scholarly journals Visualization of Functional-semantic Information: Integrating the Clause and the Discourse

2018 ◽  
Vol 6 (1) ◽  
pp. 122
Author(s):  
Hengbin Yan ◽  
Yinghui Li
Keyword(s):  
Gold Standard ◽  
Semantic Information ◽  
Discourse Structure ◽  
Small Scale ◽  
Semantic Structure ◽  
Interactive Interface ◽  
Visual Correspondence ◽  
Different Levels ◽  
Automatic Systems

In this study, we present our experimental design of an interactive interface that allows users to answer linguistically sophisticated queries utilizing functional-semantic information. Building on previous visualizations of linguistic patterning and discourse structure, the proposed visualization interface presents a unified interface for interrogating the functional-semantic structure of arbitrary texts at different levels of details. To evaluate the effectiveness of the interface, we performed a comparative analysis between visualizations of manual gold-standard annotation and those automatically generated by connecting the interface to existing automatic systems, which revealed remarkable visual correspondence between the two when dealing with small to medium texts. A small-scale case study was then conducted which demonstrated the potential of the resulting tool for effective discovery of interesting patterning in large political texts.

Inclusion in the international school context: implications for school development

2019 ◽  
Vol 18 (2) ◽  
pp. 199-211
Author(s):  
Jayne Pletser
Keyword(s):  
School Context ◽  
International School ◽  
Qualitative Approach ◽  
School Development ◽  
Small Scale ◽  
Learning Support ◽  
Barriers To Learning ◽  
Organisational Context ◽  
Different Levels

This small-scale study was carried out in the elementary department of an international school considered successful in removing barriers to learning for a wide diversity of learners. A qualitative approach sought to gather data in order to understand the organisational context through a case study of how the school had removed barriers to learning for three students in different levels of learning support. The findings indicated that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle with a focus on learning, access and solution seeking.

scholarly journals Discourse in Multimedia: A Case Study in Extracting Geometry Knowledge from Textbooks

2020 ◽  
Vol 45 (4) ◽  
pp. 627-665
Author(s):  
Mrinmaya Sachan ◽  
Avinava Dubey ◽  
Eduard H. Hovy ◽  
Tom M. Mitchell ◽  
Dan Roth ◽  
...  
Keyword(s):  
Semantic Information ◽  
Discourse Structure ◽  
Subject Knowledge ◽  
Communicative Function ◽  
Lexical Semantic ◽  
Structured Knowledge

To ensure readability, text is often written and presented with due formatting. These text formatting devices help the writer to effectively convey the narrative. At the same time, these help the readers pick up the structure of the discourse and comprehend the conveyed information. There have been a number of linguistic theories on discourse structure of text. However, these theories only consider unformatted text. Multimedia text contains rich formatting features that can be leveraged for various NLP tasks. In this article, we study some of these discourse features in multimedia text and what communicative function they fulfill in the context. As a case study, we use these features to harvest structured subject knowledge of geometry from textbooks. We conclude that the discourse and text layout features provide information that is complementary to lexical semantic information. Finally, we show that the harvested structured knowledge can be used to improve an existing solver for geometry problems, making it more accurate as well as more explainable.

A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 71-85
Author(s):  
Joseph P. Vitta ◽  
Dayna Jost ◽  
Alexis Pusina
Keyword(s):  
Writing Instruction ◽  
Language Learners ◽  
English For Academic Purposes ◽  
Organizational Level ◽  
Small Scale ◽  
Inquiry Stance ◽  
Data Points ◽  
The University ◽  
Different Levels

Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.

Multilingualism in eastern Indonesia: linguistic evidence of a shift from symmetric to asymmetric multilingualism

2021 ◽  
pp. 136700692110231
Author(s):  
Francesca Romana Moro
Keyword(s):  
Language Contact ◽  
Small Scale ◽  
Modelling Language ◽  
Apparent Paradox ◽  
Eastern Indonesia ◽  
Communicative Strategies ◽  
Linguistic Evidence ◽  
Research Questions ◽  
Bilingual Communities

Aims and Objectives/Purpose/Research Questions: The Alorese in eastern Indonesia are an Austronesian community who have inhabited two Papuan-speaking islands for approximately 600 years. Their language presents a paradox: contact with the neighbouring Papuan languages has led to both complexification and simplification. This article argues that these opposite outcomes of contact result from two distinct scenarios, and formulates a hypothesis about a shift in multilingual patterns in Alorese history. Design/Methodology/Approach: To formulate a hypothesis about the discontinuity of multilingual patterns, this article first sketches the past and present multilingual patterns of the Alorese by modelling language contact outcomes in terms of bilingual optimisation strategies. This is followed by a comparison of the two scenarios to pinpoint similarities and differences. Data and Analysis: Previous research shows that two types of contact phenomena are attested in Alorese: (a) complexification arising from grammatical borrowings from Papuan languages, and (b) morphological simplification. The first change is associated with prolonged child bilingualism and is the result of Papuan-oriented bilingual strategies, while the latter change is associated with adult second language (L2) learning and is the result of universal communicative strategies. Findings/Conclusions Complexification and simplification are the results of two different layers of contact. Alorese was first used in small-scale bilingual communities, with widespread symmetric multilingualism. Later, multilingualism became more asymmetric, and the language started to undergo a simplification process due to the considerable number of L2 speakers. Originality: This article is innovative in providing a clear case study showing discontinuity of multilingual patterns, supported by linguistic and non-linguistic evidence. Significance/Implications: This article provides a plausible explanation for the apparent paradox found in Alorese, by showing that different outcomes of contact in the same language are due to different patterns of acquisition and socialisation. This discontinuity should be taken into account by models of language contact.

scholarly journals Digital Twin for Designing and Reconfiguring Human–Robot Collaborative Assembly Lines

2021 ◽  
Vol 11 (10) ◽  
pp. 4620
Author(s):  
Niki Kousi ◽  
Christos Gkournelos ◽  
Sotiris Aivaliotis ◽  
Konstantinos Lotsaris ◽  
Angelos Christos Bavelos ◽  
...  
Keyword(s):  
Production System ◽  
Assembly Lines ◽  
Flexible Assembly ◽  
Digital Twin ◽  
Collaborative Assembly ◽  
Geometrical Information ◽  
Line Level ◽  
Dual Arm ◽  
Different Levels

This paper discusses a digital twin-based approach for designing and redesigning flexible assembly systems. The digital twin allows modeling the parameters of the production system at different levels including assembly process, production station, and line level. The approach allows dynamically updating the digital twin in runtime, synthesizing data from multiple 2D–3D sensors in order to have up-to-date information about the actual production process. The model integrates both geometrical information and semantics. The model is used in combination with an artificial intelligence logic in order to derive alternative configurations of the production system. The overall approach is discussed with the help of a case study coming from the automotive industry. The case study introduces a production system integrating humans and autonomous mobile dual arm workers.

scholarly journals Photovoltaics Enabling Sustainable Energy Communities: Technological Drivers and Emerging Markets

Energies ◽  
2021 ◽  
Vol 14 (7) ◽  
pp. 1862
Author(s):  
Alexandros-Georgios Chronis ◽  
Foivos Palaiogiannis ◽  
Iasonas Kouveliotis-Lysikatos ◽  
Panos Kotsampopoulos ◽  
Nikos Hatziargyriou
Keyword(s):  
State Of The Art ◽  
Research Question ◽  
Economic Benefits ◽  
Energy Market ◽  
Small Scale ◽  
Local Energy ◽  
Community Members ◽  
Open Research ◽  
Energy Community

In this paper, we investigate the economic benefits of an energy community investing in small-scale photovoltaics (PVs) when local energy trading is operated amongst the community members. The motivation stems from the open research question on whether a community-operated local energy market can enhance the investment feasibility of behind-the-meter small-scale PVs installed by energy community members. Firstly, a review of the models, mechanisms and concepts required for framing the relevant concepts is conducted, while a clarification of nuances at important terms is attempted. Next, a tool for the investigation of the economic benefits of operating a local energy market in the context of an energy community is developed. We design the local energy market using state-of-the-art formulations, modified according to the requirements of the case study. The model is applied to an energy community that is currently under formation in a Greek municipality. From the various simulations that were conducted, a series of generalizable conclusions are extracted.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

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