title: Making use of and adapting MOOCs text resources for language learning

authors: Wu, Shaoqun

subjects: computer science

abstract: Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrollees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning, a growing trend in language teaching and learning. Typical MOOCs supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. Such corpus provides an excellent context to study domain-specific lexico-grammatical features of any word or phrase, a challenging aspect of English productive use even for quite advanced learners.
We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled English Common Law offered by University of London. We will illustrate how this resource has been augmented for language learning, and then review how learners can use it to explore language usage. This article uses a single running example, a Coursera MOOC course, but the approach is fully automated and can be applied to any collection of English writing.

text: Making use of and adapting MOOCs text resources for language learning Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrollees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning, a growing trend in language teaching and learning. Typical MOOCs supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. Such corpus provides an excellent context to study domain-specific lexico-grammatical features of any word or phrase, a challenging aspect of English productive use even for quite advanced learners.
We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled English Common Law offered by University of London. We will illustrate how this resource has been augmented for language learning, and then review how learners can use it to explore language usage. This article uses a single running example, a Coursera MOOC course, but the approach is fully automated and can be applied to any collection of English writing.

year: 2019

title: US Park recreation values (1968-2003): A review of the literature

authors: Kaval, Pamela

subjects: consumer surplus values

abstract: The results of outdoor recreation consumer surplus studies for national parks, national forests, state parks and state forests in the United States from 1968 through 2003 are compared and analyzed across activity type, locational region, and park designation. The resulting data set includes 1,229 observations, spanning 36 years, 28 types of activities, and 106 locations. All consumer surplus data were converted to 2006 United States dollars per person per day for comparison purposes. It was discovered that activity and park type played a significant role in consumer surplus values. Activities such as mountain biking, windsurfing, and rock-climbing were among the highest valued activities while visiting environmental education centers was the lowest. When comparing park types, it was found that on average, activities at National Parks had higher values than national forests, state parks, or state forests. This meta-analysis is the most extensive literature review in the history of non-market consumer surplus values for outdoor recreation in the United States ever conducted and should prove beneficial to anyone seeking information on outdoor recreation studies as well as those wishing to conduct a benefit transfer analysis for their own land management area.

text: US Park recreation values (1968-2003): A review of the literature The results of outdoor recreation consumer surplus studies for national parks, national forests, state parks and state forests in the United States from 1968 through 2003 are compared and analyzed across activity type, locational region, and park designation. The resulting data set includes 1,229 observations, spanning 36 years, 28 types of activities, and 106 locations. All consumer surplus data were converted to 2006 United States dollars per person per day for comparison purposes. It was discovered that activity and park type played a significant role in consumer surplus values. Activities such as mountain biking, windsurfing, and rock-climbing were among the highest valued activities while visiting environmental education centers was the lowest. When comparing park types, it was found that on average, activities at National Parks had higher values than national forests, state parks, or state forests. This meta-analysis is the most extensive literature review in the history of non-market consumer surplus values for outdoor recreation in the United States ever conducted and should prove beneficial to anyone seeking information on outdoor recreation studies as well as those wishing to conduct a benefit transfer analysis for their own land management area.

year: 2006-09

title: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements

authors: Hogg, Alan G.

subjects: radiocarbon

abstract: We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

text: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

year: 1997