bluuebunny/crossref_metadata_2025_split huggingface dataset:
￼ENGLISH LEARNING NEEDS OF ESP LEARNERS: ￼EXPLORING STAKEHOLDER ￼PERCEPTIONS AT AN INDONESIAN UNIVERSITY
Authors: Poedjiastutie Dwi , Oliver Rhonda 
Published: December 2020

The current study explores the challenges facing an English for Specific Purposes (ESP) program at an Indonesian university in Indonesia. As a part of their commitment to improvement, this university is working to better prepare students for employment so that they may function well in workplace. However, currently students’ English proficiency is deemed to be less than adequate for such purposes and to date there has been no systematic analysis of students’ needs to inform curriculum development and classroom instruction for the ESP courses. Clearly a rigorous evaluation is required to improve the teaching of English at this university. It was the aim of this study to achieve this and to do so by means of a Needs Analysis. To do this an ethnographic approach was undertaken focusing on the multiple realities of the three groups of stakeholders at this institution – employers, teachers and students. The findings show that each group acknowledged the importance of English as a global and international language. The results also suggest that within the university as a whole, at the faculty level, and in classrooms, some problems exist and potentially may inhibit the effectiveness of the ESP programs. The findings provide useful direction for policy makers, curriculum writers and English language teachers.
Local elastic moduli of simple random composites computed at different length scales
Authors: Garboczi E. J. , Lura P. 
Published: December 2020

AbstractTechniques like nanoindentation and atomic force microscopy can estimate the local elastic moduli in a region surrounding the probe used. For composites with phase regions much larger than the size of the probe, these procedures can identify the phases via their different elastic moduli but identifying phase regions that are on the same size scale as the indent is more problematic. This paper looks at three random 3D 8003 voxel composite models, each consisting of a matrix and spherical inclusions. One model has non-overlapping spheres and two models have overlapping spheres, with two and three distinct phases. The linear elastic problem is solved for each microstructure, and histograms are made of the local Young’s moduli over a number of sub-volumes (SVs), averaged over progressively larger SVs. The number and shape of histogram peaks change from N delta functions, where N is the number of elastically distinct phases, at the 1 voxel SV limit, to a single delta function located at the value of the effective global Young’s modulus, when the SV equals the unit cell volume. The phase volume fractions are also tracked for each bin in the Young’s modulus histograms, showing the phase make-up of bin in the histogram. There are clear differences seen between the non-overlapping and three-phase overlapping models and the two-phase overlapping sphere model, because of different size microstructural features, characterized by the average value of size as computed by the W(q) function. In the three-phase model, a peak that is originally all phase 3 persists at its same location, but as the size of the SVs increase, it is made up of a mixture of phases, so that it cannot be identified with a single phase even though it remains a clear peak. These results give some guidance as to what probe size might be useful in distinguishing different phases by local elastic moduli measurements, and how the length scales of the probe and the microstructure interact.
Abnormal Use of Personal Pronouns in Sign Language of Autistic Deaf Children
Authors: Li Yangyang 
Published: December 2020

<p>Abnormal use of personal pronouns is an important feature of autistic children's oral development. After comparing autistic deaf children with autistic children and deaf children respectively, it is found that pronoun avoidance also exists in the sign language development of autistic deaf children, but pronoun reversal rarely occurs. In pronoun avoidance, the sign language performance of autistic deaf children is more similar to that of autistic children than deaf children, which is more likely to be due to autistic children's own disorders than differences in language forms. Different from autistic children and deaf children, autistic deaf children have their own unique performance in pronoun reversal: palm reversal. The reason may be that the disorder of personal pronoun reversal in autistic children may have different performance due to differences in language forms.</p>
Reverse Bite and Dislocation: A Study on the Communication of Yu Hua's To Live by We Media
Authors: Yu Qingqing 
Published: December 2020

<p>Based on the amount of readers’ reading and clicks, the power of article creation of We Media has shifted significantly from author to reader, the market mechanism formed by the readers’ preferences bite the author’s creation space. Taking Yu Hua’s <em>To Live</em> as an example to analyze We-Media writings, it can be found that the confidence of the novel text and Yu Hua’s image have been obviously misplaced, and the space of creation and communication has been reversed. In the form of quotations for the public through consumption experience, the original text is cut and stitched together to becomes the chicken soup for the soul in the late night, and Yu Hua is portrayed as a “punster”. It is undeniable that the communication of works by We Media has the advantages that traditional media cannot reach. The techniques and social relations that We Media communication relies on are worthy of the development of traditional media.</p>
Saberes da experiência para a formação do cotidiano de homens e mulheres da Comunidade do Rosado/RN
Authors: FERNANDES STENIO DE BRITO , AGUIAR ANA LÚCIA OLIVEIRA 
Published: December 2020

A pesquisa objetiva compreender como os saberes da experiência de homens e mulheres contribuem para a formação do cotidiano na Comunidade do Rosado/RN. Optamos pelo uso da abordagem qualitativa. Utilizamos como método de investigação a pesquisa (auto)biográfica a partir das narrativas de quatro moradores centrais da comunidade que participaram da pesquisa. No caminhar da pesquisa, apontamos como resultados que os saberes da experiência de homens e mulheres estão sendo compartilhados entre seus moradores, desde as gerações passadas, e preservados pelas novas gerações. Saberes como pescar, plantar, ensinar, cantar, bordar, rezar, costurar, entre outros, são praticados e repassados pelos adultos e jovens na contemporaneidade. Esse processo contribui para a formação do cotidiano na comunidade, nos seus espaços de possibilidades, nas tradições, nos costumes e nos saberes da experiência para a formação do ensinar, aprender, conviver e ser, a partir do pertencimento do seu lugar, na construção da memória individual e coletiva.Palavras-chave: Saberes da experiência. Narrativas (auto)biográficas. Memória. Formação.Knowledge of the experience for the daily formation of men and women of the Community of Rosado/RN ABSTRACTThe objective research understand, how the knowledge of the experience of men and women contribute to the formation of daily in the community of Rosado/RN. We chose to use the qualitative approach. We used the method (auto) biographies research from the narratives of four central residents of the research. In the walk of research in, we point out the results that the knowledge of the experience of men and women have been shared among its residents, from the past generations, and preserved by the new generations. These knowledges such as: fishing, planting, teaching, singing, embroidering, prayer, sewing, among others, are practiced and passed on by adults and young people today. This process contributes to the formation of daily life in the community, in its spaces of possibilities, in the traditions, customs and knowledge of the experience for the formation of teaching, learning, coexisting and being, from the belonging of its place, in the construction of individual and collective memory.Keywords: Knowledge of the experience. (auto)biographies narratives. Memory. Formation.
The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels
Authors: Lira-Gonzales Maria-Lourdes , Nassaji Hossein 
Published: December 2020

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students.
La présente étude a examiné et comparé plusieurs techniques de rétroactions correctives écrites utilisées par des enseignants d’anglais langue seconde (ALS) dans trois contextes et niveaux d’éducation différents (primaire, secondaire et collégial) au Québec, au Canada. En particulier, elle a examiné s’il existait des différences dans les types d’erreurs qui étaient faites, quelle sorte et quel niveau de rétroaction étaient fournis ainsi que la capacité des élèves à intégrer la rétroaction lorsqu’ils révisaient leurs textes. On a recueilli des données dans les trois contextes susmentionnés auprès de six enseignants d’ALS dans leurs classes intactes lorsqu’ils corrigeaient les rédactions (brouillons et révisions) de leurs élèves (N = 128). Les résultats ont révélé une différenc importante dans les trois niveaux en ce qui concerne les erreurs des élèves, la rétroaction des enseignants et les révisions des élèves. Les résultats ont montré que (a), alors que les élèves de primaire faisaient plus d’erreurs grammaticales, les élèves de collège faisaient plus d’erreurs lexicales; (b) les élèves de primaire et de secondaire recevaient plus de rétroaction directe qu’indirecte, alors que les élèves de collège recevaient plus de rétroaction indirecte; (c) les élèves de secondaire et de collège réussissaient mieux à incorporer la rétroaction dans leurs révisions que les élèves de primaire.
Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes
Authors: Kartchava Eva , Mohamed Abdizalon 
Published: December 2020

This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was interviewed to identify practices (as they relate to gesture and CF) they found effective and employed regularly in their teaching. After the lesson, the teachers watched extracts from their lessons to reflect on the use of gestures in general and in CF episodes specifically, and to explain the motivations and/or reasons behind their choices. Results indicate that the EAP teachers actively used gestures, with many occurring alongside CF moves. They were also strategic in the amount and types of both CF and gesture they used.
Cette étude exploratoire a examiné l’utilisation spontanée de gestes qui se produit en général ainsi que dans le cadre de comportement correctif chez deux enseignants d’anglais académique (EAP) d’une université canadienne. Des données ont été recueillies au moyen d’entrevues, d’observation de cours et d’une session de rappel stimulé. Avant de procéder à l’observation, chaque enseignant a fait l’objet d’une entrevue pour identifier les pratiques (en ce qu’elles avaient trait à la gestuelle et à la rétroaction corrective) qu’ils trouvaient utiles et employaient régulièrement quand ils enseignent. Après la leçon, les enseignants ont visionné des extraits de leur leçon afin de réfléchir à l’utilisation de gestes en général et lors de la rétroaction corrective en particulier, ainsi que pour expliquer les motivations et/ou les raisons qui sous-tendaient leurs choix. Les résultats indiquent que les enseignants d’EAP utilisaient la gestuelle de façon active, dont une grande partie se produisait en même temps que les gestes de rétroaction corrective. La quantité et le type de gestuelle et de rétroaction corrective étaient utilisés de façon stratégique.
Los centros históricos y la planificación urbana en Costa Rica
Authors: Chang-Albizurez Dominique , Malavassi-Aguilar Rosa Elena 
Published: December 2020

Este artículo expone los primeros resultados del análisis del marco jurídico existente para la gestión de Centros Históricos como parte del territorio, en particular el caso de Liberia, como parte del proyecto “Línea base para la gestión sostenible del Centro Histórico de la ciudad de Liberia.” El trabajo realiza un breve análisis documental y una revisión sistemática de las leyes, reglamentos y jurisprudencia al respecto de los centros históricos como bienes patrimoniales y recursos del territorio desde la potestad municipal de establecer instrumentos legales de ordenación de su territorio y planificación urbana.
Siguiendo la pirámide de Kelsen sobre la jerarquización del sistema normativo se seleccionaron las leyes, los decretos y reglamentos ejecutivos, así como la jurisprudencia relacionados con el patrimonio como parte del territorio, para este trabajo no se consideraron los tratados y convenciones internacionales sobre patrimonio ya que esto se ha abordado de manera exhaustiva en otros proyectos.
El aporte de este artículo es identificar el marco jurídico que da sustento a la reglamentación municipal como instrumento de gestión para los Centros Históricos como una herramienta más de conservación del patrimonio.
El modelo iterativo e incremental para el desarrollo de la aplicación de realidad aumentada Amón_RA
Authors: Solano-Fernández Ericka , Porras-Alfaro David 
Published: December 2020

Este artículo presenta la utilización del modelo iterativo e incremental (MII) como metodología de desarrollo de una aplicación móvil de realidad aumentada para barrio Amón, San José. El software desarrollado para el procesamiento y forma de visualización de la información recopilada, constituye una experiencia pionera en Costa Rica, dirigida a la puesta en valor y difusión del paisaje urbano histórico, por lo que busca dar a conocer esta investigación e innovación desde el ámbito universitario.
Metodológicamente, se inició con una revisión bibliográfica que permitió comparar dos modelos de desarrollo de software; uno tradicional, denominado modelo en cascada en comparación con el MII basado en iteraciones y con liberaciones parciales y funcionales del software. Seguidamente, se comparó la utilización de ambas metodologías en el contexto del proyecto de investigación. Como última etapa, se analizó la aplicación de la metodología seleccionada para el desarrollo de la aplicación móvil Amón_RA.
Entre los resultados destacan las ventajas al utilizar el MII que priorizaron su implementación, por ejemplo: la producción en simultáneo de varios módulos, realimentación constante de los aspectos funcionales por parte del equipo interdisciplinario, la posibilidad de someter a procesos de evaluación las tecnologías seleccionadas para su desarrollo en cada uno de los incrementos liberados en las iteraciones, con la respectiva valoración de riesgos y consideración de acciones para mitigar sus efectos durante el proceso de construcción.
Se concluye, con base en las condiciones de desarrollo del proyecto de investigación, que el uso del MII permitió un aprendizaje en cada iteración, brindando un producto a la comunidad conforme a sus necesidades y generando en el equipo investigador una mayor experiencia para la toma de decisiones en futuros proyectos que utilicen la realidad aumentada.
Efecto de la distribución de la luz en una maqueta debido a diferentes bandejas de luz
Authors: Ávila-Zamora Andrea , Murillo-Quirós Natalia 
Published: December 2020

El objetivo de este experimento es estudiar el efecto de la distribución de la luz en modelos a escala de un aula real debido a diferentes bandejas de luz.
La construcción de maquetas de un aula del TEC Campus Tecnológico Local San José se llevó a cabo tomando como variable de control el color del techo y manteniendo su forma. Para los casos de estudio, se analizó el comportamiento de las bandejas de luz para medir la distribución de la luz natural proveniente de la ventana hacia los espacios más alejados de la misma, así como su efectividad como protección solar.
Se analizaron tres franjas horarias, mañana, mediodía y tarde, de diciembre de 2018 a enero de 2019, tomando medidas de iluminación fuera y dentro de la maqueta. Las variables analizadas se pueden resumir en: color del techo, forma de las bandejas de luz y color aplicado a las paredes y superficies del aula.
De los resultados obtenidos se concluye que aún existen grandes lagunas en el entendimiento de cómo lograr una distribución uniforme de la iluminación dentro de una sala, evitando altos contrastes visuales, esto es especialmente importante en un aula donde se debe dar una prioridad en el comodidad visual de sus usuarios. El uso específico de bandejas de luz plana se mostró efectivo tanto como elemento de protección solar como para redirigir la luz a espacios alejados de la ventana.
Resilience Education for Health-Care Professionals
Authors: Martin Sarah R. , Fiske Elizabeth A. , Hayes Lane Susan 
Published: December 2020

Background Burnout among health-care professionals is a growing problem having a sizeable impact on patient safety and health care as a whole. High levels of resilience in health-care professionals have been associated with safer care environments, improved health outcomes, higher quality care, and improved caregiver well-being and mental health. Resilience education can improve personal and professional resilience. Objective The goal of this project was to evaluate a resilience education program to improve measures of burnout and resilience in health-care professionals. Design A quantitative cross-sectional pretest/posttest design was used. Setting The resilience education program was implemented in a large, not-for-profit health-care system in the southeastern United States. Methods Participants completed the Copenhagen Burnout Inventory (CBI) and The Connor-Davidson Resilience Scale-25 (CD-RISC-25) immediately before the workshop and 2 weeks afterward. Participants also completed an evaluation survey one day after the education. Results Scores on the CD-RISC-25 showed statistically significant increases in resilience qualities after the education. Although not statistically significant, burnout as measure by CBI scores decreased following the workshop. Conclusion A relatively short educational program can positively impact resilience and burnout levels in health-care professionals. Positive outcomes included successful learning outcomes and increased resilience qualities.
Comment Enseigner Lâ€™art Dans Les Instituts SupÃ©rieurs Des Beaux-Arts Et/Ou Dâ€™arts Et MÃ©tiers : Le Concept Â« Ã‰cole - Atelier Â» Entre Approche PÃ©dagogique Et Forme Evenementielle
Authors: Bouzguenda Ghada 
Published: December 2020

Cette Ã©tude se penche sur lâ€™enseignement de lâ€™art Ã lâ€™universitÃ©. Elle situe la problÃ©matique au niveau de la pÃ©dagogie spÃ©cifique Ã lâ€™enseignement dans des Ã©tablissements universitaires qui diffÃ©rent des autres (comme les Ã©coles de commerce, de santÃ©, â€¦) du contenu, des objectifs et des approches puisquâ€™elle touche aussi bien du contenu scientifique que des pratiques artistiques. La mÃ©thode dâ€™investigation repose sur une approche empirique issue dans un premier temps de lâ€™analyse des discours des experts parlant de ce sujet Ã lâ€™occasion dâ€™un colloque international organisÃ© en Tunisie en 2018 et des interviews avec des Ã©tudiants et des enseignants Ã lâ€™occasion de visites professionnelles de deux Ã©coles europÃ©ennes de beaux-arts. De plus, le background de lâ€™expÃ©rience personnelle dans lâ€™enseignement aux Ã©coles dâ€™art a Ã©tÃ© utilisÃ© pour dÃ©cortiquer les paradigmes contemporains de lâ€™enseignement universitaire au regard de lâ€™organisation de lâ€™Ã©cole sous forme dâ€™ateliers individualisÃ©s ou interconnectÃ©s ou lâ€™organisation des ateliers sous forme de workshops au sein des Ã©coles. Les rÃ©sultats ont montrÃ© que le concept Â« Ã©cole-atelier Â» pourra rassurer aussi bien la forme scolaire que la libertÃ© artistique chez les apprenants autant que les ateliers ouverts avec leur aspect Ã©vÃ©nementiel.
This paper focuses on teaching art in universities. It situates the problem at the level of pedagogy, which is specific to teaching in the university. This differs from others types of schools (such as business, medicine, etc.) based on the objectives and methodology since it affects content which are more scientific than artistic practices. The investigative method is based on an empirical approach resulting initially from the analysis of the speeches of experts at an international conference organized in Tunisia in 2018. It was also obtained through interviews with students and teachers on the occasion of professional visits to two European schools of fine arts. In addition, the background of personal experience in teaching art in schools has been used to dissect contemporary paradigms of university teaching with regard to â€œthe organization of the schoolâ€ in the form of individualized or interconnected workshops, or â€œthe organization of workshopsâ€ within schools. The results show that the â€œschool-workshopâ€ concept could reassure both the academic form and artistic freedom for students as well as open workshops with their event aspect.