Effects of Exposure to L1 Translation in Vocabulary Acquisition in English as a Foreign Language with College Students

[ES] La adquisición de vocabulario es uno de los principales desafíos para los estudiantes de idiomas y la falta de un vocabulario adecuado es el primer impedimento para una comunicación exitosa. A través de una revisión de la literatura sobre la enseñanza y el aprendizaje de vocabulario se identificó una brecha importante; la mayor parte de la investigación se lleva a cabo en condiciones controladas. Existe la necesidad de comprender la influencia de la enseñanza del vocabulario en el entorno real del aula. Este estudio examina específicamente la influencia de metodologías de enseñanza de vocabulario en el aula. Este estudio se realizó en una universidad privada con 37 participantes en un estudio piloto y 166 en el estudio principal, ambos divididos en grupos de control y experimentales utilizando un diseño de pretest-postest para analizar la influencia de la instrucción de vocabulario explícito en las clases. El conocimiento del vocabulario se evaluó antes y después de las intervenciones con una versión adaptada de la Escala de conocimiento del vocabulario (VKS por sus siglas en inglés) (Paribakht y Wesche, 1993). Esta investigación constó de dos fases. En primer lugar, se evaluó en un estudio piloto la instrucción de vocabulario explícito a través de la exposición visual al vocabulario objetivo con traducción al español y entrada auditiva, esta etapa se centró en el primer paso para el aprendizaje de vocabulario mencionado por Nation (2013): Prestar atención a las palabras. Los resultados obtenidos del estudio piloto no presentaron diferencias significativas entre el grupo control y el experimental. Por lo tanto, se decidió incluir una actividad adicional para mejorar el aprendizaje de vocabulario. En la segunda fase, que incluyó a 166 estudiantes, empleó una actividad de vocabulario basada en la web, así como la exposición visual. Esto se introdujo para evocar el segundo paso del aprendizaje de vocabulario: Recuperación. Esta metodología brindó oportunidades para que los participantes exploraran el vocabulario con una nueva herramienta de aprendizaje; permitiendo a los estudiantes no solo notar el vocabulario clave, sino también recuperarlo. Los resultados del estudio principal fueron alentadores, el grupo experimental superó al grupo de control en la prueba posterior (p<0,001) mostrando una mejora significativa en la mayoría de las palabras. Podemos suponer que la metodología adicional incluida en el estudio principal podría ser responsable de la mejora del vocabulario. Después de la intervención, una entrevista semiestructurada con los participantes del grupo experimental obtuvo información sobre sus ideas sobre su propio aprendizaje y la metodología utilizada. Los participantes dieron una opinión positiva de las actividades basadas en la web y reconocieron la importancia del desarrollo del vocabulario en su proceso de aprendizaje de idiomas. Este estudio destaca la influencia positiva de la instrucción de vocabulario explícito en el entorno del aula de aprendizaje de inglés. La tecnología brinda oportunidades para replicar esta metodología con poca inversión de tiempo; esta puede ser una herramienta beneficiosa para profesores y estudiantes. En este sentido, al final, se discuten las implicaciones pedagógicas.[CAT] L'adquisició de vocabulari és un dels principals desafiaments per als estudiants d'idiomes i la falta d'un vocabulari adequat és el primer impediment per a una comunicació amb èxit. A través d'una revisió de la literatura sobre l'ensenyança i l'aprenentatge de vocabulari es va identificar una bretxa important; la major part de la investigació es du a terme en condicions controlades. Hi ha la necessitat de comprendre la influència de l'ensenyança del vocabulari en l'entorn real de l'aula. Aquest estudi examina específicament la influència de metodologies d'ensenyança de vocabulari en l'aula. Este estudi es va realitzar en una universitat privada amb 37 participants en un estudi pilot i 166 en l'estudi principal, ambdós dividits en grups de control i experimentals utilitzant un disseny de pretest-postest per a analitzar la influència de la instrucció de vocabulari explícit en les classes. El coneixement del vocabulari es va avaluar abans i després de les intervencions amb una versió adaptada de l'Escala de coneixement del vocabulari (VKS per les seues sigles en anglès) (Paribakht i Wesche, 1993) . Aquesta investigació va constar de dos fases. En primer lloc, es va avaluar en un estudi pilot la instrucció de vocabulari explícit a través de l'exposició visual al vocabulari objectiu amb traducció a l'espanyol i entrada auditiva, esta etapa es va centrar en el primer pas per a l'aprenentatge de vocabulari mencionat per Nation (2013) : Parar atenció a les paraules. Els resultats obtinguts de l'estudi pilot no van presentar diferències significatives entre el grup control i l'experimental. Per tant, es va decidir incloure una activitat addicional per a millorar l'aprenentatge de vocabulari. En la segona fase, que va incloure a 166 estudiants, va emprar una activitat de vocabulari basada en la web, així com l'exposició visual. Açò es va introduir per a evocar el segon pas de l'aprenentatge de vocabulari: Recuperació. Esta metodologia va brindar oportunitats perquè els participants exploraren el vocabulari amb una nova ferramenta d'aprenentatge; permetent als estudiants no sols notar el vocabulari clau, sinó també recuperar-lo. Els resultats de l'estudi principal van ser encoratjadors, el grup experimental va superar al grup de control en la prova posterior (p<0,001) mostrant una millora significativa en la majoria de les paraules. Podem suposar que la metodologia addicional inclosa en l'estudi principal podria ser responsable de la millora del vocabulari. Després de la intervenció, una entrevista semiestructurada amb els participants del grup experimental va obtindre informació sobre les seues idees sobre el seu propi aprenentatge i la metodologia utilitzada. Els participants van donar una opinió positiva de les activitats basades en la web i van reconèixer la importància del desenvolupament del vocabulari en el seu procés d'aprenentatge d'idiomes. Este estudi destaca la influència positiva de la instrucció de vocabulari explícit en l'entorn de l'aula d'aprenentatge d'anglès. La tecnologia brinda oportunitats per a replicar esta metodologia amb poca inversió de temps; esta pot ser una ferramenta beneficiosa per a professors i estudiants. En este sentit, al final, es discutixen les implicacions pedagògiques.[EN] Vocabulary acquisition is one of the major challenges for language learners and the lack of proper vocabulary is the first impediment to successful communication. A literature review of vocabulary teaching and learning identified an important gap; most research is conducted under controlled conditions. There is a necessity to understand the influence of vocabulary instruction in real classroom settings. This study specifically examines the influence of vocabulary teaching methodologies in the classroom. This study was conducted in a private university with 37 participants in a pilot study and 166 in the main study, both divided into control and experimental groups using a pretest-posttest design in order to analyse the influence of explicit vocabulary instruction in classes. Vocabulary knowledge was assessed before and after interventions with an adapted version of the Vocabulary Knowledge Scale (VKS) (Paribakht & Wesche, 1993). This research consisted of two phases. First, explicit vocabulary instruction through visual exposure to target vocabulary with Spanish translation and aural input was assessed in a pilot study. This stage focused on the first step for vocabulary learning mentioned by Nation (2013): Noticing. Results obtained from the pilot study presented no significant difference between the control and the experimental group. Therefore, it was decided to include an additional activity to enhance vocabulary learning. In the second phase, which included 166 students, employed a web-based vocabulary activity as well as the visual exposure. This was introduced to evoke the second step of vocabulary learning: Retrieval. This methodology provided opportunities for participants to explore vocabulary with a new learning tool; allowing students to not only notice target vocabulary, but also to retrieve it. The results from the main study were encouraging, the experimental group outperformed the control group in the posttest (p<0.001) showing significant improvement in most words in the experimental group. We may assume that the additional methodology included in the main study could be responsible for the vocabulary enhancement. After the intervention, a semi-structured interview with participants from the experimental group elicited information about their ideas toward their own learning and the methodology used. Participants gave a positive opinion of web-based activities and acknowledged the importance of vocabulary development in their language-learning process. This study highlights the positive influence of explicit vocabulary instruction in English Learning classroom settings. Technology provides opportunities to replicate this methodology with little time investment; a beneficial tool for teachers and students. In this sense, pedagogic implications are discussed.Palacios Vivar, C. (2022). Effects of Exposure to L1 Translation in Vocabulary Acquisition in English as a Foreign Language with College Students [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/183071TESI

STUDENTS OF HIGHER EDUCATION RECEIVING SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM AND ITS IMPACT ON MENTAL HEALTH

The focus of this research study was the impact of Supplemental Nutrition Assistance Program (SNAP) on the mental health, specifically anxiety and depression, of students pursuing higher education. The study analyzed if food security from receiving SNAP benefits relieved mental illnesses for students pursuing higher education. This study utilized a post-positivist paradigm. The data was obtained through qualitative methods, including 14 audio interviews and verbal observations of current undergraduate and graduate students from Southern California. At the time that the research interviews were conducted, the students participated in the student and discussed their experiences of dealing with mental health symptoms due to food insecurity and the impact that SNAP benefits had on it. The research participants answers were the coded for themes and then categorized. The study’s results concluded that mental disorder symptoms negatively affect students school Performance, CalFresh benefits support mental health, and there is social support for CalFresh awareness. This research study contributes to the social work field on a micro and macro level. At the micro level, this study allows social workers to better understand the significance of SNAP in alleviating hunger for college students and how receiving those SNAP benefits affects their mental health. At the macro level, this study has the potential to persuade social workers to lobby and advocate for policies and legislations that will address food insecurity among college students and increase student eligibility for and access to SNAP benefits

Versión reducida del Athlete Burnout Questionnaire (ABQ) : propiedades psicométricas preliminares

El objetivo de este estudio es presentar un modelo reducido de la versión española del Athlete Burnout Questionnaire (ABQ). Una versión reducida permite tiempos de aplicación menores, lo cual reduce efectos nocivos de cuestionarios más largos, como la fatiga, la falta de motivación, etc. El ABQ original se compone de 15 ítems que miden tres dimensiones de burnout: agotamiento físico/emocional (AFE), reducida sensación de logro (RSL) y devaluación del deporte (D). La versión española fue aplicada a 1101 deportistas de ambos sexos con edades entre 13 y 37 años (M= 19.35; DT= 4.52). Se analizó la validez interna del cuestionario a través de una validación cruzada, usando análisis exploratorios y confirmatorios. También se realizó análisis de ítems y de consistencia interna de los factores. Se ofrecen dos versiones reducidas: una de 12 ítems (4 ítems por factor) y otro de 9 ítems (3 ítems por factor). Los resultados muestran buenos indicadores de validez, tanto de la versión original, como de las dos versiones reducidas.The aim of this study was to present a reduced model of the Spanish version of the Athlete Burnout Questionnaire (ABQ). A reduced version enables answering with shorter times of application, which decreases the adverse effects of longer questionnaires, such as fatigue, lack of motivation, etc. The original version of ABQ is composed of 15 items that measure three dimensions of burnout: physical/emotional exhaustion, (E), reduced sense of accomplishment (RSA) and devaluation of sport (D). The Spanish version was applied to 1101 athletes of both sexes aged between 13 and 37 years (M = 19.35; SD = 4.52). A cross validation study evaluated the internal validity of the questionnaire, using exploratory and confirming analyses. Analysis of items and internal consistency of the factors were also carried out. Two reduced versions appear: one of 12 items (four items per factor) and another one of 9 items (three items per factor). The results show good validity values for the original version and also the two reduced versions.O objectivo deste estudo é apresentar um modelo reduzido da versão espanhola do Athlete Burnout Questionnaire (ABQ). Uma versão reduzida permite um tempo de aplicação inferior, o qual reduz os efeitos nocivos de questionários mais alargados, como a fadiga, a falta de motivação, etc. O ABQ original é composto por 15 itens que medem 3 dimensões de burnout: esgotamento físico/emocional (EFE), reduzida sensação de sucesso (RSS) e desvalorização do desporto (D). A versão espanhola foi aplicada a 1101 desportistas de ambos os sexos com idades compreendidas entre os 13 e os 37 anos (M = 19.35; DP = 4.52). Foi analisada a validade interna do questionário através da validação cruzada, usando análises factoriais exploratórias e confirmatórias. De igual modo foram realizadas análises de itens e de consistência interna dos factores. São então apresentadas duas versões reduzidas: uma de 12 itens (quatro itens por factor) e outra de 9 itens (três itens por factor). Os resultados revelam bons indicadores de validade, tanto da versão original, como das duas versões reduzidas

Culture dimensions in software development industry: The effects of mentoring

Software development is a human centric and sociotechnical activity and like all human activities is influenced by cultural factors. However, software engineering is being further affected because of the globalization in software development. As a result, cultural diversity is influencing software development and its outcomes. The software engineering industry, a very intensive industry regarding human capital, is facing a new era in which software development personnel must adapt to multicultural work environments. Today, many organizations present a multicultural workforce which needs to be managed. This paper analyzes the influence of culture on mentoring relationships within the software engineering industry. Two interesting findings can be concluded from our study: (1) cultural differences affect both formal and informal mentoring, and (2) technical competences are not improved when implementing mentoring relationships

Essays on Entrepreneurship in Ecuador: Assessing nonpecuniary effects of access to credit for heterogeneous entrepreneurs

This thesis aims to provide empirical evidence about heterogeneity among entrepreneurs and to explore more in depth the multidimensional concept of entrepreneurship in Ecuador. The thesis is structure in four empirical chapters. Chapter I provides an empirical framework to explore heterogeneity among enterprises and shows that microenterprises in Ecuador are highly heterogeneous. Chapter II explore the presence of mission-drift and trade-offs between social and financial. The results show vary depending on the type of microfinance institution. Chapter III explores gender differences among female and male entrepreneurs in the work-family interface. This chapter shows that female and male entrepreneurs make mostly autonomous entrepreneurial decision-making and are more likely to share decisions about household allocation resources but gender differences appear in decision-making over childbearing and child-rearing. Finally, Chapter IV includes the effect of access to credit over the satisfaction with life of entrepreneurs and shows that having access to a credit has a positive but modest effect of the life satisfaction of entrepreneurs but heterogeneity among female entrepreneurs mask the effects of microcredit programs

Towards a Shared Control Navigation Function:Efficiency Based Command Modulation

This paper presents a novel shared control algorithm for robotized wheelchairs. The proposed algorithm is a new method to extend autonomous navigation techniques into the shared control domain. It reactively combines user’s and robot’s commands into a continuous function that approximates a classic Navigation Function (NF) by weighting input commands with NF constraints. Our approach overcomes the main drawbacks of NFs -calculus complexity and limitations on environment modeling- so it can be used in dynamic unstructured environments. It also benefits from NF properties: convergence to destination, smooth paths and safe navigation. Due to the user’s contribution to control, our function is not strictly a NF, so we call it a pseudo-navigation function (PNF) instead.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Marginación social por falta de acceso al agua potable

Fil: Vázquez, Cristina. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Química; ArgentinaFil: Palacios, Oscar. Universidad de Buenos Aires. Facultad de Ingeniería. Departamento de Gestión Industrial; ArgentinaA partir de denuncias de los vecinos del barrio Los Álamos, localidad de Virrey del Pino,\nen el partido de La Matanza, sobre la posible contaminación del agua que consumían, a\nun equipo de profesores y estudiantes de la Facultad de Ingeniería de la UBA se le\nencomendó un estudio socio ambiental en una comunidad que sufría problemas\ngastrointestinales, respiratorios y cutáneos. Los resultados de los estudios revelaron que\nel agua no era potable, que contenía arsénico, nitrato, Salmonella, aeruginosa y\nScherichia colli, una prueba inequívoca del mal mantenimiento de los pozos y de su\nproximidad a las cámaras sépticas

Acidification of musts in warm regions with tartaric acid and calcium sulfate at industrial scale

Acidification of musts is necessary in warm areas where high temperatures during ripening accelerate breathing combustion of tartaric acid and, in particular, malic acid in the berries. L(+) tartaric acid, L(-) or D,L malic acid and lactic acids are the only chemical acidifiers authorized by the OIV and European Community regulations. The use of calcium sulfate (gypsum: CaSO4·2H2O) is also authorized in the European Community as a complementary acidifier in generous and generous liquor wines from Spain (a practice known as plastering), provided that the residual sulfate content in the wine does not exceed 2.5 g/L expressed as potassium sulfate. However, this practice is not yet approved by OIV. To predict the effect on pH of different acidifiers, several chemical modeling approaches have been described in the literature, in particular a simplified model where the acidity of wine is considered to be due to a monoprotic acid. The aim of this work is to verify this model at pilot and industrial scale in the acidification of musts with tartaric and calcium sulfate, added either individually and in combination, using doses up to 3 g/L and to study the modifications that these practices produce on the compositions of the resulting wines. This work supplies useful information to study this practice in OIV in order to consider its approval

Mentoring & coaching: It perspective

The development of the intellectual capital of the corporations nowadays represents one of the most significant challenges for the managers of and one of the most fertile fields for the enterpreneurial innovation. The present article shows a vision over two of the techniques of formation of people with greater impact at the present time: the Mentoring and the Coaching. Both terms have been object of debates regarding to their applications, existing, in spite of their notoriety, great confusion on their differences and possible applications. The article reviews the origin of the concepts, its differences and similarities and explores with depth, the applications of it in the field of the Management of the Technologies of the Information.El desarrollo del capital intelectual de las corporaciones representa uno de los retos más significativos para los gestores de hoy en día y uno de los campos más fértiles para la innovación empresarial. En el presente artículo se presenta una visión sobre dos de las técnicas de desarrollo de personas que cuentan con mayor impacto en la actualidad: el Mentoring y el Coaching. Ambos términos han sido objeto de multitud de debates sobre sus aplicaciones, existiendo, pese a su notoriedad, gran confusión sobre sus diferencias y posibles aplicaciones. El artículo repasa el origen de los conceptos, sus diferencias y similitudes y explora con profundidad las aplicaciones del mismo en el campo de la Gestión de las Tecnologías de la Información.Publicad

Food waste and its association with diet quality of foods purchased in south florida

The objective of this study was to explore the associations between food waste and the diet quality of foods purchased and with grocery purchasing behaviors. This was a cross-sectional study among 109 primary household food providers conducting primary shopping. Participants were recruited outside of local grocery stores and were asked to complete a survey assessing amounts of avoidable food waste and grocery purchasing behaviors. The diet quality of the foods purchased was assessed from grocery receipts using the Grocery Purchase Quality Index-2016 (GPQI-2016). Variables were associated using linear regression, analysis of covariance, and point biserial correlations. We found that fresh fruits (63%) and leafy greens (70%) were the foods that were the most wasted. The GPQI-2016 total score was significantly inversely associated with the total amount of food wasted (β = −0.63; 95% CI: −1.14,−0.12) after adjusting for important confounders. The reason “food past the date printed on the package” was directly correlated with food wasted (r = 0.40; p \u3c 0.01) but inversely correlated with GPQI-2016 score (r = −0.21; p = 0.04). Food wasted, but not the GPQI-2016 score, was significantly higher among those who grocery shop 2–4 times per week compared to 1 time every 1–2 weeks (p = 0.02). In conclusion, food waste is inversely associated with diet quality and directly associated with grocery purchasing frequency