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1. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)

Author

Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)

Abstract

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Published
2021

2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302

Author

Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij

Abstract

Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.

Published
2023
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3. How Are OECD Governments Navigating the Digital Higher Education Landscape? Evidence from a Comparative Policy Survey. OECD Education Working Papers. No. 303

Author

Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Nikolaj Broberg, and Gillian Golden

Abstract

Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.

Published
2023
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4. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968

Author

London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt

Abstract

We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

Published
2023

5. Recycled toilet paper sensitizers, a novel source of contamination in rivers.

Author

Yoshinari, Yuta and Terasaki, Masanori

Subjects
*TOILET paper, *RECYCLED paper, *SEWAGE disposal plants, *SEWAGE, *CHEMOTAXONOMY, *SEWAGE purification, *FOOD aroma
Abstract

Sensitizers are used to prepare photosensitive materials for ink-printing and thermal-recording media. Typical sensitizers contain an aromatic ring and exhibit aryl hydrocarbon receptor-mediated activity. They can accumulate in aquatic biota, leading to the disruption of ecosystems. Effluent from paper recycling plants has been identified as a source of contamination, and the presence of sensitizers in toilet paper may represent a new source of contamination in aquatic environments. To examine possible sources of contamination by sensitizers, this study investigated the levels of sensitizers in recycled toilet paper. We also studied the prevalence of sensitizers in rivers receiving effluents from sewage treatment plants in Japan, from 2020 to 2022. We detected eight sensitizers and related compounds in both toilet paper and river water samples; their total concentrations ranged from 0.78 to 34 µg/g (mean: 12 µg/g) in toilet paper and 58–1167 µg/L (median: 77 µg/L) in water. In the water samples, sensitizers were partitioned between liquid and suspended solid phases, and in suspended solids, sensitizers accounted for an average of 42% of the total. Correlation analysis showed a high correlation between sensitizer composition in the water from a river receiving sewage treatment plant effluents and toilet paper. Since these compounds were also detected in the river water analyzed in this study, toilet paper should be considered a novel source of sensitizers contamination in sewage treatment systems. [ABSTRACT FROM AUTHOR]

Published
2024
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6. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1

Author

Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah

Abstract

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

Published
2021

7. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)

Author

Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)

Abstract

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Published
2020

8. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01

Author

Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.

Abstract

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

Published
2021

9. Multivariate statistical analysis on Japanese traditional papers, washi, for evaluation of DNA presence and quality.

Author

Shin, Minsoo and Enomae, Toshiharu

Subjects
MULTIVARIATE analysis, STANDARD deviations, PEARSON correlation (Statistics), FORENSIC psychiatry, DOCUMENT clustering, DNA, DNA analysis
Abstract

Traditional papermaking was a significant innovation that intrigued the information-sharing society in a wide range of the globe. The importance of finding the historical background hidden behind the historical traditional paper is critical to understanding societies in history. Advanced molecular biological research is applied to many forensic studies to identify the origin and criminal events. Yet, biological research refrained from the heritage science of traditional papers due to its damage to the samples. The current study explores the Pearson correlation between DNA in traditional paper and non-destructive measurement of characteristics of traditional paper. DNA concentration and purity were found to have a proportional relationship based on the CIEL*a*b* color system. The color of the traditional paper was assessed assessment shows green and yellow rather than red and blue. The DNA concentration demonstrated a positive linear correlation with the peaks of 992 cm−1, 1599 cm−1, and 1628 to 1638 cm−1 region, which were lignin-specific functional groups. The presence of lignin in traditional paper defines the colors green and yellow, which is related to the presence of a cell wall. The quantity of cell walls present is linked to DNA survival during the traditional papermaking process. Furthermore, the partial least square (PLS) regression model is established. The prediction model based on DNA, paper properties, and smoothing + the second derivative preprocessed attenuated total reflection-Fourier-transform infrared (ATR-FTIR) spectral data demonstrated valid purity predictions. The evaluation parameter of the cross-validated prediction model contains a low Root Mean Square Error of Cross-Validation (RMSECV) of 0.091 for DNA purity. The determination coefficient was close to 1. However, the further establishment of a validated DNA extraction methodology is required for the consistency of the prediction model for DNA concentration. The hierarchical clustering analysis demonstrated the agglomerative dendrogram on traditional paper samples. For the dendrogram, the Nasu paper mulberry (originating in northern Japan) was distinguished from another paper mulberry (originating in southwestern Japan) by clustering. By multivariate statistical analysis, the DNA presence and quality were predictable from the Japanese traditional papers. In addition, the clustering analysis provided the possible origin of paper mulberry materials for traditional papers. Based on the preliminary information, the need for DNA analysis on historical traditional paper can be determined. [ABSTRACT FROM AUTHOR]

Published
2023
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10. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)

Author

Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie

Abstract

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

Published
2016

11. How Should Massachusetts Reopen Its K-12 Schools in the Fall? Lessons from Abroad and Other States. White Paper No. 211

Author

Pioneer Institute for Public Policy Research, von Schroeter, Max, Weiss, Nina, and O'Rourke, Thomas

Abstract

Individual teachers, administrators, and parents made tremendous efforts to continue educating the Commonwealth's children between March and June of this year. But no amount of dedicated individual effort could have overcome fundamental challenges: weak guidance to districts from the Department of Elementary and Secondary Education (DESE) against a backdrop of deficient knowledge and sophistication statewide with regard to virtual learning. Digital education has been empirically proven to be most successful when schools prepare and follow best distance learning practices. However, the Commonwealth lacks even the minimum technological infrastructure for virtual learning, as exemplified by districts scrambling to obtain electronic devices and internet connections during the school closure. It is encouraging that Governor Baker and the DESE have described a fall 2020 return to brick-and-mortar schooling--with appropriate health measures to maximize safety--as a significant priority. The present challenge is how to implement this much-needed return to school, optimally balancing the importance of in-person schooling with the countervailing importance of protecting against the virus. The following paper contributes important insights, based upon careful review of other countries that have already successfully reopened their schools. [Foreword written by David S. Clancy and Dr. John G. Flores.]

Published
2020

12. Study on XY Model and Its Equivalent Circuit of Oil‐Paper Insulation.

Author

Tu, Yalong, Wang, Shengkang, Xu, Qingchuan, Lin, Fuchang, and Li, Hua

Subjects
ELECTRIC currents, ELECTRIC distortion, DIELECTRIC properties, DIELECTRIC loss, INSULATING oils, SILICONE rubber
Abstract

The XY model of oil‐paper insulation connects the dielectric properties of oil, paper and oil‐paper system. Its equivalent circuit is the basis of the application of dielectric response technology in the state diagnosis of transformer oil‐paper insulation. To better apply the XY model to the study of the dielectric properties of oil‐paper insulation, the dielectric properties of the coaxial oil‐paper insulation system built in the laboratory, XY model and its equivalent circuits are compared. Then an improved circuit of XY model which can reflect the properties of the oil‐paper insulation more truly is proposed. The results show that there is no difference between the XY model and the coaxial model, and both can well characterize the oil‐paper insulation system. The two equivalent circuits of XY model, "Series to Parallel" circuit and "Parallel to Series" circuit, ignore the current tangential component and the electric field distortion in oil‐paper insulation, respectively, resulting in deviations from the XY model. By introducing a new branch C*XY, the improved circuit can reflect the tangential current and electric field distortion in oil‐paper insulation, which can be completely equivalent to XY model. In addition, there is a characteristic frequency point in the oil‐paper insulation system, where the dielectric loss factor tan δ of oil, paper and oil‐paper system are the same. There is no difference between the XY model and its two equivalent circuits at this point. The characteristic frequency is determined by the dielectric properties of oil and paper, and not affected by the insulation structure. © 2022 Institute of Electrical Engineers of Japan. Published by Wiley Periodicals LLC. [ABSTRACT FROM AUTHOR]

Published
2023
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13. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268

Author

Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.

Abstract

The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.

Published
2022
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14. Education and Later-Life Mortality: Evidence from a School Reform in Japan. Working Paper 31472

Author

National Bureau of Economic Research (NBER), Masuda, Kazuya, and Shigeoka, Hitoshi

Abstract

We examine the mortality effects of a 1947 school reform in Japan, which extended compulsory schooling from primary to secondary school by as much as 3 years. The abolition of secondary school fees also indicates that those affected by the reform likely came from disadvantaged families who could have benefited the most from schooling. Even in this relatively favorable setting, we fail to find that the reform improved later-life mortality up to the age of 87 years, although it significantly increased years of schooling. This finding suggests limited health returns to schooling at the lower level of educational attainment.

Published
2023

15. Automated entry of paper-based patient-reported outcomes: Applying deep learning to the Japanese orthopaedic association back pain evaluation questionnaire.

Author

Kita K, Fujimori T, Suzuki Y, Kaito T, Takenaka S, Kanie Y, Furuya M, Wataya T, Nishigaki D, Sato J, Tomiyama N, Okada S, and Kido S

Subjects
Humans, Quality of Life, Japan, Back Pain, Surveys and Questionnaires, Low Back Pain diagnosis, Low Back Pain therapy, Orthopedics, Deep Learning
Abstract

Background: Health-related patient-reported outcomes (HR-PROs) are crucial for assessing the quality of life among individuals experiencing low back pain. However, manual data entry from paper forms, while convenient for patients, imposes a considerable tallying burden on collectors. In this study, we developed a deep learning (DL) model capable of automatically reading these paper forms., Methods: We employed the Japanese Orthopaedic Association Back Pain Evaluation Questionnaire, a globally recognized assessment tool for low back pain. The questionnaire comprised 25 low back pain-related multiple-choice questions and three pain-related visual analog scales (VASs). We collected 1305 forms from an academic medical center as the training set, and 483 forms from a community medical center as the test set. The performance of our DL model for multiple-choice questions was evaluated using accuracy as a categorical classification task. The performance for VASs was evaluated using the correlation coefficient and absolute error as regression tasks., Result: In external validation, the mean accuracy of the categorical questions was 0.997. When outputs for categorical questions with low probability (threshold: 0.9996) were excluded, the accuracy reached 1.000 for the remaining 65 % of questions. Regarding the VASs, the average of the correlation coefficients was 0.989, with the mean absolute error being 0.25., Conclusion: Our DL model demonstrated remarkable accuracy and correlation coefficients when automatic reading paper-based HR-PROs during external validation., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Published
2024
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16. Differences in Center for Epidemiologic Studies Depression Scale, Generalized Anxiety Disorder-7 and Kessler Screening Scale for Psychological Distress Scores between Smartphone Version versus Paper Version Administration: Evidence of Equivalence.

Author

Hirao K, Takahashi H, Kuroda N, Uchida H, Tsuchiya K, and Kikuchi S

Subjects
Female, Humans, Male, Young Adult, Epidemiologic Studies, Paper, Reproducibility of Results, Smartphone, Japan epidemiology, Cross-Over Studies, Anxiety Disorders diagnosis, Anxiety Disorders epidemiology, Depression diagnosis, Depression epidemiology, Psychiatric Status Rating Scales, Psychological Distress
Abstract

The use of electronic patient-reported outcomes has increased recently, and smartphones offer distinct advantages over other devices. However, previous systematic reviews have not investigated the reliability of the Center for Epidemiologic Studies Depression Scale (CES-D), Generalized Anxiety Disorder-7 (GAD-7), and Kessler Screening Scale for Psychological Distress (K6) when used with smartphones, and this has not been fully explored. This study aimed to evaluate the equivalence of the paper and smartphone versions of the CES-D, GAD-7, and K6, which were compared following a randomized crossover design method in 100 adults in Gunma, Japan. Participants responded to the paper and smartphone versions at 1-week intervals. The equivalence of paper and smartphone versions was evaluated using the intraclass correlation coefficient (ICC agreement ). The mean participant age was 19.86 years (SD = 1.08, 23% male). The ICC agreements for the paper and smartphone versions of the CES-D, GAD-7, and K6 were 0.76 (95% confidence interval [CI] 0.66-0.83), 0.68 (95% CI 0.59-0.77), and 0.83 (95% CI 0.75-0.88), respectively. Thus, the CES-D and K6 scales are appropriate for use in a smartphone version, which could be applied to clinical and research settings in which the paper or smartphone versions could be used as needed.

Published
2023
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17. The Effectiveness of Online and Paper-Based Formative Assessment in the Learning of English as a Second Language

Author

Joyce, Paul

Abstract

This article investigates the relative effectiveness of online and paper-based formative assessment in the learning of English as a second language. For this study, 74 Japanese university second language (L2) students took online quizzes, while 71 were given paper-based quizzes to complete. The quiz content was drawn from learning material found in the class textbook. Both groups were assigned the exercises as homework. At the end of the 15-week study period, both groups were administered a summative assessment that also covered learning points from the textbook. After controlling for the learners' L2 proficiency through their TOEIC test scores, the performance of the two groups on the formative quiz was compared through correlation and regression analysis. While there was found to be a statistically significant relationship between the online formative assessment and summative exam scores, this was not the case for the paper-based homework. When compared through an analysis of covariance, there was found to be a significant interaction between group and homework on exam scores. The online group was more affected by their homework score than the pencil and paper group. The findings from this study have implications for teachers, learners and curriculum developers.

Published
2018

18. CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)

Author

Research-publishing.net (France), Borthwick, Kate, Bradley, Linda, and Thouësny, Sylvie

Abstract

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)

Published
2017

20. A Comparative Study of the Performance of Handmade Papers Used for Mounting in China, Korea, and Japan.

Author

Yoo, Dongyoung, Qiao, Chengquan, and Gong, Decai

Subjects
*PRESERVATION of painting, *PERFORMANCE theory, *COMPARATIVE studies, *CALLIGRAPHY, *PAPERMAKING
Abstract

The properties of handmade paper used for mounting and conservation of paintings and calligraphy on paper is crucial to the quality and lifespan of such objects. Mounting papers from China, Korea, and Japan vary greatly in performance due to different papermaking methods and fibre materials. In this study, eight types of handmade paper widely used in China, Korea, and Japan were selected for comprehensive comparative analysis investigating their pH as well as optical, mechanical, and ageing properties. The study showed that traditional hanji, improved hanji, and thin Mino paper made of pure kozo fibres performed best in terms of mechanical properties. Among the additives mixed with kozo fibres, clam shell powder was identified as a substance that improves pH and stability of optical properties. Xuan paper Mianliao was found to be a suitable material for mounting hand scrolls and hanging scrolls due to its softness and ageing properties. Traditional hanji, improved hanji, and thin Mino paper are less flexible than xuan paper Mianliao and are considered more suitable for uses other than for mounting scrolls. This study will provide a reference for improving the quality of handmade paper and a theoretical basis for the selection of such papers for the conservation of paintings and calligraphy on paper. [ABSTRACT FROM AUTHOR]

Published
2023
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