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Abstract This work makes an inroad through some works of Richard Feynman, with a metalinguistic analysis of Quantum Physics statements in the Lectures on Physics, as well as in QED: The Strange Theory of Light and Matter and The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman. We investigate how the theme, compositional structure, and lexical choices express the enunciation of epistemological and ontological visions underlying the presentation of physical content. Our results show that the young scientist presents the physical content axiologically aligned with the Copenhagen Interpretation, acquiring at times a positivist bias. However, in later post-Lectures on Physics works, Feynman takes a stance of greater concern with scientific dissemination. The directionality, the speech scheme, and the intentionality of his utterances make his texts full of complex views on the nature of scientific theories. It is concluded that Feynman's set of works makes a useful contribution to the teaching of physics and the dissemination of science, adopting different voices about the nature of reality and science, being responsible for the sociopolitical period of the different utterances, which is a rich example of scientific and pedagogical non-neutrality.

Communication skills play a vital role in people’s lives. Thus, students who have excellent skills in language and communication are more competitive in the job market compared with the others who have average or poor skills in language and communication. Due to the increasing demand for oral communication skill, which is used widely in universities’ and colleges’ curriculum in Thailand, fluency in oral communication in English is needed among graduate students, particularly for the business students who conduct their degrees in an international program. Oral communication skills in graduate students have played an important role in course requirements and activities in class for university students. It is the research objective to identify and understand the different levels of CA among students in order for the business academe to identify the causes of communication difficulties experienced by students and gain information about these communication problems. This study utilized a quantitative research method to gather data for this research. The participants in this study are first-year and second-year students from an international business program in graduate level at a public university in Bangkok, Thailand. There are 156 students enrolled in this program; 79 first-year graduate students (n = 79, 29.1 % male = 23, 70.9 % female = 56) and 77 second-year graduate students (n = 77, 39 % male = 30, 61 % female = 47). For the first-year students, the majority of students are Thais (98 %, n = 77), one Canadian (1 %, n = 1), and one Taiwanese (1 %, n = 1). For the second-year students, the majority of students are Thais (99%, n = 76) and one Chinese (1%, n = 1). The response rate for first year students was 86% (n = 55) and for second year students was 85% (n = 53). As for results from the quantitative data collection, it has been shown that the business students had moderate CA while the overall CA score of second-year students was higher than CA of first-year students. First-year and second year students were in moderate range of communication apprehension and also in three perspectives of communication which are group discussion, meetings, and interpersonal conversation, while CA in public speaking among those students was higher than other perspectives which indicates small degree of apprehension. In a comparison of communicating in Thai language and English language, students in second-year had higher overall CA score when communicating in English language than their score when communicating in Thai language.

In the first experiment of study , The student's first dataset used in the current study has been collected from the HARVARD repository []. The details are shown in Table 1 below. This dataset was collected from MBA students of CMS Business School in Jan 2020. This dataset contains placement data of students which include secondary and higher secondary school percentage and specialization and it also includes the type of and work experience and salary offer by the organization.

Southern California alumni review, vol. 15, no. 1 (1933 September). Published monthly, except July and August.

Educational materials used in the workshop 'Data handling in R', Utrecht University, Utrecht, the Netherlands

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word–meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence (control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning. Filippi_Laaha_Fitch_datasetDataset including participants' responses for each semantic category and learning condition.

The purpose of College and Beyond II (CBII) is to better understand how students' undergraduate experiences in and out of the classroom relate to their long-run development. The CBII Alumni Survey provides data collected from graduates ten years after earning their bachelor's degrees. It serves as the main source of information on students' long-run development for the study series. Domains covered by the CBII Alumni Survey include arts appreciation and engagement; health and well-being; labor market participation and wealth; civic engagement; beliefs about diversity and pluralism; and democratic participation. The survey also asks about respondents' recollections of their college experiences, as well as their current family structure, social identities, educational attainment, experiences with discrimination, and political and religious identification. The survey contains scales that are widely used in various disciplines such as education, economics, political science, and psychology. The CBII Alumni Survey data can be linked to other studies in the CBII series using the ID_PERSON anonymized student identifier. These CBII studies provide information about respondents' academic backgrounds, undergraduate course transcripts, descriptions of courses taken, and postsecondary enrollment and degree attainment. Contextual data about respondents' neighborhoods can be linked to the National Neighborhood Data Archive using current zip codes, and contextual data about the colleges respondents applied to can be linked to the Integrated Postsecondary Education Data System using U.S. Department of Education UNITID identifiers. The College and Beyond II Alumni Survey used a stratified random sample design. Individuals were selected to participate in the survey if they met all of the following criteria: Domestic student as an undergraduate Earned a bachelor's degree during the 2009-2010 academic year Graduated from one of seven eligible institutions. One eligible institution was selected from each postsecondary system that participated in the College and Beyond II study The eligible institutions represent a convenience sample of public colleges and universities that had robust data infrastructures and were willing to contribute data to the study. The sample is not meant to be representative of all domestic bachelor's degree recipients in the United States. In total, there were 24,529 individuals in the sampling frame. This population was stratified by institution, underrepresented minority status as recorded in institutional data, and bachelor's degree field. Degree field categories included Physical and Biological Sciences, Social Sciences, Humanities, Other Liberal Arts and Sciences, Engineering, Business, and Other Professional Fields. Out of the 24,529 members of the sampling frame, 15,000 cases were selected for participation in the survey. Respondents self-administered the survey over the web. Since the College and Beyond II (CBII) study used a stratified random sample design with disproportionate allocation, sampled cases have different selection probabilities across strata. In order to account for unequal selection probabilities, help mitigate nonresponse bias, and improve the precision of the estimates, weights were computed using a three stage process. See the User Guide for more detail about the construction of the weights. Researchers recommend that users account for the sampling design in their analyses. The weighting variable (WEIGHT) and stratification variable (STRATUM) are available for each individual in the survey dataset. 15,000 cases were selected for participation in the survey. Within each stratum, a simple random sample without replacement was selected from the available domestic 2009-2010 college graduates. Due to the limited number of cases available, individuals who were members of underrepresented minority (URM) groups and/or who graduated from a college with a relatively small student body were selected with certainty. This corresponded to 8,947 cases. The remaining 6,053 cases were allocated proportionately to their stratum population sizes. For additional sampling information, please see the User Guide. This survey of college graduates examines the undergraduate experience and its connection to long-term outcomes. Domains covered by the survey include arts appreciation and engagement; health and well-being; labor market participation and wealth; civic engagement; beliefs about diversity and pluralism; and democratic participation. The survey also asks about respondents' recollections of their college experiences as well as their current family structure, social identities, educational attainment, experiences with discrimination, and political and religious identification. Presence of Common Scales: Numerous validated and common scales are included in the survey. Examples include the Ryff Scales of Psychological Well-being (42-item version), Career Adapt-Abilities Scale-Short Form, Pluralistic Orientation Scale, Openness to Diversity and Challenge Scale, and the Everyday Discrimination Scale (short version). See the Questionnaire for a comprehensive listing of scales and their sources. Among the information included in the Main Data file are participant and institution identifiers, responses from the survey, occupation and labor codes, weights, derived indexes, and selected administrative variables. The survey also included the following sections: College Experiences Arts and Culture Health and Well-Being Employment and Wealth Civic Engagement and Democratic Participation Background Individuals who earned bachelor's degrees as domestic students from seven public colleges or universities in the United States during the academic year 2009-2010. Datasets: DS0: Study-Level Files DS1: Main Data DS2: Participation Data Response Rates: The overall response rate to the survey was 19 percent.

Booklet for participants in research connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.

ABSTRACT The digital culture favors communication and the integration of different contexts, promoting changes in the relationship between society and digital technologies. The objective of this article was to analyze the journey taken by teachers from public Basic Education, in the construction of digital narratives on blogs, pages with their own domain and social networks. The methodology of this study was qualitative in nature, from the perspective of Cultural Studies, based on authors such as Castells (2017), Jenkins (2008), Bruner (2008), Paul (2014) and Recuero (2016). The data was collected through interviews conducted virtually or in person, and the authors created categories of analysis that emerged from the theory and data collected. The research subjects were 60 teachers from the public network of Basic Education, who produced and shared content focused on education on the networks. As a result, we found that the teachers interviewed were surprised, initially, with the answers obtained by the narratives created in their digital spaces. The teachers narrated that they did not always receive support in the actions carried out within the schools, but that they felt connected to other people and welcomed by them, going beyond the walls of the schools. In this sense, the teachers realized the capacity of influence that they exercised in the networks.