions for organizing international projects within academic mobility having the aim to build students’ cross-cultural competence are described. The forms of realizing the projects are indicted; the practical results expressed in building professional and personal qualities of intending foreign language teachers are characterized. The new cross-cultural projects planned to be held in 2023 – 2024 are presented. The authors arrive at the conclusion on the effectiveness of an extracurricular cross-cultural project in teacher professional training in getting to know other cultures, in in-depth study of native culture, in intellectual enrichment of a personality.
Study of Current Learning Techniques for Natural Language Processing for Early Detection of Lung Cancer

Early detection of lung cancer can improve effectiveness of treatment and raises the patient's chances of survival. This paper reviews a comprehensive survey on numerous learning methods to classify lung malignancies using CT images. The widespread use of electronic health records presents an opportunity to hasten cohort-related epidemiological studies utilizing informatics techniques because lung cancer is the second most frequent malignancy in both men and women. Natural language processing (NLP), an artificial intelligence approach, has been used in certain attempts to automatically extract information from text for lung cancer patients because manual extraction from vast volumes of text materials is labor- and time-intensive. In this study, we evaluated a natural language processing system to automatically extract information on these variables for the same patients from clinical narratives including clinical notes, pathology reports, and surgery reports. We used an existing cohort of 1,303 lung cancer studies.
Graph Embeddings for Natural Language Processing

When we look at the chapter title, we think for a while, ‘graph’ and ‘language’; whether these terms related to each other? A graph is a pictorial representation, whereas Language is a verbal notion most of the time. The answer is – Yes! Though there are different forms to represent them, there is a strong relationship between these terminologies. A graph is a nonlinear data structure. It is an influential, formal tool to represent and apply multiple aspects associated with language processing. The field of natural language processing or computational linguistics builds on techniques and insights from several different disciplines, principally theoretical linguistics and computer science but with some input from mathematical logic and psychology. In simple language, it is computing with language. As it looks simple, it is quite hard to implement and map the language by computational skills and techniques. Though it seems to be difficult, it is possible. A graph is not only associated with natural language processing (NLP) but is also used to solve challenges/problems encountered by NLP. In this chapter, we try to provide an overview of how NLP difficulties have been proposed in the graph context, focusing in particular on graph construction – a critical step in exhibiting the data to highlight the targeted phenomena. A process of mapping some complex object, a textual document, colored image, or a graph into something simple, a fixed length vector e.g., a cluster of numbers or a matrix that captures the significant key features of that complicated object while making it low dimensionalwith fewer objects is called as an embedding. In this chapter we emphasize graph embeddings and graph embeddings techniques for NLP. This chapter will conclude with a few examples of graph embeddings. This effort may lead to help researchers to solve the problems related to question answering systems, ranking for academic search, well-structured text analysis and classification, fact-checking, explanation regeneration, and many more NLP applications.
A Critical Analysis of Graph Topologies for Natural Language Processing and Their Applications

Natural language processing (NLP) is incomplete without graphs and its topologies. NLP includes text, text construction or formation, speech or conversation, grammar rules, Machine interpretation and extraction of the knowledge. The topologies and algorithms of graphs have played a vital role to model the specified problems and the attractive solutions. Topologies of graphs are utilized in NLP in numerous applications like finding objects that fulfill certain primary properties unmistakable concerning different elements, finding internationally ideal answers for the given relations between elements. Construction of graph topology is a crucial point in NLP as the architecture must model the data appropriately so that it will not exclusively tackle the objective NLP issue, however to solve it in a better way of computation. Graph representation plays an important role to solve the issues of NLP in better computational manners with reference to time and memory space, Due to this, a critical analysis of graph topologies is required according to NLP issues like text structure, discourse, generation, normalization and summarization, syntactic parsing, tagging, machine translation etc. In this chapter the analysis of some graph topologies or architecture is described according to the NLP issues like heterogeneous graphs, multi-layered graphs, hyper graphs. More complicated issues of graph embeddings or data and supported computational approaches are also discussed. Numerous calculations depend on NP-hard graph classes which don't scale to introduce data sizes. Adaptability is a critical component for these types of calculations, as they need to deal with an ever increasing amount of information. There are additional issues that relate precisely to computational techniques in NLP. For instance, streaming graphs because these types of graphs change on schedule. The graphs developed from web-based media are instances of this. Organizations address the clients and their tweets and the relations between them change rapidly. There are some open source NLP libraries and tools. These libraries give the algorithmic structure squares of NLP in the applications of real world like Apache OpenNLP, MALLET, TextBlob, CogCompNLP, PyTorch-NLP, SpaCy, OpenNLP, StanfordNLP, etc. for the various applications of NLP like word sense induction and word sense disambiguation. Sentiment analysis and social networks, machine translation, information extraction/knowledge extraction and representation/events, automated documents of clinical documents, etc.
Graph of Words Model for Natural Language Processing

Natural language processing (NLP) is a branch of artificial intelligence, and is a computational technique which analyzes and synthesizes the natural language written and spoken by humans. The human brain can recognize natural language instantly, but for a machine to understand it, this raw data needs to be processed. Computer applications which work for varying structures of languages can be built using NLP. This process will take unstructured data (human language) as input, and after processing, it will be converted to computer-readable languages. This complex process must follow various attributes and the grammatical structure of natural language. NLP performs syntactic and semantic analysis to identify data patterns hidden in natural language. Syntactic analysis, also called parsing, is a phase whose purpose is to draw the exact meaning of an NLP statement. Formal grammar rules of the underlying language are considered while processing the input. The main aim of parsing is to ensure that the string symbols in natural language comply with the grammar rules. The Graph of Words model is an approach that can be used as a better alternative to the Bag of Words model for text processing. A graph representation of the input documents focuses on word independence by considering the order of words and the distance between relevant words.
Attacking the opponent's image: Insult as a weapon for political discredit

People can aggress each other also simply by communication. The chapter distinguishes various forms of aggressive communication. Bad words are not whole communicative acts, but single words or idioms concerning tabooed semantic areas, used to express anger and aggressive goals within a sentence. A curse is a communicative act, triggered by anger toward a target, that makes an appeal to a third entity like fate or a deity to have something bad happen to another person, and in doing so also expresses hate and the goal of not having any more relationships with the target. An imprecation is an expressive or communicative act addressed to the third entity to give vent to the sender's anger for something bad that occurred to him. An insult is a communicative act that meta-communicates the intention of offending and does so by classifying the target as belonging to a degrading category. Cases of verbal and bodily, direct and indirect insults are overviewed, and a case of political flaming on a Facebook page is analyzed in depth. Note: Part of this chapter is drawn from Poggi et al. (2015).
Mobile Learning “Asmeralda” for Teaching Static Fluid at Senior High Schools

This study applied Research and Development (R&amp;D) method for developing a mobile learning media for teaching static fluid material, namely "Asmeralda" (Aplikasi Mobile Learning Fisika Fluida). This study aims to assess the feasibility of "Asmeralda" implemented in Physics class. In developing "Asmeralda", this study follows the ADDIE steps: Analysis, Design, Development, Implementation, and Evaluation. The data collection used questionaries and interviews. The participants in this study consist of expert lecturers and senior high school students in Surabaya. The results show a positive response towards "Asmeralda" as mobile-based learning media for teaching static fluid. The average feasibility assessment according to expert lecturers as media validators: the material is 91% very feasible, the media is 92.8% very feasible, and the assessment is 91.7% very feasible. The media, according to students, is 92% feasible, 94% practical, and 90% effective. Based on these results, it can be concluded that the mobile-based learning media "Asmeralda" is feasible for teaching static fluid material at Senior High School. However, this conclusion is based on one case in one school in Surabaya. Further study in implementing Asmeralda and mobile learning is crucial for a better strategy in developing media-based computer information.