Information about Football Mining with R

2nd International Workshop on Automated Specification and Verification of Web Systems (WWV'06), 2006

Welcome to Pro REST API Development with Node.js . This book will cover REST, API development, and finally, how these two mix up with Node.js. Starting from a theoretic point of view, you’ll learn how REST came to be, who created it, and its characteristics. Later, you’ll move toward the practical side by going over API development and the lessons that years of experience from the community have taught us. Finally, you’ll move into a fully practical approach, and you’ll see how Node.js and its modules can help create a RESTful API.

2007

Foreign Language Coursebooks in Developing Intercultural Communicative Competence, 2017

“Only by competently interacting with others who are culturally different from us can our global village survive.” (Liu et al., 2011, p. 26) It seems that the above expressed idea, due to massive migration flows and signs of increasing ethnocentrism, is gaining more and more significance in today’s globalized world. This phenomenon is also reflected in recent theories surrounding the aim of FL education, which emphasize the necessity of equipping FL learners with knowledge and skills to be able to communicate with people from different cultures, known as intercultural communicative competence (ICC). This is based on the philosophy that language and culture are inseparable and includes the aspect of understanding and respecting the target culture, as well as the reinforcement of one’s own cultural identity (Kramsch, 1998). As FL course-books still represent the core of FL education, they have a great impact on what is taught and how it is taught in the FL classroom (Byram, 1989, Davcheva et al., 2003). According to some research findings, they have the power to influence the perception of the target culture and the attitude towards it, as well as the whole process of learning the target language and culture. The mission of this monograph is, therefore, to present the crucial role of FL course-books in developing ICC, as well as to report the findings of an investigation focused on the intercultural component in a current EFL course-book package. The monograph is divided into two main parts, i.e., the theoretical and empirical part, of which the former consists of four chapters that represent the theoretical platform of the research. Chapter one, which follows the introduction, offers an overview of the main basic terminology connected to the investigated area. It provides a summary of different understandings of three basic concepts: culture, communication and intercultural communication. In addition, the inextricable connection between culture and communication as well as the influence of culture on verbal and nonverbal communication is discussed. As the success of intercultural communication depends on the knowledge and skills of communication partners, the second chapter is devoted to the development of ICC in FL education. It points out the differences between communicative competence, cultural competence, intercultural competence and intercultural communicative competence; in addition, it also provides insight into the structure of communicative competences and intercultural communicative competences. Furthermore, it deals with the necessity and benefits of incorporating intercultural issues in FL teaching, as well as with the attention paid to this requirement in the Slovak educational system. Since, as already aforementioned, the shift toward a more culture-related FL teaching should also be reflected by the FL course-books, the third chapter is concerned with the role these fundamental teaching materials play in FL education. First, a summary of the basic terminology connected with FL courses is provided. A description of the components of FL course packages and the functions of FL course-books in FL education are the next issues dealt with in this part. Moreover, the benefits and drawbacks of the given didactic tool, as well as its role in fostering ICC is discussed. Finally, selected proposals suggested by intercultural scholars with regard to the content of FL course-books are provided. As it is important that teachers be able to identify interculturally appropriate FL course-books, the fourth chapter deals with the investigation of the intercultural component of FL course-books. Therefore, this part is firstly concerned with the essentials of evaluating and selecting FL teaching materials. In addition, checklists and criteria for analysing the cultural content of FL course-books are listed. Finally, a meta-analysis of 10 studies that deal with the researched phenomena is provided. Offering insight into their methodology and summarizing their findings, the presented examples also serve as an empirical background on which the next, i.e. the research part draws. As to the structure of the fifth chapter, similarly to the theoretical basis, it is divided into several subchapters. Firstly, an overview of the research methodology, together with the main and further research objectives, as well as the research questions is provided. The main aim of the examination was to determine whether the intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages was relevant because treated suitably in terms of developing ICC at B1 level. To capture a holistic view of the researched phenomenon, the method of triangulation was used, i.e., the findings of the content analyses of the course-book package in question were compared with the results gained from the observation and interview analyses. Hence, the next part contains descriptions of the mentioned research methods, providing a theoretical background for each of them and discussing the following issues: research procedure, the sampling strategy and the sample, as well as the units of analysis and research instrument. In addition, the aspect of validity and reliability is addressed and an overview of the research procedure is also provided. Based on the presented methodology, the next subchapter discusses the findings of the document analyses, upon which the research instrument to be applied in the next phases of the research is designed. It is followed by the results of the course-book package analyses, comprising findings of each course-book package component, i.e., the students’ books, workbooks and teachers’ books, as well as partial conclusions. At the end of the subchapter, the results of the three sources are compared; in addition, based upon this triangulation, the final conclusions of the course-book package analyses are drawn, and the relevant research questions are answered. Results of the next phase in the research, i.e. of the observations, are discussed in subchapter 5.5 Observation analyses; while subchapter 5.6 Interview analyses is concerned with findings of the interviews with the teachers. Both parts include partial conclusions, as well as answers to further research questions. The research part ends with triangulation, (i.e. comparison of the results gathered by content analyses, observations and interviews), final conclusions as well as with recommendations for educational practice and implications for further research. As generally acknowledged, FL course-books can support or hinder FL teaching to a great extent. However, it is mainly in the hands of teachers whether they contribute to the former or the latter; especially, unless they opt for or demand teaching materials that meet the needs of contemporary society and help learners to communicate in a FL effectively and interculturally appropriately. It is hoped that the present monograph will shed light on the importance of using FL course-books with relevant intercultural input and be a step towards the integration of intercultural aspects both in FL course-books as well as in FL lessons in Slovakia.

Social Epistemology, 2005

Information Technology and Libraries, 2019

The rising cost of textbooks for students has been highlighted as a major concern in higher education, particularly in the US and Canada. Less has been reported, however, about the costs of textbooks outside of North America, including in Europe. We address this gap in the knowledge through a case study of one Irish higher education institution, focusing on the cost, accessibility, and licensing of textbooks. We report here on an investigation of textbook prices drawing from an official college course catalog containing several thousand books. We detail how we sought to determine metadata of these books including: the formats they are available in, whether they are in the public domain, and the retail prices. We explain how we used methods to automatically determine textbook costs using Google Books API and make our code and dataset publicly available.

XVI International Congress of Accounting and Auditing, 2017

This paper presents an original digital solution, using Excel spreadsheet databases, for the representation of the Portuguese Silk Factory Company’s double-entry bookkeeping system (1745-1747), in a charge and discharge accountability system. This model, based in the database concept, can be a powerful tool to improve the accounting history research (AHR) quality and it allows a deeper and a better knowledge of the accounting system with customized analyses. The paper suggests significant incremental contributions, such as the AHR shift to a digital paradigm, the whole digital history research methodology (document digitization, automated reading, text encoding, databases and other subsequent digital outputs) and the relational spreadsheet databases creation methodology. They are important because the AHR can make a quantum leap and the Excel workbooks system can serve as certified secondary sources, written in the native and English languages, available to other researchers in several areas and easily converted in SQL and XML.

This project is about the design and implementation of books identifier on the bookshelf. When any book is placed on the wrong bookshelf, the system will pop out a message in the computer to alert the librarian of the misplaced book. The popped out message doesn’t just show the information of misplaced books, but it also shows the details of the book to be placed on that shelf. When the books belonging to that bookshelf are correctly placed, the alert message will not pop out. For ease of demonstration in the prototype, two books were used for testing; a bookshelf was designed to place only two books and one interface system to connect the bookshelf to the computer. To display the alert message, a simple GUI window is designed and it runs independently in the computer to identify the misplacement of books on the bookshelf.