ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges of Active Learning in a View of Integrated Engineering Education
Author: Vodovozov, Valery
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Integrated Curriculum,Engineering Education,Learner Engagement,Foreign Countries,College Students,Academic Achievement,Learning Activities

The fourth industrial revolution has triggered a notable shift in engineering education, bringing the need to create new professionals. In this context, the active learning approach appears to be more important than ever. Nevertheless, to date quite lot of challenges related to active learning have been accumulated. Diversity of backgrounds and knowledge levels of students presented together in the same learning environment can become a source of dissatisfaction and failure for several groups of learners. To explore the reasons for these phenomena, the conduct of different categories of learners is examined and compared in terms of individual engagement and success in education. It is found that the student-centered approach is not necessarily the best method of teaching and learning when applied to students with great differentiation. A number of other conditions are required for success, namely, working in small groups, drawing on learner's abilities, individual instruction methods, etc. These conditions are analyzed in detail in this study. The need for a rigorous and systematic orientation of learners in a multidimensional educational environment is proposed as a prospective form and an integral part of the university staff activity.
Analysis of Complaining Strategies on Services Offered to Facebook Users on Zain Jordan
Author: Hassouneh, Isra'
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Computer Mediated Communication,Speech Acts,Taxonomy,Social Media,Comparative Analysis,Computational Linguistics,Communication Strategies,Pilot Projects,Discourse Analysis,Foreign Countries,Humor,Semitic Languages

This study aims to investigate the complaining strategies used by Facebook users on Zain Facebook page (Zain Jordan). It also aims to identify the most and least frequent strategies used by Facebook users and to examine the similarities and differences between complaining strategies found on Zain Jordan and those found in other studies in terms of types of strategies used and the linguistic features of the language. To this end, the researchers built a specialized corpus. The corpus was manually annotated to include pragmatic information on the types of complaining strategies used on Zain Jordan. The data were analyzed based on Olshtain and Weinbach (1993). In addition, 6 new strategies were identified by the researchers in a pilot study and were added to the adopted taxonomy. The results show that there are 10 complaining strategies used by Facebook users on Zain Jordan. The results also demonstrate that the majority of complaining strategies used on Zain Jordan were direct, which was attributed to the lack of face-to-face interaction and the anonymity provided by Facebook. Moreover, complaining strategies on Facebook have their own linguistic features. The study concludes with recommendations for further research.
Cognitive Model of the Tragic in Ukrainian Retranslations of Shakespeare&apos;s Plays
Author: Boiko, Yana
Date: 2021-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Translation,Ukrainian,English Literature,Drama,Tragedy,Language Processing,World Views,Language Usage,Authors,Social Systems,Social Change,Cultural Influences,Social Influences,History,Contrastive Linguistics,Foreign Countries,Second Languages

The problem of reconstructing the conceptual content of Shakespeare's tragedies in chronologically distant Ukrainian translations is solved in the article by applying the method of complex poetical and cognitive analysis, which provides for research in two directions: genre -- text -- language (from the general characteristics of Shakespeare's poetics to the analysis of the language of his works in the source text and in Ukrainian translations), and concept -- conceptual scheme -- meaning (from the reconstruction of the relevant structures of the author's consciousness to the identification of the conceptual priorities of the writer and translators). The procedures of linguistic and cognitive modelling reveal possible directions of applying the cognitive dimension of Linguistics in studying the plurality in translation regarding to the fact that the epoch in which the translator lived and his own worldview can influence the representation of the author's idea in translation. Comparing the pre- and post-Soviet translations of Shakespeare's &quot;Hamlet&quot; into Ukrainian allowed proving the hypothesis that the chronologically distant retranslations of the source text must be perceived as such influenced by the national and cultural specifics of the time which improves the theory of plurality in translation by the cognitive perspective.
An Analysis of Domain Mood and Modality of Interpersonal Meaning in Susilo Bambang Yudhoyono (SBY)&apos;s Speech
Author: Amalia, Mustika
Date: 2018-08-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Verbs,Discourse Analysis,Speech Communication,Interpersonal Communication,Speeches,Classification,Linguistics,Language Research,Semantics,Phrase Structure,Audiences,International Relations,Presidents,Foreign Countries

This research examines the interpersonal meaning in Susilo Bambang Yudhoyono (SBY)'s speech. This is based on the details of speech or writing to define an investigation. The object of this research is the used moods and modality types in interpersonal meaning of SBY's speech under the title &quot;Toward Harmony among Civilizations&quot; by Dr. Susilo Bambang Yudhoyono. The aims of this research are (1) to observe the mood and modality types used in SBY's speech, (2) to observe the dominant mood and modality types in SBY's speech, (3) to describe the interpersonal meaning in case of mood and modality types in SBY's speech. The main sources of data in this study are taken from the SBY's speech at the John F. Kennedy School of Government Harvard University summit on September 29th, 2009, in Boston, USA. The data then are classified and collected in tabulation. This paper is based on the discourse analysis and systemic functional linguistics approach by Halliday. The writer analyses the speech by SBY mainly from the interpersonal meaning which focuses on the mood and modality types. The results of this research are (1) there are two mood types in interpersonal meaning of SBY's speech namely indicative and imperative type, (2) the dominant mood in SBY's speech is the indicative type which is declarative with the total number of 97 clauses or around 95%, while the dominant used modality is &quot;can&quot;. In addition, the overall dominant modality type exists in median degree modality with the total percentage 40,6%, and (3) the researcher discovers the different mood and modality that might affect the value of the speech to the audience.
Apology Strategies in &quot;Harry Potter Movie Series&quot;
Author: Nisa, Intan Khoirun
Date: 2018-08-00
Type: Journal Articles
Subjects: Interpersonal Communication,Responses,Speech Acts,Social Distance,Power Structure,Communication Strategies,Pragmatics,Sociolinguistics,Films

Apology is an inevitable part of human communication as an act of face-saving strategy. It is necessarily uttered if an offence is made. This research is an attempt to reveal the apology strategies used as well as to analyse the influence of social distance and relative power to the realization of apology strategies, as seen in &quot;Harry Potter and the Order of the Phoenix,&quot; &quot;Harry Potter and the Half Blood Prince,&quot; and &quot;Harry Potter and the Deathly Hallows Part 1 and 2.&quot; In total, there are 125 data found and those are classified according the apology strategy employed. The result shows that the majority of the speakers employ indirect apology strategy &quot;Explanation or Account of Cause&quot; to apologize. Furthermore, this research also found that social distance and relative power are taken into account during the apology process and they affect the linguistic realization of apology strategies in the movies.
Comparison of Metaphorical Expressions of the Heart between Chinese and English
Author: Cheng, Gong
Date: 2021-00-00
Type: Journal Articles
Subjects: Chinese,English,Figurative Language,Language Patterns,Human Body,Psychological Patterns,Personality,Cultural Context

This study intends to provide a semantic analysis of metaphorical expressions containing the body-part term &quot;heart&quot; in Chinese and English. The discussion of these expressions revolves around four perceived roles of the heart. It is suggested that the metaphorical consequences have a bodily or psychological basis on our hearts. The comparison between Chinese and English shows that there exist some similarities and differences, which can be accounted for both by the commonality of bodily experiences unique to human beings and by the discrepancy of cultural modes from different countries. Finally, a revised model depicting the relationship between body, language, culture, and cognitive ability has been proposed.
Pre-Clerkship Medical Students&apos; Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study
Author: Sanders, William
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,Systems Approach,Cognitive Processes,Medical Education,Student Experience,Student Attitudes,Prior Learning,Heuristics,Bias,Educational Environment,Drills (Practice),Difficulty Level,Learning Strategies

Dual-process theories may be invoked to explain how physicians interact with, interpret, and draw inferences from clinical information. Stanovich and West's model articulates two kinds of thinking--intuitive-based System 1 and analytical-based System 2--which have been under-investigated with physicians in training. This qualitative study explored pre-clerkship medical students' retrospective perspectives and experiences of System 1 and System 2 thinking via 12 semi-structured interviews and abductive, progressive focusing. Participants identified patient interactions, clinical note writing, knowledge synthesis, problem list and differential diagnosis generation, evaluating evidence, and critical appraisal of literature as pre-clerkship opportunities to engage in System 1 or System 2 thinking. Six major themes emerged from analysis of participants' interview transcripts: cognitive processes, deliberate practice, learning environment: being alone or being together, stickiness factor, biases and heuristics, and prior experience of attaining competence. Participants valued the anticipated role that System 1 and System 2 thinking will play in their future practice, and experienced nascent, self-regulated development of these cognitive processes during the pre-clerkship phase of their education without formal feedback or coaching from clinician preceptors. Pre-clerkship curricula should further embrace low-stakes, incremental teaching on metacognition and continuous monitoring of knowledge processing as a key competency for physician learners.
Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts
Author: Kim, Hee-Jeong
Date: 2021-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Case Studies,Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Communities of Practice,Faculty Development,Summer Programs,Video Technology,Problem Solving,Concept Formation,Teacher Attitudes,Mathematical Concepts

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.
Enhancing Teachers&apos; Intercultural Competence with Online Technology as Cognitive Tools: A Literature Review
Author: Jiang, Qinxu
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Technological Literacy,Cultural Awareness,Telecommunications,Teaching Methods,Handheld Devices,Computer Assisted Instruction,Faculty Development,Educational Needs,Online Courses,Foreign Countries,Language Teachers,Teacher Education Programs,Program Descriptions,International Educational Exchange,Computer Simulation,Intercultural Communication

In an increasingly interconnected world, intercultural competency has become an essential skill for many. It is important for students to learn this skill, but are teachers equipped to instill such knowledge not just adequately, but also objectively and without prejudice? In light of the recent explosion in telecommunications-assisted teaching and learning, this is a timely review on the use of online technology as cognitive tools for enhancing teachers' intercultural competency skills. Though various online platforms for learning and sharing have been developed for and used by students over the years, less attention has been given to teachers' needs; only five well-documented projects pertaining to the upskilling of intercultural competence were found. We focus on these five projects and draw from them best practices, platforms and methods of potential and other insights, which would provide the best benefits in meeting the professional development needs of teachers.
Hacking Higher Education: Rethinking the EduHack Course
Author: Barpi, Fabrizio
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,Training,Educational Technology,Learning Strategies,COVID-19,Pandemics,Online Courses,Distance Education,Higher Education,Electronic Learning

The paper presents a report that discusses the experience of participation of the authors in the EduHack, an online course designed to train university teachers in the use of digital techniques and learning strategies. This study highlights two issues of great interest in pandemic times. The first one is the structure and the organization of the EduHack course with some suggestions related to its improvement; the second one is Drag&amp;Fly, the project idea of an e-learning web platform developed by the authors during the collaborative part of the course. The experience of participation to EduHack course has been analyzed by authors using concepts and categories of analysis widespread in the pragmatic theoretical tradition, enhancing the possibility of changing the teachers' approach to the design and the implementation of a higher education e-learning course.
Examination of the Music Lesson Behavior of Students Studying at Primary Education Level
Author: Mustafa, Kabatas
Date: 2021-02-00
Type: Journal Articles
Subjects: Music Activities,Student Behavior,Elementary School Students,Student Attitudes,Music Education,Foreign Countries,Gender Differences,Age Differences

This research was conducted to examine primary school students' attitudes towards music education lessons according to certain variables. 64 elementary schools from Kastamonu in Turkey participated in the study. The attitude scale developed by Güllü and Güçlü was adapted to the Music Education Courses Attitude scale and was used to determine students' attitudes towards music education lessons. In the statistical analysis of the data obtained as a result of the study, frequency, Single Sample Kolmogorov-Smirnov, Mann-Whitney U and Kruskal-Wallis H analysis were performed in SPSS 15.0 for Windows program. From the research result, it is concluded that most of the students (63.9%) have the habit of listening to music regularly and the number of students who participate in music activities and make music is quite high (43.8%). When the attitudes of students towards music education lessons were examined, it was seen that students' attitudes towards music education lessons were generally high. In addition, it was concluded that students' attitudes towards music education lessons did not show a statistically significant difference in terms of gender and age groups (P&gt; 0.05). It was determined that the participation of students in music activities positively affected their attitudes towards music education lessons and this result was found to be statistically significant. This study is important in terms of guiding field experts, researchers and interests.
Distance Education for Dutch Citizens Detained Abroad: A Mixed-Methods Case Study of the Foundation &apos;Education behind Foreign Bars&apos;
Author: Brosens, Dorien
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Nationals,Distance Education,Correctional Education,Institutionalized Persons,Educational Opportunities,Case Studies,Correctional Institutions,Citizenship,Student Motivation,Volunteers,Student Attitudes,Homework,Course Content,Program Descriptions,Foreign Countries

Foreign national prisoners have less educational opportunities than national prisoners. Therefore, the Dutch foundation 'Education behind Foreign Bars' (Eabt) provides distance education to Dutch nationals detained abroad. A mixed-methods case study is carried out to gain insight into the perspective of professionals and volunteers who are involved with Eabt and of the students taking a course from Eabt. This study consists of individual interviews with volunteers and professionals and pre- and post-surveys among students. The qualitative results show that following a course from Eabt happens in three steps: (1) Informing, (2) applying for the course, and (3) starting with the course, doing homework, and being assessed. During the course, students receive motivational and content-related support from the Netherlands and, depending on the local prison context, also from the detaining country. The professionals and volunteers identify various success factors and challenges of Eabt. The quantitative results demonstrate that students are primarily motivated to participate by their wish to acquire knowledge and skills and to prepare for life after detention. The students are satisfied about the support received and they seem to have more confidence in the future due to the course. Overall, Eabt is highly valued by both students, professionals, and volunteers.
Employing Industrial Quality Management Systems for Quality Assurance in Outcome-Based Engineering Education: A Review
Author: Naveed Bin Rais, Rao
Date: 2021-00-00
Type: Journal Articles
Subjects: Quality Assurance,Engineering Education,Outcome Based Education,Educational Quality,Total Quality Management,Management Systems,Higher Education

With the world becoming flat with fluid boundaries, engineers have to be global in their outlook and their pedigree. Due to the need for international acceptance of engineering qualification, the incorporation of Outcome-Based Education (OBE) has become common and global accreditation treaties such as the Washington Accord have been ratified. Further, it becomes important, especially for an engineering university with a global outlook preparing its students for global markets, to ensure that its graduates attain the planned outcomes. Additionally, the higher education institutions need to make sure that all the stakeholders, including students, parents, employers, and community at large, are getting a quality educational service, where quality is categorized as (1) product-based ensuring that the graduate attained the planned outcomes and skills, and (2) process-based keeping an eye on whether the process is simple, integrated, and efficient. The development of quality movements, such as Total Quality Movement (TQM), Six Sigma, etc., along with quality standards such as ISO 9001 has been instrumental in improving the quality and efficiency in the fields of management and services. Critical to the successful deployment of a quality culture is the institutionalization of an integrated Quality Management System (QMS) in which formally documented processes work according to the Vision and Mission of an institute. At the same time, commitment to Continuous Quality Improvement (CQI) to close the loop through effective feedback, would ensure that the planned outcomes are attained to the satisfaction of all the stakeholders, and that the process overall is improving consistently and continuously. The successful adoption of quality culture requires buy-in from all the stakeholders (and in particular, the senior leadership) and a rigorous training program. In this paper, we provide a review of how a QMS may work for the provision of quality higher education in a 21st-century university.
Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya
Author: Peter, Tarsianer Muthanje
Date: 2021-02-00
Type: Journal Articles
Subjects: Personality Traits,Principals,Administrator Characteristics,School Supervision,Instructional Leadership,Public Schools,Elementary Schools,School Effectiveness,Academic Achievement,Performance Factors,Interest Inventories,Correlation,Foreign Countries

Personality types and practices are presumed to play a significant role in the improvement of schools' performance. This paper presents the findings from the analysis of quantitative data drawn from a larger study that examined the relationship between headteachers' personality types, instructional supervision practices, and performance. The study adopted a descriptive survey research design to collect data by utilizing a self-developed and Self-Directed Search (SDS) questionnaire that participants answered. A census sampling was conducted with 71 and 37 headteachers from Embu East and West public primary schools, respectively giving 108 participants. The data collected was analyzed using SPSS for descriptive and inferential statistics. Spearman's rank correlation coefficient was used to determine any relationship between personality types, instructional supervision practices, and schools' performance. The findings of the study revealed a significant statistical relationship between enterprising personality types and schools' academic performance (r =0.125*, p&lt;0.05). Further, the results revealed that there is a positive (r=0.229, P&lt;0.05) relationship between realistic personality type and holding parents-pupils-teachers' conferences while among conventional types, there is a negative (r=-0.223, p&lt;0.05) correlation in giving teachers feedback. The significance of this study is that headteachers' personality types do not influence instructional supervision practices, which is a unique finding indicating that other factors influence instructional supervision practices.