ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Translator in Intercultural Communication
Author: Köksal, Onur
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Intercultural Communication,Language Processing,Role,Cultural Awareness,Cultural Background,Second Languages,Language Styles,Error Analysis (Language),Communication Problems,History,Foreign Policy,Editing,Supervision,Written Language,Public Officials,News Reporting

Translation/interpretation has always been central to intercultural communication. Lack of knowledge of another culture may cause confusion, misunderstanding or even offense during communication process and it also makes the conclusion of international or bilateral agreements difficult or impossible. To the extent that without communication there can be no negotiation, communication is obviously integral to the success of the mission. It is necessary for a translator or an interpreter to realize the importance of having a cultural background when taking part of this kind of negotiations, which can affect thousands of people. Therefore, this paper aims to offer a closer analysis of the translation profession from the point of view of intercultural communication.
University Students&apos; Views about Genetically Modified Organisms: A Case Study
Author: Özel, Çigdem Alev
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Genetics,Science and Society,Public Colleges,Information Sources,Food,Biotechnology,Credibility,Foreign Countries,Negative Attitudes,Misconceptions,Public Health,Agricultural Production

Today, Genetically Modified Organism (GMO) is a popular socio-scientific issue and views on this issue directly shape people's behaviors. This study aims to investigate university students' views about GMOs. A total of 200 university students from different faculties of a state university participated in the study. For data collection purposes face-to-face interviews developed by the researchers were conducted with the participant students. The convenience sampling technique and the maximum variation sampling technique were systematically used together to determine the participants of the study. The study was designed as a holistic single-case study. The data were analyzed using descriptive analysis and the content analysis. NVivo12 software, a qualitative analysis software, was used to organize the data and the results of the analyses were presented via frequencies and percentages. Quotes from the themes were also included. The results revealed that the university students' sources of information regarding the issue were mainly news, social media, and the school courses. It was nonetheless found out that they did not rely on news and social media. They indicated many food products with GMOs were plants in particular. However, they are confused about situations like growing the aforementioned products in periods different than seasonal periods and using hormones and additives with modifying genetics. In accordance with the content analysis the views of the participants were collected under five different themes: Genetically Modified Products, Purposes of GMO Use, GMO's differences from other products, advantages of GMOs, and damages of GMOs.
Teacher Variables and Delinquent Behaviour among Primary School Pupils in Ahoada West Local Government Area of Rivers State, Nigeria
Author: Cornelius-Ukpepi, Bernedette U.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Delinquency,Behavior Problems,Teacher Characteristics,Elementary School Teachers,Elementary School Students,Classroom Techniques,Teacher Attitudes,Teacher Student Relationship,Questionnaires

This study examines teacher variables and delinquent behavior among public primary school pupils in Ahoada West Local Government Area of River State. The independent variables examined were; teachers' attitude, teachers' classroom management, teacher-pupil relationship while dependent variable is pupils' delinquent behavior. To achieve the purpose of the study, three research questions and three research hypotheses were posed and formulated respectively to guide the study. Two hundred (200) pupils in public primary schools were randomly selected for this study. The instrument used for data collection was a 16-item questionnaire named Teacher Variables and Delinquent Behaviours (TVDB) constructed by the researchers. Independent Samples T-Test was used for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed that there was significant influence of teachers' attitude, teachers' classroom management, and teacher-pupil relationship on delinquent behavior among pupils in Ahoada West Local Government Area of Rivers State. The study recommended that teachers should act and manage their classroom adequately to curb students' delinquent bahaviours in the classroom.
Teacher and Administrator Perceptions of Religion and Ethics Education Practices in the Primary Schools of TRNC
Author: Arslan, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Religious Education,Ethical Instruction,Elementary School Curriculum,Instructional Effectiveness,Foreign Countries,Grade 4,Grade 5,Curriculum Implementation,Required Courses

An Education of religion and ethics has been a long-standing element of the school curriculum in the Turkish Republic of Northern Cyprus, delivered as a compulsory subject to primary grades 4 and 5 as well as in secondary schools. Numerous issues concerning this practice have been raised by both the national media and the teacher's unions. In the Turkish Republic of Northern Cyprus, research studies conducted on religious education are scarce. The existing studies have largely focused on various teaching methodologies for religious education, desired teacher qualities and qualifications and so on. A review of the relevant literature suggested that no research study has so far been conducted specifically on the teachers' and administrators' perceptions of how to deliver the religious education lessons in schools. Taking account of teacher and administrator perceptions, this study aims to investigate the processes of teaching the religion and ethics lessons effectively in the primary schools of TRNC. To that end, a questionnaire was developed following deliberations and evaluations with specialists in the field. The questionnaire was composed of two sections. While the first section collected demographic information about the participant teachers and administrators, the latter posed four open-ended questions about the religion and ethics lesson. The questionnaire was distributed to the teachers and administrators involved with the teaching of the concerned lessons at the primary level in the city of Güzelyurt, TRNC. Ten teachers and ten administrators returned the filled questionnaire. Five of the teacher participants taught grade 4 and the other five taught grade 5. While five of the administrators were employed at the time of the study, the other five had been retired. The questionnaire data revealed that the religion and ethics lessons were not implemented efficiently in the primary schools of TRNC and that the lessons were offered by the schools even though the teachers assigned to deliver them were nonspecialists. However, it was also found that, owing to the exam anxiety surrounding college entrance, demanding curricular content and nonspecialist teacher profiles, overall little or no classroom practice existed regarding the education of religion and ethics.
The Effect of Concrete and Technology-Assisted Learning Tools on Place Value Concept, Achievement in Mathematics and Arithmetic Performance
Author: Sari, Mehmet Hayri
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Concept Formation,Elementary School Students,Grade 4,Mathematics Achievement,Arithmetic,Intervention,Educational Technology,Technology Uses in Education,Number Concepts,Foreign Countries

The purpose of this study is to examine the effects of concrete and technology-assisted learning tools on developing the conception of place value, mathematical achievement and arithmetical performance of primary school 4th graders. The study group was comprised of three different primary schools. There were no group differences prior to intervention based on the scores obtained from &quot;Place Value Test&quot;, &quot;Mathematics Achievement Test&quot; &quot;Arithmetic Performance Test&quot;. The study has been conducted over 8 class hours with two experimental and a control group. Results showed that; place value conception, mathematical achievement and arithmetic performance achievement of experimental groups using concrete (trial 1) and technology-assisted (trial 2) learning tools was higher than the control group where no intervention has been made. No significant difference has been observed between the &quot;Place Value Test&quot; and &quot;Mathematics Achievement Test&quot; post-test and retention test score averages of Trial 1 and Trial 2 groups, but there was a significant difference between trial groups and control group. According to the retention test results, obtained three weeks after the practice, all the groups did remember what has been taught to them. In this sense, it is deemed to be important to use effectively designed teaching tools in mathematics education to improve the achievement levels of students.
Towards the Acquisition of Digital Instructional Resources for Effective Teaching in the 21st Century Classroom in Public Secondary Schools in Cross River State
Author: Ukah, Julius
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mathematics Teachers,Secondary School Teachers,Teacher Effectiveness,Technological Literacy,Teacher Competencies,Foreign Countries,Access to Computers,Educational Resources,Internet,Teaching Methods,Pedagogical Content Knowledge,Student Motivation,Communication Skills,Evaluation Methods

The study was on the influence of acquisition of digital instructional resources on the teaching effectiveness of mathematics teachers in public senior secondary schools in Cross River State. To achieve this, a hypothesis was drawn from the stated research question to guide the study. Literature review was carried out according to the variable in the study and the survey design was used for the study. Two sets of structured questionnaires, titled; 'Teacher Effectiveness Questionnaire' (TEQ) and 'Digital Instructional Resource Evaluation Test Questionnaire' (DIRCETQ) were designed by the researcher. Data were analysed using the Analysis of Variance (ANOVA) statistic. The hypothesis was tested at 0.05 levels of significance. The results of the findings was that acquisition of digital instruction resources has no significant influence on mathematics teachers' effectiveness in public senior secondary schools in Cross River State. Based on the findings, it was recommended among other things that basic training on the needed skills and knowledge on how best they can deploy and utilize these resources in the classroom.
The Paradigms of Teaching English across Cultures: EFL Teachers&apos; Perspectives
Author: Noviyenty, Leffi
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Intercultural Communication,Language Teachers,Foreign Countries,Teacher Attitudes,Bilingualism,Language Role,Communicative Competence (Languages),Cultural Differences,Language Variation,Teaching Methods

The present study aimed at qualitatively probing into EFL teachers' perspectives on the paradigms of teaching English across cultures (TEAC). Five EFL teachers were purposively involved as the participants. The data were garnered from in-depth interview. This study revealed a variety of perspectives addressing TEAC paradigms. All EFL teachers showed their supporting perspectives on TEAC paradigms. They accepted the natures of English as the world lingua franca, mutual intelligibility and comprehensibility in English communication, intercultural communicative competence as the framework of English communication, supporting students to be intercultural English users, and bilingual as well as intercultural English users as EFL learning models. Their perspectives on TEAC paradigms likely indicated that they would hold these paradigms while teaching English in the classrooms. Further studies are expected to delve into the practices of TEAC so that the data could be of great references for other Indonesian EFL teachers to apply TEAC in the classrooms.
Vocational High School Readiness for Applying Curriculum: Outcome Based Education (OBE) in Industrial 4.0 Era
Author: Prihantoro, C. Rudy
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational High Schools,Outcome Based Education,Secondary School Curriculum,Foreign Countries,High School Graduates,Vocational Education Teachers,Career Readiness,Teacher Attitudes

This study is a curriculum relevance study of the Vocational High Schools (VHS) Curriculum 2013 on the implementation and impact of graduates in the workforce in the Industrial 4.0 era. The population is the teachers of VHS in Jakarta-Indonesia, who teach productive groups in the fields of Machining and Automotive expertise. Using purposive sampling obtained 193 respondents. The data were collected using an instrument that consists of indicators include 4 criteria, that is (1) Graduate Competency Orientation, (2) Learning Implementation, (3) Expected Learning Outcomes Assessment, and (4) Continuous Improvement. The results of the study can be concluded as follows (1) Graduate Competency Orientation criteria, showing 87% of respondents think the competency of VHS graduates using the &quot;very high&quot; and &quot;high. (2) Learning Implementation criteria describe the suitability of the results of &quot;very high&quot; and &quot;high&quot; of 88.6%. (3) The Expected Learning Outcomes Assessment criteria are illustrated as &quot;very high&quot; and &quot;high&quot; categories of 90.7%. (4) The Continuous Improvement criteria describe that there are categories of &quot;very high&quot; and &quot;high&quot; obtained by 92.8%. (5) Aggregat OBE criteria obtained a description that the category of &quot;very high&quot; and &quot;high&quot; of 94.8%. The results of this study can be concluded that the Vocational High School (VHS) Curriculum 2013 is in accordance with the OBE criteria in the Industrial 4.0 era in the State and Private Vocational High Schools in the Jakarta-Indonesia environment.
What Do Teachers Think about Finger-Counting?
Author: Mutlu, Yilmaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Skills,Psychomotor Skills,Human Body,Preschool Teachers,Special Education Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Computation

The aim of this study is to determine preschool, special education, elementary school teacher and mathematics teachers' views of finger-counting in mathematics teaching. The study was conducted with case study design. The sample of the study consisted of 34 teachers. Data were collected using an 8-item written form, and content analysis was performed. The findings of the study indicate that most participants use fingers as manipulatives in the teaching of numbers and counting but use them very little when teaching the four operations. Most participants state that finger-counting should be used at ages 4-8 / 4-11 while some state that there should not be any age limit. According to the participants, the advantages of finger-counting are that it is practical and accessible, facilitates retention and internalization, and makes the arithmetic more concrete while its disadvantages are that it restricts and slows down the execution of the four operations, prevents the development of mental arithmetic skills and turns into a habit. They state that students who insist on finger-counting have high anxiety, poor memory, and low self-confidence and achievement. Some participants encourage their students to perform mathematical calculations without using pen and paper to help them break the habit of finger-counting and also receive parental support during the process. The fact that students have different characteristics should be taken into account when addressing the use of finger-counting in mathematics teaching because the use of fingers in counting and calculation may be a necessity rather than a choice for some students.
Investigating the Change in Career Decision Making Self-Efficacy Levels of University Students
Author: Aka, Elvan Ince
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Choice,Decision Making,Self Efficacy,College Students,Public Colleges,Foreign Countries,Vocational Maturity,Self Concept Measures,Pretests Posttests,Gender Differences,Grades (Scholastic),Career Planning

The aim of this study is to examine the change in career decision making self-efficacy levels of university students. 29 students from different faculties of a public university in Ankara who chose the &quot;Career Planning in Transition to Business Life&quot; course as a non-departmental selective course constitute the sample of the study. Activities included in the career decision making training program developed by Isik (2010) were used during practice of the course. Career Decision Making Self-Efficacy Scale developed by Ulas &amp; Yildirim (2016) was used as the data collection tool in the pre-test and the post-test, which was performed at the end of the ten week-practice. The data obtained were evaluated in SPSS 18.0 (Statistics Package for Socials Sciences) program, and descriptive statistics, independent groups t-test, dependent groups t test, and bivariate correlation analysis were performed in the analyses of the data. According to the results of the analyses, career decision making self-efficacy scores of students differed significantly in pre-test and post-test measurements, the difference between scores did not vary by gender, and there is no significant correlation between the students' course grades and pre-test scores, post-test scores or the difference between them.
The Analysis of the Concept of Empathy Skill in Postgraduate Social Studies Theses
Author: Güleç, Selma
Date: 2020-00-00
Type: Journal Articles
Subjects: Empathy,Graduate Students,Social Studies,Teacher Education Programs,Communication Skills,Masters Theses,Doctoral Dissertations,Web Sites,Gender Differences,Universities,Research Methodology,Foreign Countries

The skill of empathy is mentioned among the basic skills included in the Social Studies Course Teaching Program of the Ministry of National Education. The social studies course is one of the most important courses in which students are made to acquire the information, skills and values which are required to become an effective citizen. Communication has an important place in the achievement of these goals. Empathy is very important in the establishment of effective communication. For this reason, the study aimed to examine the concept of empathy, one of the basic skills included in the Social Studies Course Teaching Program. Afterwards, in the study, it was also aimed to reveal if the students taking postgraduate education in universities in Turkey investigated into the skill of empathy included in the social studies course teaching program in terms of carious variables. For this purpose, the master's and doctoral theses written under the heading of empathy in the field of Social Studies Education at universities in Turkey between the years of 2000 and 2019 and recorded at the official website of the Higher Education Council National Thesis Center were examined. A total of 17 theses were reached. The data of the study was evaluated in terms of the publication year of the thesis, the gender of the researcher, the university where it was published, the sample groups, the methods of investigation and the subjects of investigation. In the study, the document analysis technique, one of the qualitative research methods, was used.
Long Vowels versus Diphthongs in North American English: Which One Is Easy to Recognize and Hear?
Author: Demirezen, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: North American English,Vowels,English (Second Language),Foreign Countries,Graduate Students,English Teachers,Phonemes,Second Language Instruction

The aim of this presentation is to measure to what extent long vowels are confused with diphthongs by Turkish English majors. A diphthong is made of two components. By definition and sound structure, diphthongs are a combination of two separate vowel sounds that, when uttered, the first vowel glides onto the second vowel forming a single syllable, as heard in /[long i], [ou], [long a], [oh], [oi]/. By nature, diphthongs happen to be long vowels. Long vowels, on the other hand, do not include two vowels that do not glide, as in /a:, i:, u:, [long u], [open-mid back rounded vowel], [open-mid central unrounded vowel]/. No vowel sound has a fixed length and many other factors affect length, such as the voiced consonant sound directly after a vowel sound will affect its length (voicing), reduction and intonation. It is said that to hear vowel sounds within words is easier than it is to hear the sound alone. Long vowels are generally said to be the easiest vowels for non-native English speakers to distinguish and hear correctly. This assumption will be tested with 30 instructors of English language education who are enrolled for MA degree at a foundation university in Ankara. The perception of long vowels vs diphthongs in written words and the audition of them in oral forms were measured within two separate applications of a pre-test and a post-test. It was discovered that the Turkish English instructors perceived the diphthongs (86, 3%) better than long vowels (73,3% ). It was deduced that the main cause of learning difficulty behind the diphthongs and long vowels, apart from L1 intervention, was the fact that Turkish learners of English suffer from a psycho-orthographic trauma created by the spelling of the diphthongs and long vowels by means of several letters.
Student Learning Outcomes (SLOs) and Assessment of Cybersecurity Body of Knowledge (BOK): Evaluation &amp; Challenges
Author: Alluhaidan, Ala
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Computer Security,Information Technology,Computer Science Education,Student Educational Objectives,Evaluation Methods,Student Evaluation,Tests

Abstract The rapid growth of technology and related fields has led to creation in academia to match the expansion demand for IT professionals. One of the current majors that attract attention in industry is cybersecurity. There is a great need for individuals who are skilled in cybersecurity to protect IT infrastructure. Coaching a security-focused workforce has become the target of government agents, industry, and academic institutions. As research and academic faculties respond to this growing demand, evolving curriculum and methodologies for teaching cybersecurity graduates still need to be formed comprehensively. There have been few researches to define and assess the student outcomes in cybersecurity. This paper presents a step forward by developing Student Learning Outcomes (SLOs) and the desired assessment method to measure those outcomes. This research contributes to academia and training institution by defining the SLOs and suggests preferable assessment methods in cybersecurity. This initial research is based on a qualitative study of academician evaluation of cybersecurity courses. The paper presents the result of interviews along with discussions of ongoing and future suggestions.