bluuebunny/crossref_metadata_2025 huggingface dataset:
La lutte contre le financement du terrorisme par les moyens de droit penal
Authors: STOICESCU MIHNEA VALENTIN
Published: October 2021

La lutte contre le financement du terrorisme représente l'une des méthodes les plus
efficaces et les moins dangereuses de prévention du terrorisme moderne car
celle-ci ne peut plus fonctionner comme avant, à savoir uniquement par la
conviction de ses membres. Dans ce contexte, afin d'empêcher un potentiel
terroriste de trouver l'abri dans un État plus tolérant, la communauté
internationale développe rapidement des normes par lesquelles elle guide les
États en ce qui concerne les modalités d'incrimination les actes de financement
du terrorisme. Cet article vise à identifier les réglementations internationales
pertinentes, pour analyser ensuite les normes d'incrimination relevant du droit
pénal roumain et dernièrement déterminer si celles-ci respectent tous les
standards internationaux qui sont imposés. En outre, cet article souhaite
indiquer les méthodes établies par lesquelles le terrorisme est financé, ainsi que
les techniques de dépistage et de lutte développées par les autorités.
Impacto Psicológico en la población ocasionado por la COVID-19
Authors: Malpartida Gutiérrez Jorge Nelson , Mato Rojas Rebeca , Satalaya Vicente Karina , Huachaca Pacheco Anali Marleni , Ledesma cuadros Mildred Jénica , Diaz Dumont Jorge Rafael
Published: October 2021

La  pandemia producida por la COVID-19 generó diversos problemas psicológicos en la población (estrés y frustración) como producto del aislamiento social y  el confinamiento. El objetivo del presente estudio fue conocer el impacto psicológico de la población ocasionada por la COVID-19. La investigación corresponde a una revisión sistemática, se seleccionó revistas científicas en idioma español e inglés de  base de datos: EBSCOhost, PROQUEST, SCIELO, SPRINGER LINK y GOOGLE ACADÉMICO, se tomaron en cuenta criterios para su delimitación las cuales correspondieron entre los años 2020 y 2021. Del análisis realizado, se tomaron 12 artículos que respondían a la pregunta de investigación, concluyendo de esta manera que la COVID-19 trajo consigo efectos negativos en la salud mental de la población.
A evolução dos métodos de ensino da anatomia humana - uma revisão sistemática integrativa da literatura
Authors: Lopes de Araújo Pinheiro Manuela , Martins Cruz Daniela , Santana Lima Gabriela , Rodrigues Rocha Melina , Meireles dos Santos Gabriel , Reis Claudiojanes
Published: October 2021

Objetivo: apresentar a evolução temporal no ensino da anatomia humana e analisar o impacto e a efetividade dos novos métodos de ensino no aprendizado dos alunos. Métodos: trata-se de uma revisão sistemática do tipo integrativa baseada nas normas da Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). O estudo foi construído a partir da pergunta-chave: “Qual a evolução temporal dos métodos de ensino da anatomia humana”, mediante busca nas bases eletrônicas Medline e LILACS, por meio do uso da associação dos descritores e seus sinônimos “teaching”, “education techniques”, “teaching materials”, “teaching methods”, “anatomy”, “evolution”. Resultados: foram incluídos vinte e um artigos nesta revisão. Com o tempo, o ensino da anatomia humana sofreu alterações devido à necessidade de incorporação de métodos mais modernos os quais visam ao aprendizado mais efetivo. Na evolução temporal, foram identificados modelos, como dissecção cadavérica, integração com o meio ambiente, pintura corporal, aprendizagem baseada em problemas, recursos tecnológicos, representações gráficas 3D e aplicação em procedimentos cirúrgicos assistidos. Conclusão: as novas alternativas possibilitam interação e autonomia dos estudantes, permitindo-lhes compreender melhor os conteúdos abordados, e evidenciam os benefícios da combinação desses métodos no ensino tradicional da anatomia para facilitar a compreensão de informações.
Đánh giá kết quả sau phẫu thuật vá thông liên nhĩ ở trẻ dưới 10kg tại Trung tâm tim mạch - Bệnh viện E
Authors: Chang Vũ Thị , Thảo Đinh Phương , Thủy Nguyễn Trần , Tiến Đỗ Anh
Published: October 2021

Mục tiêu: Mô tả đặc điểm lâm sàng, cận lâm sàng và đánh giá kết quả sớm sau phẫu thuật đóng thông liên nhĩ đơn thuần ở trẻ em có cân nặng dưới 10 kg tại Trung tâm tim mạch – Bệnh viện E.

Đối tượng và phương pháp nghiên cứu: Nghiên cứu mô tả, hồi cứu. Từ tháng 1/2015 đến tháng 7/2020, có 50 bệnh nhân (BN) dưới 10 kg được chẩn đoán thông liên nhĩ (TLN) đơn thuần được phẫu thuật (PT) với tuổi trung bình: 16,14 ± 8,35 tháng (3 – 38 tháng), cân nặng trung bình: 7,8 ± 1,73 kg (3,5 – 10 kg).

Kết quả nghiên cứu: Tiền sử bệnh: chậm tăng cân (78.0%), mệt khi gắng sức (40.0%), viêm phổi tái diễn (36.0%), 16.0% không biểu hiện triệu chứng và được phát hiện bệnh một cách tình cờ; 14% BN kèm dị tật bẩm sinh khác ngoài tim, hội chứng Down thường gặp nhất (8.0%).  Trước PT: 56.0% BN suy dinh dưỡng, chủ yếu là suy dinh dưỡng ở mức độ nhẹ (36.0%); khám tim có tiếng thổi tâm thu là triệu chứng thường gặp nhất (94.0%), T2 mạnh tách đôi (32.0%); mức độ suy tim: 52% có suy tim, suy tim mức độ nhẹ (46.0%). CLS trước PT: ĐTĐ thấy tăng gánh thất phải (84.0%), trục phải (68.0%) và block nhánh phải không hoàn toàn (50.0%); Xquang ngực thẳng có tăng tuần hoàn phổi (90.0%), bóng tim to (48.0%), cung động mạch phổi (ĐMP) phồng (28.0%); SAT: 100% EF bình thường; 100% TLN lỗ lớn (trung bình 15.8 ± 3.72 mm); 96.0% TLN lỗ thứ phát; áp lực ĐMP tâm thu (ALĐMP) trung bình là 29.3 ± 12.88 mmHg, 38% tăng nhẹ và vừa, 4.0% tăng nặng; tỉ số đường kính thất phải/thất trái (ĐKTP/ĐKTT) tăng 98.0% (trung bình: 0.84 ± 0.21), chủ yếu tăng nhẹ đến vừa (60.0%). Sau đóng lỗ TLN, các triệu chứng LS và CLS được cải thiện gần như hoàn toàn so với trước PT (p < 0.001). Biến chứng: 2 BN còn shunt tồn lưu rất nhỏ, 2 BN chảy máu sau mổ, không BN nào có rối loạn nhịp tim, tai biến mạch máu não và tử vong.

Kết luận: Mặc dù TLN được ghi nhận là bệnh TBS có tiến triển chậm, biến chứng thường xảy ra muộn, nhưng thực tế chúng tôi thấy bệnh có thể gây các biến chứng sớm như chậm tăng cân, viêm phổi tái diễn, SDD, suy tim, tăng ALĐMP sớm chiếm số lượng không ít và cần can thiệp PT sớm. PT đóng lỗ TLN ở trẻ dưới 10 kg là phương pháp an toàn và mang lại hiệu quả cao. Sau khi đóng lỗ TLN, đặc biệt, ở lứa tuổi nhỏ, giai đoạn bệnh sớm giúp giảm tỉ lệ và mức độ nặng của các biến chứng cũng như làm tăng hiệu quả cải thiện về LS và CLS cho trẻ sớm sau can thiệp.
Nghiên cứu giá trị chụp cắt lớp vi tính đa dãy trong chẩn đoán lóc tách động mạch chủ tại Bệnh viện E
Authors: Đông Vũ Quốc , Thịnh Đỗ Đức , Hoan Trần Công , Châu Nguyễn Minh , Thủy Nguyễn Trần
Published: October 2021

Mục tiêu: Nghiên cứu nhằm đánh giá một số đặc điểm hình ảnh và giá trị của cắt lớp vi tính đa dãy trong chẩn đoán (LĐMC) có đối chiếu với phẫu thuật và định hướng can thiệp tại Bệnh viện E.

Đối tượng và phương pháp: Phân tích tiến cứu và hồi cứu dữ liệu lâm sàng và các đặc điểm cắt lớp vi tính đa dãy ở 33 bệnh nhân LĐMC chủ tại Trung tâm Tim mạch, Bệnh viện E  từ tháng 2 năm 2020 đến tháng 6 năm 2021.

Kết quả: Trong nghiên cứu có 33 bệnh nhân LĐMC, nhóm tuổi từ 61-70 chiếm nhiều nhất, tuổi trung bình (62.21±11.42). Bệnh nhân nam chiếm chủ yếu 75,76%. Các triệu chứng lâm sàng và biến chứng nổi bật hơn ở nhóm LĐMC type A, đặc biệt là triệu chứng đau ngực, tăng huyết áp, chèn ép tim cấp. Đặc điểm hình ảnh thường gặp nhất trên cắt lớp vi tính là có vách nội mạc (96,96 %), đường kính lòng giả >lòng thật chiếm (96,96%), dấu hiệu mỏ chim chiếm (96,96%), ngấm thuốc kém lòng giả chiếm (80%), và vôi hóa lòng mạch chiếm (51,51%). Giá trị chẩn đoán của CLVT đối với lóc tách động mạch chủ type A có độ nhạy 92,9% và độ đặc hiệu 100%.

Kết luận: Chụp cắt lớp vi tính đa dãy cho thấy giá trị cao khi mô tả các đặc điểm tổn thương LĐMC và phân biệt type tốt giúp định hướng cho phẫu thuật và can thiệp.
Entre alavanca e arena. Aporias da judicialização da “violência de gê-nero” no Brasil (Tópicos de Pesquisa)
Authors: Rifiotis Theophilos
Published: October 2021

Theophilos Rifiotis propõe uma sistematização de pistas de pesquisa para o estudo da judicialização da “violência de gênero” e das chamadas práticas alternativas. O capítulo é resultante de uma trajetória de mais de vinte anos de pesquisa sobre a judicialização da “violência de gênero”. Nesse ensaio, ela é pensada tanto a partir de seu valor como instrumento para a mudança social – como uma alavanca – quanto a partir da sua dinâmica como lócus de disputas entre modelos de socialidade de gênero e entre modos de regulação social – ou seja, como uma arena. O texto consiste de uma espécie de roteiro-piloto que, semelhante a um balão de ensaio de meteorologistas, é lançado como experimento de teste de um conjunto de indicações para a pesquisa. O ensaio está articulado em torno de seis eixos: 1) Estado e políticas públicas; 2) questões sobre a categoria “violência”; 3) judicialização da “violência de gênero”; 4) judicialização e juridicização; 5) questões sobre sujeito, normatividade e vitimização; e 6) elementos para uma abordagem arqueológica. Esses seis eixos cobrem um vasto escopo de questões cuja pertinência e rendimento analítico precisam ser postos à prova de modo integrado a partir de outras perspectivas analíticas e mesmo de outras disciplinas.
MIT-UPV web-based collaborative exchange Project
Authors: Seiz Ortiz Rafael
Published: October 2021

A web-based collaboration project between the Massachusetts Institute of
Technology (MIT) and the School of Design Engineering (ETSID) at the
Polytechnic University of Valencia (UPV).

http://mitupv.mit.edu

 
The BP-BLTM (Best Practice - Best Language Teaching Methods) Project
Authors: Andersen Kent
Published: October 2021

The BP-BLTM project is a two-year project funded by the EU commission with a Leonardo II grant. The project was launched in November 2003.
Top Ten Web Sites for the Legal English Teacher
Authors: Carballo-Calero Mª Victoria Fernández
Published: October 2021

When we approach the task of teaching EFL it becomes quite easy to find very useful Internet resources, as there is plenty of specific material on this subject on the web. The problem, however, with Legal English (LE) resources is knowing where to start selecting the most suitable sites, as language-focused web sites for non-native speakers (NNSs) of LE do not abound, if they exist at all.* Thinking of the difficulty of finding useful sites for teaching LE to NNSs, I decided to spend some time on searching the web, looking for good web resources that teachers could use when teaching English for Law. 

I would like to clearly state however that there is an enormous range of legal material available on the web, but I have tried to restrict myself to a number of sites I consider specially suitable for my own specific purposes as a NNSs' LE teacher. The selection of web pages described below is intended to help LE teachers find a place to start their own choice of materials on the web to support language teaching and learning.
English as a Foreign/Second Language in Secondary Education Materials and Links for Teaching and Learning
Authors: Seiz Rafael
Published: October 2021

http://www.isabelperez.com

Site at a glance Isabel's ESL site is an educational website that provides plenty of useful online materials for teachers and learners of ESL/EFL at secondary education level. It is addressed to both learners and teachers who can find here hundreds of resources, including interactive exercises, teaching ideas and various links of interest, together with papers and other academic materials to be disseminated among teaching practitioners. The site was first set up back in 1997 by Isabel Pérez Torres, an experienced CALL researcher and practitioner. Isabel herself maintains the site and frequently updates it.
The IN6ENIO online CALL authoring shell
Authors: Gimeno Ana
Published: October 2021

New challenges in developing an online CALL authoring shell, content manager and courseware: the IN6ENIO model.
The idea behind Genders: A simple tutorial package designed to help learners of French to internalise knowledge of noun gender distinctions
Authors: Farrington Brian
Published: October 2021

Noun gender is one of the most, if not the most, exasperating features of French for a learner. Apart from a relatively small number of words whose gender is set semantically (père, mère, fils etc.) there seems to be no reason why a table, freedom or France itself should be feminine, while a wall, a beginning or Japan should be masculine.
Book review "Telecollaboration and the Development of Intercultural Communicative Competence"
Authors: Perry David
Published: October 2021

Robert O'Dowd (2006)
Telecollaboration and the Development of Intercultural Communicative Competence
Published by Langenscheidt ELT Gmbh, München
ISBN: 3526508356 (248 p.)
Book review "Language Learning with Computers: The Students' Perspective A Theoretical and Empirical Investigation"
Authors: Seiz Ortiz Rafael
Published: October 2021

Trinder, Ruth (2006)
Language Learning with Computers: The Students' Perspective A Theoretical and Empirical Investigation
Published by Peter Lang GmbH, Frankfurt.
ISBN: 3-631-55081-2 (358 p.)
The SHAIEX Project: Principles and Practice for Multimedia Foreign Language Learning in Pre-school
Authors: Edwards Patricia , Rico Mercedes , Curado Alejandro , Agudo Juan Enrique , Pain María Antonia , Sánchez Héctor
Published: October 2021

Foreign language learning at the pre-school level is a pressing reality in Europe's crosscultural curricula. Along with competency demands, developed by European Union commissions and the various Boards of Education of individual member-states, revolutionary multimedia tools are being implemented in early age bands such as for 3-5 year olds. However, little research has been done thus far for this very young age group of language learners. Without a doubt, careful consideration is to be taken regarding both the psychological and physical capacities in this tender age bracket, far different from those of adolescents and adults. For this reason, the SHAIEX project developed by the GexCALL research group at the University of Extremadura in Spain, attempts to properly address this particular target group by providing innovative
adaptation to adequately suit their needs in the foreign language learning and acquisition environment of new technologies. Pedagogical principles are respected in customizing a highly visual and simplistic adaptive design, placing an emphasis on oral/aural language learning skills, highlighting creative cognition for motivational purposes, and, supplying ample psycho-motor interaction for physical control in mastering dexterity with multimedia tools. Plenty of practice is provided in linguistic content as determined by legislative guidelines by means of a three tier system with presentation, interaction, evaluation and reinforcement functional activity blocks. It seems safe to claim that the proper design of multimedia tasks for pre-school children adapted to the youngster's level of knowledge, interests and interaction skills is a
potential guarantee that success can be obtained.
A pronunciation and vocabulary teaching aid for Spanish as a Foreign Language programs at Japanese universities utilizing a Spanish speech recognition system and corpora of academic Spanish
Authors: Ishikawa Yasushige , Tateiwa Reiko , Goto Kazuaki , Akano Ichiro
Published: October 2021

This paper reports on a project which researchers at two universities in Japan developed for Spanish as a Foreign Language CALL materials, which has two features, a Spanish speech recognition system based on the AmiVoice Japanese speech recognition system; and a Spanish verb collocation-based vocabulary teaching aid based on a corpus of academic Spanish. The first step was the creation of a Spanish speech recognition system for Japanese university students based on the AmiVoice Japanese pronunciation recognition system developed by Advanced Media Incorporated. The second step was the selection of vocabulary for a specific genre of academic Spanish, which was done in the following way: (1) Articles in a Spanish-language academic journal on Spanish Literature, Culture, History, and Language (themes typically chosen by students for graduation theses) compiled and published annually in Japan were used as the source of data for the compilation of a corpus. (2) All the verbs were extracted from the data. (3) The extracted verbs were compared with a corpus of verbs from graduation theses written in Japanese by Japanese university students and (4) by taking into account their needs for learning verbs, a list of verb-centered collocations was compiled. Finally, we developed a user-friendly Spanish pronunciation and verb collocation-based vocabulary teaching aid. The aid displays the verb collocations on a computer screen during pronunciation training. The training had two phases. The first phase required Japanese university students to carefully and repeatedly listen to model pronunciation examples of the vocabulary items, and to pronounce the vocabulary. This pronunciation training is intended to contribute to effective memorizing of the verb collocations. The next phase required the students to repeat the vocabulary items at the rate of the model utterance as well as to imitate the stress and other intonation features. This training is expected to help Japanese students speak Spanish more fluently.
Book review "Teaching Academic and Professional English Online"
Authors: Martínez Sáez Antonio
Published: October 2021

Eds. Isabel González-Pueyo, Carmen Foz Gil, Mercedes Jaime Siso & María José Luzón Marco (2009)
Teaching Academic and Professional
English Online
Bern: Peter Lang AG
ISBN: 978-3-03911-582-2 (pb 229 pages)
Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software
Authors: Turel Vehbi
Published: October 2021

The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.
Book review "How to Teach English with Technology"
Authors: De Siqueira Rocha Jose Macario
Published: October 2021

Gavin Dudeney and Nicky Hockly, How to Teach English with Technology
How to... series editor: Jeremy Harmer
Harlow: Pearson Longman, 2010, 192 pp
ISBN: 978-1-4058-5308-8
Book review "CALL Research Perspectives"
Authors: Navarro Laboulais Cristina
Published: October 2021

Edited by Joy L. Egbert and Gina Mikel Petrie, CALL Research Perspectives Series: ESL & Applied Linguistics
Professional Series
Series Editor: Eli Hinkel
Oxford: Routledge, 2005, 216 pp
ISBN: 0-8508-5135-2
e-PBL: your tablet for effective Medical Spanish learning
Authors: Niño Ana
Published: October 2021

This paper aims to describe some issues surrounding the development of a VLE for the blended teaching of medical Spanish via a problem-based learning (PBL) methodology which has its foundations on constructivism, self-directed learning and collaboration. Firstly, the main purpose, features and stages of this instructional method are discussed together with some recommendations for its implementation in the specialist language class. Then some examples of useful e-tools and resources for blended PBL and/or e-PBL are presented. Finally, the components of the medical Spanish VLE are described in a flexible framework that integrates language and content based knowledge with a view to support and complement face-to-face tuition and provide multiple opportunities for interactive practice and feedback in preparation for effective target language communication in the students' professional future.
Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education
Authors: Kafka Georgia
Published: October 2021

The need for teaching foreign languages has led to the emergence of a new interdisciplinary field named CALL (Computer-Assisted Language Learning) in the 1980s. In the 1990s teaching the Modern Greek language as a second or foreign language (L2) has followed the wide-spread use of Information and Communication Technologies. CALL courseware started to play a significant role in the Modern Greek teaching university environment of the last decade, and especially in the effectiveness of learning processes and the increasing interest of the learners. The effectiveness of this software in the learning environment is difficult to measure because there are concerns about the technical support and the training of the language instructors in computer use and the CALL courseware implementation. Nevertheless the progress of the learners can be estimated although it is difficult to conclude if this progress is due to a good teaching method or a good CALL courseware or is a measure of both.
Enhancing ESL students' vocabulary acquisition through a meaningful filmmaking project
Authors: Li Jia , McComb Brenda
Published: October 2021

This paper examines the impact on English learning, and in particular on vocabulary acquisition, through engaging ESL students in the filmmaking lifecycle. Twenty-three undergraduate ESL students with linguistically and culturally diverse backgrounds in a large Canadian university participated in this project. Participants from 15 majors were randomly divided into five drama groups, and contributed to screenwriting, acting, production and postproduction of the film.
The project outcomes show that filmmaking is a meaningful task which captivates students’ imagination, enhances their motivation, and facilitates their interaction through compelling multi-media . They further indicate that the filmmaking based on carefully written scripts, while at the same time allowing for personal interpretation of characters, is effective in creating an optimal learning environment for students’ English acquisition, particularly vocabulary.
Assessing oral proficiency for intercultural professional communication: the CEFcult project
Authors: Beaven Ana , Neuhoff Antje
Published: October 2021

Technology has been part of the language learning process, both inside and outside the classroom, for decades, helping to bridge the gap between different contexts of learning. At the same time, the concept of lifelong-learning has widened our understanding of what learning is, what different forms it can take, and of the importance of considering the learning process as one that will continue once formal education is over and the learner has entered the world of employment. Learner autonomy has also taken a central role, and has brought with it a shift in the role of the teacher in the language learning process. Self-assessment is one aspect of learner autonomy, and is crucial in enabling learners to set themselves clear objectives and thus take responsibility for the leaning process itself. In addition, the importance of including the development of intercultural competence in the language classroom has been advocated by many linguists and educationalists (Kramsch, 1986; Byram et al., 2001; Byram, 2008; Corbett, 2003; Sercu, 2005). It is against this background that the European-funded project CEFcult (2009-2011) was developed. Its main outcome is the production of an online environment for the collaborative assessment of oral skills and intercultural competence in the foreign language. The target groups are language teachers, in-company trainers, those about to start or return to work, and undergraduates and graduates who are preparing themselves for first-time employment. The tool places side by side the widely known and standardised descriptors of the Common European Framework of Reference (CEFR) for spoken production and interaction, and the descriptors for intercultural competence in a professional setting, developed within the Intercultural Competence Assessment (INCA) project. CEFcult provides a set of authentic communication scenarios, each containing various tasks through which learners can assess their skills for intercultural professional purposes in different European languages. Although the tool can also be used autonomously, in a classroom setting, teachers can set the learners suitable scenarios, get them to perform the speaking tasks and record the oral communication activities. After uploading the samples onto the online tool, they can be assessed by the teacher, by other experts (including teachers in other countries), or by other learners. The tool can also be used for self-assessment. By encouraging self- and peer-assessment, CEFcult can positively engage learners in a process of reflexive learning that will lead to greater autonomy. However, it also enables the teacher to be an active part of this same process. After a brief introduction to the theoretical background and pedagogical choices underpinning the project, we will illustrate the pilots carried out at the universities of Dresden and Bologna, and discuss some of the implications for learners and teachers.
Correcting erroneous N+N structures in the productions of French users of English
Authors: Garnier Marie
Published: October 2021

This article presents the preliminary steps to the implementation of detection and correction strategies for the erroneous use of N+N structures in the written productions of French-speaking advanced users of English. This research is carried out as part of the grammar checking project CorrecTools, in which errors are detected and corrected using linguistic-based NLP techniques. We use information from comprehensive and student grammars as well as the results of linguistic research in order to identify a set of constraints on the formation of N+N structures. We use these constraints to propose a classification of the N+N errors found in our corpus and design detection and correction strategies for each error type.
One Quiz File, Several Modes of Delivery
Authors: Herbert John C.
Published: October 2021

This report offers online course designers, particularly those keen on using Moodle CMSs, a means of diversifying accessibility to their educational materials via multiple modes of delivery that do not require the creation of numerous files and formats for just one activity. The author has made contributions to the development of an open source module for Moodle known as QuizPort and has collaborated with the creator of QuizPort to explore methods for using the module such that content added to it can be more smoothly delivered via smart phone, tablet, or handheld game console. Key points to consider when designing online content for a variety of devices are addressed.
Supporting Low Ability Learners in a Tertiary Level Compulsory English Programme using CEFR Based Online Language Software
Authors: Lynch Gavin , McKeurtan Maureen
Published: October 2021

This report describes the processes, methods and results of using language software based on the Common European Framework of Reference for Languages (CEFR) in a tertiary level institute in Japan in order to facilitate the learning of low ability learners of English. None of the learners were English majors, all were between the ages of 18 and 20, and the classes were compulsory. Approximately 100 learners were divided into four classes, A, B, C and D, in order of decreasing ability, according to their performance on a placement test. This research focuses on Classes C and D. Students in these classes were all at or below the CEFR’s A1 level in their English ability. Online language software was first used in order to tackle factors which were considered by Lynch (2011) to be the cause of lower performance in students in Classes C and D, namely the lack of four factors: motivation, achievable goals, concentration ability and proper classroom management. In the first year, the lowest ability class, Class D, used online software designed to teach vocabulary at level A1 of the CEFR for 25 minutes out of a 90 minute session for a total of 15 sessions, while the higher level classes were taught using traditional methods. The software was used in such a way as to tackle the four factors for lower performance, mentioned above. It was found that Class D eventually performed as well as Class C (in terms of ability shown in a CEFR-based examination) after the 15 sessions. In the second year of the study (with new participants), Classes C and D both used the computer program yet Class D performed better in terms of the quantity and knowledge of vocabulary covered. The reasons for this are discussed in this paper with particular attention paid to difficult to control classroom circumstances. One significant difference between the classes was the achievement targets set by teachers, with the lowest ability class, Class D, having a target being only half of that set for the next higher class up, Class C. Despite this, the Class D average performance was significantly higher than that of Class C. We present our hypotheses for the above results in this paper, and it is hoped that it will be useful for other teachers of low ability language learners using CALL in the classroom.
CALL: A triangle of triangles
Authors: Montoro Carlos , Hampel Regine
Published: October 2021

Institutional investment in technology and infrastructure for the provision of new online and self-access language learning opportunities is not always accompanied by the necessary changes in the practices of learners, practitioners and managers in higher education (Wertsch, 2002). As a result, feelings of frustration, helplessness and confusion in individuals can begin to emerge soon after the initial excitement and novelty wear off. A large investment project that has little or no overall impact may give rise to questions about the adequate use of resources and ultimately lead to abandoning, discontinuing or replacing the project. What lies at the root of failures to implement CALL institutionally? How can new practices emerge from existing ones? To explore these questions, in this paper we describe a project based on the assumption that the proposed CALL triangle consisting of the student, the teacher and the institution should be seen as a triangle of triangles, that is, the combination of three separate triangles, each one representing the specific activity system of the student, the teacher and the institution. The rationale is that these activities have different objects and motives as well as their own inner contradictions manifested in various ways. Building upon activity theory (Leontiev, 1978; Vygotsky 1987; Engeström, 1987) and expansive learning theory (Engeström, 1987) principles, the authors advocate the Change Laboratory methodology developed at CRADLE (University of Helsinki’s Center for Research on Activity, Development and Learning) to bridge gaps between the three activities of the student, the teacher and the institution by finding a shared object, building a common zone of proximal development and creating the necessary tools that could lead to the formation of a new collective activity.
Revising writing in an online learning environment
Authors: Nikiforou Eleni
Published: October 2021

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise their writing globally or on the surface? 2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.
An electronic dictionary and translation system for Murrinh-Patha
Authors: Seiss Melanie , Nordlinger Rachel
Published: October 2021

This paper presents an electronic dictionary and translation system for the Australian language Murrinh-Patha. Its complex verbal structure makes learning Murrinh-Patha very difficult. Design learning materials or a dictionary which is easy to understand and to use also presents a challenge. This paper discusses some of the difficulties posed by the Murrinh-Patha verb system and proposes electronic resources which build on deep language processing to perform the required tasks.
Students as Doers: Examples of successful e-learning activities
Authors: Tammelin Maija , Peltonen Berit , Puranen Pasi , Auvinen Lis
Published: October 2021

This paper discusses learning language and communication activities that focus on students’ concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for speakers of Finnish. Finally, the activities introduce language karaoke for individual pronunciation practice in Swedish. These successful “learning by doing” activities have shown to enhanced the students´ motivation and interest in learning.
La Guía de Trabajo Autónomo como herramienta imprescindible en el modelo de EA “Vaula”
Authors: Huertas Ana , Molina Francisca , Rosales Consuelo
Published: October 2021

hábito en el estudiantado, hemos diseñado un modelo de EA que integra elementos tradicionales como son las clases magistrales, con elementos innovadores como son los videos educativos,que hemos integrado en un canal de Youtube. Los contenidos de este canal los han seleccionado los profesores de la asignatura conforme al recorrido educativo que debe seguir el alumno. Además, se han incluido todos aquellos contenidos que son propuestos por los alumnos.En este articulo presentamos el diseño y uso de la Guía de trabajo autónomo del alumno, como herramienta fundamental en la implantación de este modelo de EA, al que hemos denominado “Vaula”. Esta guía contiene el recorrido educativo que debe seguir el alumno en el canal de YouTube y diversas actividades que debe ir realizando para mejorar sus competencias clave.La conclusión a la que llegamos en este estudio es que la Guía de trabajo autónomo es necesaria para que el alumno complete el recorrido educativo de toda la asignatura.
El uso de Kahoot! como herramienta divertida de autoevaluación para estudiantes universitarios
Authors: Garcia-Rodriguez Inigo , Pérez-Cornejo Clara
Published: October 2021

El avance de la tecnología para el aprendizaje ha abierto nuevas formas de enseñar en el aula que pueden favorecer los procesos de autoevaluación y ayudar a dinamizar las clases, fomentando la motivación de los estudiantes universitarios. El objetivo de esta investigación es múltiple. Primero, analizamos si la realización de cuestionarios a través de Kahoot!! se percibe como una actividad divertida por parte de estudiantes universitarios. Además, estudiamos si esta herramienta es percibida por los estudiantes como una alternativa útil para la autoevaluación del conocimiento. También analizamos si esta herramienta mejora la motivación de los estudiantes hacia la asignatura. Por último, estudiamos si la recompensa de la actividad en Kahoot! modifica la percepción de divertimento y utilidad de Kahoot!, y la motivación de los estudiantes. Para abordar estos objetivos, elaboramos un cuestionario que ha sido respondido por 116 alumnos de una Facultad de Ciencias Económicas y Empresariales. Nuestros resultados muestran que las actividades con Kahoot! son percibidas mayoritariamente como divertidas y como útiles, así como que consiguen aumentar la motivación de los estudiantes hacia la asignatura. Además, los resultados revelan que la existencia de recompensas favorece la percepción del divertimento generado por Kahoot! y mejora la motivación de los estudiantes.
Gamificando el aula: aplicación de una escape room colaborativa online
Authors: Cuenca Gotor Vanesa Paula , Herrero Debon Alicia , Moll-Lopez Santiago , Monsoriu Serra Juan Antonio , Moraño Fernández José Antonio , Sánchez Ruiz Luis Manuel , Vega Fleitas Erika
Published: October 2021

La llegada de la pandemia de COVID-19 ha supuesto un cambio importante en las metodologías empleadas en educación. En este trabajo se presenta la aplicación de una escape room virtual en la asignatura optativa de Órbitas, Satélites y Relatividad con el fin de aumentar la motivación y la adquisición de conocimiento. La inclusión de elementos de juego en el aula ha tenido un impacto positivo en la opinión y en el rendimiento de los estudiantes. Las plataformas empleadas han sido PoliformaT y TEAMS.
Análisis de resultados tras la adaptación a modalidad online de una práctica de una asignatura de 1º del Máster Universitario en Ingeniería Industrial
Authors: Sancho María , Cuartas Uribe Beatriz Elena , Belanche Paricio Manuel Ignacio , Bes Piá María Amparo , Garcia Fayos Beatriz , Ferrer Polonio Eva , Rodríguez López Antonio Diego , Iborra Clar Alicia , Martí Calatayud Manuel César , Ortega Navarro Emma María
Published: October 2021

La pandemia provocada por la COVID19 ha obligado a las universidades a trasladar la docencia a modalidad no presencial en distintos momentos de los cursos académicos 2019-20 y 2020-21. Aunque esta modalidad de enseñanza supone ciertas dificultades en cualquier tipo de docencia, éstas son más críticas en el caso de las prácticas de laboratorio, por las competencias de manejo y manipulación de equipos e instrumentación. Algunas de las estrategias más comúnmente empleadas para adaptar prácticas experimentales a modalidad a distancia son: el empleo de recursos audiovisuales (propios o existentes en internet), las presentaciones con programas tipo Powerpoint, y el análisis y discusión de resultados facilitados por el profesorado. En algunas disciplinas más específicas, se hacen uso de laboratorios virtuales o por control remoto para impartir las prácticas de laboratorio.En este trabajo se describen las estrategias empleadas para adaptar a modo no presencial una práctica en una asignatura del Máster Universitario en Ingeniería Industrial. Se describen las herramientas utilizadas para impartir y evaluar la práctica, y se analizan los resultados académicos alcanzados, así cómo la posible influencia de la docencia a distancia en los mismos.
Aplicación de los conceptos del Aprendizaje Basado en Equipos como herramienta para potenciar la responsabilidad del alumno en su propio aprendizaje para tamaños de grupos grandes
Authors: Sempere-Ripoll Francisca , Andrés-Navarro Beatriz , Rodríguez-Villalobos Alejandro , Faustino Alarcón Valero
Published: October 2021

This article summarizes the results obtained from the incorporation of some concepts of Team-Based Learning (TBL), to the development of the project of Design of a Planning and Production Scheduling System, carried out the subject of Production Management and Operations of the Business Administration Degree. The TBL is applied in combination with other active learning methodologies such as Project Based Learning and Flipped-Teaching. The first key contribution of the TBL to the project refers to the incorporation of evaluation within the teaching-learning process as an impulse and a learning guide. The second contribution refers to the responsibility given to the student in their learning through self- evaluation and co-evaluation. Both contributions have led to a significant improvement in the student's teaching-learning process and greatly enhance the development of collaboration and teamwork skills and competencies that are so demanding in the workplace. Additionally, the teacher role changes from being a supervisor to adopting the role of facilitator, which also allows to apply this methodology to large groups
Análisis del cambio repentino a docencia remota por la COVID-19 en los resultados de aprendizaje: caso de dos asignaturas anuales básicas en Grados de Ingeniería
Authors: Ardid Miguel , Ardid Salva , Herrero Alicia
Published: October 2021

En este artículo analizamos la experiencia en dos asignaturas básicas anuales en Grados en Ingenierías con el objetivo de determinar si se observan diferencias en el grado de consecución de los objetivos de aprendizaje debido al repentino cambio a docencia virtual por el confinamiento de la COVID-19. Para ello se hace un análisis estadístico de las calificaciones obtenidas por los estudiantes, comparando los periodos de docencia presencial con los de docencia remota forzada y contrastándolos con la experiencia de los cursos precedentes, donde la docencia virtual no era presente. Los resultados de este análisis no sustentan diferencias significativas en las calificaciones de los estudiantes asociados a esta transformación en la docencia. Si bien los resultados no concluyen unívocamente que no haya habido cambios en los resultados de aprendizaje, sí que son indicativos de una buena adaptabilidad de la docencia ante el nuevo contexto de pandemia, en la que se ha sabido acompasar el nivel de exigencia a los condicionantes del entorno en situación de crisis sobrevenida.
InnoCOVID-19: Primer congreso multidisciplinar Innocampus
Authors: Amorós Hernández Laura , Blas Medina Ana , Cervera Sanz María Luisa , Cosme Llópez Enric , García Gil Rafael , García Lázaro Santiago , García Robles Inmaculada , Garrigues Pelufo Teresa , Garro Martínez Nuria , Giménez Escamilla Isaac , Giner Pérez Lola , Ibáñez Puchades Rafael , Iftimi Adina , López Serrano Ezequiel , Martín Polo Ainhoa , Moros José , Pascual Calaforra Lluís , Pereda Cervera Javier , Quílez Asensio Alejandro , Serrano López Marta
Published: October 2021

El proyecto de innovación educativa Innocampus Explora tiene como objetivo principal mostrar la interrelación existente entre los diferentes grados científicos y técnicos del campus de Burjassot-Paterna de la Universitat de València. En este artículo presentamos el congreso InnoCOVID-19, la actividad organizada durante el curso académico 2020-21 por el equipo de trabajo, integrado por estudiantes y profesores de todas las facultades y escuelas. El objetivo de este congreso, desarrollado en formato virtual, ha sido presentar los proyectos multidisciplinares que se han formado en el campus en respuesta a la crisis sanitaria provocada por el coronavirus SARS-CoV-2. Esta actividad contribuye a una formación transversal de calidad para todos los estudiantes participantes.
Inserción curricular de enfoques y herramientas de la cooperación al desarrollo en la asignatura Abastecimiento y Saneamiento de Aguas del Grado en Ingeniería Civil
Authors: Garmendia Maddi , López de Armentia Teresa , Cubero Gorka , Pellejero Idoya , Solaberrieta Leire , Santos Fernando
Published: October 2021

Los retos actuales para la construcción de una sociedad más justa y sostenible requieren de profesionales capaces de analizar los problemas con una visión integral y un espíritu crítico. Los enfoques y herramientas de la cooperación al desarrollo, como los derechos humanos, la sostenibilidad ambiental y la igualdad de género, alineados con la Agenda 2030 de Desarrollo Sostenible, pueden ser importantes aliados en el proceso formativo del alumnado universitario.Esta comunicación presenta un proyecto de innovación educativa que ha consistido en la estructuración de la asignatura de Abastecimiento y Saneamiento de Aguas de la titulación de Ingeniería Civil, utilizando la metodología de Aprendizaje Basado en Proyectos sobre un caso real de abastecimiento de agua en la ciudad de Wukro (Etiopía). Para ello, se ha contado con la colaboración de dos ONGD con larga experiencia en cooperación al desarrollo.Este proceso de enseñanza-aprendizaje ha logrado que el alumnado diseñe proyectos técnicos de abastecimiento de agua, considerando también cuestiones sociales, económicas y medioambientales, es decir, con un enfoque de desarrollo humano sostenible. Los resultados muestran que con este planteamiento el alumnado ha desarrollado competencias transversales como la ética y responsabilidad profesional, el compromiso social, el pensamiento crítico y el trabajo en equipo.
Aplicación interuniversitaria del aprendizaje basado en retos en la asignatura de Mejora Genética Animal
Authors: Ibáñez-Escriche Noelia , Casto-Rebollo Cristina , Formoso-Rafferty Nora , González Recio Oscar , Casellas Joaquim
Published: October 2021

En este trabajo se presentan los resultados del primer año de la implementación interuniversitaria del aprendizaje basado en retos en la asignatura de Mejora Genética Animal. El reto al que se enfrentaron los alumnos de la Universitat Autònoma de Barcelona, la Universidad Politécnica de Madrid y la Universitat Politècnica de València consistió en gestionar la mejora genética de un rebaño de vacuno lechero en un entorno con limitaciones de manejo y económicas reales a través de un software informático DCBS. Los resultados obtenidos por los alumnos en el reto evidenciaron una mejoría a lo largo del mismo, lo que indicaría su utilidad en el aprendizaje de la aplicación de de la mejora genética animal. Respecto a la valoración del reto por parte de los estudiantes, los resultados de las encuestas mostraron una satisfacción elevada con este tipo de aprendizaje en todas las universidades, aunque indicaron posibles mejoras en la explicación incial del reto. La experiencia durante el primer curso de aplicación piloto del ABR ha sido muy positiva tanto desde un punto de vista de participación y motivación de los alumnos, como con el desarrollo del pensamiento crítico a través de la aplicación práctica de conceptos teóricos.