Multi-language Models and Meta-dictionary Adaptation for Accessing Multilingual Digital Libraries

Author(s):  
Stephane Clinchant ◽  
Jean-Michel Renders
Author(s):  
Alexander Brodovsky ◽  
Konstantin Sboichakov ◽  
Vladimir Sokolovsky

IRBIS64+ - the new product of IRBIS Library Automation System designed for building and maintaining digital libraries, is introduced. IRBIS64+ new functionality is revealed. New possibilities for users, including those with expanded access right, are described. The IRBIS64+ modules are named.


2011 ◽  
Vol 3 (2) ◽  
pp. 161-162
Author(s):  
Amitkumar Lalitbhai Ghoricha ◽  
Keyword(s):  

Mousaion ◽  
2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Kehinde Abayomi Owolabi ◽  
Basirat.Olubukola Diyaolu ◽  
Nurudeen Adeniyi Aderibigbe ◽  
Mudasiru A Yusuf

The advent of information and communication technologies (ICTs) has revolutionised how library resources are made and transmitted to end-users. It has effectively improved the standard of education and research in tertiary institutions worldwide by providing various essential resources, including e-books, journals and databases. However, it has been observed that students still abstain from making the best usage of the digital library, instead using search engines rather than institutional digital libraries. This study investigated the factors influencing the behavioural intention of postgraduate (PG) students to use electronic information resources (EIRs). The Unified Theory of Acceptance of Technology (UTAUT) model was adopted. A cross-sectional research design was used to assess the factors influencing the use of EIRs. A sample of 362 PG students was determined using a Monte Carlo simulation approach. Data were collected from participants via the administration of 400 copies of the questionnaire. Confirmatory Factor Analysis (CFA) and the Covariance-Based Structural Equation Modelling (CB-SEM) were used to analyse data collected. The findings revealed that performance expectancy (PE) and effort expectancy (EE) were the two constructs that influenced PG students’ behavioural intention to use EIRs. In contrast, social influence (SI) and facilitating condition (FC) did not change the PG students’ behavioural plan to use EIRs. The study recommended the need for adequate training for postgraduate (PG) students on the obligation to accept and use EIRs.


Język Polski ◽  
2020 ◽  
Vol 100 (3) ◽  
pp. 100-112
Author(s):  
Jakub Bobrowski

The article explores the semantic and pragmatic evolution of the lexical unit "badylarz" (‘vegetable gardener’). The author challenges the generally accepted opinions about its history, making use of data from dictionaries, digital libraries and corpora of the Polish language. It is commonly believed that the word came into existence during the PRL era and belonged to the typical elements of the discourse of communist propaganda. An analysis of the collected data showed that the word "badylarz" existed as far back as the second half of the 19th century. Originally, it was a neutral lexeme, but in the interwar period it became one of the offensive names of class enemies, often used in left-wing newspapers. After the war, negative connotations of the word were disseminated through literature and popular culture. Nowadays, "badylarz" functions as the lexical exponent of cultural memory of communist times.


2019 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Jamie Tock

Various models have highlighted the complexity of language. Building on foundational ideas regarding three key aspects of language, our study contributes to the literature by 1) exploring broader conceptions of morphology, vocabulary, and syntax, 2) operationalizing this theoretical model into a gamified, standardized, computer-adaptive assessment of language for fifth to eighth grade students entitled Monster, PI, and 3) uncovering further evidence regarding the relationship between language and standardized reading comprehension via this assessment. Multiple-group item response theory (IRT) across grades show that morphology was best fit by a bifactor model of task specific factors along with a global factor related to each skill. Vocabulary was best fit by a bifactor model that identifies performance overall and on specific words. Syntax, though, was best fit by a unidimensional model. Next, Monster, PI produced reliable scores suggesting language can be assessed efficiently and precisely for students via this model. Lastly, performance on Monster, PI explained more than 50% of variance in standardized reading, suggesting operationalizing language via Monster, PI can provide meaningful understandings of the relationship between language and reading comprehension. Specifically, considering just a subset of a construct, like identification of units of meaning, explained significantly less variance in reading comprehension. This highlights the importance of considering these broader constructs. Implications indicate that future work should consider a model of language where component areas are considered broadly and contributions to reading comprehension are explored via general performance on components as well as skill level performance.


Author(s):  
Xiaoyu Shen ◽  
Youssef Oualil ◽  
Clayton Greenberg ◽  
Mittul Singh ◽  
Dietrich Klakow

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