Journal articles on the topic 'MACRO-11 (Computer program language)'

There were two findings in this research. First, media that helped the students in understanding Listening Comprehension materials and second, the students’ reasons in choosing the media seen from two aspects: (1) how the media helped the students to master the micro and macro skill of listening and (2) how the media helped the students to understand the listening comprehension process. The first finding showed 74.13% of students selected audio visual media that helped them in understanding Listening Comprehension, while 25.175% and 0.695% of them preferred audio and visual media respectively. The second finding showed to improve to the macro skills of listening, 61.73% of the students argued that they were helped by audio visual media, while 38.26% of them were helped by audio media. On the other hand, 53.35% of the students aired their opinion that their micro skills of listening were improved through the use of audio visual media and 46.64% of them stated that they are helped with the audio media use. Film, television, video, computer, gadget, games and song accommodated all of the eight listening comprehension processes. Therefore, the researcher suggests that the teacher should use audio media to help the students in mastering the micro skill of listening and audio visual media to assist the students in understanding the macro skill of listening. In addition, film, television, video, computer, gadget, games and song should be used to support the students in comprehending the listening comprehension process.

The syntax of Lisp languages is based on S-expressions, an extremely simple form of structured data representation that is nevertheless fundamental to the development of Lisp syntactic extensions. By adopting a more conventional syntax, the Java language placed itself in a difficult position in regard to user-defined syntax extensions. In spite of the many efforts to provide mechanisms for such extensions, they continue to be more difficult to use than S-expression- based ones. In this paper, we will describe the use of the S-expression syntax in a Java code generation environment. By providing an S-expression based program representation for Java source code, we are able to reuse and extend Lisp macro-expansion techniques to significantly simplify the construction of Java programs. .

The current article deals mainly with the suprasentential units in English and their characteristic peculiarities. Some viewpoints of western, Russian and Azerbaijani linguists are discussed here. One of the important matters discussed here is to distinguish the notions “text” and “suprasentential units”, which was possible owing to the viewpoints and investigations of specialists in this field. To determine “suprasentential units”, some other terms such as, “micro-text” and “macro-text” are discussed here, too. To get a detailed information on “suprasentential units”, phonetic experiment was carried out. The essence of the article is to determine the phoneticparameters of “suprasentential units” in the form of a short text. The experiment was realised at the Institute of Linguistics of the National Academy of Sciences of Azerbaijan. For acoustic analysis of the recorded materials, “Speech Analyser”, “WinCecil”, “PRAAT”, “MacSpeech Lab” programs have been used. In the acoustic analysis of speech signals of the given short text, the valuable “PRAAT” computer program created by the professors of Amsterdam University Paul Boersman and David Veenik has been widely used. “PRAAT” computer program has wide opportunities, such as to hold ossillographic and spectographic analysis of language materials (in our case, short texts), to get indicators of tonal frequency intensity, and length of language materials, etc. The above mentioned computer program provides specialists and learners with the chance of learning speech fragments having the recording time from several m/sec to several hours.

A rapid, semiautomated cytophotometry system for quantitative histochemistry and cytochemistry was constructed. The system consists of a Fairchild charge coupled device (CCD) image camera, a Zeiss Universal microscope, a Datacube analog to digital converter, and a digital Equipment Corporation LSI 11/23 computer operating under RT-11. Computer programs were written in FORTRAN and the MACRO assembly language for the acquisition of data from the CCD device. These data were then used for image segmentation, image display, and calculation of total optical density, perimeter, cell area, and several shape features. The reproducibility of measurement made with the CCD-based cytophotometry system was tested by repeated measurements. The coefficient of variation was estimated to be 1.7% for total optical density and 0.9% for cell area. The CCD-based cytophotometry system was further evaluated by comparing results with measurements made on the same cells with a scanning stage cytophotometer using the HIDACSYS computer programs. Correlation coefficients of 0.96 for total optical density and 0.91 for cell area were obtained between the two systems. We conclude that the high-speed, dimensional stability, small size, and linearity of the CCD-based cytophotometry system will make it useful for quantitative histochemistry and cytochemistry.

AbstractThis paper describes a study of the computer essay-scoring program BETSY. While the use of computers in rating written scripts has been criticised in some quarters for lacking transparency or lack of fit with how human raters rate written scripts, a number of essay rating programs are available commercially, many of which claim to offer comparable reliability with human raters. Much of the validation of such programs has focused on native-speaking tertiary-level students writing in subject content areas. Instead of content areas with native-speakers, the data for this study is drawn from a representative sample of scripts from an English as a second language (ESL) Year 11 public examination in Hong Kong. The scripts (900 in total) are taken from a writing test consisting of three topics (300 scripts per topic), each representing a different genre. Results in the study show good correlations between human raters’ scores and the program BETSY. A rater discrepancy rate, where scripts need to be re-marked because of disagreement between two raters, emerged at levels broadly comparable with those derived from discrepancies between paired human raters. Little difference was apparent in the ratings of test takers on the three genres. The paper concludes that while computer essay-scoring programs may appear to rate inside a ‘black box’ with concomitant lack of transparency, they do have potential to act as a third rater, time-saving assessment tool. And as technology develops and rating becomes more transparent, so will their acceptability.

Distance learning presents great potential for mitigating field problems on pesticide application technology. Thus, due to the lack of teaching material about pesticide spraying technology in the Portuguese language and the increasing availability of distance learning, this study developed and evaluated a computer program for distance learning about the theory of pesticide spraying technology using the tools of information technology. The modules comprising the course, named Pulverizar, were: (1) Basic concepts, (2) Factors that affect application, (3) Equipments, (4) Spraying nozzles, (5) Sprayer calibration, (6) Aerial application, (7) Chemigation, (8) Physical-chemical properties, (9) Formulations, (10) Adjuvants, (11) Water quality, and (12) Adequate use of pesticides. The program was made available to the public on July 1st, 2008, hosted at the web site www.pulverizar.iciag.ufu.br, and was simple, robust and practical on the complementation of traditional teaching for the education of professionals in Agricultural Sciences. Mastering pesticide spraying technology by people involved in agricultural production can be facilitated by the program Pulverizar, which was well accepted in its initial evaluation.

This article reports an exploratory study of teacher candidate perception of learning, using video recording in an American Sign Language (ASL) class. Video recording for practice and reflection is relevant to learning ASL, a visual language. One advantage of recording video for learning ASL with mobile devices instead of computers is the larger physical space that can be captured. Thirteen teacher candidates in a graduate program participated, by completing three surveys regarding their experiences with mobile app assignments designed for practicing expressive skills using specific ASL grammatical features. Results showed that 10 out of 12 teacher candidates found app assignments helpful in assessing their own sign skills, and 11 out of 12 found them helpful in clarifying ASL concepts. Nine out of 12 teacher candidates reported increased interest in learning ASL, and 11 out of 13 teacher candidates indicated that their ASL improved due to use of the app.

This pilot study analyzed the actual language used in two writing samples by university students (8 men, 28 women) about a tragic public incident, the September 11, 2001, terrorist attack. To analyze samples a computer-based text-analysis program with a wide range of psychological dimensions and linguistic variables was used. More words and more past tense verbs were used right after the incident. Words related to religion, family, and home increased dramatically right after the incident.

Network-based language teaching (NBLT) involves the application of global or local communication networks within foreign and second language education (Warschauer and Kern, 2000). In telecollaboration, a type of NBLT, distally located language learners use internet communication tools to support dialogue, debate, collaborative research and social interaction for the purposes of language development and cultural awareness (e.g. Kinginger et al., 1999). To date, the research on NBLT has been limited, focusing primarily on pedagogical implementations of technology and linguistic features of online communication. In particular, researchers have not robustly explored social and institutional dimensions of telecollaboration (Chapelle, 2000:217) nor have they adequately investigated the pervasive assumption that telecollaborative interaction will necessarily and unproblematically afford language learning (e.g. Kramsch and Thorne, to appear). Drawing on social realism (Layder, 1993), a sociological theory which emphasizes the inter-relationship between structure, i.e. society and institution, and agency, i.e. situated activity and psycho-biography, in researching and explaining social action, I present a sociocultural account of German-American telecollaboration. In particular, I explore the meanings that the macro features of (1) language valuation (Hilgendorf, 1996); (2) membership in electronic discourse communities (Gee, 1999); and (3) culturally determined classroom scripts (Hatch, 1992) may have for the differential functionality of virtual group work in this partnership. Differences in group functionality are reflected at the micro-interactional level in terms of (1) frequency and length of correspondence; (2) patterns of discursive behavior such as question-answer pairs; and (3) opportunities for assisted L2 performance and negotiation of meaning. Ethnographic data (e.g. interviews, electronic and classroom discourse, surveys and participant observations) on individual psycho-biographies are interwoven with macro-level descriptions and statistics to paint a rich picture of learner behavior in intercultural telecollaboration. This project is funded by a United States Department of Education International Research and Studies Program Grant (CFDA No.: 84.017A). The author is a research associate for the German component.

Background: It has been reported that Mental Stimulation (MS) has a positive effect on cognitive functions and wellbeing. In this sense, different training activities have been proposed for MS such as theater, learning a new language, playing a musical instrument and computing, however, there are few studies on older adults in Latin American countries. For this reason, the purpose of the present study was to determine the effect of a mental stimulation program (MSP) of computer and Internet learning on cognitive functions and wellbeing in older community-dwelling Mexicans. Method: A quasi-experimental pilot study was carried out in a convenience sample of 27 adults aged 60 to 69 years, without knowledge of the use of computers and Internet, without chronic non-communicable diseases, depression or cognitive impairment. Two groups were formed: (i) experimental (EG), n = 16 and (ii) control (CG), n = 11. The EG participated in an MSP in which 20 theoretical/practical sessions of two hours each were given, two times a week, on computer and Internet. The CG did not participate in any scheduled activity. All participants were measured before and after the intervention program in processing speed (PS), cognitive inhibition (CI), working and episodicmemory (WM and EM), visuospatial processing (VP), life satisfaction (LS) and positive and negative emotions (PE and NE). Results: After participation in the MSP, the EG showed significantly higher scores on the EM and VP tests compared to the CG (p < 0.05). Conclusions: Our findings suggest that an MSP of computer and Internet learning improves episodicmemory and visuospatial processing in older community-dwelling Mexicans.

SUMMARYA fundamental study on the control of hydraulically actuated robots is presented. Dynamic modelling is performed in both time-domain and frequency-domain. It is shown that the inclusion of hydraulic elements increases the order of the system. Hydraulic compliance is the most effective factor in this regard.Three distinct control strategies are applied. Their performances are evaluated and compared. All three methods are exemplified with a two link hydraulic robot in a computer simulation. The robot has the same hydraulic configuration as many existing industrial manipulators. The simulation program is written in ACSL (Advanced Continuous Simulation Language) running on a VAX 11/750.

Summary In this paper we give a formal definition of the notion of nominative data with simple names and complex values [15, 16, 19] and formal definitions of the basic operations on such data, including naming, denaming and overlapping, following the work [19]. The notion of nominative data plays an important role in the composition-nominative approach to program formalization [15, 16] which is a development of composition programming [18]. Both approaches are compared in [14]. The composition-nominative approach considers mathematical models of computer software and data on various levels of abstraction and generality and provides mathematical tools for reasoning about their properties. In particular, nominative data are mathematical models of data which are stored and processed in computer systems. The composition-nominative approach considers different types [14, 19] of nominative data, but all of them are based on the name-value relation. One powerful type of nominative data, which is suitable for representing many kinds of data commonly used in programming like lists, multidimensional arrays, trees, tables, etc. is the type of nominative data with simple (abstract) names and complex (structured) values. The set of nominative data of given type together with a number of basic operations on them like naming, denaming and overlapping [19] form an algebra which is called data algebra. In the composition-nominative approach computer programs which process data are modeled as partial functions which map nominative data from the carrier of a given data algebra (input data) to nominative data (output data). Such functions are also called binominative functions. Programs which evaluate conditions are modeled as partial predicates on nominative data (nominative predicates). Programming language constructs like sequential execution, branching, cycle, etc. which construct programs from the existing programs are modeled as operations which take binominative functions and predicates and produce binominative functions. Such operations are called compositions. A set of binominative functions and a set of predicates together with appropriate compositions form an algebra which is called program algebra. This algebra serves as a semantic model of a programming language. For functions over nominative data a special computability called abstract computability is introduces and complete classes of computable functions are specified [16]. For reasoning about properties of programs modeled as binominative functions a Floyd-Hoare style logic [1, 2] is introduced and applied [12, 13, 8, 11, 9, 10]. One advantage of this approach to reasoning about programs is that it naturally handles programs which process complex data structures (which can be quite straightforwardly represented as nominative data). Also, unlike classical Floyd-Hoare logic, the mentioned logic allows reasoning about assertions which include partial pre- and post-conditions [11]. Besides modeling data processed by programs, nominative data can be also applied to modeling data processed by signal processing systems in the context of the mathematical systems theory [4, 6, 7, 5, 3].

This study aims to validate a recent new media literacy (NML) instrument and investigating NML levels of Turkish preservice teachers. A refined NML framework formed the theoretical basis of the study. The data were collected from 972 preservice teachers enrolled in 11 teacher training programs in 5 public universities in Turkey. The language equivalency, construct validity, internal consistency, item consistency, and item discrimination were provided for the validity and reliability of the adapted scales. The results indicated that preservice teachers had the highest level of literacy in Functional Consuming Skills and the lowest level of literacy in Critical Prosuming Participation while differences were found in terms of gender and teacher training program. The results also expanded the new media literature and promoted the generalizability of the current NML framework with the participation of preservice teachers while producing similar findings with those of the previous ones.

AbstractResearchers who study the writing process have found that beginning writers do little spontaneous revising of their own texts. This study explores the possibility that beginning writers do not revise because they do not read their own writing. The assumption behind the study is that explicit self-questioning strategies would engage young writers in reading their texts; thus they would become more active revisers. The experimental intervention is a question-prompt computer program (added to a word processing program) that guides the 11 to 16-year-old subjects to examine their own writing by asking themselves questions about their texts. This process was intended to engage the subjects in reading the text closely and revising more extensively. Analyses of the number and nature of revisions indicate that self-reflective question-prompts engage students in reading their texts and lead to significant changes in revising strategy.

The study examines the adaptation of foreigners to cultural values when learning the Russian language. The study defines axiology and the axiological sphere, focuses on the axiological component in the linguistic picture of the world, considers the role of a foreign language as a tool for the axiological background development. The relevance of the axiological approach to teaching the Russian for Foreigners course to foreign students in the context of both distance and blended learning is considered with due regard to the relevance of this type of education in the context of the COVID-19 pandemic. The research took place at the Institute of Foreign Languages, Foreign languages department I-11, Moscow Aviation Institute (National Research University), and the Department of the Russian Language No. 1, Peoples Friendship University of Russia. A descriptive method and the method of interpretation analysis have been applied. The methods of linguistic integration of students into the Russian sociocultural environment have also been applied. The results were tracked based on monitoring and testing technologies, information and computer technologies, and the analysis of the educational activity. The capabilities of the Moodle platform were also used; the axiological phraseology tasks were created in the Hot Potatoes program. The experiment was carried out during 6 months of 2017/2018 and 2018/19 preparation courses. A total of 260 students were involved in the experiment; a control group of 150 students was formed. An approach to studying Russian as a foreign language focused on introducing the values to foreign students and teaching them the cultural characteristics of Russia has been developed. The analysis of the development of language and cultural skills of foreign students in the control and experimental groups showed that at the final stage of the experiment, 47% of students in the experimental group had a high level of competence; in the control group, the indicator was 21%. Teachers of foreign languages, administrations of higher educational institutions, and language schools should familiarize themselves with the research

Today’s industry spends billions of dollars each year on generating engineering data as part of the product development process. This data is stored in the diverse proprietary formats of software vendors. These change rapidly and, particularly in aerospace projects, the lifecycle of the applications software is so short that the data will be inaccessible over much of the life of the associated product. This paper describes the work conducted in an EU collaborative research program to develop a standards-based approach to managing product data. The project used the EXPRESS language, as defined by Part 11 of the ISO10303 STEP standard, for data modeling 1. A principal focus of the project was the capture and exchange of product and analysis data in a multi-disciplinary optimization environment. Two separate approaches were investigated—first using a specialized EXPRESS schema that was developed specifically to meet the project requirements and, second, a generic approach based upon the STEP PDM Schema.

Goal. The goal of this study is the development of a convenient method for visualizing multidimensional data by projecting onto two-dimensional planes. According to the projections obtained in this way, the expert can assess the entire range of permissible values for the subsequent management decision-making. Materials and methods. This goal is achieved by using standard database management tools and the declarative SQL language. The results can be presented in the form of digital images using both standard charting tools and a developed original computer program. Results. An algorithm for preparing and displaying multidimensional data on two-dimensional planes is proposed on the example of a fi ve-dimensional area. The proposed algorithm can be scaled to a feasible set problem of any dimension. Conclusion. Visualization of multidimensional areas of permissible values by projection onto two-dimensional planes simplifi es the perception of data by a decision-maker, which is relevant in automated decision support systems (DSS) in the management problems of complex objects (CO).

This study sought to develop and evaluate learning resource material in upgrading reading comprehension skills of Grade 11 to meet the pressing need of Doňa Candelaria Meneses Duque National High School. The researcher utilized the descriptive survey method which uses questionnaires as the primary tools in gathering desired data information. There were two sets of questionnaire which were used in the study. The first questionnaire is the Reading Diagnostic Test while the second research instrument is the evaluation tool for the developed learning resource materials. The subjects of this study are in two groups: one hundred twenty three (123) randomly selected Grade 11 senior high school students at Doña Candelaria Meneses Duque National High School (DCMDNHS) at Bulakan, Bulacan during the school year 2017-2018; and five ESL teachers, who evaluated the resource materials. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean and standard deviation. Based on the results of the diagnostic test, the researcher developed the learning resource materials, and these were validated by five ESL teachers using a 5- point Likert Scale in terms of the following criteria: objectives, contents, vocabulary, usefulness and presentation. Generally, after the evaluation, the overall mean gained of the instructional materials is 4.72, interpreted as “Excellent”. This computed overall mean attests and suggests that the developed learning resource materials in reading are acceptable. The study recommends that the language teachers need to provide the students the means towards maximum growth in accordance with their reading ability. The teachers must help students acquire basic comprehension skills and strategies in sequential reading program designed to reinforce the skills and appreciation of previous skills acquired and to develop new skills that are needed. Likewise, it is also suggested that the administrators should conduct or sponsor programs and inservice trainings to ensure the necessary updated innovations on the preparation and development of instructional materials, particularly in reading comprehension skills. Further, future researchers should conduct a research-driven strategy that can improve the reading comprehension skills of the students.

The Medical Council of India (MCI) has formulated a new Competency Based Medical Education (CBME) Curriculum for the Indian Medical Graduates with an objective of making medical education outcome based. A one month long Foundation Course (FC) is a hallmark of this CBME which is implemented during the first month of first professional MBBS studies. The objective is to acquaint, allay apprehension and prepare freshers for further studies using andragogical and heutagogical approaches. The MCI also released the guidelines for the medical colleges for uniform conduct of FC across the country. The FC was divided into six modules, i.e. Orientation Module, Skills Module, Community orientation module, Professional Development and Ethics Module (P and E), Enhancement of Language and Computer Skills Module, and Sports and extracurricular activities.1 A total of 175 hours were allotted to these modules. Like every institute, our institute also developed the implementation program and time-table of FC using MCI guidelines and taking into account the available resources.2,3 The FC at our institute was conducted from 1st August 2019 to 31st August 2019 and was meticulously planned and implemented. The effective implementation required committed efforts of 30 faculty members (12 Professors, 11 Associate Professors and 7 Assistant Professors), two language and one fine arts teacher, and 4 non-teaching members (Librarian, IT-personnel, Coach for sports and motivational Guru). The students were trained to write reflections daily in their log - books which are being analysed further.

The purpose of current research is to highlight the influence of using modern technology in teaching English as a second language It explains that productivity of pedagogical process can be increased if technology is infused in it tactfully There are several ways in which modern technology can be employed in class like English language learning web sites Mobile assisted language learning computer assisted language learning programs presentation software digital dictionaries chatting and email messaging programs listening CDaudios and watching of English language learning videos and stories Questionnaire was employed to collect the data from 300 students learning English language in various undergraduate programs of two universities of Bahawalpur The findings revealed that most of the students choose the use of technology especially mobile and computers in developing their second language skills The study advises proper training to use various software related to language learning

A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

This paper describes the structure and operation of a low-cost computer aided design system for press tool design (CAPTD). The system is a collection of integrated industry standard microcomputer packages and purpose-built programs. The packages include AutoCad 11, for the input of workpiece geometry and the output of the press tool part and assembly drawings, and dBase IV for the decision support, the selection of press tool components and generating output reports. A purpose built ‘C’ program is also developed for the layout and nesting of the workpiece. The system is driven by a set of press tool design rules implemented in both the dBase IV and ‘C’ programming languages. The system is developed to run on 80386SX or higher based IBM-compatible microcomputers.

We introduce Strawberry Fields, an open-source quantum programming architecture for light-based quantum computers, and detail its key features. Built in Python, Strawberry Fields is a full-stack library for design, simulation, optimization, and quantum machine learning of continuous-variable circuits. The platform consists of three main components: (i) an API for quantum programming based on an easy-to-use language named Blackbird; (ii) a suite of three virtual quantum computer backends, built in NumPy and TensorFlow, each targeting specialized uses; and (iii) an engine which can compile Blackbird programs on various backends, including the three built-in simulators, and - in the near future - photonic quantum information processors. The library also contains examples of several paradigmatic algorithms, including teleportation, (Gaussian) boson sampling, instantaneous quantum polynomial, Hamiltonian simulation, and variational quantum circuit optimization.

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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Computation of view factors is required in several building engineering applications where radiative exchange takes place between surfaces such as ground and vertical walls or ground and sloping thermal or photovoltaics collectors. In this paper, view factor computations are performed for bifacial solar photovoltaic (PV) collectors based on the finite element method (FEM) using two programming languages known as Microsoft Excel-Visual Basic for Applications (VBA) and Python. The aim is to determine the computer response time as well as the performance of the two languages in terms of accuracy and convergence of the numerical solution. To run the simulations in Python, an open source just-in-time (JIT) compiler called Numba was used and the same program was also run as a macro in VBA. It was observed that the simulation response time significantly decreased in Python when compared to VBA. This decrease in time was due to the increase in the total number of iterations from 400 million to 250 billion for a given case. Results demonstrated that Python was 71–180 times faster than VBA and, therefore, offers a better programming platform for the view factor analysis and modelling of bifacial solar PV where computation time is a significant modelling challenge.

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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HLA genes (class I and II) have been studied in a Kurd population from Iran (North West towns of Saqqez and Baneh, close to Irak border). Kurds speak an Iranian language. HLA Kurd profile has been compared with those of Central Asians, Siberians, Mediterraneans and other worldwide populations; a total of 7746 chromosomes were used for computer comparisons. Both Neighbor-joining and correspondence genetic analyses place Kurds in the Mediterranean population cluster, close to Iranians, Europeans and Caucasus populations (Svan and Georgian). New extended HLA haplotypes are described, being A*02:01-B*35:01-DRB1*01:01-DQB1*05:01 and A*24:02-B*18:09-DRB1*11:01- DQB1*03:01 the most frequent ones; other Kurd extended haplotypes are also found in Azeris and Palestinians. This research work may be useful for: 1) future Iranian Kurds transplantation regional programs, 2) HLA pharmacogenomics in order to practise a preventive Medicine and drug side effects, and 3) Epidemiology of HLA-associated diseases in Kurds.

The reports of the demise of the CD-ROM have proved to be a little premature, if one judges by the contents of this issue of ReCALL. Whilst it is true that there is a strong emphasis in the articles by Huw Jarvis, Julie Belz and Lina Lee on the opportunities offered by network-based learning – and the trend towards such a focus is inevitable – it remains the case that the CD-ROM is still capable of rich and significant exploitation, as shown in the articles by Gunther Kaltenboeck and Birgit Winkler. Gavin Burnage argues for a ‘broad inclusive approach to networking’ which declines to abandon the old data-carriers, whether floppy-based DOS programs or CD-ROMs and argues for the pragmatic integration of a wide range of disparate resources into a single, coherent framework. DISSEMINATE, the macro-structure articulated here by Philippe Delcloque and Alexandre Bramoullé, is a concept with a similar integrative ambition but from an authoring perspective.

Purpose To better understand the use intensity of e-government service offerings among citizens, a considerable number of studies have examined correlations between various attitudinal constructs related to such offerings and citizens’ service adoption (intentions). This investigational paper aims to take a different angle by exploring associations between a set of 11 objectively identifiable household and individual behavioral and socio-demographic characteristics on the one side and three levels of e-government services use on the other. Design/methodology/approach The empirical analysis is based on survey responses of a random sample of 17,012 individuals residing in Germany. Findings Ordinal logistic regression analysis suggests that citizens with low use levels of public e-service offerings are most likely younger male persons with low levels of computer literacy, internet affinity and education, who have a migration background and live in small mid-level-income households located in rural communities. Practical implications The findings imply that public institutions may find it difficult to rapidly raise e-government acceptance by distributing only “technocratic” information explaining various service options. Public authorities should consider supplementing “pure” information programs by measures which ensure that the software of e-government service platforms is designed in a way guaranteeing a very high level of “usability”. Furthermore, they should analyze whether the benefits of providing e-government services in specific foreign languages outweigh the costs of such a service extension. If this is the case, an easy-to-use software menu item should be introduced which enables citizens to switch to another common foreign language. Originality/value The contribution of this paper results from the analysis of a set of objective predictors of e-government service use in a large random sample of citizens residing in Germany, whereas most prior studies are based on surveys of small convenience samples in other countries.

Early Development Automation of electron probe analysis began to flourish in the early 1970s spurred on by advances in computer technology and the availability of operating systems and programming languages that the individual researcher could afford to dedicate to a single instrument. By the end of the decade, most researchers and vendors in the microanalysis field had adopted the PDP-11 minicomputer, and languages such as FOCAL, FORTRAN and BASIC that ran on these computers. A good summary of these early efforts was given by Hatfield. The first use of the energy dispersive detector on the electron probe in 1968 added the need to control the acquisition, display and processing of EDS spectra. As a result, the 70’s were also a time when much attention was focussed on development of software for on-line data reduction and analysis. These efforts produced a suite of programs to provide matrix corrections and spectral processing, and automation of WDS data collection. The culmination of these development efforts was first reported in 1977 with the analysis of a lunar whitlockite mineral by simultaneous EDS/WDS measurement. This analysis determined the concentration of 23 elements, 8 by EDS and took a total of 37 minutes for data collection and analysis. In this paper, the authors noted the complementary use of the EDS and WDS (WDS for trace elements and severe peak overlaps, EDS for other elements and rapid qualitative analysis) in their automated instrument, a convention that remains common on the electron probe even today. Toward the end of the decade the analytical accuracy and precision achieved by automated analysis of bulk samples approached the limits of the instrumentation, with the exception of analysis of light element concentrations.Two Decades of Improvements The explosive growth in digital electronics and microprocessors for data processing and control functions during the 80’s was rapidly applied to electron probe automation. Second and third generation automation systems included direct control of many microscope functions, beam position and imaging conditions. Motor positioning was more precise and far faster. As a result, the data collection and analysis of 23 elements reported in 1977 could be accomplished at least three times faster on a modern instrument.

Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes. 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The article discusses the federal program “Ecology of the Angara-Yenisei region (AYR)”. The description of the systemic synthesis of different approaches to the assessment of the program of restoration and preservation of the natural complex of the Yenisei, as the skeletal basis of the ecological-assimilation potential of AEP is given. The necessity of taking into account the uncertainty factor when evaluating large-scale environmental projects is substantiated. Purpose of the study. Show that the effects of large-scale projects affect the very scenario of economic development, in this regard, it is incorrect to use the primitive integration of an alternative (strategy) into the same scenario, it is shown that it is necessary to evaluate the “project – scenario” relationship. Materials and methods. The authors propose to use three levels of assessment for evaluating large-scale projects: macro level, meso level and micro level. This classification allows you to gradually reduce the level of uncertainty. The information obtained at the previous level of assessment is the source for the lower level. Results. At the first stage, the judgments of the experts were processed using computer products developed at the IEIE. At the second step, the National Project “Ecology of Russia” was analyzed, consisting of 11 federal projects, and a mathematical model was developed for the multicriteria problem of optimal cost management of the project, taking into account the uncertainty factor. The result of the third step was the creation of a hybrid model for assessing large-scale environmental projects from a logical-heuristic model based on expert information and an economic-mathematical model. Analogs of such models, created with the participation of the authors, work in the evaluation of large-scale railway projects. This refers to a family of semi-dynamic optimization models, which have been tested to varying degrees in solving meso-level problems, both in planned and market economies. Moreover, on the basis of one of the versions of this family, a medical-ecological-economic model was developed, and with its help, a scenario analysis of the development of the subjects of the Asian part of Russia was carried out. Conclusion. The article provides a brief description of the functionality and the need to use the appropriate mathematical and software tools as the stages of large-scale projects progress from concept to implementation.

The quality assurance of publication data in collaborative knowledge bases and in current research information systems (CRIS) becomes more and more relevant by the use of freely available spatial information in different application scenarios. When integrating this data into CRIS, it is necessary to be able to recognize and assess their quality. Only then is it possible to compile a result from the available data that fulfills its purpose for the user, namely to deliver reliable data and information. This paper discussed the quality problems of source metadata in Wikipedia and CRIS. Based on real data from over 40 million Wikipedia articles in various languages, we performed preliminary quality analysis of the metadata of scientific publications using a data quality tool. So far, no data quality measurements have been programmed with Python to assess the quality of metadata from scientific publications in Wikipedia and CRIS. With this in mind, we programmed the methods and algorithms as code, but presented it in the form of pseudocode in this paper to measure the quality related to objective data quality dimensions such as completeness, correctness, consistency, and timeliness. This was prepared as a macro service so that the users can use the measurement results with the program code to make a statement about their scientific publications metadata so that the management can rely on high-quality data when making decisions.

Purpose The purpose of this paper is to characterize the agricultural activities and past experiences in professional training in the context of mobile learning in different countries (Portugal, Spain, Slovakia, Hungary, UK, Italy and Turkey). Design/methodology/approach For the survey, a questionnaire was prepared in English and Portuguese and then translated into the languages of the participating countries. It was delivered electronically for answering online by adults only. The participation was voluntary and in the end 133 consented valid questionnaires were obtained. For the treatment of the data, SPSS was used and basic descriptive statistics tools were applied, together with tests, namely, crosstabs and χ2 tests, considering a level of significance of 5 percent. Findings The results showed that the majority of the participants presently have some agricultural activity and one-third is thinking about starting one in the future. Most of the participants want to produce food organically, with significant differences among the countries studied in this paper. Most of the participants were enrolled in training activities in agriculture, especially those with higher education. This participation showed significant differences between countries as well as according to the dimension of the farms owned by the participants. A significant association was found between being a teacher in forming activities related to agriculture and being a farmer. When compared to distance learning, the training activities in classroom were the most frequent, with significant differences among the countries. Practical implications This study allowed characterizing the learning activities in the field of organic agriculture and established vision for planning of future training programs, in different countries, with maybe different social, educational and cultural realities. Originality/value Because the study included the participation of people from several countries all around Europe, the results obtained enrich the scientific area of training in organic farming, in view of distance learning vs classroom learning on a more global basis.

BackgroundTuberculosis (TB) resulted in an estimated 1.7 million deaths in the year 2016. The disease is caused by the members ofMycobacterium tuberculosis complex, which includesMycobacterium tuberculosis, Mycobacterium bovisand other closely related TB causing organisms. In order to understand the epidemiological dynamics of TB, national TB control programs often conduct standardized genotyping at 24 Mycobacterial-Interspersed-Repetitive-Units (MIRU)-Variable-Number-of-Tandem-Repeats (VNTR) loci. With the advent of next generation sequencing technology, whole-genome sequencing (WGS) has been widely used for studying TB transmission. However, an open-source software that can connect WGS and MIRU-VNTR typing is currently unavailable, which hinders interlaboratory communication. In this manuscript, we introduce the MIRU-profiler program which could be used for prediction of MIRU-VNTR profile from WGS ofM. tuberculosis.ImplementationThe MIRU-profiler is implemented in shell scripting language and depends on EMBOSS software. The in-silico workflow of MIRU-profiler is similar to those described in the laboratory manuals for genotypingM. tuberculosis. Given an input genome sequence, the MIRU-profiler computes alleles at the standard 24-loci based on in-silico PCR amplicon lengths. The final output is a tab-delimited text file detailing the 24-loci MIRU-VNTR pattern of the input sequence.ValidationThe MIRU-profiler was validated on four datasets: complete genomes from NCBI-GenBank (n = 11), complete genomes for locally isolated strains sequenced using PacBio (n = 4), complete genomes for BCG vaccine strains (n = 2) and draft genomes based on 250 bp paired-end Illumina reads (n = 106).ResultsThe digital MIRU-VNTR results were identical to the experimental genotyping results for complete genomes of locally isolated strains, BCG vaccine strains and five out of 11 genomes from the NCBI-GenBank. For draft genomes based on short Illumina reads, 21 out of 24 loci were inferred with a high accuracy, while a number of inaccuracies were recorded for three specific loci (ETRA, QUB11b and QUB26). One of the unique features of the MIRU-profiler was its ability to process multiple genomes in a batch. This feature was tested on all completeM. tuberculosisgenome (n = 157), for which results were successfully obtained in approximately 14 min.ConclusionThe MIRU-profiler is a rapid tool for inference of digital MIRU-VNTR profile from the assembled genome sequences. The tool can accurately infer repeat numbers at the standard 24 or 21/24 MIRU-VNTR loci from the complete or draft genomes respectively. Thus, the tool is expected to bridge the communication gap between the laboratories using WGS and those using the conventional MIRU-VNTR typing.

Статтю присвячено спробі дослідити двомовний ментальний лексикон. Головне питання дослідження – встановити, чи персько-англійські білінгви можуть досягнути ефекту семантичного / асоціативного або перекладацького праймінгу. Для відповіді на це питання було застосовано масковану праймінгову парадигму як техніку, що відображає автоматичні когнітивні процеси, що тривають під час семантичної обробки, а не стратегічного використання прайму. Із метою вирішення лексичного завдання було сформовано чотири типи цільових пар праймінгу (перекладацькі еквіваленти, семантично подібні, асоціативно та семантично пов’язані пари). Загалом у дослідженні взяло участь 85 персько-англійських білінгвів. Хоча ефекту праймінгу не було виявлено для перших трьох груп, респонденти із семантично пов’язаних пар (найміцніше пов’язаних слів) відповіли приблизно на 29 мс швидше. Результати засвідчили, що білінгви мають спільні уявлення для асоціативних семантично пов’язаних слів. 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To apply real-time moment-ratio analysis to multibreath N2-washout curves (MBNW) from children, a new processor-controlled device was constructed. Flow and fractional N2 concentration (FN2) were each sampled by 200 Hz. An electromagnetic triple-valve system, with an instrumental dead space of 36 ml and a valve resistance of 0.3 cmH2O . l-1 . s, was connected in series with a pneumotachograph and an N2 analyzer (Ohio 720) placed next to the mouthpiece. A FORTRAN/MACRO program on a PDP 11/23 computer enabled measurement of inspiratory and expiratory flow and FN2 sampling by a 12-bit analog-to-digital converter. The fast real-time digital processing of the N2 and flow signals incorporated filtering, delay compensation, and corrections for the effects of changes in gas composition and temperature. MBNW dynamics of the lungs were studied in 17 healthy and 28 asthmatic children and in 16 patients with cystic fibrosis, evaluating the moment ratios of the washout curves as indices of the ventilation characteristics. Intrasubject variability of the moment ratios (m1/m0, m2/m0) and determination of functional residual capacity (FRC) varied between 6.3 and 14.7% (depending on which parameter is considered) and was comparatively lower than other indices previously investigated in adults. In addition, the sensitivity of the moment ratios for discriminating different stages of ventilation inhomogeneity was superior to other indices. m2/m0 is closely related to the simultaneously measured airway resistance, and the ratio between cumulative expired volume and FRC is correlated with the ratio between residual volume and total lung capacity.

The purpose of this study was to evaluate the nutritional status of school-age children living in monotown.Material and methods. A computer test was used to assess nutrition, namely, the program of the analysis of the frequency of food consumption «Human nutrition analysis» differentiated by classes of education for schoolchildren aged 7-10 years (junior classes), 11-13 years (middle link of education) and 15-16 years (high school). The total sample size amounted to 612 schoolchildren. The comparative analysis of qualitative and quantitative indices of the composition of the diet was carried out based on existing regulations.Results. In all age groups of schoolchildren, an imbalance in the intake of macro- and micronutrients with diets was revealed, which was due to the imbalance of the food set. In the daily diet of children of 7-16 years, there was a fairly adequate caloric value, however, they were deficient in total protein (89.0-96.4%) and excessive in fat (100.4-124.3%) and carbohydrates (105.3-118.5% of physiological norms). The protein content of animal origin in the daily diets of all schoolchildren was below the norms of physiological needs and accounted for 88.0%, 85.4%, 90.7%, respectively. Diets were scarce in their content of meat and meat products (68.1-73.2% from the recommended level of consumption), fish and seafood (32.9-47.5%), eggs (62.3-82.4%), milk and dairy products (48.5%-72.1% per day), bakery products (79.4-93.6%), potatoes (62.9-71.0%). Actual food consumption and the intake of nutrients are influenced by the age of the schoolchild (the determination coefficient of 0.53).Conclusion. The development of programs to optimize the nutrition of schoolchildren should be carried out in the light of previously identified violations corresponding to the regional nature.

Background:HLA autosomic genes are unique because they conform the most polymorphic human system. Importance of this system is recognized in Medicine for Transplantation, Epidemiology (HLA and disease linkage), Pharmacogenomics (HLA linked to drug side effects) and for defining the origin of populations in both male and female lineages.Objectives:Studying HLA profile of a isolated Amerindian group from North Colombia (Wiwa) in order to draw conclusions about its Preventive Medicine, the genetic relationship with Worldwide populations and America peopling, since this last issue is hotly debated.Methodology:A total of 14,660 HLA chromosomes were included. Peripheral blood was obtained from volunteer blood donors belonging to Wiwa (also named Arsario) ethnic group. HLA-A, -B, -C, -DRB1 and -DQB1 genes were analyzed by standard methods. Wiwa Amerindians relationships with others were calculated by using Arlequin, Dispan and Vista software computer packages.Results:Extended HLA, -A, -B, -C, -DRB1 and -DQB1 haplotypes have been studied for the first time in this population. Classical Amerindian haplotypes have been found and also new Wiwa (Arsario) Amerindian haplotypes. New haplotypes are A*68:01 - B*15:01 - C*03:03 - DRB1*14:02 - DQB1*03:02, A*11:01 - B*07:02 - C*07:02 - DRB1*15:03 - DQB1*06:02 and A*68:01 - B*15:01 - C*03:04 - DRB1*14:02 - DQB1*03:01.Conclusion:They have been reached after exhaustive comparisons of Wiwa with other Amerindians and Worldwide populations by using genetic distances, Neighbor Joining trees, correspondence analysis and specific group of alleles which are common and frequent in both Amerindians and Pacific Islanders. They are: 1) The Americas First Inhabitants have been probably come through Bering Strait and also through Pacific (from Austronesia and Asia) and Atlantic (from Europe) routes. A bidirectional gene flow is not discarded. 2) Genetic HLA Amerindian profile is separated from that of other Worldwide populations. 3) Amerindians geographical proximity groups’ relatedness is not concordant with HLA genetic relatedness, neither with language. This may be explained by a substantial population decrease that occurred after Europeans invaded America in 1492 and carried new pathogens and epidemics. 4) Our results are also useful for Wiwa and other Amerindians future preventive medicine (HLA linked diseases), HLA pharmacogenomics and transplantation regional programs.

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18. Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2 Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19. Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. 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BACKGROUND: Financial and regulatory incentives stemming from the Health Information Technology for Economic and Clinic Health Act have encouraged and, hence, increased the availability of online patient portals ('portals') that connect to electronic health records. Through portals, caregivers have direct access to portions of their child's medical record. Direct access is intended to engage caregivers in treatment and, consequently, to improve disease management. However, demonstrated associations between portal use and engagement in care is limited within pediatrics and non-existent in pediatric oncology. Caregivers of children with cancer have increased anxiety in response to their child's diagnosis and treatment (Myers et al, Cancer, 2014). Allowing caregivers swift access to results via portals may reduce anxiety for some, however, complicated written material may exacerbate anxiety and cause confusion (Schultz, et al, Pediatric Blood & Cancer, 2018). Furthermore, differences in sociodemographic variables between portal users and non-users potentially highlights widening healthcare disparities. Little is known about the use of portals by caregivers of children with cancer or what effect use may have on caregivers. As a first step, this study sought to examine whether sociodemographic and clinical care variables are associated with portal activation in a pediatric oncology sample. METHODS: Data were extracted from the electronic health records of pediatric oncology patients diagnosed or treated for their first known cancer within Nemours Center for Cancer and Blood Disorders in the Delaware Valley from January 1, 2012 through June 30, 2017. Sociodemographic variables (patient age, gender, race, preferred language, insurance, zip-code), clinical characteristics (cancer type, date of diagnosis, total number of laboratory and radiology tests within the study period), and portal activation date were gathered. A cost of living index (COLI) was computed using zip-code data. Cancer type was classified as "liquid" or "solid" based on chemotherapy and radiology follow-up procedures. Those who activated the portal more than 30 days before a cancer diagnosis were excluded from evaluation to better isolate portal activation related to cancer diagnosis. Data were summarized with descriptive statistics. Chi-square and independent samples t-tests compared those who did and did not activate the portal. RESULTS: The initial sample included 445 children; 73 families activated the portal more than 30 days before cancer diagnosis. Of the remaining 372 patients, 197 families (53%) activated the portal. Those who activated did not differ from those who did not in regard to patient age, gender, COLI, or type of cancer. Those who were of non-majority race, spoke a language other than English, and did not have private insurance were overrepresented among those who did not activate (TABLE). Families of children undergoing more radiology and lab tests were more likely to activate. For those who activated the portal, 39% did so within 1 month of diagnosis (day -30 to day +30), 13% did so from day +31 to +90, 36% did so from day +91 to +365, and 11% did so greater than 366 days post diagnosis. CONCLUSION: There are significant differences in patient portal activation by race, preferred language, and type of insurance. These results suggest sociodemographic disparities in portal activation, similar to patterns found in our pediatric primary care network (Ketterer et al, Academic Pediatrics, 2013). In that sample, however, only 26% of patients activated accounts in contrast to the 53% of families in pediatric oncology activating accounts. In our sample, while general type of cancer was not associated with portal activation, greater burden of treatment evaluation was. This study is the initial step in a program of research evaluating the use, utility, and outcomes of portal use in pediatric oncology. Further work will include evaluation of patterns of portal usage along with evaluations of health literacy and portal related anxiety. As portals become more ubiquitous, we must better understand how they are used and mitigate any disparities in or ill effects of access to this information. Disclosures No relevant conflicts of interest to declare.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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Background Following the successful scale-up of antiretroviral therapy (ART), the focus is now on ensuring good quality of life (QoL) and sustained viral suppression in people living with HIV. The access to mobile technology in the most burdened countries is increasing rapidly, and therefore, mobile health (mHealth) technologies could be leveraged to improve QoL in people living with HIV. However, data on the impact of mHealth tools on the QoL in people living with HIV are limited to the evaluation of SMS text messaging; these are infeasible in high-illiteracy settings. Objective The primary and secondary outcomes were to determine the impact of interactive voice response (IVR) technology on Medical Outcomes Study HIV QoL scores and viral suppression at 12 months, respectively. Methods Within the Call for Life study, ART-experienced and ART-naïve people living with HIV commencing ART were randomized (1:1 ratio) to the control (no IVR support) or intervention arm (daily adherence and pre-appointment reminders, health information tips, and option to report symptoms). The software evaluated was Call for Life Uganda, an IVR technology that is based on the Mobile Technology for Community Health open-source software. Eligibility criteria for participation included access to a phone, fluency in local languages, and provision of consent. The differences in differences (DIDs) were computed, adjusting for baseline HIV RNA and CD4. Results Overall, 600 participants (413 female, 68.8%) were enrolled and followed-up for 12 months. In the intervention arm of 300 participants, 298 (99.3%) opted for IVR and 2 (0.7%) chose SMS text messaging as the mode of receiving reminders and health tips. At 12 months, there was no overall difference in the QoL between the intervention and control arms (DID=0.0; P=.99) or HIV RNA (DID=0.01; P=.94). At 12 months, 124 of the 256 (48.4%) active participants had picked up at least 50% of the calls. In the active intervention participants, high users (received >75% of reminders) had overall higher QoL compared to low users (received <25% of reminders) (92.2 versus 87.8, P=.02). Similarly, high users also had higher QoL scores in the mental health domain (93.1 versus 86.8, P=.008) and better appointment keeping. Similarly, participants with moderate use (51%-75%) had better viral suppression at 12 months (80/94, 85% versus 11/19, 58%, P=.006). Conclusions Overall, there was high uptake and acceptability of the IVR tool. While we found no overall difference in the QoL and viral suppression between study arms, people living with HIV with higher usage of the tool showed greater improvements in QoL, viral suppression, and appointment keeping. With the declining resources available to HIV programs and the increasing number of people living with HIV accessing ART, IVR technology could be used to support patient care. The tool may be helpful in situations where physical consultations are infeasible, including the current COVID epidemic. Trial Registration ClinicalTrials.gov NCT02953080; https://clinicaltrials.gov/ct2/show/NCT02953080

In this study, we have built an automatic sign language translation system for deaf and dumb persons to communicate with ordinary people. According to the Statistics Department of the Taiwan Ministry of Health and Welfare, there are 119,682 hearing impaired persons, and 14,831 voice function or language dysfunctions. The Deaf and dumb persons’ account for 11.7% of the population with physical and mental disabilities. However, there are only 488 qualified people with the sign language translation skill certificate, which shows the importance of automatic sign language translation systems. This system collects 11 signals including five fingers’ curvature, 3-axis gyroscope and 3-axis accelerometer from left and right hand separately. In addition, a total of 22 signals are collected by the two sensors, Flex sensor and GY-521 six-axis with single-board computer Arduino MEGA 2560; and then uploaded to server via ESP-01S Wi-Fi module. While server receives the 22 signals, it converts to a RGB picture using PHP program. As a result, we can compare the picture with the model trained by TensorFlow and the compared result is stored in the database. Meanwhile, the comparison stored in database which can be accessed by APP programs would be displayed on the screen of the mobile device and be read aloud. The TensorFlow training model collects 25 sign language gestures, each based on 100 training gesture pictures, and a sign language recognition training model is Convolutional Neural Network (CNN). In this study, the results of the sign language recognition training model are further confirmed by 10 people other than those in training database. So far, the indeed recognition rate of sign language is about 84.4%, and the system response time is about 2.243 seconds.

Penelitian ini bertujuan untuk mengetahui pelaksanaan program SEAMOLEC di SMK Daerah Istimewa Yogyakarta (DIY) yaitu program kolaborasi e-learning, pertukaran siswa, pertukaran guru dan pelatihan guru ditinjau dari aspek: (1) context (, (2) input, (3) process, dan (4) product. Penelitian ini merupakan penelitian evaluasi yang menggunakan model CIPP (Context, Input, Process, and Product). Populasi dalam penelitian ini adalah sebelas SMK DIY yang telah menjalin kerjasama dengan Thailand Selatan. Sumber data adalah guru koordinator program SEAMOLEC di SMK DIY. Penelitian ini menggunakan sampel total. Pengumpulan data dalam penelitian ini menggunakan metode angket dan dokumentasi. Analisis validitas dengan validitas isi yaitu expert judgement. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian ini menunjukkan bahwa: pelaksanaan program SEAMOLEC di DIY ditinjau dari aspek: (1) context, termasuk dalam kategori sangat sesuai, yaitu relevan dengan latar belakang dan tujuan program; (2) input, termasuk dalam kategori sangat baik yaitu kesiapan SDM di sekolah dan biaya pelaksanaan program; (3) process, termasuk dalam kategori sangat, yaitu waktu pelaksanaan dan interaksi siswa dan guru; (4) product, termasuk dalam kategori sangat baik, yaitu dari segi hasil program. Faktor pendukung program yaitu sarana prasarana laboratorium komputer yang lengkap, dukungan kepala sekolah, dan penyelenggaraan pelatihan bahasa Thailand. Sedangkan faktor penghambat program yaitu dana yang masih sangat kurang. AN EVALUATION OF SEAMOLEC PROGRAM IMPLEMENTATION IN YOGYAKARTA SPECIAL TERRITORY (DIY)AbstractThis study aims to determine the implementation of SEAMOLEC programs in SMK’s in DIY which collaborative e-learning, student exchange programs, exchange teacher, and teacher training, in terms of the aspects of: (1) context, (2) input, (3) process, and (4) product. This study is an evaluation using the model of CIPP (Context, Input, Process, and Product). The population wast 11 vocational high schools (VHS) in DIY which have a partnership program with South Thailand. Data source is a teacher in the vocational program coordinator of SEAMOLEC in DIY. The research used the total sample. The data collection techniques in this study used questionnaires and documentation. The analysis of the validity of the content validity was through expert judgment. The data analysis used the descriptive analysis. The results of this study show that the program implementation of SEAMOLEC in DIY in terms of the aspect of: (1)context is in a very appropriate category, which is relevant to the background and objectives of the program; (2) input is in the an excellent category, which shows the readiness of the human resources in the school and the cost of the implementation of the program; (3) process is in the excellent category, which is execution time and the interaction of students and teachers; (4) product is in an excellentcategory, in terms of program outcomes. The supporting factors include the complete computer lab, the principal’s support, and training and implementation of the language, while the inhibiting factor is the low fund for the program.

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