Relevant bibliographies by topics / Esli

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Esli'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Esli"

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Dymarsky, M. Ya. "Uspeem khorosho esli k semi (‘Will Success to Arrive Good if by Seven’): Subordination Decay and Lexicalization of the Contact Frame." Critique and Semiotics 37, no. 2 (2019): 361–77. http://dx.doi.org/10.25205/2307-1737-2019-2-361-377.

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The article is devoted to one of Russian “minor type sentences” illustrated in the title. Derivation of the construction is considered, including the processes of 1) retracting the main part of the complex sentence into the subordinate clause; 2) the loss of the function of the contact frame by the complex khorosho esli and its lexicalization as a particle adjacent to the predicate, and at the last stage of lexicalization – to any actant or circonstant. Changing the status of the complex khorosho esli gives rise to the semantic effect of splitting the displayed situation, the establishment of estimation- gradational relations between the variants of the situation, as well as the implicatures that make up the main meaning of the statement as a whole. Prerequisites arise for the formation of new derivative unions (khorosho esli... a to i ... and the like.). The characteristic of the intonation contour is given which obligatorily accompanies the functioning of the particle khorosho esli; the conclusion is substantiated that the grounds for separating the elements of a new particle by a comma disappear.
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Leonard, Laurence B., Letizia Sabbadini, Virginia Volterra, and Jeanette S. Leonard. "Some influences on the grammar of English- and Italian-speaking children with specific language impairment." Applied Psycholinguistics 9, no. 1 (March 1988): 39–57. http://dx.doi.org/10.1017/s0142716400000448.

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ABSTRACTThe spontaneous speech of both English-speaking (E) and Italian-speaking (I) children with specific language impairment (SLI) was examined to determine (a) whether phonological factors influence the grammatical morpheme use of ISLI children, as has been found for ESLI children, and (b) whether ESLI and ISLI children show similar syntactic abilities at the same level of mean utterance length as measured in words. The results indicated that word-final consonants adversely influenced the ISLI children's tendency to use articles – the only Italian grammatical morphemes in which word-final consonants are required. There was no evidence of syntactic differences between the ESLI and ISLI children. However, both groups of children seemed to have a problem using morphemes that constituted unstressed elements in a sentence even though the grammatical and semantic function of these elements varied across the two languages. The findings suggest that a speech production or perception component may be playing a greater role than previously believed in contributing to SLI children's well-documented expressive grammatical difficulties, though the specific effects of this factor will vary as a function of the surface characteristics of the language being acquired.
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Jukka, Peltola, McMurray Rob, and Villanueva Vicente. "WED 063 Eslicarbazepine acetate switch from carbamazepine or oxcarbazepine." Journal of Neurology, Neurosurgery & Psychiatry 89, no. 10 (September 13, 2018): A7.3—A7. http://dx.doi.org/10.1136/jnnp-2018-abn.27.

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PurposeTo investigate eslicarbazapine acetate (ESL) in patients transitioning from carbamazepine or oxcarbazepine in clinical practice.MethodEuro-Esli was a pooled analysis of 14 European studies. Data were analysed for patients transitioning from carbamazepine and oxcarbazepine to ESL due to lack of efficacy or poor tolerability. Responder rate (≥50% seizure frequency reduction) and seizure freedom rate (seizure freedom at least since prior visit) were assessed after 3, 6 and 12 months of ESL treatment, and at last visit. Safety/tolerability analysis evaluated adverse events (AEs) and ESL discontinuation due to AEs.ResultsEuro-Esli included 2058 patients; 233 (11.3%) transitioned from carbamazepine and 134 (6.5%) transitioned from oxcarbazepine. After 12 months, responder and seizure freedom rates for patients transitioning from carbamazepine due to lack of efficacy (n=163) were 70.0% and 30.9%, respectively. Corresponding values for patients transitioning from oxcarbazepine due to lack of efficacy (n=90) were 57.1% and 25.0%, respectively. Among patients who transitioned from carbamazepine (n=64) and oxcarbazepine (n=61) due to poor tolerability, 26.6% and 39.5% experienced AEs; 8.3% and 6.8% discontinued ESL due to AEs, respectively.ConclusionESL may be a useful option for patients experiencing intolerable AEs or not achieving adequate control with carbamazepine or oxcarbazepine.Supported by Eisai.
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Shmeleva, Tatiana V. "Linking words on the structural basis esli ne." Vestnik Tomskogo gosudarstvennogo universiteta. Filologiya, no. 51 (February 1, 2018): 69–83. http://dx.doi.org/10.17223/19986645/51/7.

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Zhang, Heng-Ru, Yuan-Yuan Ma, Xin-Chao Yu, and Fan Min. "ESLI: Enhancing slope one recommendation through local information embedding." PLOS ONE 14, no. 10 (October 10, 2019): e0222702. http://dx.doi.org/10.1371/journal.pone.0222702.

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Kor Chahine, Irina. "Que de si ! Particularités du fonctionnement de si et esli." Revue des études slaves 73, no. 1 (2001): 61–76. http://dx.doi.org/10.3406/slave.2001.6699.

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Radenkovic, Ljubinko. "Opasnoe vremja v narodnyh predstavlenijah Slavjan." Balcanica, no. 35 (2004): 71–90. http://dx.doi.org/10.2298/balc0535071r.

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(ruski) V tradicionnoj kul'ture slavjan vremja vosprinimaetsja kak zivoe suscestvo. Ono zakonomerno istekaet, kak voda iz istocnika, napolnjaet prostranstvo i po uze ustanovlenomu puti izcezaet. Poskol'ku voda mozet byt' prozracnoj ili mutnoj, medlennoj ili bystroj, poleznoj ili vrednoj dlja celoveka, vremja takze nadeljaetsja opredelennoj semantikoj: ono mozet byt' cistym ili necistym, blagoprijatnym ili opasnym. V osnovnom, dnevnoe vremja prinadlezit celoveku, nocnoe vremja prinadlezit pokojnikam i demonam. No po pover'jam slavjan polden' toze - opasnoe vremja: dnem suscestvuet opasnyj moment, "lih cas", svoeobraznaja "dyra" vo vremeni, kogda celoveka, esli on popadaet v nee, ozidaet nescast'e. V predlagaemoj stat'e, analiziruetsja sootnosenie vremeni i mifologiceskih suscestv v pover'jah slavjanskih narodov.
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Dienes, Laszlo, and Viktor Nekrasov. "Saperlipopette, ili Esli by da kaby, da vo rtu rosli griby . . ." World Literature Today 59, no. 1 (1985): 117. http://dx.doi.org/10.2307/40140719.

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Holtkamp, Martin, Norman Delanty, Francisco Sales, Jose Serratosa, Rob McMurray, and Vicente Villanueva. "Eslicarbazepine acetate as monotherapy in clinical practice: Outcomes from Euro-Esli." Acta Neurologica Scandinavica 139, no. 1 (October 2, 2018): 49–63. http://dx.doi.org/10.1111/ane.13023.

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Sales, Francisco, João Chaves, Rob McMurray, Rui Loureiro, Hélder Fernandes, and Vicente Villanueva. "Eslicarbazepine acetate in post‐stroke epilepsy: Clinical practice evidence from Euro‐Esli." Acta Neurologica Scandinavica 142, no. 6 (August 12, 2020): 563–73. http://dx.doi.org/10.1111/ane.13323.

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Dissertations / Theses on the topic "Esli"

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Kor, Chahine Irina. "'Esli' et l'expression de la condition en russe moderne." Phd thesis, Université de Provence - Aix-Marseille I, 2001. http://tel.archives-ouvertes.fr/tel-00452520.

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Nous avons organisé notre travail d'après la sémantique d'une phrase type esli p, q, en commençant par les conditionnelles, modèle le plus fréquent. Organisée d'après le type de connecteur qui apparaît dans ces constructions, notre présentation expose les caractéristiques de chaque variante conditionnelle prise séparément. Nous proposons comme base de cette thèse une classification des types de condition en 4 groupes : • condition potentielle • condition irréelle • condition virtuelle • condition réelle Ainsi, la Ie partie est consacrée aux conditionnelles proprement dites et aux hypothétiques avec esli qui réalisent les trois premiers types de condition. Cette partie traite des caractéristiques particulières de ces phrases, de la spécificité de leur construction et de leur fonctionnement. Un chapitre à part est consacré à l'usage des synonymes lexicaux de esli en russe moderne. La IIe partie est centrée sur d'autres variantes conditionnelles. Il s'agit des phrases asyndétiques sans connecteur. Cette partie comprend également les phrases où le rôle du connecteur est assuré par un lexème ou forme grammaticale qui, en soi, n'est pas spécialisé dans l'expression de la condition (l'impératif, stoit, tol'ko, ljuboj, etc.). Ces phrases représentent des synonymes syntaxiques des phrases avec esli. Enfin, la IIIe partie comprend les conditionnelles secondaires, où l'expression de la condition n'est pas mise au premier plan, et les factuelles. Dans le premier cas, il s'agit des itératives, véhiculant une condition réelle. Les déductives et concessives, elles, se trouvent à la limite des conditionnelles et des factuelles. Quant aux factuelles, phrases de mise en relief et phrases oppositives, elles ne sont jamais hypothétiques, mais elles partagent avec les conditionnelles la structure commune du type esli p, q. La présentation de l'ensemble des phrases du type esli p, q permet de montrer une certaine unité où le modèle central est constitué par les conditionnelles.
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Lyakhova, Moulin Mariya. "La concession en russe moderne." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30008/document.

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Dans cette thèse sur la concession en russe moderne, nous avons cerné cette notion en élaborant un schéma prototypique servant à classer différents types de constructions concessives et à intégrer le maximum de structures marquées comme concessives. Ainsi le schéma proposé (p, Cq), basé sur la notion de contraste entre les implications des contenus de p et q, les évaluations de ces contenus ou les actes illocutoires p et q, prend pour principal repère C, conjonction ou préposition concessive. Nous avons étudié la relation concessive dans des constructions bi-Propositives et des propositions simples. Cet ensemble est classé en fonction du statut épistémique de q, puis subdivisé en non-Conditionnel, conditionnel ou contrefactuel. Le deuxième critère de classement est le statut unique ou multiple de q. Dans le premier cas nous avons des constructions non-Généralisantes, dans le second la construction appartient au type généralisant. Nous nous sommes démarquée des recherches traditionnelles en prenant en compte la concession illocutoire : xotja sert à remettre en cause l’énoncé précédent pour une auto-Correction du locuteur qui annonce ainsi le changement du cours de sa pensée. Notre travail nous amène à la conclusion que la concession est un phénomène protéiforme non réductible à une notion de causalité inversée. L’élargissement du champ d’étude permet de jeter un pont entre la notion linguistique et la notion rhétorique de la concession et de donner un tableau plus complet des différentes formes de relation concessive en russe moderne
In this thesis dedicated to concession in modern Russian we specified the concept by means of a prototypical schema which we applied to classify different types of concessive constructions. This schema aims at embracing the majority of sentences marked as concessive. The main mark of the proposed schema (p, C q), based on the idea of contrast between the implications of p and q contents, assessments of these contents or p and q speech acts, is the connective C, a concessive conjunction or preposition. We studied concessive relations in both complex sentences and simple sentences. They are classified according to the epistemic status of q and subdivided into non-Conditional, conditional and counterfactual. The second criterion of classification is the single or multiple status of q. According to it we have, on the one hand, non-Generalized concessive constructions and, on the other, generalized concessive constructions. Outstepping the traditional research, we made a point of studying illocutionary concession as part of the whole. Indeed, xotja in discourse is used by the speaker as a self-Correction technique in order to reject the previous utterance pointing thus the deviation of their thought. As a result of our research we come to the conclusion that concession has multiple forms and cannot be reduced to inoperant causality. Due to a wider research scope we managed to bridge the linguistic and rhetoric concessions and to give a broader view of different forms of concessive relations in modern Russian
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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.

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Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.

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Kallio-Kujala, P. (Pia). "Kielen opetus esi- ja alkuopetuksessa:kuinka kieltä opetetaan esi- ja alkuopetuksessa?" Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201404121272.

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Tutkielman tarkoituksena on selvittää, kuinka kielenopetus tapahtuu esi- ja alkuopetuksessa. Keskityn selvittämään, kuinka lastentarhanopettajat ja opettajat opettavat kieltä, millaista opetusmateriaalia he käyttävät, sekä kuinka he kannustavat, kehuvat ja motivoivat lapsia. Tutkimuksen edetessä kiinnitin huomiota myös siihen, millainen oppimisympäristö lapsilla on. Tutkimukseni kohteena on kolme lastentarhanopettajaa sekä kolme alkuopetuksen opettajaa. Kaikki tutkimushenkilöt ovat naisia ja he työskentelevät Länsi-Suomen läänissä. Tutkielmaan osallistui yhteensä kaksi alakoulua ja kaksi esikoulua. Olen kerännyt aineistoni observoimassa ja haastattelemalla opettajia. Jaoin haastattelun viiteen eri teemaan ja analyysivaiheessa lähdin purkamaan haastatteluja näiden teemojen perusteella. Tarkastelin lastentarhanopettajien ja opettajien vastauksia ja tein niistä yhteenvedon. Opettajat ja lastentarhanopettajat olivat kielenopetuksesta hyvin samoilla linjoilla, mutta muutamia mielipide-eroja oli myös havaittavissa. Esikoulussa herätellään lapsen mielenkiintoa kieltä ja kirjaimia kohtaan esimerkiksi satujen, lorujen, riimien ja laulujen avulla. Opetustuokiot eivät kestä kauaa, joten lasten motivaatio säilyy ja he haluavat oppia. Opetus on leikinomaista ja lasten kanssa pyritään keskustelemaan paljon. Esikoululaiset harjoittelevat suullisesti esimerkiksi aakkosia, äänteitä ja tavuja. He saavat harjoitella käden ja silmän yhteistyötä ja hienomotoriikkaa esimerkiksi kirjoittamalla kirjaimia ja tekemällä hahmotustehtäviä. Esikoulussa on myös käytössään esimerkiksi kuvia, tavukortteja ja oppimispelejä, joilla lapset saavat harjoitella kielellisiä taitojaan. Lapset saavat oppia omaan tahtiin ja lapsia pyritään kannustamaan ja kehumaan sanallisesti. Lapset ovat motivoituneita tekemään tehtäviä, sillä he saavat tehdyistä tehtävistä leimoja. Koulussa lapset joutuvat istumaan paikoillaan suurimman osan koulupäivästä. Oppilaat kertaavat jo esikoulussa opittuja asioita ja oppivat pikkuhiljaa lukemaan ja kirjoittamaan. Opettajien mielestä oppilailla on aluksi suuria tasoeroja, riippuen siitä, kuinka paljon he ovat harjoitelleet kielellistä toimintaa esikoulussa. Tasoerot tasaantuvat pikkuhiljaa ja mikäli tarvetta, niin oppilaat saavat erityistä tukea esimerkiksi opettajalta, avustajalta ja erityisopettajalta. Opettajat seuraavat opetussuunnitelmaa ja etenevät sen mukaisesti. Oppitunnit pyritään pitämään vaihtelevina, jotta oppilaiden ja myös opettajan motivaatio säilyisi ja oppiminen olisi mieluisaa. Opettajat käyttävät apunaan esimerkiksi oppikirjoja, omatekemää materiaalia, pelejä ja kuvia. He kannustavat ja motivoivat oppilaita kehujen, leimojen ja tarrojen avulla. Tutkielmani on mielestäni melko luotettava ja yleistettävä ja uskon, että päästäisiin samoihin tuloksiin, mikäli tutkielma tehtäisiin uudestaan. Mikäli tutkittavia henkilöitä olisi ollut enemmän, olisi tutkielma myös luotettavampi.
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Kundrotienė, Vilma. "Tu esi aš." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110803_155050-60405.

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Žmogus, jo būtis jau šimtmečius jaudina ne vieną filosofą, dramaturgą, poetą ir kiekvieną iš mūsų. Todėl ši tema išlieka aktuali ir neišsemiama bet kuriuo laikmečiu.
A man, his existence is not worried about a century philosopher, playwright, poet and every one of us. Therefore, this topic remains relevant and inexhaustible in any era.
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Ciccarelli, Silvina Beatriz. "ESL for nation-building, the origins of federally-funded ESL in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/MQ28700.pdf.

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Belcher, Lynne Brosnahan Irene. "ESL composition analyzing revision /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918604.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed September 27, 2005. Dissertation Committee: Irene Brosnahan (chair), Margaret Steffensen, Ronald Fortune, Janice Neuleib, Sandra Metts. Includes bibliographical references (leaves 88-92) and abstract. Also available in print.
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Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.

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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.
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Ghidini, Davide. "Accurate Portable Residual Stress ESPI Measurement Device." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020.

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An Electronic Speckle Pattern Interferometer residual stress measurement device based on the hole-drilling technique was designed and built: by carefully design both the mechanical and the optical systems, it has been possible to achieve very nice measurement results, with a compact and cheap device, which promise great on-field capabilities but also large room for further improvement.
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Books on the topic "Esli"

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Esli nastupit zavtra. Moskva: Novosti, 1994.

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Barshchevskii, M. Yu. Esli otkrylos' nasledstvo. Moskva: Yurid. lit-ra, 1989.

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Mili︠u︡kov, Alekseĭ Mikhaĭlovich. Esli kommunisty pobedi︠a︡t. Moskva: Tri veka istorii, 1999.

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Mili︠u︡kov, Alekseĭ. Esli kommunisty pobedi︠a︡t. Moskva: Tri Veka Istorii, 1999.

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Esli serdtse verit. Moscow, Russia: AST, 2001.

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Ionin, S. N. Esli li︠u︡bishʹ: Rasskazy. Moskva: Sovremennik, 1989.

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Barshchevskiĭ, M. I︠U︡. Esli otkrylosʹ nasledstvo--. Moskva: "I︠U︡rid. lit-ra", 1989.

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Esli by znatʹ--. Moskva: AST, 2003.

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Esli by Pushkin--. Moskva: AST, 2008.

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Shimon, Israe l. £. Ben. Esli ty evrei. Rostov-na-Donu: Feniks, 2001.

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Book chapters on the topic "Esli"

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Shekhar, Shashi, and Hui Xiong. "ESRI." In Encyclopedia of GIS, 290. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-35973-1_369.

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Ellenbroek, Bart, Alfonso Abizaid, Shimon Amir, Martina de Zwaan, Sarah Parylak, Pietro Cottone, Eric P. Zorrilla, et al. "ESI." In Encyclopedia of Psychopharmacology, 490. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_4241.

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Schäfer, Stefanie. "Edugyan, Esi." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_8447-1.

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Martínez, Amalia, J. A. Rayas, and R. Cordero. "Optical Configurations for Espi." In Experimental Analysis of Nano and Engineering Materials and Structures, 403–4. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6239-1_200.

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Szirák, Péter. "Kosztolányi, Dezső: Esti Kornél." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_9963-1.

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Frunzi, Nick. "The Esri Virtual Campus." In Teaching Geographic Information Science and Technology in Higher Education, 395–403. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch25.

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Bruins, Andries P. "ESI Source Design." In Electrospray and MALDI Mass Spectrometry, 123–46. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9780470588901.ch4.

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Bidault, Francis, Charles Despres, and Christina Butler. "What Is ESI?" In Leveraged Innovation, 26–44. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230377820_2.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "ESL Literacy Instruction." In ESL (ELL) Literacy Instruction, 241–76. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-8.

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Bünnig, Jens, Georg Fobbe, Uwe Höfkes, Werner Marx, and Hans Uske. "Branchenanalyse der ESI." In Moderne Zeiten — alte Branche, 15–49. Wiesbaden: VS Verlag für Sozialwissenschaften, 1993. http://dx.doi.org/10.1007/978-3-322-93615-8_2.

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Conference papers on the topic "Esli"

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Levontina, I. B. ""UNDERSTATEMENT" AND SARCASM: LEXICALIZATION OF A RHETORICAL DEVICE." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-529-540.

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Understatement is a rhetorical device, based on making a statement weaker than it could be made in a given situation (i.e. underrating, less confident, presented as unimportant). In modern Russian, especially in colloquial speech, an extremely popular rhetorical figure is a combination of understatement and sarcasm; recently, several new ways of forming this figure have appeared: na minutochku, esli chto, nichego chto..? [Eto na minutochku moya professiya; Eto, esli chto, moya professiya; A nichego, chto eto moya professiya?] ([literally This is my profession, for a minute; This is my profession, just in case; Doesn’t it mean anything that this is my profession?]). For some language units, the corresponding meaning is partially or completely lexicalized. So, na minutochku and na sekundochku do not initially possess a “degrading” sense (if it is not really about time, meaning that you need a tiny bit of time for something); they are always used sarcastically. That said, as opposed to na minutochku and na sekundochku, other word forms (na minutu, na minutku, na sekundu, na mig, na mgnovenie) are not used this way. Thus, here we have a completely lexicalized figure of speech. In general, sarcasm is extremely difficult to formalize. Therefore, detection of linguistic manifestations of sarcasm appears to be extremely valuable.
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Pinet, Éric, and Jean-Sébastien Côté. "Birefringent Porous Glass Fiber-Optic Sensor as a Low-Cost End-of-Service-Life Indicator (ESLI) for Organic Vapor Respiratory Cartridges." In Optical Fiber Sensors. Washington, D.C.: OSA, 2006. http://dx.doi.org/10.1364/ofs.2006.wa3.

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LaDue, Nicole. "THE EARTH SCIENCE LITERACY INITIATIVE (ESLI): A HISTORICAL PERSPECTIVE ON THE COMMUNITY-DRIVEN EFFORT TO IDENTIFY THE BIG IDEAS IN THE EARTH SCIENCES." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-320055.

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Perdigão, Rui A. P. "Empowering Earth System Dynamic Intelligence with Information Physics and Quantum Technologies." In International Conference on Earth System Dynamic Intelligence - ESDI 21. Meteoceanics, 2021. http://dx.doi.org/10.46337/esdi.210701rp.

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Hall, Julia, and Rui A. P. Perdigão. "Robust Climate Adaptation with System-of-Systems for Water Intelligence Networks." In International Conference on Earth System Dynamic Intelligence - ESDI 21. Meteoceanics, 2021. http://dx.doi.org/10.46337/esdi.210701hp.

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Perdigão, Rui A. P., and Julia Hall. "Engineering System-of-Systems for Water Intelligence Networks with Earth System Dynamic Intelligence." In International Conference on Earth System Dynamic Intelligence - ESDI 21. Meteoceanics, 2021. http://dx.doi.org/10.46337/esdi.210701ph.

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Bacchini, Francine, David Maliniak, Terry Doherty, Peter McShane, Suhas A. Pai, Sriram Sundararajan, Soo-Kwan Eo, and Pascal Urard. "ESL." In the 42nd annual conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065579.1065602.

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Jeremiassen, Tor, Tim Kogel, Andres Takach, Grant Martin, Adam Donlin, and Karamvir Chatha. "From ESL 2010 to ESL 2015." In the eighth IEEE/ACM/IFIP international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878961.1878973.

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Avery, Seth M., and Robert D. Lorenz. "Measurement of Leadframe Strain in Electrically Active Power Semiconductors." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50357.

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In this work, thermal-mechanical leadframe strain in an electrically active IGBT was measured using electronic speckle pattern interferometry (ESPI). ESPI is a non-contact optical technique capable of high resolution surface displacement measurements. The significant contribution of this paper is an experimental methodology by which strain can be measured in electrically active devices. A 3-D ESPI test stand was developed, combining two cameras to simultaneously capture the local (interconnect level) and global (device level) displacements. Through the combination of incremental sub-loads and mathematical recorrelation of speckle patterns, device power loads have been measured (which would have been otherwise impossible due to speckle decorrelation, which limits measurement of large deformations). A model-based tracking technique was developed from coupled experimental noise measurements and FE modeling — allowing for optimal strain solution to be extracted from noisy displacement results. The developed and experimentally-validated thermal-mechanical FE strain model agreed to within 7% of ESPI strain measurements.
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Zanarini, Alessandro. "Full Field ESPI Vibration Measurements to Predict Fatigue Behavior." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68727.

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Durability of mechanical components is usually evaluated by means of virtual modelling, supported by accurate tests for validation. Besides, many structural parts easily exhibit high modal density with complex displacement patterns and strain fields, that might be difficult to estimate through tests on real samples. Electronic Speckle Pattern Interferometry (ESPI) gives nowadays the opportunity to measure 3D displacements with high spatial accuracy in a wide frequency range by means of optical techniques. Here is proposed an experiment-based procedure to exploit the full-field vibration ESPI measurements in the fatigue behaviour assessment of mechanical components. Starting from a brief description of dynamic ESPI technology, attention is here paid to the complex-valued nature of the fields that can be extracted from ESPI, as displacements and receptance FRF data. By means of a robust numerical differentiation approach and a constitutive model, complex-valued strain & stress fields are evaluated to assess fatigue life, accordingly with the durability model adopted. The whole experiment-based approach is applied on an aluminium isotropic rectangular plate and reported in detail.
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Reports on the topic "Esli"

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Perdigão, Rui A. P. Earth System Dynamic Intelligence - ESDI. Meteoceanics, April 2021. http://dx.doi.org/10.46337/esdi.210414.

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Earth System Dynamic Intelligence (ESDI) entails developing and making innovative use of emerging concepts and pathways in mathematical geophysics, Earth System Dynamics, and information technologies to sense, monitor, harness, analyze, model and fundamentally unveil dynamic understanding across the natural, social and technical geosciences, including the associated manifold multiscale multidomain processes, interactions and complexity, along with the associated predictability and uncertainty dynamics. The ESDI Flagship initiative ignites the development, discussion and cross-fertilization of novel theoretical insights, methodological developments and geophysical applications across interdisciplinary mathematical, geophysical and information technological approaches towards a cross-cutting, mathematically sound, physically consistent, socially conscious and operationally effective Earth System Dynamic Intelligence. Going beyond the well established stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid techniques, ESDI paves the way to exploratory and disruptive developments along emerging information physical intelligence pathways, and bridges fundamental and operational complex problem solving across frontier natural, social and technical geosciences. Overall, the ESDI Flagship breeds a nascent field and community where methodological ingenuity and natural process understanding come together to shed light onto fundamental theoretical aspects to build innovative methodologies, products and services to tackle real-world challenges facing our planet.
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Gaynor, Robert. Computer Grammar Checkers and ESL Writers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6679.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5488.

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Roantree, Barra, Bertrand Maître, Alyvia McTague, and Ivan Privalko. Poverty, income inequality and living standards in Ireland. ESRI and The Community Foundation for Ireland, May 2021. http://dx.doi.org/10.26504/bkmnext412.

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This report – funded by the Community Foundation for Ireland – brings together data from household surveys collected by the ESRI and the Central Statistics Office to create the first harmonised set of indicators on incomes, income inequality and poverty covering the period 1987 to 2019. These will be published on the ESRI website and can be used by policymakers, academics, journalists and the wider public to inform discussions around income inequality, poverty and deprivation.
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Harlow, J., and F. Brglez. Synthesis of ESI Equivalence Class Combinational Circuit Mutants. Fort Belvoir, VA: Defense Technical Information Center, October 1997. http://dx.doi.org/10.21236/ada344593.

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6785.

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Sacklin, Jennifer. Identity and Investment in the Community ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2323.

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McGinnity, Frances, Ivan Privalko, Éamonn Fahey, Doireann O'Brien, and Shannen Enright. Origin and integration: a study of migrants in the 2016 Irish Census. ESRI and Department of Justice and Equality, June 2020. http://dx.doi.org/10.26504/bkmnext392.pdf.

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Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5269.

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Yamamoto, Noriko. Effects of setting on Japanese ESL students' interaction patterns. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6156.

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