ethanporcaro/eric-fulltext-meta huggingface dataset:
The Formation of Student Key Competences Based on Business English
Author: Peterson, Irina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Course Content,Teaching Methods,Communicative Competence (Languages),Advertising,Public Relations,Business English,Specialists,Teamwork,Creativity,Familiarity,Telecommunications,Handheld Devices,English for Special Purposes,Universities,Foreign Countries,Instructional Design

This article analyzes the experience of teaching a foreign language in the field of &quot;Advertising and Public Relations.&quot; Taking into account the specifics of the process of training specialists in advertising and public relations, to form a communicative competence that allows graduates to act in the field of public, professional communication effectively is crucial. At the same time, we are talking about the development of communicative competence as a complex concept, which is the first condition for professionally oriented communication. The study of a professional foreign language forms the competence of future specialists in advertising and public relations necessary for the implementation of professional activities. An additional resource for improving the communicative competence of future specialists is revealed -- the correlation of a foreign language with the disciplines of specialization. This contributes to the development of students' cognitive activity, creativity, teamwork, and analytical skills. The course is based on the CLIL methodology. When designing the course, the teacher should take into account such factors as the age of students, their social and linguistic environment, and the degree of familiarity with the study of subjects in a foreign language. Conducting classes in the CLIL format implies increased requirements for a Business English teacher, who will have to be ready to involve colleagues from other subject departments in the preparation and conduct of classes. Nowadays, learning practices change, new resources appear. Mobile learning (mLearning) can be an answer to the challenge of a modern world. In mLearning, the focus is on a variety of problems, from how students' access to content to how the idea of content is defined. When developing the course of Business English, one of the essential pedagogical tasks was the formation of students ' ability to further independent study of a foreign language/languages and business culture, including the use of modern information technologies. We hope that this study will be useful both for researchers and practitioners designing an academic course, &quot;Business English&quot; for students studying advertising and public relations. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
The Outline of the Quantitative Ontology for Russian Prepositional Constructions
Author: Azarova, Irina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Russian,Form Classes (Languages),Syntax,Nouns,Semantics,Grammar,Computational Linguistics,Structural Analysis (Linguistics),Language Research

The dependency grammars for such languages as Russian usually treat the prepositions in combination with subordinate nouns as major elements as if the case form in the prepositional construction had some self-contained meaning subjected to the regular transformation. This scheme may be valid for languages with restricted declensional paradigms, however, in Russian due to the fact that several case forms are combined with primary prepositions the specific system of joint interpretation of a preposition and a case form is resulted in a system of syntaxemes, minimal syntactical items designed to express semantic notions according to the lexical nature of the governor words in the texts. The syntaxeme structure being the part of the grammatical system has a number of vague manifestations in modern Russian texts which may be acquired from the corpus statistics. The evidences of syntaxeme structure are presented in the ranks of collocations with rough semantic classes of governee nouns with frequent primary prepositions, on the one hand, and the semantico-syntactic role specification of the prepositional construction in the sentence, from the other hand. This structure has several levels of syntactic abstraction. The syntaxeme level is the central layer showing the most frequent combinations of prepositions with noun forms of subordinate semantic classes. Several syntaxemes may be united into the group of so-called semantic rubrics, more or less equal to the semantico-syntactic arguments or roles of the construction in the sentence. The witnesses of semantic rubrics in the texts are usually expressed by secondary prepositions. The bottom level of syntaxeme units is determined by subtle sense variants of the construction produced by the marked semantic classes of governor words of prepositions and governee nouns, which resulted in the merged synonymic and quasi-synonymic usage of prepositional constructions. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Unpublished Mansi Dictionary by P. S. Pallas -- An Unknown Mansi Dialect?
Author: Kosheliuk, Natalia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Dictionaries,Dialects,Archives,Uncommonly Taught Languages,Self Concept,Foreign Countries,Geographic Regions,Contrastive Linguistics

This article presents the research of the recently discovered Mansi dictionary rewritten by A.M. Shegren from the Pallas archive. The uniqueness of this source lays in the fact that its data do not correspond to any known dialects, but has lexical similarities with the Mansi dialect spoken along the Berezovo river. In order to clarify the dialectical identity of this dictionary we had a detailed analysis based on the ProtoMansi reconstruction and the material of the modern Mansi dialects. Also this archival material was analyzed from the point of the dialectal differentiating isoglosses. The research indicated that the language of that new dictionary has a number of characteristics which are absent in other Mansi dialects. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
I Say, You Say, We Say: Using Spoken Language to Model Socio-Cognitive Processes during Computer-Supported Collaborative Problem Solving
Author: Stewart, Angela E. B.
Date: 2019-11-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Cooperative Learning,Language Usage,Speech Communication,Social Influences,Cognitive Processes,Computer Assisted Instruction,Programming,Videoconferencing,Undergraduate Students,Automation,Models

Collaborative problem solving (CPS) is a crucial 21st century skill; however, current technologies fall short of effectively supporting CPS processes, especially for remote, computer-enabled interactions. In order to develop next-generation computer-supported collaborative systems that enhance CPS processes and outcomes by monitoring and responding to the unfolding collaboration, we investigate automated detection of three critical CPS process -- construction of shared knowledge, negotiation/coordination, and maintaining team function -- derived from a validated CPS framework. Our data consists of 32 triads who were tasked with collaboratively solving a challenging visual computer programming task for 20 minutes using commercial videoconferencing software. We used automatic speech recognition to generate transcripts of 11,163 utterances, which trained humans coded for evidence of the above three CPS processes using a set of behavioral indicators. We aimed to automate the trained human-raters' codes in a team-independent fashion (current study) in order to provide automatic real-time or offline feedback (future work). We used Random Forest classifiers trained on the words themselves (bag of n-grams) or with word categories (e.g., emotions, thinking styles, social constructs) from the Linguistic Inquiry Word Count (LIWC) tool. Despite imperfect automatic speech recognition, the n-gram models achieved AUROC (area under the receiver operating characteristic curve) scores of 0.85, 0.77, and 0.77 for construction of shared knowledge, negotiation/coordination, and maintaining team function, respectively; these reflect 70%, 54%, and 54% improvements over chance. The LIWC-category models achieved similar scores of 0.82, 0.74, and 0.73 (64%, 48%, and 46% improvement over chance). Further, the LIWC model-derived scores predicted CPS outcomes more similar to human codes, demonstrating predictive validity. We discuss embedding our models in collaborative interfaces for assessment and dynamic intervention aimed at improving CPS outcomes. [This paper was published in: &quot;Proceedings of the ACM on Human-Computer Interaction&quot; (ISSN 2573-0142) Vol. 3, Article 194. New York, NY: ACM (Nov 2019).]
Prepositional Grammar Component for Syntactical and Lexical Disambiguation in Russian Based on Corpus Statistics
Author: Azarova, Irina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grammar,Form Classes (Languages),Russian,Syntax,Morphology (Languages),Scores,Preferences,Nouns,Semantics,Ambiguity (Semantics),Computational Linguistics,Structural Analysis (Linguistics)

Grammatical description of the sentence generation for the particular language is usually split into special morphological and Syntactical modules applied autonomously: the variance of morphological forms posed into the enumeration of constructional augmentations produces the enormous list of possible expositions of structural complexity paying no attention to the statistical plausibility of a construction in question. The usual method of reducing the complexity score of the Syntactical construction is to put morphological block inside the Syntactical one thus determining item structures strictly possible for this entity, to take into consideration the preferences of item occurrences. The Russian prepositional constructions are the clear case of exuberant variability of the structural complexity in case we are to interpret the meaning of the govenee nouns, its syntactical semantics and the governor element -- some full word in a sentence or a predicative or nominal centre. In Russian the ambiguity of interpretation of a prepositional construction is formed by several meanings of primary prepositions plus several noun forms with different senses combined with the preposition plus possible difference of semantic classes implied by the govenee nouns. We construct an ontology for Russian prepositional constructions based on the corpus statistics and propose a sample from the grammatical module aimed at the analysis of the above mentioned structural variables. [For &quot;NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2,&quot; see ED603411.]
Psychoactive Substance: Determining Its Harmful and Dependent Use Patterns and Associated Level of Risks among High School Students in Afar Region, Ethiopia
Author: Tekesa, Tariku Woldemikael
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Substance Abuse,Screening Tests,Drinking,Smoking,Student Attitudes,Foreign Countries,Health Behavior,Risk,Correlation,Drug Use,Gender Differences,Intervention,Prevention,Government Role

This research investigates psychoactive substance abuse that causes significant health problems in its various chemical effects. It also determines the patterns of its use and level of risk of harm assessment to humans. Harmful determination is dependent upon patterns used in psychoactive substance and its associated level of risk among high school students in Afar region, Ethiopia. The study described a survey of 400 high school students in Afar region, with the adoption of Multistage sampling technique on student's selection. Data collected from Jan-Feb/2017 using an instrument called Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST), showed 400 students whose responses were 100% effective. Among the study participants, majority of them 231 (60.5%) were males. The result of the study revealed a dependent use pattern with 36.4% for Chat, 14.1% for tobacco products and 4.7% for alcohol beverages, which indicated high risk of problems related to psychoactive substances used requires more intensive treatment. The result also indicated that there is 31.4% harmful used pattern for alcohol beverages followed by chat (13.1%) and tobacco products (9.4%) which was associated with moderate risk of harm from their addiction. The result of independent t-test showed that there was a significant mean difference in alcoholic beverages abuse between male and female students, while no significant mean difference was observed in abuse of chat and tobacco products between male and female students. Relatively, ANOVA result revealed that religion of the respondents had a significant effect on abuse of alcoholic beverages, while no significant mean differences were observed in abusing psychoactive substance like tobacco products and chat across participants upon religion. Generally, the present study revealed a greater percentage of students whose daily dosage of harmful psychoactive substances instigated high and moderate risks. The outcome of this study is there is an urgent need for Government intervention to curtail the menace of harmful psychoactive substances and many other toxicants circulating in the society which are detrimental to health, social, financial, legal and peaceful relationship.
Schools Are Still Segregated, and Black Children Are Paying a Price
Author: García, Emma
Date: 2020-02-12
Type: Numerical/Quantitative Data
Subjects: School Segregation,Racial Discrimination,African American Students,Ethnicity,Achievement Gap,Socioeconomic Status,Equal Education,Racial Differences,White Students,Minority Group Students,Poverty,Disadvantaged Youth,Disadvantaged Schools,Grade 8

Well over six decades after the Supreme Court declared &quot;separate but equal&quot; schools to be unconstitutional in &quot;Brown v. Board of Education,&quot; schools remain heavily segregated by race and ethnicity. The lack of progress in integrating schools: (1) depresses education outcomes for black students; (2) widens performance gaps between white and black students; (3) reflects and bolsters segregation by economic status; and (4) it means that the promise of integration and equal opportunities for all black students remains an ideal rather than a reality. Findings on school segregation and student performance come from the National Center for Education Statistics' National Assessment of Educational Progress (NAEP), the most comprehensive study of education performance in the country. The author uses the most recently released data to describe school segregation and its consequences for math performance of eighth-graders. This brief, published by Economic Policy Institute (EPI) to highlight education issues for Black History Month, shows data that are part of ongoing EPI research on student performance and education inequalities.
New York Public School Enrollment: Back to Early 1990s, and Still Falling. Research &amp; Data
Author: McMahon, E. J.
Date: 2019-09-00
Type: Reports - Research
Subjects: Public Schools,Enrollment Trends,Declining Enrollment,Elementary Secondary Education

When public schools across the Empire State open their doors for school year 2019-20, pupil enrollment will be at its lowest level in at least 30 years--continuing a long-term decline that has increasing relevance to Albany's perennial legislative battles over school funding and education policy. Including charter schools and pre-kindergarten programs, New York public school enrollment in 2018-19 was estimated at 2,578,135, down 30,338 pupils from 2017-18 and at its lowest level since the 1990-91 count of 2,540,944, according to the State Education Department. At this rate, enrollment in New York schools will soon dip to levels last seen in the late 1950s.
Incarcerated Fathers&apos; Experiences in the Read to Your Child/Grandchild Program: Supporting Children&apos;s Literacy, Learning, and Education. Research Brief #10
Author: Prins, Esther
Date: 2019-10-00
Type: Reports - Research
Subjects: Fathers,Rural Areas,Correctional Institutions,Institutionalized Persons,Literacy Education,Parent Role,Reading Programs,Program Effectiveness,Family Programs,Reading Aloud to Others,Parent Teacher Conferences,Homework,Singing,Parent Participation,Numeracy

This study used qualitative data to analyze how fathers in a rural Pennsylvania prison were involved in their children's literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYCG) program. Before RYCG, most fathers took steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming--and then sought to continue supporting their children's learning from within prison. Drawing on interviews and observational data, the authors analyzed the experiences and perspectives of 11 fathers to address the following research questions: (1) How were fathers in a rural Pennsylvania prison involved in their children's literacy, learning, and education before and during their incarceration? and (2) How did the fathers use RYCG to support their children's literacy, learning, and education?
Application Trends Survey Report, 2019
Author: Graduate Management Admission Council (GMAC)
Date: 2019-00-00
Type: Reports - Research
Subjects: Graduate Students,College Applicants,College Admission,Business Schools,Administration,Masters Programs,Business Administration Education,Graduate Surveys,Doctoral Programs,Educational Trends,Trend Analysis,Profiles,Foreign Countries,Accounting,Finance Occupations,Educational Demand,Gender Differences,Full Time Students,Part Time Students,Information Technology

The 2019 Application Trends Survey Report gathers intelligence on the current market for graduate management education applicants. The 2019 survey collected data on the applications received by 1,145 responding graduate business school programs for the 2019-2020 academic year. The 2019 report offers timely insights on application volume trends by program type and world region; applicant pool composition by gender, citizenship, and work experience; and expected changes in enrollment rates, acceptance rates, and program size. The 2019 report details the findings of this year's survey and uses data from past surveys to display trends over time. Select portions of the report also incorporate findings from other Graduate Management Admission Council (GMAC) data sources to provide additional context and insight. Key findings include: (1) Total applications declined slightly year-on-year; (2) Programs continue to seat classes with highly qualified talent; and (3) Shifts in student mobility are boosting programs in Asia Pacific, Europe, and Canada, and hurting US programs. [Additional contributions to this publication were provided by: Ethan Cebulash, Maryam Bastani, Tacoma Williams, Tania Hernandez-Andersen, and Maite Salazar. For the 2018 report, see ED593529.]
Developing Policy Questions to Guide Integration of Home Visiting and Other Early Childhood Data
Author: Steber, Kate
Date: 2019-10-16
Type: Reports - Descriptive
Subjects: Home Visits,Family Programs,Program Effectiveness,Models,State Policy,Young Children,Early Intervention,Stakeholders,Parents,Mothers,Pregnancy,Rural Areas,Well Being,Early Childhood Education,At Risk Persons,Access to Health Care,School Readiness

Evidence-based home visiting programs exist in over half of the counties in the United States. Because home visiting programs aim to improve the health, education, and life circumstances of pregnant mothers and their children, they are a critical piece of the early childhood landscape. However, the data collected about these programs are siloed, making it difficult for policymakers to answer questions about programs' short- and long-term benefits. Data within and across home visiting models are fragmented because each program uses different methods for storing and reporting outcomes. To address this problem, state leaders, with input from early childhood stakeholders, are developing integrated longitudinal data systems to connect data from home visiting and other early childhood programs, which will lead to a better understanding of the collective impact of these investments. The purpose of this resource is to provide examples of policy questions that state leaders can answer when home visiting data are combined with other early childhood data. These sample questions are organized according to the type of integration of home visiting data needed to answer them. Depending on the policy question(s) to be answered, home visiting data can be integrated in one of three ways: (1) Across home visiting models; (2) With data from other early childhood services; and (3) With longitudinal data, to examine impact on both short- and long-term child outcomes. The sample questions highlighted in this resource are intended to help spark conversations with stakeholders and inform planning efforts to integrate early childhood integrated data, inclusive of home visiting data at the state level.
Problem Solving Ability of First Year High School Students in Mathematics as Affected by Cognitive Development Levels and Teaching Strategies
Author: Jimenez, Edward C.
Date: 2020-02-00
Type: Journal Articles
Subjects: High School Freshmen,Problem Solving,Cognitive Development,Teaching Methods,Public Schools,Foreign Countries,Instructional Effectiveness,Mathematics Instruction,Teacher Competencies,Mathematics Skills

Improving problem solving abilities among students remain to be a challenge among teachers and students. This study aimed to identify problem solving ability of first year students as affected by cognitive development levels and teaching strategies of first year high school students in Mathematics I. The study utilized descriptive and experimental methods. A total of 150 students from three classes in a public secondary school in Central Luzon, Philippines were included. Tools were validated questionnaires to measure problem solving abilities and cognitive development levels. Data were analyzed using frequency, percentage, Mean, Standard Deviation, T-Test, ANOVA, and Regression Analysis. Results showed that the cognitive level of development of the students are satisfactory across all domains (X=2.81). Discovery, Exposition, and Traditional Methods of Teaching were found to significantly improve the problem solving ability of the students with a p-value of 0.000 in each group. All groups have no significant difference in performance which may imply that no teaching method is better than the other. Lastly, cognitive domains of the students in knowledge, comprehension, application and evaluation were found to be significant determinants of students' problem solving ability. The study results can be a springboard to improve problem solving abilities of high school students. Cognitive development could be considered as a basis for grouping high school students in all curriculum levels and can be evaluated by future researchers for effectiveness.