ethanporcaro/eric-fulltext-meta huggingface dataset:
Practical Functional Approach to Quality Assessment in Subtitling: &quot;Pocahontas II--Case Study&quot;
Author: Hussain, Alaa Eddin
Date: 2016-06-00
Type: Journal Articles
Subjects: Films,Translation,Transcripts (Written Records),Quality Assurance,Error Patterns,Simulation,Proofreading,Problem Solving,Decision Making,Audiovisual Aids,Syntax,Spelling,Language Styles,Sentence Structure,Ambiguity (Semantics),Gender Issues,Animation,Guidelines,Readability,Reading Rate,Punctuation

The present research work deals with subtitling errors encountered by simulators and proof-readers. The resultant work is of significant contribution to problem decision makings in the field of quality assessment of audiovisual translation (AVT). The outcome of this paper is the result of accumulated working experience in this domain. The relevant errors are related to syntax, spelling, style, length of sentences, lack of clarity, and gender-related issues. These errors though made by one subtitler who has translated the animation feature film &quot;Pocahontas II&quot; released in 2012, are still typical and therefore a thorough investigation has been done and a set of linguistic rules has been suggested as a guideline for the audiovisual industry. These rules are to be added to the technical and software requirements sent by subtitling companies (such as the number of characters per line, the font, the reading speed per minute, and punctuation). This set of rules helps monitor the quality of the subtitled target text (TT).
Promoting Digital Competence in Secondary Education: Are Schools There? Insights from a Case Study
Author: Sancho Gil, Juana M.
Date: 2016-01-00
Type: Journal Articles
Subjects: Secondary Education,Case Studies,Competency Based Education,Educational Practices,Educational Policy,Classroom Observation Techniques,Interviews,Technology Uses in Education,Information Processing,Teaching Methods,Teacher Attitudes,Student Attitudes,Technological Literacy,Foreign Countries

In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence.
Prosodic Cues in Relative Clauses Disambiguation: Bilinguals vs. L2 Learners
Author: Checa-Garcia, Irene
Date: 2016-07-00
Type: Journal Articles
Subjects: Suprasegmentals,Cues,Form Classes (Languages),Bilingualism,Second Language Learning,Spanish,Advanced Students,Preferences,Phrase Structure,Nouns,Bilingual Students,English,Silent Reading,Ambiguity (Semantics),Oral Reading,Comprehension,Experimental Groups,Control Groups,Comparative Analysis,Experiments

This study investigates the preferences for attachment of a relative clause (RC) to a complex noun phrase (NP) of the type: NP1 of NP2, in Spanish-English bilinguals and advanced learners of Spanish. Spanish speakers show a moderate preference for attaching the RC to the first NP, while speakers of English prefer the second NP. Subjects were presented this construction in written (Experiment 1) and oral (Experiment 2) forms. Results show no group had a preference for either attachment in silent reading, Low Attachment was preferred with a pause after NP1 by learners, and High Attachment was preferred in the absence of any pause by bilinguals and learners. However, the learner group behaved distinctively in Experiment 2 in two ways: their reaction times were shorter, and their choice for the kind of RC attachment was more sensitive to the absence of a pause being more likely to choose Low Attachment, as English monolinguals. These results suggest that advanced learners are influenced by their L1 more heavily in oral comprehension than in reading, while bilinguals take longer for processing prosodic cues. Reasons for a slower bilingual processing are posited. Lastly, implications for prosody teaching are drawn from these results.
An Evaluation of &quot;Effective Communication Skills&quot; Coursebook
Author: Ahmed, Shameem
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Evaluation,Communication Skills,Pilot Projects,Higher Education,Questionnaires,English (Second Language),Undergraduate Students,Business Administration Education,Science Education,Student Attitudes,User Satisfaction (Information),Communicative Competence (Languages),Qualitative Research

In Communicative Language Teaching situation, role of material is not only important but also inevitable. In the traditional context of English teaching textbooks are considered the main source of materials. This paper will provide an evaluation of &quot;Effective Communication Skills&quot; (&quot;ECS&quot;) coursebook that has been introduced as a pilot project implemented in 2011 by the Ministry of Higher Education, Malaysia. For the current study, data has been collected on the basis of materials study, and questionnaires. The qualitative analysis has been conducted with a total sample of around 214 students, and 3 instructors. The results show that in spite of some shortcomings, there is a general satisfaction about this textbook as it is exclusively produced by the local experts for the tertiary level. The study concludes with suggestions and recommendations for the improvement of the &quot;Effective Communication Skills.&quot;
Epiphanic Awakenings in Raymond Carver's &quot;Cathedral&quot; and Alice Walker's &quot;Everyday Use&quot;
Author: Sadeq, Ala Eddin
Date: 2016-06-00
Type: Journal Articles
Subjects: Literary Genres,United States Literature,Literary Devices,Realism

This paper explores how two short stories from very different backgrounds conclude in a significant epiphany for the characters. Raymond Carver's short story &quot;Cathedral&quot; and Alice Walker's &quot;Everyday Use&quot; are studied to see how the husband in Carver's work is blinder than his visually-impaired overnight guest, and the college-educated Dee in Walker's story is more ignorant than her uneducated Mama and sister with learning difficulties. In the husband's case in &quot;Cathedral,&quot; once he is forced to interact with someone unfamiliar he has an eye-opening experience and is led to the realization of how blind he has been. Walker's Mama also has her own epiphany at the climax of the short story and her demeanor changes, becoming more assertive than before.
Virtual Worlds and Social and Educational Inclusion: Case Study at Secondary Education Institute Cal Gravat
Author: Castañeda Quintero, Linda
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Simulated Environment,Educational Technology,Technology Uses in Education,Qualitative Research,Observation,Semi Structured Interviews,Teacher Attitudes,Student Attitudes,Teaching Methods,Secondary Education,Technology Integration

This article presents a case study with the goal of becoming familiar with and understanding the incorporation of one virtual learning world--Espurnik--in a curricular diversification classroom with students in a situation of educational exclusion or academic failure. This investigation was carried out from an interpretive paradigm with a qualitative methodology grounded in the Case Studies. The data was collected using different qualitative techniques: documentary analysis, direct observation in the virtual world, semi-structured interview with the teacher, and group interview with the students. The conclusions indicate that the emphasis must not be placed on technologies, but rather on the methodological change that many of them foster, setting up the student not a consumer of information but rather a creator and producer of knowledge in a context of collaborative work, attending comprehensively to the community context of the students' educational development.
Inclusive Education in Schools in Rural Areas
Author: Callado Moreno, J. Antonio
Date: 2016-07-00
Type: Journal Articles
Subjects: Inclusion,Rural Areas,Rural Schools,Educational Needs,Special Education,Special Needs Students,Foreign Countries,Elementary School Teachers,Questionnaires,Preschool Teachers,Early Childhood Education,Likert Scales

Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.
Using Video in Web-Based Listening Tests
Author: Pardo-Ballester, Cristina
Date: 2016-07-00
Type: Journal Articles
Subjects: Video Technology,Listening Comprehension Tests,College Students,Second Language Learning,Visual Aids,Audio Equipment,Spanish,Preferences,Questionnaires,Regression (Statistics),Web Based Instruction

With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners' comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners' comprehension will be shared as well as participants' preferences with respect to listening support.
Are All Children Equal? Causative Factors of Child Labour in Selected Districts of South Punjab, Pakistan
Author: Haider, Syed Zubair
Date: 2016-01-00
Type: Journal Articles
Subjects: Child Labor,Foreign Countries,Questionnaires,Factor Analysis,Correlation,Statistical Analysis,Equal Education,Influences,School Districts

The present study investigates the causative factors of child labour in selected districts of South Punjab, Pakistan. As a member of the International Labour Organization (ILO) Pakistan has a responsibility to stamp out child labour from its regions. Our sample was selected from seven working environments (workshops, hotels, tea stalls, households, etc.) through purposive sampling. The data were collected via a questionnaire which was completed by a sample of 547 working children. The findings of the exploratory factor analysis (EFA) explored four factors from the research. Multilevel analyses were calculated to pinpoint the causative factors of child labour. The study results revealed that, due to family responsibilities, a lack of educational opportunities for children from low-income families, and increasing poverty, children develop an interest in working to earn their livelihood at the cost of their education. The children are involved in labour because their parents cannot meet their personal and educational requirements.
Analysis of Risks in a Learning Management System: A Case Study in the Spanish National University of Distance Education (UNED)
Author: Vázquez-Cano, Esteban
Date: 2015-01-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Risk,Distance Education,Integrated Learning Systems,Foreign Countries,Technology Uses in Education,Educational Technology,Questionnaires,Likert Scales

This article presents a research that examines the university students' risk perception when using a Learning Management System called &quot;aLF&quot; and implemented by the Spanish National University of Distance Education (UNED) for the development of its university distance studies. The development of comprehensive Learning Management Systems for teaching-learning distance practices in the European Higher Education Area (EHEA) is a challenge for universities all around Europe. For this reason, it is necessary to analyze not only the benefits that involve these environments but the risks perceived by its users to improve teaching methods and design better user interfaces. Through a quantitative method, we test 588 students' opinions about their risks perceptions when using this LMS to study the University degree in Pedagogy. Results show that main risks are concentrated in two dimensions: dimension 1 &quot;basic or general&quot; with high incidence of &quot;fear of making mistakes&quot; and &quot;ignorance of the course content&quot;; and dimension 2 &quot;own and beyond students' circumstances&quot; where it is important to stand out the risks not directly controlled by the students: &quot;warning from the authorities for not developing the program&quot;, &quot;isolation from teachers&quot; and &quot;delegation of control&quot;.
Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia
Author: Bahri, Hossein
Date: 2016-06-00
Type: Journal Articles
Subjects: Web Sites,Translation,Foreign Students,Indonesian,Second Language Learning,Foreign Countries,Vocabulary Development,Second Language Instruction,Course Content,College Students,Universities,Case Studies,Correlation,Statistical Analysis

The present paper examines the use of Google Translate as a supplementary tool for helping international students at Universiti Sains Malaysia (USM) to learn and develop their knowledge and skills in learning Bahasa Malaysia (Malay Language). The participants of the study were 16 international students at the School of Languages, Literacies, and Translation, USM who had registered for the LKM 100 Bahasa Malaysia (I) course. Based on the literature review, analysis of the collected data, and an assessment of the course content and activities inside and outside the language classroom, the findings suggest that most international students at USM recognize Google Translate as an effective supplementary tool for learning vocabulary, writing, and reading in Bahasa Malaysia. In fact, some students reported that they could optimally benefit from their self-learning if they were assisted to use Google Translate effectively. Moreover, using Google Translate for doing classroom tasks and activities can encourage students to study independently, and to shape their own strategies for solving language learning problems.
Leadership Behaviors and Its Relation with Principals' Management Experience
Author: Mehdinezhad, Vali
Date: 2016-01-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,Experience,Administrator Behavior,Statistical Analysis,Elementary Secondary Education,Questionnaires,Teacher Surveys,Administrator Surveys,Foreign Countries,Teacher Attitudes,Administrator Attitudes

This paper aims at studying the leadership behaviors reported by principals and observed by teachers and its relationship with management experience of principals. A quantitative method was used in this study. The target population included all principals and teachers of guidance schools and high schools in the Dashtiari District, Iran. A sample consisting of 46 principals and 129 teachers was selected by stratified sampling and simple random sampling methods. A leadership Behavior Description Questionnaire (LBDQ) developed by Kozes and Posner (2001) was used for data collection. The obtained data were analyzed using one sample and independent t-test, correlation coefficient and crosstabs pearson Chi-square test. The results showed that teachers describe leadership behaviors of their principals relatively well. However, principals themselves evaluated their leadership behaviors as very well. Comparing between leadership behaviors self-reported by principals and those observed by teachers, a significant difference was found between the views and evaluations of teachers and principals on all components of leadership behaviors of principals, except that regarding empowerment. In fact, principals described their leadership behaviors better and at a more appropriate level than teachers. From the perspective of both teachers and principals, there was no significant relationship between any of the components of leadership behaviors and management experience of principals.
On Teaching the History of California Spanish to HLL Using Siri: Methodology and Procedures
Author: Lamar Prieto, Covadonga
Date: 2016-07-00
Type: Journal Articles
Subjects: Spanish,Dialects,College Students,Handheld Devices,Computer Uses in Education,Native Language Instruction,Diachronic Linguistics,Instructional Effectiveness,Self Esteem

This article reports results from a study in which two groups of college level students were exposed to interactions with Apple's Siri in order to foster dialogue about their dialectal features. In this paper, the methodology and procedural challenges behind one of the activities that the participants completed are studied. These activities had been designed to present to them the historical dimensions of the Historical California Spanish dialect, or Californio Spanish, and pursue two different outcomes for the participants: 1) to foster the interest in discovering a dialectal past, and 2) to increase linguistic self-esteem, as a result of an external validation provided by technology.
Digitized Ethnic Hate Speech: Understanding Effects of Digital Media Hate Speech on Citizen Journalism in Kenya
Author: Kimotho, Stephen Gichuhi
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Speech,Antisocial Behavior,Journalism,Mass Media Effects,Ethnicity,Social Media,Social Attitudes,Conflict,Ethics,Language Usage,Questionnaires,Qualitative Research,College Students

Ethnicity in Kenya permeates all spheres of life. However, it is in politics that ethnicity is most visible. Election time in Kenya often leads to ethnic competition and hatred, often expressed through various media. Ethnic hate speech characterized the 2007 general elections in party rallies and through text messages, emails, posters and leaflets. This resulted in widespread skirmishes that left over 1200 people dead, and many displaced (KNHRC, 2008). In 2013, however, the new battle zone was the war of words on social media platform. More than any other time in Kenyan history, Kenyans poured vitriolic ethnic hate speech through digital media like Facebook, tweeter and blogs. Although scholars have studied the role and effects of the mainstream media like television and radio in proliferating the ethnic hate speech in Kenya (Michael Chege, 2008; Goldstein &amp; Rotich, 2008a; Ismail &amp; Deane, 2008; Jacqueline Klopp &amp; Prisca Kamungi, 2007), little has been done in regard to social media. This paper investigated the nature of digitized hate speech by: describing the forms of ethnic hate speech on social media in Kenya; the effects of ethnic hate speech on Kenyan's perception of ethnic entities; ethnic conflict and ethics of citizen journalism. This study adopted a descriptive interpretive design, and utilized Austin's Speech Act Theory, which explains use of language to achieve desired purposes and direct behaviour (Tarhom &amp; Miracle, 2013). Content published between January and April 2013 from six purposefully identified blogs was analysed. Questionnaires were used to collect data from university students as they form a good sample of Kenyan population, are most active on social media and are drawn from all parts of the country. Qualitative data were analysed using NVIVO 10 software, while responses from the questionnaire were analysed using IBM SPSS version 21. The findings indicated that Facebook and Twitter were the main platforms used to express ethnic hatred. Hate speech incited hatred and conflict for political gain. Ethical issues raised included moral subordination and incivility.
Governance in Educational Institutions in Portugal
Author: García Redondo, Eva
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Educational Administration,Politics of Education,Educational Quality,Educational Policy

The present study addresses the governance processes governing the organization and management of educational institutions in Portugal, in a context of analysis in which the educational reforms carried out in this country, from the early nineteenth century (when school responsibility is assumed exclusively by the State) to the present, play what we estimate a central role. It is in response to this reality, on the basis of which we study their meaning and state. Evaluation, privatization and autonomy are the vectors which, we believe, provide the frame for a market speech in which we intend to emphasize, considering, on the one hand, that the management of education is conditioned by political developments and interests, of one kind or another, and, on the other hand, that the evolution of governance in its various institutions, although in progress, is gradually adapting to the standards set down at European level in varying degrees of intensity.