Source side pre-ordering using recurrent neural networks for English-Myanmar machine translation

Word reordering has remained one of the challenging problems for machine translation when translating between language pairs with different word orders e.g. English and Myanmar. Without reordering between these languages, a source sentence may be translated directly with similar word order and translation can not be meaningful. Myanmar is a subject-objectverb (SOV) language and an effective reordering is essential for translation. In this paper, we applied a pre-ordering approach using recurrent neural networks to pre-order words of the source Myanmar sentence into target English’s word order. This neural pre-ordering model is automatically derived from parallel word-aligned data with syntactic and lexical features based on dependency parse trees of the source sentences. This can generate arbitrary permutations that may be non-local on the sentence and can be combined into English-Myanmar machine translation. We exploited the model to reorder English sentences into Myanmar-like word order as a preprocessing stage for machine translation, obtaining improvements quality comparable to baseline rule-based pre-ordering approach on asian language treebank (ALT) corpus.

Plagiarism in higher education across nations: a case of language students

PurposeMany scholars have recognized the cultural dependency of the concept of plagiarism and have investigated the influence of cultural attitude on university students' plagiarism; however, since the findings are inconsistent and because plagiarism is a major concern in academic institutions in Asia, we were motivated to examine the understanding and prevalence of plagiarism among Canadian and some Asian language students.Design/methodology/approachTo elicit the data, the questionnaire developed by Maxwell et al. (2008) was adapted for this study. The scale included three sections. In the initial section, the students' background information was inquired. Section two included 10 scenarios, all of which consisted of two levels; understanding and experience. Section three of the scale consisted of five open-ended questions. In fact, the questions intended to complement the survey findings. Finally, in the fourth section, five yes/no questions were asked. Because the respondents could evade answering some open-ended questions, we developed five questions with yes/no answers in order to probe deeper into the participants' answers.FindingsThe results showed significant differences among the participants concerning both understanding and prevalence of plagiarism. Most of the differences were between Canadian and Asian students in that Canadians had a higher level of understanding. They also enjoyed a lower rate of incidence of plagiarism. Nevertheless, further analyses revealed that the students' academic misconduct is probably influenced by other factors including lack of proper education rather than cultural differences.Social implicationsThe findings lead us to argue that cultural differences may not be the main source of the prevalence of plagiarism across nations and that Asian language university students plagiarize mainly due to a lack of understanding of the principles of plagiarism. Therefore, Asian universities should take measures to make sure that they promote language students' understanding regarding the misconduct.Originality/valueApart from a few studies, no other study has scrutinized plagiarism across cultures. As such, our study attempted to shed more light on the student, especially language students' plagiarism across different nations.

Student Narratives

In Chapter 9 I focus on the students of Al-Huda classes, both onsite and online. Most of the students who spoke to me were young adults—some married with children, some college students, and some professionals. Whether living in North America, Europe, or South Asia, they were drawn to Al-Huda for a variety of reasons, and all of them reported deriving strength from deepening their engagement with the Qur’an. Bilingual in English and a South Asian language, they were educated middle-class women discovering the Qur’an through Al-Huda classes. All of them had chosen to live a more orthoprax lifestyle in accordance with what they learned in the Al-Huda classes. But in order to succeed, I argue, they had to get their families’ support. They had to do da‘wa. In this chapter, I examine their life stories in light of the concepts of ‘precarity’ and gendered Islamophobia as articulated by Attiya Ahmad and Jasmin Zine, respectively.