ethanporcaro/eric-fulltext-meta huggingface dataset:
The Expanded Food and Nutrition Education Program Policies. Updated
Author: National Institute of Food and Agriculture (NIFA) (USDA)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Foods Instruction,Nutrition Instruction,Federal Programs,Low Income Groups,Program Descriptions,Educational Policy,Federal Legislation,Program Evaluation,Wellness,Student Centered Learning,Evidence Based Practice,Accountability,Partnerships in Education

The U.S. Department of Agriculture's (USDA) National Institute of Food and Agriculture (NIFA) administers the Expanded Food and Nutrition Education Program (EFNEP); land-grant universities conduct the program in all states, U.S. territories, and the District of Columbia. EFNEP focuses on reaching the poorest of the poor by working through families to address the health disparities associated with some of the most pervasive societal challenges--hunger, malnutrition, poverty, and obesity. EFNEP provides practical, hands-on nutrition education that changes behavior. EFNEP remains as relevant and essential today, as it was in the 1960s when the program began. This document provides background on the program, discusses related legislation, and describes program characteristics, program specifics, and supporting core elements. [This Expanded Food and Nutrition Education Program Policies document supersedes &quot;U.S. Department of Agriculture (USDA) -- Extension Service, Expanded Food and Nutrition Education Program Policies,&quot; October 1983.]
Pedagogical Experiences in a Virtual Exchange Project Using High-Immersion Virtual Reality for Intercultural Language Learning
Author: Jauregi-Ondarra, Kristi
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Second Language Learning,Second Language Instruction,Computer Simulation,Spanish,Native Language,Language Usage,Task Analysis,Computer Assisted Instruction,Student Attitudes,Diaries,Foreign Countries,Undergraduate Students

Social Virtual Reality (VR) applications enable real-time interpersonal conversation and allow users to perform activities together. They have the potential of changing the ways learners practise speaking a foreign language. Following a previous study (Jauregi Ondarra, Gruber, &amp; Canto, 2020), we designed the present study to explore how presence, immersion, and interactivity affect overall social experience. Students from Germany and the Netherlands engaged in High-immersion VR (HiVR) virtual exchange sessions, using Spanish as a lingua franca at A2 level. International dyads carried out four interaction tasks in AltspaceVR, using head-mounted devices. To examine students' HiVR virtual exchange experiences, different sources of data were gathered: questionnaires, reflection diaries, recordings, and focus group interviews. The preliminary results, based on the surveys and reflection journals, show that students liked to use a social VR app to communicate in the target language with peers from other countries, as they felt completely immersed and co-present in the social interactive VR space. This might enhance engagement and lower anxiety levels. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners
Author: Joannidou, Shaunna
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Dyslexia,Student Needs,Teaching Methods,English (Second Language),Second Language Instruction,Cartoons,Telecommunications,Handheld Devices,Technology Uses in Education,Foreign Countries,Program Effectiveness,Writing Assignments,Essays,Language Teachers

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney &amp; Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Embedding Employment Services in an Opioid Treatment Facility. Strategy Spotlight. Innovative Employment and Training Interventions to Address the Opioid Crisis
Author: Staatz, Colleen
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Grants,Community Services,Job Training,Employment Services,Drug Rehabilitation,Drug Addiction,Narcotics,Allied Health Personnel,Access to Education,Health Services,Rehabilitation Centers

In Pennsylvania, subgrantee Philadelphia Works, Inc. partnered with JEVS Human Services to implement the National Health Emergency (NHE) demonstration grant. JEVS Human Services offers both employment and training services and behavioral health treatment and recovery services. By developing partnerships with behavioral health providers, the workforce system can reduce barriers to accessing employment and training services for people in recovery by providing these services on-site at locations where potential participants already gather and are comfortable. This strategy spotlight highlights an innovative effort, funded through an NHE Dislocated Worker Demonstration Grant to Address the Opioid Crisis to the state of Pennsylvania, to provide employment services in opioid treatment clinics. It is part of a study funded by the U.S. Department of Labor's Chief Evaluation Office, and conducted in collaboration with the Office of Policy Development and Research within the Employment and Training Administration (ETA). The study explores the implementation of the NHE Dislocated Worker Demonstration Grants to Address the Opioid crisis, which six states received in 2018. These grants, funded by ETA's Office of Workforce Investment (OWI), encouraged states to test innovative approaches to address the economic and workforce-related impacts of the opioid epidemic. [This is the first report in a four-part series.]
Registered Apprenticeships for Community Health Workers and Dually Certified Peer Recovery Specialist-Community Health Workers. Strategy Spotlight. Innovative Employment and Training Interventions to Address the Opioid Crisis
Author: Staatz, Colleen
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Drug Abuse,Narcotics,Apprenticeships,Allied Health Occupations Education,Drug Addiction,Drug Rehabilitation,Grants,On the Job Training,Certification,Job Skills,Skill Development

Community health workers (CHWs) and peer recovery specialists (PRSs) can play an important role in meeting the health care needs of people with opioid use disorder. Registered apprenticeship programs, an &quot;earn while you learn&quot; approach, can help build a certified workforce of CHWs and PRSs by providing classroom and on-the-job training. Apprenticeship RI, an initiative of Building Futures, develops registered apprenticeships in partnership with the Rhode Island Department of Labor. With funds from the National Health Emergency (NHE) demonstration grant, Building Futures, the subgrantee, worked with two partners to develop registered apprenticeship programs for two occupations that could help address the opioid crisis: CHWs and dually certified PRS-CHWs. This strategy spotlight highlights an innovative effort, funded through an NHE Dislocated Worker Demonstration Grant to Address the Opioid Crisis to the state of Rhode Island, to develop registered apprenticeships for CHWs and dually certified PRS-CHWs. [This is the third report of a four-part series. For the second report, &quot;Adapting Work Readiness Training for People in Recovery,&quot; see ED617846.]
Supporting Employers Using the Project Extension for Community Healthcare Outcomes (ECHO) Model. Strategy Spotlight. Innovative Employment and Training Interventions to Address the Opioid Crisis
Author: Bodenlos, Katie
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Employers,Employees,Community Services,Drug Addiction,Drug Rehabilitation,Narcotics,Grants,Work Environment,Access to Information,Telecommunications,Technology Uses in Education,Access to Education,Allied Health Personnel,Specialists

The Pennsylvania Department of Labor and Industry (L&amp;I) partnered with the Pennsylvania State College of Medicine (Penn State) to create a Project Extension for Community Healthcare Outcomes (ECHO) series for employers. The ECHO model, which originated in the medical field, provides virtual clinics led by expert specialist teams to discuss real-world health cases with community medical providers in underserved areas and work together to develop solutions. Employers seeking to have recovery-friendly workplaces might have questions about how to better support their employees who are recovering from a substance-use disorder. Small- and medium-sized employers, in particular, might not have sufficient capacity or expertise in human resources to address potential issues that can arise. This strategy spotlight highlights an innovative effort, funded through a National Health Emergency (NHE) Dislocated Worker Demonstration Grant to Address the Opioid Crisis, to provide Pennsylvania employers with free expert advice on how to address potential issues and support their employees in recovery. [This is the fourth report of a four-part series. For the third report, &quot;Registered Apprenticeships for Community Health Workers and Dually Certified Peer Recovery Specialist-Community Health Workers,&quot; see ED617974.]
The Use of Assignments in Education
Author: Ulum, Ömer Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Assignments,Elementary School Students,Student Attitudes,Homework,Reinforcement

In all educational levels, teachers assign their students with different activities to practice and reinforce what they have learnt. Further, assignments are valuable educational tools that raise students' consciousness as believed by teachers, parents, and authorities. It functions, in a sense, as a bridge between schools and homes. Assignments require the effort, time, and dedication of students, families, and teachers. Thus, it is crystal clear that assignments are practical tools to develop communicative skills and provide learning experiences in order to achieve the needed behavior change. Thus, the purpose of this paper is to examine the views of state primary school students on the assignments given by their teachers. The participants of the study were chosen from the most convenient and accessible schools located in Adana, Turkey. The sample consisted of 250 primary school students (178 female and 72 male) who voluntarily participated in the study. Based upon a qualitative research design, a semi-structured interview designed by the researcher was utilized in order to attain the required data. Therefore, based on a descriptive research design, this study involved the data analysis of descriptive statistics (SPSS 22.0) in order to report the views of participants in numerical data. The findings of the study suggest that assignments are favored by the students, which may be attributed to their school level.
Constructing Students&apos; Thinking Process through Assimilation and Accommodation Framework
Author: Faizah, Siti
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Cognitive Processes,College Students,Majors (Students),College Mathematics,Mathematics Tests,Mathematical Logic,Learning Strategies,Error Patterns,Symbols (Mathematics),Mathematics Education

Thinking is a tool to construct knowledge in learning mathematics. However, some college students have not been fully aware of the importance of constructing their knowledge. Therefore, this study aims to explore students' thinking processes in completing mathematical proofs through assimilation and accommodation schemes. This research was conducted on students majoring in mathematics from three different universities in East Java as research subjects. The data was collected through a mathematical proof test instrument and interviews which is then qualitatively analyzed. The results of the study show that there were students who completed the test through the assimilation scheme only, and there were students who completed the test using both assimilation and accommodation schemes. Students construct their thinking processes through 5 stages, namely: identifying, determining rules to be used, proving with symbol manipulation, reviewing, and justifying. Students use the five stages of thinking to construct knowledge. However, students who use assimilation schemes made some errors in proving the mathematics problem due to their carelessness in doing the proving with symbol manipulation and reviewing stages.
Speaking to Write: Examining Language Learners&apos; Acceptance of Automatic Speech Recognition as a Writing Tool
Author: Johnson, Carol
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Writing (Composition),Audio Equipment,Usability,Computer Software,Student Attitudes,Writing Instruction,Computer Assisted Instruction,College Students,English for Academic Purposes,Foreign Countries

This mixed-methods one-shot study examines L2 writers' perceptions of using Automatic Speech Recognition (ASR) to write using the Technology Acceptance Model (TAM), based on three criteria: usefulness, ease of use, and intention to use. After receiving training on Google voice typing in Google Docs, 17 English as a Second Language (ESL) students carried out two ASR-based writing tasks over a two-hour period. After the treatment, participants filled in a TAM-informed survey and participated in semi-structured interviews to measure their perceptions based on the target criteria. Findings indicate positive perceptions of ASR as a writing tool in terms of usefulness (language learning potential) and ease of use (e.g. user-friendly voice commands). We believe that these positive perceptions might lead to an intention to continue to use ASR, suggesting that the technology has L2 pedagogical potential. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
The Use of MS Teams in ESP Instruction during the COVID-19 Pandemic: Students&apos; Attitudes towards the E-Learning Environment
Author: Krsmanovic, Ivana M.
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Computer Software,Distance Education,COVID-19,Pandemics,Student Attitudes,Electronic Learning,English for Special Purposes,Second Language Learning,Learner Engagement,Student Motivation,Foreign Countries,College Freshmen

With the outbreak of COVID-19, universities worldwide were forced to quickly transition to online emergency teaching in order to secure the well-being of students and teachers. The paper analyses students' attitudes towards the use of the Microsoft Teams platform in the instruction of English for Specific Purposes (ESP) at the Faculty of Technical Sciences Cacak during the winter semester 2020. The study focuses on students' engagement with e-learning, their motivation, and overall satisfaction with ESP instruction during pandemic conditions. The study was conducted with first-year students of engineering (N=79) using an online survey as an exploratory, qualitative research instrument. The findings of the research revealed that students have positive attitudes towards the use of Microsoft Teams in ESP instruction as the e-learning environment. The results suggest that all the available features of the tool are perceived as beneficial and easy to adapt to, with the recorded sessions of online lectures and online testing rated the most useful segments of the online ESP instruction. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Experiences of Using Unicam for Asynchronous Video Assessment of the Irish Language
Author: Lowney, Rob
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Student Experience,Technology Uses in Education,Video Technology,Asynchronous Communication,Second Language Learning,Irish,College Students,Foreign Countries,Evaluation Methods,Verbal Tests,Computer Assisted Testing

Video is used widely in language education as a learning tool and a production tool for students to demonstrate oral competence. In response to the COVID-19 pandemic, Irish language lecturers at Dublin City University (DCU) set asynchronous video assessment tasks for students on teacher education programmes. Tasks were completed using the web-based Unicam platform, which streamlines video creation and submission, allowing students to focus on their task and not technical affairs. Students' and the teaching team's Unicam experiences were evaluated through anonymous surveys drawing on the Unified Theory of Acceptance and Use of Technology. Both parties were neutral to slightly positive in their attitudes towards the Unicam tool. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Facilitating L2 Listening through Automatic Detection of Speech and Lexical Difficulties
Author: Mirzaei, Maryam Sadat
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Speech Communication,Listening Skills,Auditory Perception,Second Language Learning,Second Language Instruction,English (Second Language),Video Technology,Visual Aids,Language Tests,Audio Equipment,Feedback (Response),Teaching Methods,Computer Assisted Instruction,Undergraduate Students

This paper focuses on Partial and Synchronized Caption (PSC) as a tool to train L2 listening and introduces new features to facilitate speech-related difficulties. PSC is an intelligent caption that extensively processes the audio and transcript to detect and present difficult words or phrases for L2 learners. With the new features, learners can benefit from repetition and slowdowns of particular audio segments that are automatically labeled difficult. When encountering high speech rates, the system slows down the audio to the standard rate of speech. For disfluencies in speech (e.g. breached boundaries), the system generates the caption and repeats that video segment. In our experiments, intermediate L2 learners of English watched videos with different captions and functionalities, provided feedback on new PSC features, and took a series of tests. Smart repetition and slowdown components received positive learner feedback and led to significant improvement in L2 listening recognition. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Reflections on 21st Century Skill Development Using Interactive Posters and Virtual Reality Presentations
Author: Warrick, Andrew
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Visual Aids,21st Century Skills,Critical Thinking,Thinking Skills,Creativity,Computer Assisted Instruction,College Students,Computer Software,Photography,Communication Skills,Student Attitudes,Computer Simulation,Foreign Countries,Likert Scales,Private Colleges,Teaching Methods,English (Second Language)

In this preliminary research study, Japanese university students created two dimensional (2D) interactive posters and 360° Virtual Reality (VR) presentations using Thinglink software. Students can use Thinglink software to annotate images with photos, videos, and descriptions. Researchers explore the extent to which students believed that creating and presenting their VR and interactive poster presentations improved their 21st century skills of critical thinking, communication, collaboration, and creativity. They thought that creating them helped to develop their communication and creativity skills, and to a lesser extent, their collaboration and critical thinking skills. Researchers consider other avenues and recommend improvements for task design to help students develop collaboration and critical thinking skills. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Graduates&apos; Unemployment and Associated Factors in Ethiopia: Analysis of Higher Education Graduates&apos; Perspectives
Author: Demissie, Mesfin Molla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Employment Patterns,Unemployment,Demography,Institutional Characteristics,Student Characteristics,Economic Factors,Labor Market,College Curriculum,Employment Potential

Higher education institutions are responsible for providing their graduates with relevant job skills that will allow them to compete in the labour market. With this in mind, the purpose of this study was to identify the factors associated with graduate unemployment in Ethiopia. The data were collected, analysed, and interpreted using a quantitative design. Using Cochran's sampling formula, 359 graduates from five regions were selected as the sources of primary data. Multinomial logistic regression was used to analyse the data because it is a good model for computing the interaction between more than two independent and dependent variables. Cronbach's alpha coefficient of 0.947 indicated that the instrument's reliability is adequate. The study revealed that the independent variables that correlate with graduates' unemployment are demographic characteristics, curriculum, institutional characteristics, graduate characteristics, and economic and labour market conditions. These findings imply that HEIs and governance bodies should reconsider the sector's policy and strategic directions in terms of graduates' employability output. As one of the major improvements, the study also recommends creating an enabling environment for employers to thrive, while higher education institutions adjust their curricula to meet the needs of employers.
Heritage Language Maintenance and Revitalization: Evaluating the Language Endangerment among the Indigenous Languages in Bukidnon, Philippines
Author: Alejan, Jhonabell A.
Date: 2021-05-00
Type: Information Analyses
Subjects: Language Maintenance,Indigenous Populations,Intervention,Language Skill Attrition,Native Speakers,Foreign Countries,Language Research,Malayo Polynesian Languages,Indigenous Knowledge

Several studies reveal that the extinction of diverse Indigenous languages is significantly increasing, and several maintenance and revitalization programs for endangered languages have been introduced to save the nonstop death of the languages. This paper reviews the existing academic literature to evaluate the language maintenance and revitalization programs of the Indigenous languages in Bukidnon, Philippines. This article focused on the growth of diverse language maintenance and revitalization. Also, this study stressed the encountered challenges and tests of the people who speak the Indigenous language and in maintaining and revitalizing the language. The result and discussion are generated over the progress of how the maintenance and revitalization programs manage to help the Indigenous people passed their language across generations, the concerns of the Indigenous people while maintaining and revitalizing their language, and the product of the language programs. Therefore, we envision how those intervention programs assist native speakers in maintaining and revitalizing their Indigenous language.