Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

This paper examines the perceptions of benefit of Technology EnhancedLanguage Learning (TELL) on students’ language learning, comfort &enjoyment, and increased confidence using technology at a large SouthernCalifornia University during one university term. Through a surveyadministered to 345 beginning language students, 11 tutors and 12instructors, and through selective interviews and classroom observations,several questions were examined: 1.) Perceived confidence, benefits, andcomfort/enjoyment with TELL for instructors, tutors, and students at thebeginning and end of the semester; 2.) Students’ perceived impact ofTELL between pre and post survey measures on second language skills,learning culture, student motivation to learn a language, and preparingstudents for class tests and quizzes; 3.) Whether or not target languageorthography, exposure to TELL, student gender, and instructors’ ortutors’ previous confidence in using TELL, impacted perception of benefitby students; 4.) Positive and negative aspects of incorporating a TELLcomponent in the language classroom for instructors and tutors. Theresults showed that incorporating TELL in a new, but limited, way in allbeginning level classes at one university was a positive experience formany participants, especially in the areas of comfort/enjoyment, andincreased confidence in using technology. However, unless tasks wereclearly tied to learning objectives, students did not recognize theirinstructional value

Gender Impact Strategy for Agricultural Development

Argues for addressing gender equality issues in agricultural development projects. Outlines required components for future grants, including women's optimum participation, efforts to increase income-generating opportunities, and monitoring and evaluation

Developing Critical Social Justice Literacy in an Online Seminar

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators

Pedestrian Detection with Wearable Cameras for the Blind: A Two-way Perspective

Blind people have limited access to information about their surroundings, which is important for ensuring one's safety, managing social interactions, and identifying approaching pedestrians. With advances in computer vision, wearable cameras can provide equitable access to such information. However, the always-on nature of these assistive technologies poses privacy concerns for parties that may get recorded. We explore this tension from both perspectives, those of sighted passersby and blind users, taking into account camera visibility, in-person versus remote experience, and extracted visual information. We conduct two studies: an online survey with MTurkers (N=206) and an in-person experience study between pairs of blind (N=10) and sighted (N=40) participants, where blind participants wear a working prototype for pedestrian detection and pass by sighted participants. Our results suggest that both of the perspectives of users and bystanders and the several factors mentioned above need to be carefully considered to mitigate potential social tensions.Comment: The 2020 ACM CHI Conference on Human Factors in Computing Systems (CHI 2020

The Elimination of the Sexual Exploitation of Children: Two Policy Briefings

The Oak Foundation child-abuse programme has funded and supported a range of civil society actors over the course of the last ten years, with the aim of reducing the incidence of the sexual exploitation of children, focusing primarily on work in East Africa, Eastern and Central Europe, Brazil and India. The Foundation is committed to expanding this work, focusing 50 percent of resources over the next five years, within two priority areas: * The elimination of the sexual exploitation of children; * The positive engagement of men and boys in the fight against the sexual abuse of children. Under the first of these priorities Oak Foundation requested Knowing Children to produce two documents to guide a strategic-planning meeting of the child-abuse team in mid-October 2011: * Reducing societal tolerance of sexual exploitation of children; * Preventing children's entry into all forms of sexual exploitation

Invisible publics: higher education and digital exclusion

Teaching in public involves reducing barriers to access and nowhere is this more appropriate than with the subject of electronic resources and the delivery of virtual learning opportunities. The future of the university, in a time of resurgence of neo-liberal values, the primacy of market forces and an increasing emphasis on private rather than public provision, has become the subject of much debate. Insufficient attention, however, is being paid to the possibility of exclusion, which is the inevitable result of increasing digital pedagogies and practices. This chapter focuses on the role of the university in ensuring equitable access to digital technology. Over the last decade, the possibilities of virtual learning have included pportunities for widening participation, increasing student numbers and opening up world trades in professional and academic expertise, thereby sustaining the globalization of education. This chapter addresses the limitations to these opportunities, in particular the failure to prioritize issues of digital inclusion and the divisive consequences of digital discrimination. The chapter is in two parts: the first examines the adoption of virtual learning within higher education, in particular, the ability of the technology to both enable and deny access. The second looks at the wider implications of this duality when set against the background of an increasingly digital society, and how inclusive practices are failing to have inclusive results

First report of generalized face processing difficulties in möbius sequence.

Reverse simulation models of facial expression recognition suggest that we recognize the emotions of others by running implicit motor programmes responsible for the production of that expression. Previous work has tested this theory by examining facial expression recognition in participants with Möbius sequence, a condition characterized by congenital bilateral facial paralysis. However, a mixed pattern of findings has emerged, and it has not yet been tested whether these individuals can imagine facial expressions, a process also hypothesized to be underpinned by proprioceptive feedback from the face. We investigated this issue by examining expression recognition and imagery in six participants with Möbius sequence, and also carried out tests assessing facial identity and object recognition, as well as basic visual processing. While five of the six participants presented with expression recognition impairments, only one was impaired at the imagery of facial expressions. Further, five participants presented with other difficulties in the recognition of facial identity or objects, or in lower-level visual processing. We discuss the implications of our findings for the reverse simulation model, and suggest that facial identity recognition impairments may be more severe in the condition than has previously been noted

Daughters of Single Fathers: Working as a Team

In this paper, we consider the perspectives of daughters of single fathers as they reflect on their experiences and relationships with their fathers. The paper provides an opportunity to consider an under-represented group in the literature on single parent families. Three themes emerge from the qualitative research design: parental expectations and involvement, household tasks, and family relationships. We consider these themes in light of the work done by Bronte-Tinkew et al (2010) and Risman (1986) regarding the involvement and support of single fathers in the lives of their children. We conclude by providing suggestions for teachers and other professionals regarding single fathers and their daughters