Study of gas-tungsten-arc welding power density Final report, 1 Jun. 1968 - 30 May 1969

Power density in gas tungsten arc welding with modified cathode

Transformational leadership and group outcomes: The mediating effects of social identification and empowerment

Collective efficacy, group helping behaviors, and group cohesion are group outcomes that have demonstrated pervasive effects on group performance. These group outcomes are important because of the strong relationships that have been established among these variables. Transformational leadership has shown to greatly foster these outcomes. The purpose of this thesis was to investigate the relationship between transformational leadership styles and organizational group outcomes in the workplace

Descent and Distribution - Clarification of Illegitimate\u27s Right to Inherit from Intestate Father - Larsen v. Kimble

Note

ADITIVNI I KAUZALNI KONEKTORI U RASPRAVLJAČKIM ESEJIMA NA NJEMAČKOM KAO STRANOM JEZIKU

The main objective of foreign language learning and teaching is the development of communicative language competence. One of its key components is discourse competence which consists of three main elements: cohesion, coherence and text composition (Bagarić Medve and Pavičić Takač 2013). The development of writing skills is acknowledged as one of the main challenges in foreign language learning and teaching, which includes the appropriate usage of cohesive devices in order to tackle the semantic relationships within a text. In German, explicit cohesive devices refer to coordinating conjunctions, subordinating conjunctions and adverbial connectors. While a bulk of previous research has focused on English as a foreign language, the studies conducted among the learners of German are still scarce Earlier studies (e.g. Breindl 2016; Vaakanainen and Maijala 2022) pointed to a limited range of variations within the same semantic group and an inappropriate use of connectives when comparing their usage between native speakers and learners of German as a foreign language (GFL). The aim of the present study is to analyse the frequency, variation and errors of causal and additive connectives (coordinating conjunctions, subordinating conjunctions and adverbial connectors) in GFL argumentative writing. The corpus consists of 43 argumentative essays written by Croatian GFL students at B2 level. The findings concerning frequency show that additional connectives are most frequently used within the whole corpus, whereas causal connectives take third place. The additive coordinating conjunction und is the most frequent additive item, the subordinating conjunction weil is the most frequently used causal item. The results connected to variation point to a wider range in the use of additional connectives in comparison to causal, but also reveal more error recognition within the additive semantic group. The most common types of errors concerning connectors detected in the corpus are as follows: syntax, meaning, spelling/punctuation, redundancy and register. In order to utilize these research findings aiming at improving the writing skills of GFL students in the learning/instructional process, practical implications are presented at the end.Glavni je cilj učenja i poučavanja stranoga jezika razvoj komunikacijske jezične kompetencije. Jedna je od njezinih ključnih komponenti diskursna kompetencija koja se sastoji od tri glavna elementa: kohezije, koherencije i kompozicije teksta (Pavičić Takač i Bagarić Medve 2013). Razvoj vještine pisanja stoga predstavlja jedan od glavnih izazova u učenju i poučavanju stranog jezika, što uključuje primjerenu uporabu kohezivnih sredstava kako bi se izrazile semantičke veze unutar teksta. U njemačkom se jeziku eksplicitna kohezivna sredstva odnose se na konjunktore, subjunktore i vezne priloge. Budući da je većina dosadašnjih istraživanja usmjerena na engleski kao strani jezik, studije koje obuhvaćaju učenike njemačkog kao stranog jezika još uvijek su rijetke. Prethodna istraživanja (npr. Breindl 2016; Vaakanainen and Maijala 2022) ukazuju na ograničen raspon varijacija unutar iste značenjske skupine i neprimjerenu uporabu veznika pri usporedbi njihove upotrebe između izvornih govornika i učenika njemačkog jezika kao stranog jezika. Stoga je cilj ovoga istraživanja analizirati učestalost, varijaciju i pogreške pri uporabi aditivnih i kauzalnih veznika (konjunktora, subjunktora i veznih priloga) u raspravljačkim esejima napisanim na njemačkom kao stranom jeziku. Korpus čine 43 raspravljačka eseja koja su pisali hrvatski studenti njemačkog kao stranog jezika na razini B2. Rezultati pokazuju da su u korpusu najviše zastupljeni aditivni veznici, dok kauzalni zauzimaju treće mjesto. Konjunktor und je pritom najčešći aditivni konektor, dok je subjunktor weil najčešće korišten kauzalni konektor. Rezultati s obzirom na varijaciju pokazuju da studenti koriste širi raspon aditivnih konektora u odnosu na kauzalne te s tim u skladu čine i više pogrešaka unutar aditivne značenjske skupine. Najčešći tipovi pogrešaka pri uporabi konektora zastupljenih u korpusu odnose se na sintaksu, značenje, pravopis/interpunkciju, oblik, redundantnost i registar. Na kraju rada prikazuju se praktične implikacije rezultata istraživanja kako bi se dobivene spoznaje mogle primijeniti u svrhu unaprjeđenja vještine pisanja u učenju/poučavanju njemačkog kao stranog jezika

Refined music clustering

Many different versions of the same song are often found in online music or video services. To enable easier search and better user experience, online music services often use clustering techniques to cluster different versions of the same song. Clustering systems are designed to be tolerant to shifts, noise, small tempo changes, etc. This tends to cause remixes and covers of a song to be clustered with the original versions of that song. This leads to certain problems, e.g., recommender systems selecting the most popular version of a song, in preference to other versions of the song; poor precision-recall rates of song metadata; etc. In turn, these lead to poorer experience for both users and creative partners of the music service. This disclosure describes techniques that group music or videos into sub-clusters of increasing dissimilarity, based on signals that indicate provenance, quality, popularity, officiality, etc. The techniques enhance user experience by returning more appropriate search results

MOTIVATIONAL DIFFERENCES IN LEARNING ENGLISH AND GERMAN AS FOREIGN LANGUAGES IN YOUNGER SCHOOL-AGED LEARNERS

Dosadašnja istraživanja upućuju na važnost motivacije u ovladavanju inim jezikom i na mogućnost da jačina motivacije može varirati ovisno o tome o kojem ciljnom jeziku je riječ, što se pak ponajprije dovodi u vezu s društvenom dimenzijom motivacije. Cilj ovog rada bio je kod hrvatskih učenika mlađe školske dobi, koji istodobno uče engleski i njemački kao strane jezike, istražiti razlike u motivaciji i s njom povezanih čimbenika s obzirom na jačinu motivacije, željenu razinu ovladanosti stranim jezikom, izloženost u izvannastavnom kontekstu te razloge za učenje pojedinih jezika. Utvrđene su značajno više vrijednosti svih varijabla u korist engleskoga jezika u odnosu na njemački te zanimljive kvalitativne razlike u pogledu razloga učenja dvaju stranih jezika koje odražavaju snažne globalne i društvene utjecaje na motivaciju i ovladavanje stranim jezikom, pri čemu se višejezičnost ističe kao važan mehanizam kojim učenici njeguju različite supostojeće identitete.Research so far has pointed to the significance of motivation in second language acquisition as well as to the possibility that the level of motivation may vary depending on the target language, which is primarily brought into relation with the social dimension of motivation. The aim of this paper was to explore motivational differences in younger Croatian school-aged learners, who simultaneously learn English and German as foreign languages, with respect to: the level of motivation, the level of foreign language communicative competence they would like to acquire, out-of-school exposure and reasons for learning the specific languages. Research findings point to significantly higher values of all the variables in English in relation to German. The results also show some interesting qualitative differences with respect to the reasons for learning the two foreign languages, reflecting powerful global and social impacts on motivation and foreign language acquisition, whereby multilingualism is stressed as an important mechanism which enables the learners to cherish multiple coexistent identities

SPOLNE RAZLIKE U UPORABI STRATEGIJA UČENJA, MOTIVACIJI I KOMUNIKACIJSKOJ JEZIČNOJ KOMPETENCIJI U NJEMAČKOM I ENGLESKOM KAO STRANIM JEZICIMA

The aim of this research was to determine the possible differences between female and male Croatian learners of English/German as foreign languages regarding the frequency of use of learning strategies, the intensity of motivation and the level of communicative competence. The results show that there is a statistically significant difference in the use of all types of learning strategies in favour of female learners who are also significantly more motivated in certain motivational dimensions in relation to males. However, the results also show that male learners of English achieve statistically significantly higher results in standardized evaluation in relation to their female peers, whereas in German no statistically significant gender differences were found, irrespective of the measure of communicative competence.Cilj istraživanja koje se prikazuje u ovome radu bio je provjeriti postoje li u hrvatskome kontekstu ovladavanja inim jezikom razlike između učenica i učenika njemačkoga/engleskoga jezika u učestalosti uporabe strategija učenja, intenzitetu motivacije i razini komunikacijske jezične kompetencije. Rezultati su pokazali da učenice statistički značajno češće rabe sve tipove strategija učenja u odnosu na učenike te da su značajno više motivirane u određenim dimenzijama motivacije. Nalazi ukazuju i da učenici engleskog u odnosu na učenice postižu statistički značajno više rezultate u standardiziranome vrjednovanju, dok u njemačkome jeziku nisu utvrđene spolne razlike, i to neovisno o vrsti vrjednovanja komunikacijske jezične kompetencije

Motivacija i strategije učenja kao prediktori komunikacijske jezične kompetencije u stranom jeziku

In second language acquisition the importance of individual difference factors is stressed, particularly that of the motivation and learning strategies, since those factors can be acted upon. Research points at a close, yet not completely clarified connection between those factors and the communicative competence, which is discussed in the introductory part of the paper. The aim of the research was to find out which motivational factors and types of learning strategies can significantly predict foreign language communicative competence in a sample of high school students in the Republic of Croatia. The following instruments were used in the research: the Questionnaire on foreign language learning motivation (Karlak, 2014), the Strategy inventory for language learning (Oxford, 1990) and three measures of communicative competence, i.e. the grade obtained in class evaluation, the grade obtained in standardized evaluation (state high school-leaving exam) and the percentage of the correct answers achieved in the standardized evaluation. The results confirm the important role of motivation and learning strategies in predicting foreign language communicative competence. The results show that motivation (34.20 % of explained variance) and learning strategies (1.80 %) are the best predictors of success in class evaluation (40 %), and the least accurate predictors of grade in standardized evaluation (21.80 % of total variance explained), pointing to certain practical implications as well.U ovladavanju inim jezikom važno mjesto pripada čimbenicima individualnih razlika, osobito motivaciji i strategijama učenja, budući da se na njih može djelovati. Istraživanja ukazuju na blisku, međutim još uvijek ne posve razjašnjenu vezu između tih čimbenika i komunikacijske jezične kompetencije, a o čemu se raspravlja u uvodnom dijelu rada. Cilj istraživanja bio je provjeriti koji motivacijski činitelji i tipovi strategija učenja značajno predviđaju komunikacijsku jezičnu kompetenciju u stranom jeziku na uzorku srednjoškolskih učenika u Republici Hrvatskoj. U istraživanju su korišteni sljedeći instrumenti: Upitnik o motivaciji za učenje stranih jezika (Karlak, 2014), Inventar strategija učenja jezika (Oxford, 1990) i tri mjere komunikacijske jezične kompetencije učenika, tj. ocjena u razrednom vrednovanju, ocjena u standardiziranom vrednovanju (ispit državne mature) i postotak točne riješenosti standardiziranog vrednovanja. Rezultati su potvrdili važnu ulogu motivacije i strategija učenja u predviđanju komunikacijske jezične kompetencije u stranom jeziku. Rezultati su pokazali kako motivacija (34,20% objašnjene varijance) i strategije učenja (1,80%) najbolje predviđaju uspjeh u razrednom vrednovanju (40%), a najslabije ocjenu u standardiziranom vrednovanju (21,80% ukupno objašnjene varijance), u čemu se očituju i određene implikacije na nastavnu praksu