scholarly journals Active Learning Discourse: Specifics of Construction (Illustrated by Academic Discourse in English)

2021 ◽  
pp. 48-58
Author(s):  
Irina P. Khоutyz ◽  
Keyword(s):  
Discourse Analysis ◽  
Active Learning ◽  
Discourse Markers ◽  
Academic Discourse ◽  
Factual Information ◽  
Distinctive Features ◽  
Direct Address ◽  
Frequent Use ◽  
High Level

This article dwells on the construction of active learning discourse. The material is comprised of six videos in English, which demonstrate how the active learning format can be applied to a university lecture. These videos were chosen due to their popularity on YouTube and because they present fragments of real university classes accompanied by lecturers’ explanations. The discourse analysis applied found a correlation between lecturers’ linguistic choices and their communicative aim. In addition, the methods of systematization and classification were used. Prior to the analysis, all the videos were transcribed. As a result of the research, typical features of active learning discourse were identified and communicative means of its construction were determined. It was established that this type of discourse can be described as academic and institutional. Frequent use of means of dialogicity and high level of emotionality are among its distinctive features. The study found that when constructing the discourse of active learning, lecturers use factual information, questions, direct address to the audience, repetitions, as well as discourse markers of encouragement and solidarity. As this type of discourse is aimed at motivating students to actively participate in the process of learning, а conclusion is made that active learning discourse can also be described as motivational.

scholarly journals A transferable active-learning strategy for reactive molecular force fields

2021 ◽  
Author(s):  
Tom Young ◽  
Tristan Johnston-Wood ◽  
Volker L. Deringer ◽  
Fernanda Duarte
Keyword(s):  
Machine Learning ◽  
Active Learning ◽  
Learning Strategy ◽  
Force Fields ◽  
Molecular Simulations ◽  
Quantum Mechanical ◽  
Interatomic Potentials ◽  
Molecular Force ◽  
High Level ◽  
Active Learning Strategy

Predictive molecular simulations require fast, accurate and reactive interatomic potentials. Machine learning offers a promising approach to construct such potentials by fitting energies and forces to high-level quantum-mechanical data, but...

Association of the Individualizing and Binding Moral Foundations with Conceptions of Motherland in Russia

2021 ◽  
pp. 107-127
Author(s):  
O.A. Sychev ◽  
◽  
K.I. Belousov ◽  
Keyword(s):  
Content Analysis ◽  
Online Survey ◽  
Necessary Condition ◽  
Moral Foundations ◽  
Moral Norms ◽  
Positive Image ◽  
Russian Version ◽  
Moral Content ◽  
Frequent Use ◽  
High Level

Patriotism and attitude to the motherland attract much interest of researchers in the field of social sciences, although psychological foundations of these phenomena have not been sufficiently studied. On the basis of Moral Foundations Theory (by J. Haidt) we hypothesized that the characteristics of the moral sphere may be associated with some ideas about the motherland. In particular, binding moral foundations (including loyalty, authority and purity) which are more typical for conservatives should support positive patriotic ideas about the homeland. The low level of binding moral foundations can be related with a critical attitude towards the motherland, the presence of negative assessments of their country. This assump-tion is supported by the results of past studies of patriotism among individuals with different ideological views. The individualizing moral foundations dominating among liberals can be associated with a less global and narrower view of the motherland, which is linked with con-cepts of “family” and “home” rather than “society” or “country”. The aim of this study was to analyze the association between the individualizing and binding moral foundations with the content of ideas about the motherland. The important task of the study was to develop the Russian version of the moral foundations dictionary, which is necessary for analyzing the moral content of ideas about the motherland. To test the hypotheses we conducted a paper-pencil and online survey, obtained data included the answers on Moral Foundations Question-naire and textual answers characterizing the image of the motherland. The sample comprised 831 people (72% women) from 11 regions of Russia. Text responses were processed via com-puter content analysis in the LIWC program (by J. Pennebaker) using the moral foundations dictionary (all categories) and the general dictionary (10 categories most relevant to the prob-lem). To analyze the relations between the results of content analysis and MFQ questionnaire we calculated correlations of the individualizing and binding moral foundations with the presence or absence of each category in the participants’ responses. The results of the correlation analysis indicate that the individualizing moral foundations supports relatively narrow ideas about the motherland, associated with family and home, while people with a high level of binding moral foundations associate the motherland mostly with society and religion. Binding moral founda-tions support a positive image of the motherland, which is manifested in the more frequent use of positive assessments and avoidance of negative evaluations. Persons with a high level of binding moral foundations tend to ignore negative phenomena in the country, reflecting a violation of the individualizing moral norms (care and fairness). In particular, they less often mention violations of human rights and the poverty of the country's inhabitants. The necessary condition analysis revealed the effect of binding moral foundations as a necessary but insuffi-cient condition for maintaining a positive image of the motherland and the absence of negative ideas about it.

scholarly journals Combinatory potential of contrastive discourse markers in English and Lithuanian: a semantic functional analysis

2020 ◽  
pp. 1-22
Author(s):  
Greta Maslauskienė
Keyword(s):  
Functional Analysis ◽  
English Language ◽  
Discourse Markers ◽  
Academic Discourse ◽  
Spoken Discourse ◽  
Contrastive Discourse Markers ◽  
Language Data

Although numerous studies have concentrated on individual discourse markers (henceforth, DMs) or their classes, little attention has been paid to their combinations, especially from a cross-linguistic perspective. Most of the studies are based on the English language data, whereas the combinatory potential of DMs in other languages remains largely unexplored. The present corpus-based study focuses on combinations of contrastive discourse markers (henceforth, CDMs) in English and Lithuanian by adopting Fraser’s (2013) approach to DMs. The aim of the study is to investigate the combinatory potential of CDMs in English and Lithuanian academic discourse, spoken discourse and fiction. The study presents a list of CDM combinations used in English and Lithuanian and investigates their semantic-pragmatic profile.

Tools for Project-Based Active Learning of Amorphous Systems Design: Scenario Prototyping and Cross Team Peer Evaluation

2009 ◽  
Author(s):  
Kosuke Ishii ◽  
Sun K. Kim ◽  
Whitfield Fowler ◽  
Takashi Maeno
Keyword(s):  
Active Learning ◽  
Systems Design ◽  
Practical Experience ◽  
Project Based Learning ◽  
Project Teams ◽  
Societal Needs ◽  
Wide Range ◽  
New Graduate ◽  
Team Project ◽  
High Level

Whereas team project-based learning of engineering design has attracted wide acceptance, it is still rare to see a curriculum that addresses high level societal needs involving diverse students with a wide range of practical experience. Such a curriculum should develop a shared understanding of the use of scenarios for amorphous products and a process to objectively evaluate the project progress while the design concepts mature. This paper describes two key tools that respond to these challenges: 1) scenario prototyping and 2) cross-team project scorecarding. These tools evolved through a collaborative curriculum development of Keio University, MIT, and Stanford in the development of the Active Learning Project Sequence (ALPS), a capstone experience for Keio’s new Graduate School of System Design and Management (SDM). ALPS selected a theme from the “Voice of Society,” according to which the project teams generated solution scenarios, identified requirements, and described the proposed system using appropriate prototypes of not only hardware but other amorphous means as well. The twelve ALPS teams in 2008 addressed the theme “Enhancing the Lives of Seniors in Japan,” which led to more specific scenarios. The paper gives an overview of the ALPS workshop sequence, and describes in detail two key learning modules that were essential in integrating the multi-disciplinary teams: a) scenario prototyping and b) cross-team project scorecarding. These methods are going through further trials in Stanford’s own Design for Manufacturability curriculum involving 10 project teams in the US and Japan.

New construction ideas for special housing complexes

2019 ◽  
Author(s):  
Franco Mola ◽  
Antonio Migliacci ◽  
Elena Mola ◽  
Alejandro Erick Antelo ◽  
Riccardo Soffientini
Keyword(s):  
Primary Objective ◽  
Design Guidelines ◽  
Distinctive Features ◽  
City Environment ◽  
New Construction ◽  
Design Idea ◽  
High Level ◽  
Complex Scenario ◽  
Structural Solutions ◽  
Design Construction

<p>The problems concerning the design, construction and use of buildings in a city environment or even other, less dense, environments, constitute a complex scenario in which various different disciplines are called to give their contribution: energy efficiency, reduction of the footprint, comfort, affordability and new living standards all play a key role in the design of new housing solutions. In the present paper, a new design idea is presented for the construction of buildings, capable of guaranteeing a high level of comfort for the users while safeguarding the surrounding territory. The proposed system, named GEODE, consists of a 120m diameter spherical steel or concrete structure with internal cores acting as shear-resistant elements. The shell contains five decks supported by mega-beams, on which 5-story high buildings can be erected, following design guidelines that have as a primary objective the preservation of high livability conditions. Among the defining characteristics of the system are its enhanced performance with respect to buildings of equal volume but different shape and the possibility of building the spherical shell using two different structural materials. These are distinctive features, which allow for the construction of small self-sufficient cities that synergically interact with their surrounding environment. In the present paper, an initial feasibility study is presented while the performance of different possible structural solutions, i.e. using R.C. or steel elements, are compared.</p>

Narrative Organization and Contextual Constraints: The Case of Modern Greek Storytelling

1995 ◽  
Vol 5 (2) ◽  
pp. 161-189 ◽  
Author(s):  
Alexandra Georgakopoulou
Keyword(s):  
Discourse Analysis ◽  
Discourse Markers ◽  
Context Sensitivity ◽  
Oral Narratives ◽  
Sociocultural Context ◽  
Modern Greek ◽  
Global Organization ◽  
Organizational Relations ◽  
Conti Nuity

Abstract Use of connective forms in oral narratives is increasingly investigated as a device for signaling higher level discoursal relations, thus serving the stories' global organization. I set out to explore connective forms as both local and global links using Modern Greek storytelling as its data. My aims are to uncover the stories' template of organizational relations and to demonstrate their context sensitivity. This is achieved by looking into linkage forms in storytelling for adults as well as in storytelling addressed to children. The results of the analysis bring to the fore an audience-shaped strategy of conti-nuity and explicit signposting in the case of stories for children, as opposed to a strategy of salient segmentational shifts that mainly relies on devices other than discourse markers in stories for adults. I show that these strategies are revealing of an interaction between the stories' textual choices and their im-mediate context of occurrence. In addition, they index and are shaped by the stories' wider sociocultural context of occurrence. (Discourse Analysis; Sociolinguistics)

scholarly journals Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

2016 ◽  
Vol 15 (1) ◽  
pp. ar3 ◽  
Author(s):  
Georgianne L. Connell ◽  
Deborah A. Donovan ◽  
Timothy G. Chambers
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Item Response ◽  
Cooperative Groups ◽  
Theory Analysis ◽  
Student Centered ◽  
Student Demographics ◽  
Frequent Use ◽  
Item Response Theory Analysis ◽  
Large Enrollment

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section.

scholarly journals Evaluation of a Brief Format of the Triple P-Positive Parenting Program: A Pilot Study With Indonesian Parents Residing in Australia

2014 ◽  
Vol 31 (2) ◽  
pp. 144-158 ◽  
Author(s):  
Agnes Sumargi ◽  
Kate Sofronoff ◽  
Alina Morawska
Keyword(s):  
Parenting Practices ◽  
Positive Parenting ◽  
Parenting Program ◽  
Triple P ◽  
Cultural Appropriateness ◽  
Frequent Use ◽  
Program Content ◽  
Randomised Controlled ◽  
High Level

Dissemination of evidence-based parenting programs in developing countries is warranted, but prior to dissemination, the cultural appropriateness of programs needs to be assessed. This study provides an evaluation of the level of acceptability among Indonesian parents and the efficacy of a brief parenting program, the Triple P-Positive Parenting seminar. Thirty Indonesian parents of children aged 2–12 years old residing in Australia participated in the study. A 90-minute Triple P seminar with minimal changes in the format was delivered to parents in Indonesian. Parents reported a high level of acceptability and satisfaction with the program content. The efficacy of the program was also explored. Parents reported less frequent use of dysfunctional parenting practices, particularly permissive parenting style, and reduction in the intensity of child emotional and behavioural problems 3 weeks after the seminar. The effect was maintained at 3-month follow up. The results suggest that the Triple P seminar is acceptable and useful for Indonesian parents. Substantial changes in the content of the parenting program may not be necessary. Translated materials, culturally relevant examples and opportunity for questions appeared sufficient for parents. Future studies are required, including randomised controlled trials and larger sample sizes.

Multimodal Humor in Plenary Lectures in English and in Spanish

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Noelia Ruiz-Madrid
Keyword(s):  
Discourse Analysis ◽  
Theoretical Model ◽  
Foreign Language ◽  
Academic Discourse ◽  
Plenary Lecture ◽  
Human Interaction ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Semiotic Resources

AbstractHumor is present in most instances of human to human interaction and has often been studied by discourse analysis (Long and Graesser 2009). These studies have taken several perspectives but have often ignored the multimodal aspect of humor even more if the genres selected have been in oral academic discourse. In this paper we focus on a genre that has rarely been studied, the conference plenary lecture. Taking as a theoretical model Multimodal Discourse Analysis (MDA) we look at the semiotic resources employed by two senior researchers: one Spanish, Dr. Jose Manuel Blecua and one British, Dr David Crystal. They were plenary speakers in two different conferences. In their speeches Dr. Blecua dealt with Spanish as a Foreign language and Dr. Crystal with English as a Foreign language. Although there does not seem to have been any point of contact between them, their lectures show a number of similarities especially with regard to the semiotic resources they use in order to produce humor.

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