scholarly journals Saying and shaking ˋNo'

2021 ◽  
Author(s):  
Andy Lücking ◽  
Jonathan Ginzburg
Keyword(s):  
Real World ◽  
Type Theory ◽  
Negative Appraisal ◽  
Head Shake ◽  
To Come ◽  
Real World Situation

In many instances, the head shake can be used instead of or in addition to verbal ˋNo'. Based on previous work on negation in dialogue, we observe head shaking as answer particles and as responding to an implicit or an exophoric (i.e., real world situation) antecedent. Exophoric head shake, however, seems to come in two flavours: with positive and with negative emotional valuation of the antecedent situation. We provide semantic analyses for all three uses (and a head nod) within an HPSG version which is implemented in Type Theory with Records and the dialogue framewok KoS. In particular, we extend on previous work by grounding ˋˋexophoric negation'' in positive or negative appraisal. Finally, we briefly speculate about differences between verbal ˋNo' and head shaking due to (the lack of) simultaneity.

scholarly journals A Lower Bound for the Query Phase of Contraction Hierarchies and Hub Labels and a Provably Optimal Instance-Based Schema

Algorithms ◽  
2021 ◽  
Vol 14 (6) ◽  
pp. 164
Author(s):  
Tobias Rupp ◽  
Stefan Funke
Keyword(s):  
Lower Bound ◽  
Lower Bounds ◽  
Real World ◽  
Road Network ◽  
Upper And Lower Bounds ◽  
Bounded Degree ◽  
Shortest Path Routing ◽  
Graph Classes ◽  
Speed Up ◽  
To Come

We prove a Ω(n) lower bound on the query time for contraction hierarchies (CH) as well as hub labels, two popular speed-up techniques for shortest path routing. Our construction is based on a graph family not too far from subgraphs that occur in real-world road networks, in particular, it is planar and has a bounded degree. Additionally, we borrow ideas from our lower bound proof to come up with instance-based lower bounds for concrete road network instances of moderate size, reaching up to 96% of an upper bound given by a constructed CH. For a variant of our instance-based schema applied to some special graph classes, we can even show matching upper and lower bounds.

scholarly journals Academy-profession-market. Problematising tensions in the live project

2017 ◽  
Vol 2 (3) ◽  
pp. 85
Author(s):  
Michael John Davis
Keyword(s):  
Real World ◽  
Design Research ◽  
Design Studio ◽  
Community Groups ◽  
Market Conditions ◽  
Heritage Buildings ◽  
To Come ◽  
The University

<p>This paper examines a form of “live project” that casts the design studio topic in three distinct roles. In one guise it is a collaborative, “real world,” engagement with a range of stakeholders. In another it presses toward the production of buildings, while in a third, it acts as the vehicle for higher level academic design research. Within the design studio at the University of Auckland, School of Architecture and Planning these three imperatives are juxtaposed to define the contested territory from which the architectural project emerges as negotiated, speculative-yet-realisable outcome.<br />The aim of this discussion is to demonstrate the triple focus model of live project and the problem currently confronting it: a local instance of a complex, widespread problem between the architectural academy, the profession and the market.<br />Since 2007 a succession of community groups, businesses and developers have brought their projects to the design studio at the school. Typically they have come looking for speculation as to the potential of their projects, the kind of breadth of exploration that generally is not viable within commercial architectural organisations. Meanwhile, through these projects, students are asked to conduct research into the development of their own critical, architectural making practices.<br />The text begins with an account of one particular project – a speculation as to the development opportunities of heritage buildings on “earthquake prone” sites in Auckland for one of the country’s most progressive developers. It looks at the larger academic, professional and market conditions being responded to and thus situates this type of live project before concluding with an outline of potentials for its advancement. In so doing it signals work to come.</p>

Conclusions, Responses to Objections, and Scholarly Recommendations

2019 ◽  
pp. 240-256
Author(s):  
Michael C. Desch
Keyword(s):  
Social Science ◽  
Real World ◽  
Vested Interest ◽  
Science Methods ◽  
Intellectual Culture ◽  
Social Scientists ◽  
Social Science Methods ◽  
Self Interest ◽  
To Come ◽  
Policy Problems

This concluding chapter evaluates the increasing tendency of many social scientists to embrace methods and models for their own sake rather than because they can help people answer substantively important questions. This inclination is in part the result of the otherwise normal and productive workings of science but is also reinforced by less positive factors such as organizational self-interest and intellectual culture. As a result of the latter, many political scientists have committed themselves to particular social science methods not so much because they believe they will illuminate real-world policy problems but because they serve a vested interest in disciplinary autonomy and dovetail with a particular image of what a “science” of politics should look like. In other words, the professionalization of social science is the root of the enduring relevance question. The chapter then offers some concrete suggestions for how to reestablish the balance between rigor and relevance in the years to come.

Simulation to Enhance Interactivity in E-Learning

2012 ◽  
pp. 51-81 ◽  
Author(s):  
Ann Leslie Claesson ◽  
Felicity Pearson ◽  
Jesse Rosel
Keyword(s):  
Public Service ◽  
Real World ◽  
Service Leadership ◽  
Rich Media ◽  
E Learning ◽  
Media Experience ◽  
Real World Situation ◽  
University Setting

This chapter explores how rich media can be used in these three types of applications using the Riverbend City Simulation project for Capella’s School of Public Service Leadership as a case study example. Riverbend City is a scenario-based simulation that provides a multidisciplinary, rich media experience to learners in an online, asynchronous university setting. The simulation provides real-world scenarios where student skills and knowledge can be applied and tested on specific subjects. The ultimate goal of the project is to empower learners to envision their ability to combine collaboration and leadership when working with multiple disciplines in a real-world situation.

A Policy Game in a Virtual World

2011 ◽  
pp. 910-927
Author(s):  
Martha Garcia-Murillo ◽  
Ian MacInnes
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Policy Game ◽  
Electronic Environments ◽  
Learning Principles ◽  
Real World Situation

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.

A Policy Game in a Virtual World

2009 ◽  
pp. 489-507
Author(s):  
Martha Garcia-Murillo ◽  
Ian MacInnes
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Policy Game ◽  
Electronic Environments ◽  
Learning Principles ◽  
Real World Situation

Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this chapter we present a policy game to be used in a virtual world. The benefits of this tool are examined using Gee’s learning principles. From this analysis we find that games in virtual worlds enable reflective exploration that helps participants learn from their mistakes. Learning takes place from the content conveyed through the game and through the multimedia immersion that allows students to learn the nuances of these virtual contexts. Because there are no realworld consequences, participants can take risks, provide or receive help from other students, and most importantly, apply this knowledge to a real-world situation. Recommendations are provided to educators to help them exploit the great potential of games while being prepared for the obstacles they will face.

scholarly journals Selection of a Farm Machinery Replacement Criterion Using Simulation

1969 ◽  
Vol 1 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Darrel Kletke
Keyword(s):  
Real World ◽  
Average Cost ◽  
Marginal Cost ◽  
Economic Life ◽  
Farm Machinery ◽  
Rules Of Thumb ◽  
Replacement Decisions ◽  
Real World Situation ◽  
Yearly Cost ◽  
Selection Of

Little research has focused on developing a model which farmers can use to make yearly machinery replacement decisions. This paper contains an optimizing replacement criterion and then demonstrates the results of alternative rules of thumb used to implement the criterion in a real world situation.The economic life of a machine is here defined as the interval of time during which that machine reaches its minimum average yearly cost. If a machine is replaced by an exact duplicate with the same annual costs, replacement occurs when the currently owned machine attains its economic life. When average cost reaches its minimum, marginal cost and average cost are equal. This is the same as saying that when economic life is reached, the actual yearly cost (marginal cost) is equal to the average yearly cost of the machine. Theoretically, replacement should occur when marginal cost first crosses average cost from below.

Graphing Stories for a 3 Act Task

2018 ◽  
Vol 24 (2) ◽  
pp. 90-96
Author(s):  
Allyson Hallman-Thrasher ◽  
Courtney Koestler ◽  
Danielle Dani ◽  
Amanda Kolbe ◽  
Katie Lyday
Keyword(s):  
Real World ◽  
Trial And Error ◽  
Real World Situation

Through trial and error and ultimate success, students create a graph to model a real-world situation.

scholarly journals Masking Disagreement among Experts

Episteme ◽  
2006 ◽  
Vol 3 (1-2) ◽  
pp. 52-67 ◽  
Author(s):  
John Beatty
Keyword(s):  
Real World ◽  
Scientific Experts ◽  
Real World Situation ◽  
Difficult Issue

ABSTRACTThere are many reasons why scientific experts may mask disagreement and endorse a position publicly as “jointly accepted.” In this paper I consider the inner workings of a group of scientists charged with deciding not only a technically difficult issue, but also a matter of social and political importance: the maximum acceptable dose of radiation. I focus on how, in this real world situation, concerns with credibility, authority, and expertise shaped the process by which this group negotiated the competing virtues of reaching consensus versus reporting accurately the nature and degree of disagreement among them.

Attitudes and Social Categories: Complementary Explanations of Innovation-Adoption Behavior

1980 ◽  
Vol 12 (2) ◽  
pp. 175-186 ◽  
Author(s):  
M A Brown
Keyword(s):  
Real World ◽  
Innovation Adoption ◽  
Comprehensive Model ◽  
Social Category ◽  
Behavioral Models ◽  
Social Categories ◽  
Common Variance ◽  
Agricultural Innovations ◽  
Real World Situation ◽  
Appalachian Ohio

This paper explores the relationships between an individual's attitudes toward innovation adoption, his or her social category with respect to adoption, and innovation-adoption behavior. First the paper describes how attitudes and social categories can theoretically be linked to innovation adoption, and proposes a comprehensive model in which the two sets of variables are viewed as explaining both unique and common variance in adoption behavior. The paper then empirically examines the intercorrelations of attitudes, social categories, and innovation adoption in a real-world situation: The diffusion of five agricultural innovations in a portion of Appalachian Ohio. The results indicate that some attitudes are significantly related to social categories, whereas others are not; both sets of variables are highly associated with innovation adoption, but attitudes more so than social categories; finally, each set of variables explains some unique aspects of innovation adoption. Thus the findings suggest that comprehensive behavioral models must include psychological as well as socioeconomic and locational variables.

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