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Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms. [ABSTRACT FROM AUTHOR]

In the current digital landscape, artificial intelligence-driven automation has revolutionized efficiency in various areas, enabling significant time and resource savings. However, the reliability and efficiency of software systems remain crucial challenges. To address this issue, a generation of self-adaptive software has emerged with the ability to rectify errors and autonomously optimize performance. This study focuses on the development of self-adaptive software designed for pre-programmed tasks on the Internet. The software stands out for its self-adaptation, automation, fault tolerance, efficiency, and robustness. Various technologies such as Python, MySQL, Firebase, and others were employed to enhance the adaptability of the software. The results demonstrate the effectiveness of the software, with a continuously growing self-adaptation rate and improvements in response times. Probability models were applied to analyze the software's effectiveness in fault situations. The implementation of virtual cables and multiprocessing significantly improved performance, achieving higher execution speed and scalability. In summary, this study presents self-adaptive software that rectifies errors, optimizes performance, and maintains functionality in the presence of faults, contributing to efficiency in Internet task automation. [ABSTRACT FROM AUTHOR]

In this paper we analyze the evidence of job polarization—the relative decline of mid-wage jobs—in developing and emerging economies. We carry out an extensive literature review, revealing that job polarization in these countries is only incipient compared to advanced economies. We then examine the possible moderating aspects explaining this lack of job polarization. We distinguish three groups of explanations: Limited technology adoption; structural change; and changes in the global value chains. Finally, we suggest new microeconomic data and empirical analyses that should be developed in order to guide evidence-based policy-making addressing those issues in developing and emerging economies. [ABSTRACT FROM AUTHOR]

The objective of this work is to predict the impact of technology on employment demand by profession in Spain between 2023 and 2035. The evaluation of this effect involved the comparison of two scenarios: a trend scenario obtained by predicting the evolution of occupations in demand and a technological scenario anticipated in the case of technological progress. To accomplish this goal, a new approach was developed in the present study based on previous research. Thus, we estimated the proportion of jobs likely to be automated using a task-based approach. Each occupation was examined based on its components to determine the degree to which these tasks could be automated. The results suggest that technology may influence job demand but with low percentages (between 3% and 5% for both low- and high-qualified workers) in the long term. However, job losses are greater in absolute difference in low-skilled professions, where a great share of the labor force is engaged.

The objective of this work is to predict the impact of technology on employment demand by profession in Spain between 2023 and 2035. The evaluation of this effect involved the comparison of two scenarios: a trend scenario obtained by predicting the evolution of occupations in demand and a technological scenario anticipated in the case of technological progress. To accomplish this goal, a new approach was developed in the present study based on previous research. Thus, we estimated the proportion of jobs likely to be automated using a task-based approach. Each occupation was examined based on its components to determine the degree to which these tasks could be automated. The results suggest that technology may influence job demand but with low percentages (between 3% and 5% for both low- and high-qualified workers) in the long term. However, job losses are greater in absolute difference in low-skilled professions, where a great share of the labor force is engaged. [ABSTRACT FROM AUTHOR]

This study addresses the research developed around the theory of mathematical working spaces (MWS). To this end, factors such as researchers' country of origin are considered, as well as methodological characteristics, proposed objectives in each study, specific theoretical factors, and the links between MWS and other theoretical perspectives. This systematic review follows the guidelines stated by reporting items for systematic reviews and meta-analyses for documenting each stage of the review. In total, 102 studies were considered from databases including Dialnet, SciElo, Scopus, and Web of Science. The results help to illustrate research trends in MWS theory, as well as the possibility of fertile ideas for new studies and future lines of research for those interested in this theoretical approach. [ABSTRACT FROM AUTHOR]

The present study investigates the effect of different types of task implementation on teaching L2 interactional sequences. 81 EFL learners were randomly assigned to one of three experimental groups. In the first experimental group (T1-EG, n = 27), implicit instruction appeared during the pre-task phase, while the post-task phase included an explicit focus on forms. The second group (T2-EG, n = 32) received implicit instruction in the target structures and a reactive focus on form during task performance. The third group (PPP-EG, n = 27) followed a presentation - practice - production (PPP) lesson framework. Groups' pragmatic production was measured using written discourse completion tasks. Results showed that in the current study, all three groups reported gains, yet the implicit-explicit condition (T1-EG) appeared to be more beneficial for teaching the interactional sequences than the implicit-only (T2-EG) or the PPP (PPP-EG) framework. [ABSTRACT FROM AUTHOR]

This research analyses the tools and materials essential for facilitating operationalpractical learning through elementary environmental studies textbooks. The school curriculum for environmental studies is based on constructivist learning and teaching theory, the main idea of which is that it is necessary and important for students to be active in the classroom. Teachers are encouraged to use practical teaching methods. Our study highlights the importance of selecting textbooks and supplementary materials that encourage active student participation and provide opportunities for hands-on learning experiences. The aim of the study is to identify the tools and materials that students often need to complete tasks that emphasise practical learning methods when working with textbooks. Using a descriptive, non-experimental pedagogical research approach, textbooks from four publishers approved by the Slovenian Council of Experts since 2011 were examined. The results show that the most frequently required resources for operational-practical tasks in textbooks include pens, workbooks, and various everyday objects such as packaging waste and kitchen utensils. Digital devices such as computers, tablets and phones are rarely mentioned, indicating a possible gap in the integration of modern technologies into environmental studies.

This study is directed to explore the teachers’ and students’ thoughts on instructional components involved in CBI tasks for productive skills learning in Indonesian secondary school context. There are ten teachers with more than five years of experience teaching English and eighty-six students taken as respondents. The findings reported the teacher voices focus on appropriate instructional components to support design of task-based learning through CBI approach, namely learning objective, learning material, learning activity, class organization, delivery mode, skill focus, use of media, learning resource, students’ worksheet and evaluation. In designing CBI tasks, learning objectives firstly formulated based on basic competence, the selection of learning material theme is surrounding-based materials and cultural-based materials, learning activities are organized in pairs and group in order to active interaction process in a learning atmosphere. They recommended to utilize web-based materials as learning resources and arrange students’ worksheet to empower the autonomous practical activity. Additionally, the students’ voices on contents of productive skills tasks clarified the tasks cover vocabulary, specific information, caption of picture, reading text, short dialogue and short paragraph as well as including the integration of language sub skills and skills. It is supportive contents for English learning tasks based on CBI approach.

To effectively carry out its economic activity, the enterprise needs to quickly respond to internal and external environmental changes, carrying out a strategic analysis. The effectiveness of such an analysis largely depends on the accountant's qualifications as the subject of its implementation. The article's purpose is to critically evaluate information sources, stages, and methods of strategic analysis, strengthening its theoretical and methodical support with the growing functional capabilities of the accountant. It was determined that the object of strategic analysis of the management process is the enterprise as an open management system and the forms and types of its activities. Strategic analysis helps create a system of main indicators of the enterprise's long-term development. The main tasks, information sources and strategic analysis stages were revealed. The strategic analysis methods, which are within the competence of a professional accountant, were critically evaluated. The article discusses the relationship between the functions of accounting and strategic analysis, given that both processes are performed by an accountant using many methods and professional judgment. It was established that qualitative strategic analysis is the key to effective enterprise strategic management. It is confirmed by the fact that the management strategy needs information about the strategic position of the enterprise, which is provided by accounting. An organizational and methodical mechanism for conducting strategic analysis by accountants of enterprises with an optimal set of methods and information sources was proposed. Combining accounting tools with traditional methods of strategic analysis (SWOT and GAP analysis) ensures obtaining conclusions for forming/adjusting the enterprise's development strategy in conditions of dynamic changes in the external and internal environment.

В статье рассматриваются понятия естественно-научной грамотности, экологического образования и культуры; проанализирован опыт экологического образования на территории России, представлены методы, формы, приемы работы по экологическому образованию, определены особенности выбранных дидактических приемов в работе конкретных педагогов. Кратко представлен анализ экологической обстановки в Томске, выделены основные экологические проблемы. Экологические проблемы актуальны сегодня и подтверждают необходимость экологического образования подрастающего поколения. Подчеркивается важность формирования не только знаниевого, но и деятельностного компонента экологической культуры, чтобы постепенно сформировать поколение граждан, неравнодушных к проблемам окружающей среды. Анализ содержания учебно-методических комплектов по математике и окружающему миру показал, что имеются дефициты в данном направлении. Экологические задания в учебниках содержатся либо в недостаточном количестве, либо представлены бессистемно. Практически отсутствуют задания, направленные на формирование деятельностного компонента экологической культуры. На этапе эксперимента получены данные, подтверждающие актуальность экологического образования, выявлено, что у учащихся 4-го класса слабо сформирован когнитивный компонент экологической культуры. Выделены направления в работе по формированию экологической культуры на уроках математики и во внеурочной деятельности. Представлен опыт работы во внеурочной деятельности по созданию экологических проектов в начальной школе. На основе реальных данных о работе томских предприятий составлены и апробированы экологические задачи, направленные на формирование естественно-научной грамотности. Рассмотрены примеры заданий по формированию естественно-научной грамотности на основе краеведческого материала Томской области, которые затрагивают различные виды экологических проблем.

The article, based on the analysis of doctrinal sources, formulates the purpose, tasks and functions of control in this area. The author defined the general goal of control in the field of energy as a scientifically based result, the achievement of which is aimed at the control activity in the specified field, namely, ensuring the energy security of the state and compliance by all controlled objects with the current legislation during the production, transformation, transmission and distribution of energy. Among the tasks of state control in the field of energy in Ukraine, the following are outlined, including: ensuring the security of electricity and natural gas supply; ensuring reliable and uninterrupted supply of electricity and thermal energy, natural gas to consumers, which are necessary elements of human safety, life and health; protection of the rights and interests of consumers; identifying the actual state of affairs in the field of energy and providing objective information about the state of relevant social relations; provision of organizational or methodical assistance to the controlled structure in the elimination of detected violations; ensuring compliance with the requirements of the legislation in the fields of electric power, heat supply, and natural gas market of economic entities operating energy facilities in terms of the technical condition of energy facilities and networks, energy equipment, their operation and maintenance; ensuring compliance with financial and tax legislation, completeness and timeliness of tax payments to the budgets of the relevant levels; ensuring compliance with customs legislation, ensuring the protection of Ukraine's economic interests; compliance by controlled entities with environmental legislation and environmental safety requirements; ensuring compliance by economic entities in the field of energy with competition legislation and legislation on natural monopolies; etc. It is substantiated that the functions of state control in the field of energy are conditioned by the achievement of the goal and subordinated to the solution of specific tasks. Based on the above, such functions of state control in this area are outlined as: correction; preventive; informative; analytical; restoration. [ABSTRACT FROM AUTHOR]

Mathematical modelling aims at contributing to the involvement of reality in mathematics education. As an example, geometric modelling can be implemented by the use of real objects in modelling tasks. Still, (geometric) modelling tasks can be a challenge for students, especially in the transfer from reality to mathematics, which is referred to as mathematization. Since the representation of a real object in tasks might differ, the question arises, which challenges can be observed when working in different task settings. In a study with 19 secondary school students, the task settings (1) outdoors at the real object, (2) indoors with photos of the real object, and (3) indoors with a 3D model of the real object are compared. Based on video recordings, differences concerning the students' challenges are examined. The results highlight challenges in estimating and measuring when working at the real object, scale and perspective when working with photos and the transfer between representation and object when working with 3D models. [ABSTRACT FROM AUTHOR]

Teaching English as a foreign language (EFL) in the twenty-first century has witnessed several changes, which have sparked tremendous changes in the teachers' standpoints and the conceptualizations of professionalism. In this context, this study explored the stakeholders' perceptions of EFL teacher professionalism. For this, the phenomenological research design was adopted. The study site was a Bachelor's Programme on a community campus in Nepal. The informants comprised the real stakeholders of the programme that comprised three EFL teachers, nine students, two administrators, and one member of the campus management committee. To collect the informants' lived experiences, the researcher used an unstructured interview in a naturalistic setting. The results revealed that EFL teachers' professionalism can be measured by their roles and skills; teacher-student relationships; and teachers as administrators and change agents. This implies that EFL teachers, like the teachers of other subjects, should be loyal, committed, accountable, and responsible as the success or failure of the autonomous programmes mainly depends on the teachers. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To effectively carry out its economic activity, the enterprise needs to quickly respond to internal and external environmental changes, carrying out a strategic analysis. The effectiveness of such an analysis largely depends on the accountant's qualifications as the subject of its implementation. The article's purpose is to critically evaluate information sources, stages, and methods of strategic analysis, strengthening its theoretical and methodical support with the growing functional capabilities of the accountant. It was determined that the object of strategic analysis of the management process is the enterprise as an open management system and the forms and types of its activities. Strategic analysis helps create a system of main indicators of the enterprise's long-term development. The main tasks, information sources and strategic analysis stages were revealed. The strategic analysis methods, which are within the competence of a professional accountant, were critically evaluated. The article discusses the relationship between the functions of accounting and strategic analysis, given that both processes are performed by an accountant using many methods and professional judgment. It was established that qualitative strategic analysis is the key to effective enterprise strategic management. It is confirmed by the fact that the management strategy needs information about the strategic position of the enterprise, which is provided by accounting. An organizational and methodical mechanism for conducting strategic analysis by accountants of enterprises with an optimal set of methods and information sources was proposed. Combining accounting tools with traditional methods of strategic analysis (SWOT and GAP analysis) ensures obtaining conclusions for forming/adjusting the enterprise's development strategy in conditions of dynamic changes in the external and internal environment. [ABSTRACT FROM AUTHOR]

The co-teacher plays a crucial role in supporting students with special educational needs in an inclusive class. Despite interest in this role, few studies have considered their tasks in detail. To the author’s knowledge, this topic has never been investigated from the perspective of Polish primary school teachers. Therefore, the research questions posed in this study relate to the scope and frequency of tasks performed by a co-teacher in an elementary school and their correlation with the teacher’s seniority, professional rank, and qualification in special education. The survey was conducted online between April 2021 and December 2023 using the Forms platform. A total of 200 questionnaires were subject to analysis. The results show that the teachers with higher rankings and a higher level of professionalism were more likely to perform more complex tasks. However, there are still areas they need to work on while co-teaching. These include the use of diagnostic tools and their development. Novice teachers need to develop more complex cooperative- consultative tasks. [ABSTRACT FROM AUTHOR]

The question of the contribution of the literary reading to the mobilization of interactional skills, when carrying out the presentation activity, is treated in this article from a study dealing with the praxeological as well as epistemic dimension. The qualitative analysis, firstly, carried out on the thematic choices of the learners during the realization of their presentation reveals significant clues for the understanding of the content of the presentation activity, then, on that of the tasks undertaken in this oral part of the activity made it possible to find the path followed by the learners to carry out the micro-tasks in the speaking turns. On the one hand, the objective in this study is to detect the thematic choice which is at the origin of the development of interactive exchanges, the increase in the number of communicative sequences and the deployment of the oral comprehension activity, on the other hand to distinguish the model of organization of tasks likely to establish intercomprehension in the class group. The two targeted dimensions made it possible to find the meso-tasks that lead to the realization of the activity of the presentation, even more to distinguish that at the origin of the installation of the intercomprehension. Résumé La question de l’apport de la lecture littéraire sur la mobilisation des compétences interactionnelles, lors de la réalisation de l’activité de l’exposé, est traitée dans cet article à partir d’une étude traitant de la dimension praxéologique ainsi qu’épistémique. L’analyse qualitative, d’abord, portée sut les choix thématiques des apprenants durant la réalisation de leur présentation révèle des indices significatifs pour la compréhension du contenu de l’activité de l’exposé, ensuite, sur celle des tâches entreprises dans cette partie orale de l’activité a permis de retrouver le cheminement suivi par les apprenants pour la réalisation des micro-tâches dans les tours de parole. D’une part, l’objectif dans cette étude est celui de déceler le choix thématique qui est à l’origine du développement des échanges interactifs, de l’augmentation du nombre de séquences communicatives et du déploiement de l'activité de compréhension orale, d’autre part de distinguer le modèle d'organisation des tâches susceptible d’installer l'intercompréhension dans le groupe de classe. Les deux dimensions ciblées ont permis de retrouver les méso-tâches qui conduisent à la réalisation de l’activité de l’exposé, encore plus de distinguer celle à l’origine de l’installation de l’intercompréhension.

Findings from research studies conducted on the informal participation of language learners on participatory websites have motivated language educators and practitioners to consider how opportunities for (inter)action on these sites could be used within the formal framework of language teaching and learning. This article presents a way to transpose these practices into the language classroom using "real-world tasks", i.e. tasks to be carried out on open participative websites within the social interactions that are specific to these websites. It also explores the perceptions of (prospective) language teachers enrolled in a Master’s degree in French as a foreign language (FLE) who were asked to carry out two real-world tasks. The results of a thematic content analysis of the students’ feedback show that they identified more benefits than obstacles. Many of the advantages that research has highlighted in studies on informal participation are also reflected in the students’ perceptions (awareness of the socio-interactional dimension, feeling of usefulness, motivation, etc.). Students also mention a number of challenges, which, in their opinion, are not insurmountable, and emphasize the need for teachers to seek solutions to these and to provide support to learners so that they can tame the digital wilds, which can be quite intimidating.

Abstract Purpose The aim of this study was to create a model of patient-centered outcomes with respect to self-management tasks and skills of patients with a tracheostomy in their home setting. Methods A scoping review using four search engines was undertaken (Medline, CINAHL, PsycINFO, Cochrane Library) to identify studies relevant to this issue and published since 2000. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Statements for Scoping Reviews (PRISMA-ScR), the Joanna Briggs Institute (JBI) approach of conducting and reporting a scoping review, and the Participants, Concept, Context (PCC) scheme were employed. The following elements of the framework synthesis study data were screened, and presented based on the self-management model of Lorig and Holman. Results 34 publications from 17 countries met the criteria for study inclusion: 24 quantitative, 8 qualitative and 2 mixed methods designs. Regarding the dimensions of self-management, 28 articles reported on “managing the therapeutic regimen”, 27 articles discussed “managing role and behavior changes”, and 16 articles explored “managing emotions”. A model of self-management of patients with tracheostomy was developed, which placed the patient in the center, since it is this individual who is completing the tasks and carrying out his or her skill sets. Conclusion This scoping review represents the first comprehensive overview and modeling of the complex self-management tasks and skills required of patients with tracheostomy in their home setting. The theoretical model can serve as a cornerstone for empirical intervention studies to better support this patient-centered outcome for this population in the future.

In the current digital landscape, artificial intelligence-driven automation has revolutionized efficiency in various areas, enabling significant time and resource savings. However, the reliability and efficiency of software systems remain crucial challenges. To address this issue, a generation of self-adaptive software has emerged with the ability to rectify errors and autonomously optimize performance. This study focuses on the development of self-adaptive software designed for pre-programmed tasks on the Internet. The software stands out for its self-adaptation, automation, fault tolerance, efficiency, and robustness. Various technologies such as Python, MySQL, Firebase, and others were employed to enhance the adaptability of the software. The results demonstrate the effectiveness of the software, with a continuously growing self-adaptation rate and improvements in response times. Probability models were applied to analyze the software’s effectiveness in fault situations. The implementation of virtual cables and multiprocessing significantly improved performance, achieving higher execution speed and scalability. In summary, this study presents self-adaptive software that rectifies errors, optimizes performance, and maintains functionality in the presence of faults, contributing to efficiency in Internet task automation.

Using households survey microdata from Argentina, Brazil, Chile, Colombia, Mexico and Peru, we characterize changes in employment and wages between the mid-2000s and the late-2010s emphasizing the gender dimension from the viewpoint of the task-based approach. We employ surveys from PIAAC-OECD to study the task content of jobs and create an index of routine task content (RTC) of occupations. We document five facts: (i) The proportion of routine tasks is currently higher for women than for men. (ii) The employment structure is considerably more biased towards high-RTC jobs in Latin America than in OECD countries, for both genders. (iii) There was an increase in the employment participation of low-RTC jobs during the period under study, mainly driven by movements in the occupational structure of women, especially the young and middle-aged. (iv) Wage gains were relatively higher in high-RTC occupations, with this pattern more pronounced for men than for women. (v) While there was a modest reduction in the gender wage gap, the decline was stronger in computer-intensive occupations. [ABSTRACT FROM AUTHOR]

Unit human capital resources (HCRs) are positively associated with unit performance and developing them is vital to sustaining unit performance. Yet, extant research has focused primarily on formal human resource methods of developing individual and group capacities (e.g., training) and given lesser attention to on-the-job mechanisms and processes impacting unit HCRs. We advance a theoretical framework featuring unit deployments, which reflect the formal or informal configuration of existing unit members' assignments to unit-relevant tasks at a point in time, as a powerful tool for unit HCR development. We first articulate how deployments can enhance unit HCR by increasing members' HCRs, cultivating members' social capital resources, and influencing unit emergence enabling states. We then introduce four types of unit HCR portfolios that differ in resource and coordination flexibility and highlight how units can use distinct deployment strategies to cultivate each type of portfolio. We conclude by detailing when each unit HCR portfolio will likely generate the greatest return for units under varying task dynamism and complexity conditions. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to create a model of patient-centered outcomes with respect to self-management tasks and skills of patients with a tracheostomy in their home setting. Methods: A scoping review using four search engines was undertaken (Medline, CINAHL, PsycINFO, Cochrane Library) to identify studies relevant to this issue and published since 2000. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Statements for Scoping Reviews (PRISMA-ScR), the Joanna Briggs Institute (JBI) approach of conducting and reporting a scoping review, and the Participants, Concept, Context (PCC) scheme were employed. The following elements of the framework synthesis study data were screened, and presented based on the self-management model of Lorig and Holman. Results: 34 publications from 17 countries met the criteria for study inclusion: 24 quantitative, 8 qualitative and 2 mixed methods designs. Regarding the dimensions of self-management, 28 articles reported on "managing the therapeutic regimen", 27 articles discussed "managing role and behavior changes", and 16 articles explored "managing emotions". A model of self-management of patients with tracheostomy was developed, which placed the patient in the center, since it is this individual who is completing the tasks and carrying out his or her skill sets. Conclusion: This scoping review represents the first comprehensive overview and modeling of the complex self-management tasks and skills required of patients with tracheostomy in their home setting. The theoretical model can serve as a cornerstone for empirical intervention studies to better support this patient-centered outcome for this population in the future. [ABSTRACT FROM AUTHOR]

Based in a case study, we seek to understand to what extent a teacher's participation in lesson studies influences her teaching practice. Data collection included participant observation (doing a research journal and audio/video recording), document collection (tasks and lesson plans) and interview. The results suggest that participating in several lesson studies, planning whole-class discussions from the students' answers, influenced the teachers' practice. She proposed a task that allowed students to make connections between representations, as in the lesson studies, and, in the whole-class discussion, she encouraged several students to participate and challenged them to go beyond the task, which she did not do in the lesson studies. [ABSTRACT FROM AUTHOR]

In recent years, research has highlighted the benefits that various language learners have gained from participating in open and participative websites, particularly with regard to the development of their language competences, especially in additional languages. This raises the question of possible avenues for exploiting the potential of such participation in language teaching and learning. Real world tasks seem to be an interesting prospect, especially as they make it possible to integrate digital citizenship education into language teaching. This research analyses language teachers' perceptions of real-world tasks, particularly in terms of their strengths and limitations for language teaching and learning in general and for digital citizenship education. The study shows that the strengths identified outnumber the limitations, that the main and intrinsic dimensions of real-world tasks are identified and that the limitations feared are mainly linked to the institutional framework and to issues due to insufficient literacy among learners and teachers. As far as digital citizenship is concerned, we note above all a lack of information among teachers and a clear difficulty in bridging the gap between language teaching/learning and education to digital citizenship.

Task-based language teaching (TBLT) has been at the center of the debates on which approaches are most effective for structuring, planning, and implementing language courses. Several articles have focused on its effectiveness (Bryfonsky & McKay, 2017; Long, 2016; González-Lloret & Nielson, 2015), but few have shared specific implementation experiences in the classroom (Long, 2015; Torres & Seratini, 2016). The limited array of articles that address TBLT course creation focus on language courses for specific purposes, but little is known about the challenges and solutions found when designing and implementing a TBLT course that is part of a large general education language program. This article shares the authors’ experience in developing and teaching such a course. Based on these experiences, realistic and actionable examples are offered of how to surmount the challenges encountered when developing, integrating, and teaching a TBLT course in an otherwise traditional grammar-centric First-Year university language program at a large US university.

The present study aimed at exploring if the vocabulary recall of the advanced EFL learners could be enhanced by MI-oriented Thematic Vocabulary Instruction (TVI). To scrutinize the probable impact of the treatment on various intelligence groups, we selected a purposive homogeneous sample of 80 out of 118 advanced level learners and assigned them to four groups. The first experimental group (EG1) underwent TVI along with matching MI-based tasks, the second experimental group (EG2) received TVI with non-matching MI-oriented tasks, the third experimental group (EG3) had TVI but just did the coursebook exercises and the control group (CG) received conventional non-thematic instruction with coursebook exercises. 60 advanced words were taught for 10 sessions. The vocabulary recall test was administered with a three-week interval after the end of the treatment, requiring the participants to use the words in five paragraphs based on the given topic and the frequency counts showed the number of the new words. The results from ANOVA and Tukey post hoc tests revealed that the EG1 members who had undergone TVI with MI-oriented tasks significantly outperformed their peers. Specifically, verbally intelligent learners had the highest and the intra-personally dominant ones had the lowest significant performances. The findings accentuate the significance of taking individual differences into account and offer a number of pedagogical implications for the teachers and administrative authorities.

Abstract How does a firm’s foreign direct investment (FDI) in a low-wage country change its onshore task demand in a high-wage country? Is the shift more intensive for jobs that the literature has designated offshorable? We address these questions using a matched difference-in-differences (DiD) approach with data on German firms that have similar propensities to conduct FDI in the Czech Republic. Our novel matching procedure draws on post-lasso logit estimates and shows that high task intensities of managing, administration, and labor legislation play a major role in firms’ engagement in international expansion. The outcomes of the DiD estimation show that after acquiring a foreign affiliate, multinational enterprises (MNEs) increase the intensities of their activities typical of headquarters such as managing, analyzing, and negotiating relative to the corresponding task intensities among non-MNEs. We also find sector-specific decreases, such as a reduction in typical production tasks (monitoring, producing, measuring) in manufacturing MNEs or typical service tasks (informing, medical, repairing) in service MNEs.

Currently, in the researches of library and information sciences, the relationship between the process of searching and learning is discussed a lot. It seems that the search to learning has led to exploratory search and exploratory search has helped users discover concepts in order to overcome their uncertainty and finally, achieve learning. What has been neglected is the extent to which searching process affects learning and the degree of knowledge change until one reaches the level of expertise. Hence, the present study was compiled on research findings with the aim of determining the impact of the information search process based on work tasks on learning. For this purpose, a semi-experimental one-group design with pre-test and post-test was used in 2021. The statistical population was the nursing students of Bushehr University of Medical Sciences in their sixth semester, and 38 of these students randomly participated in this study. First of all, an educational workshop with the aim of getting familiar with drawing conceptual map and a search training workshop were held. Afterwards, the students were assigned two tasks and they were asked to draw their conceptual maps before and after searching. In order to describe and analyze the information in this research, conceptual map scoring (a type of quantitative content analysis) was used to determine the degree of learning, the Euclidean algorithm was used to assess the degree of knowledge change until reaching the level of expertise, and the pairwise comparison method was used to evaluate the difference in the degree of learning before and after the search. The outcomes indicated that the mean difference before and after the search was significant in both scenarios (P

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process.

The strategic development of modern Russian regions is acquiring more and clearer methodological content, mastering new models for analyzing the factors that determine the prospects for the development of economic entities. In relation to the analysis of the situation in terms of ensuring economic security, the results of which determine the development of a particular region, it is important to evaluate the practice of ensuring economic security, reflected in the development strategy of the region. Considering the essence of such a phenomenon as “development”, it is necessary to namesuch aspects of this process as changes that accompany development and are aimed at achieving the goal. The researchers note that the changes, as a rule, are natural and irreversible. In terms of the strategic development of regions, as well as any socio-economic systems, changes of this kind are also irreversible, since they do not allow returning to their original state. Thestrategic development of regions, as well as economic entities, provides not only an increase in internal potential, but also creates a competitive advantage when interacting with the external environment. The purpose of this study is to determine the special provisions of economic security in the regional development strategy using the example of a typical region of the Central Federal District, which allows us to assess the problems of implementing the directions of the country’s economic security strategy and determine the tasks for adjusting the regional development strategy. Among the research methods used are content analysis of documents, system analysis, methods of grouping and generalization, as well as methods of logical analysis and synthesis of information within the subject area of research. In this paper, it has been established that there are no independent sections on any aspect of economic security, and certain aspects are not presented systematically and reflect the target orientation of the strategy developers to a greater extent than contain specific projects and programs of direct action in terms of ensuring the economic security of the region. In general, in the text of a strategy of a typical region there is no emphasis on economic security, and general phrases in the form of tasks that the region needs to solve are similar to declarative statements about the need to resolve individual issues. For the future, an analysis is needed, which should be carried out from the point of view of the tasks set for each area of economic security, which are determined by the country’s economic security strategy, with the exception of issues related to the development of the national financial system due to the lack of powers of the region in this area.

BackgroundFreezing of Gait (FOG) is a motor symptom frequently observed in advanced Parkinson’s disease. However, due to its paroxysmal nature and diverse presentation, assessing FOG in a clinical setting can be challenging. Before FOG can be fully investigated, it is critical that a reliable experimental setting is established in which FOG can be evoked in a standardized manner, but the efficacy of various gait tasks and triggers for eliciting FOG remains unclear.ObjectivesThis study aimed to conduct a systematic review of the existing literature and evaluate the available evidence for the relationship between specific motor tasks, triggers, and FOG episodes in individuals with Parkinson’s disease (PwPD).MethodsWe conducted a literature search on four online databases (PubMed, Web of Science, EMBASE, and Cochrane Library) using the keywords “Parkinson’s disease,” “Freezing of Gait”, “triggers” and “tasks”. A total of 128 articles met the inclusion criteria and were included in our analysis.ResultsThe review found that a wide range of gait tasks were employed in studies assessing FOG among PD patients. However, three tasks (turning, dual tasking, and straight walking) emerged as the most frequently used. Turning (28%) appears to be the most effective trigger for eliciting FOG in PwPD, followed by walking through a doorway (14%) and dual tasking (10%).ConclusionThis review thereby supports the utilisation of turning, especially a 360-degree turn, as a reliable trigger for FOG in PwPD. This finding could be beneficial to clinicians conducting clinical evaluations and researchers aiming to assess FOG in a laboratory environment.

This exploratory practice study, conducted at the Higher Institute of Human Sciences of Jendouba and the Higher Institute of Languages of Gabès, Tunisia, investigated the impact of task-based language teaching (TBLT) on pre-service teachers’ functional competence and explored both teachers’ and students’ perceptions of TBLT in their English courses. Data came primarily from classroom observations and focus-group interviews. Findings suggest that TBLT fostered pre-service teachers’ functional competence in English. Both teachers and students reported that TBLT helped improve learners’ linguistic and communicative skills.

Task-based language teaching (TBLT) has been recommended in the new College English Curriculum Requirement in China (Ministry of Education, 2017) for students learning English as a foreign language. Teachers might not, however, implement these concepts in their classes. This study aims to investigate whether the concept of TBLT has made its way into EFL teachers’ theoretical beliefs and the degree to which TBLT is being put into practice. By using semi-structured interviews and classroom observations, this study investigated the beliefs and practices of three tertiary English teachers in China and their use of tasks in their language classes. The results show that although these teachers had positive attitudes toward TBLT, only some activities in their classes could be classified as tasks. The teachers’ use of tasks seemed to be influenced by web-based textbooks and their own reflective practices. This study provides recommendations for developing language teacher education programmes based on TBLT in China. [ABSTRACT FROM AUTHOR]

The question of how job insecurity affects workplace behaviors has been the source of debate in the academic literature as well as in the popular press. The current study leverages and expands ideas from the Conservation of Resources theory about resource investment to examine how and when job insecurity is associated with behaviors indicative of promotive or protective job preservation strategies aimed at social or task targets. We present two studies. The first study takes a longitudinal approach to examine the bidirectional relationships between job insecurity and job performance, counterproductive work behaviors, knowledge hiding, and self-presentation ingratiatory behavior. The second study examines job preservation motivation as a mechanism linking job insecurity to these work behaviors, and it considers specific elements of threats as moderators (i.e., perceived threat controllability, perceived threat proximity). Together these studies suggest that job insecurity is associated with strategic behavior when employees are facing proximal threats to their jobs; however, these efforts are rarely in the best interest of organizations. [ABSTRACT FROM AUTHOR]

How does a firm's foreign direct investment (FDI) in a low-wage country change its onshore task demand in a high-wage country? Is the shift more intensive for jobs that the literature has designated offshorable? We address these questions using a matched difference-in-differences (DiD) approach with data on German firms that have similar propensities to conduct FDI in the Czech Republic. Our novel matching procedure draws on post-lasso logit estimates and shows that high task intensities of managing, administration, and labor legislation play a major role in firms' engagement in international expansion. The outcomes of the DiD estimation show that after acquiring a foreign affiliate, multinational enterprises (MNEs) increase the intensities of their activities typical of headquarters such as managing, analyzing, and negotiating relative to the corresponding task intensities among non-MNEs. We also find sector-specific decreases, such as a reduction in typical production tasks (monitoring, producing, measuring) in manufacturing MNEs or typical service tasks (informing, medical, repairing) in service MNEs. [ABSTRACT FROM AUTHOR]

This article presents a dataset containing messages from the Digital Teaching Assistant (DTA) system, which records the results from the automatic verification of students' solutions to unique programming exercises of 11 various types. These results are automatically generated by the system, which automates a massive Python programming course at MIREA—Russian Technological University (RTU MIREA). The DTA system is trained to distinguish between approaches to solve programming exercises, as well as to identify correct and incorrect solutions, using intelligent algorithms responsible for analyzing the source code in the DTA system using vector representations of programs based on Markov chains, calculating pairwise Jensen–Shannon distances for programs and using a hierarchical clustering algorithm to detect high-level approaches used by students in solving unique programming exercises. In the process of learning, each student must correctly solve 11 unique exercises in order to receive admission to the intermediate certification in the form of a test. In addition, a motivated student may try to find additional approaches to solve exercises they have already solved. At the same time, not all students are able or willing to solve the 11 unique exercises proposed to them; some will resort to outside help in solving all or part of the exercises. Since all information about the interactions of the students with the DTA system is recorded, it is possible to identify different types of students. First of all, the students can be classified into 2 classes: those who failed to solve 11 exercises and those who received admission to the intermediate certification in the form of a test, having solved the 11 unique exercises correctly. However, it is possible to identify classes of typical, motivated and suspicious students among the latter group based on the proposed dataset. The proposed dataset can be used to develop regression models that will predict outbursts of student activity when interacting with the DTA system, to solve clustering problems, to identify groups of students with a similar behavior model in the learning process and to develop intelligent data classifiers that predict the students' behavior model and draw appropriate conclusions, not only at the end of the learning process but also during the course of it in order to motivate all students, even those who are classified as suspicious, to visualize the results of the learning process using various tools. Dataset: doi: 10.5281/zenodo.8092417. Dataset License: CC-BY-4.0 [ABSTRACT FROM AUTHOR]

Currently, in the researches of library and information sciences, the relationship between the process of searching and learning is discussed a lot. It seems that the search to learning has led to exploratory search and exploratory search has helped users discover concepts in order to overcome their uncertainty and finally, achieve learning. What has been neglected is the extent to which searching process affects learning and the degree of knowledge change until one reaches the level of expertise. Hence, the present study was compiled on research findings with the aim of determining the impact of the information search process based on work tasks on learning. For this purpose, a semi-experimental one-group design with pre-test and post-test was used in 2021. The statistical population was the nursing students of Bushehr University of Medical Sciences in their sixth semester, and 38 of these students randomly participated in this study. First of all, an educational workshop with the aim of getting familiar with drawing conceptual map and a search training workshop were held. Afterwards, the students were assigned two tasks and they were asked to draw their conceptual maps before and after searching. In order to describe and analyze the information in this research, conceptual map scoring (a type of quantitative content analysis) was used to determine the degree of learning, the Euclidean algorithm was used to assess the degree of knowledge change until reaching the level of expertise, and the pairwise comparison method was used to evaluate the difference in the degree of learning before and after the search. The outcomes indicated that the mean difference before and after the search was significant in both scenarios (P<0.001). Also, there was a significant difference between the mean scores before and after the search and the score of the conceptual map, with high confidence. However, it was low, compared to the rate of learning growth according to the expert score. Besides, the difference between the mean of the conceptual map in the complex and simple scenarios was not significant. The results demonstrated the effectiveness of search as a learning method, so it is suggested that librarians and information professors introduce searching as a learning method along with other methods to increase awareness and develop creative thinking skills in the academic community. [ABSTRACT FROM AUTHOR]

As technology advances, so do its applications and standards. We are at a crossroads in a civilization that has grown based on the automation of operations and the development of technology to better human lives. As additional programs that do the same thing arrive, both large and small businesses utilize them, promoting their development. The approach in this paper is to address the major issue, which is the most frequently utilized capabilities in a company, whether it is IT or event production. My work involves minimizing these applications and developing a standard that may subsequently be updated on needs and demand.

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)