Academic literature on the topic 'Fiji Languages'

In Fiji, the Hindi language is one of the three National languages (English and I-Taukei) used. It is the mother tongue of almost 35% of Fiji’s population attested to the arrival of indentured laborers in the late 1800’s which give the country multilingualism. Fiji was previously bilingual with the colonialism, Christian missionaries and explorers bringing the English language. Unfortunately, there is emerging a trend in the decline of tertiary students undertaking studies in the Hindi Language. This paper evaluates the determinants for the decline in Hindi Language students and makes appropriate recommendations.

Abstract Barriers to acquiring and using a shared sign language alienate deaf children and adults from their fundamental human rights to communication, education, social and economic participation, and access to services. International data collected by the World Federation of the Deaf (WFD) identify that in economically developing countries, deaf individuals are at particularly high risk of marginalization, which applies to countries in the Pacific region. This report provides a snapshot of the status of deaf people as sign language users in six Pacific nations: Fiji, Papua New Guinea (PNG), Samoa, Solomon Islands, Timor Leste and Kiribati. Information was contributed by sign language interpreters from these countries during a panel convened at the first Oceania regional conference of the World Association of Sign Language Interpreters, in Fiji, 2018. The report outlines conditions for education through sign language and the emergence of sign language interpreting as a means of increasing access and social equity for deaf people in these countries, albeit this remains largely on a voluntary basis. While Fiji and PNG governments have recognized the status of sign languages in their respective countries and allocated some resources to the inclusion of sign language users, practical support of deaf sign language users tends to be progressed on grounds of disability rights rather than language rights; e.g., several Pacific countries have ratified the United Nations Convention on the Rights for People with Disabilities, which includes provisions for sign language users, and deaf advocacy efforts have gained political traction from alliance with disability organizations.

The teaching of vernacular languages or mother tongues in the Pacific island countries is one of the most neglected and vulnerable areas in education. This is borne out by the results of various studies that have been conducted over the past decades on literacy writings in vernacular. To an utter dismay, day by day and year by year, the numbers of Hindi vernacular students have been considerably declining, which is having a direct repercussion on scant publication of local literally writings in Hindi language. This original article will shed some light upon the vernacular teaching and learning of Hindi language, which has a long history in Fiji’s education system. What used to be one’s identity is now treated as a vehicular language, only to be used for conversational purposes. The novelty of the article will also oversee the extent of Hindi language teachings, since its early inception, and the repertoire of means that were adopted to retain her true essence in safe guarding her for the future generations. So much so, the piece is also going to look upon some of the ways in which Hindi literary writings could be brought back in Fiji’s current digitalised era, and what could be done to stop her from being near extinction.

The Austronesian language family is the second largest on Earth in number of languages, and was the largest in geographical extent before the European colonial expansions of the past five centuries. This alone makes the determination of its homeland a research question of the first order. There is now near-universal agreement among both linguists and archaeologists that the Austronesian expansion began from Taiwan, somewhat more than a millennium after it was settled by Neolithic rice and millet farmers from Southeast China. The first “long pause,” between the settlement of Taiwan and of the northern Philippines, may have been due to inadequate sailing technology, an obstacle that was overcome by the invention of the outrigger canoe complex. The second “long pause,” between the settlement of Fiji–Western Polynesia and of the rest of Triangle Polynesia, may also have been due to inadequate sailing technology, an obstacle that was overcome by the invention of the double-hulled canoe.

The island of Rotuma in Fiji poses a paradox. Indigenous Fijians make up more than 60% of Fiji’s population. However, as a unique ethnic group, Rotumans are a demographic minority, with their language listed on the UNESCO list of endangered languages. This is caused by extensive outmigration, with more than 80% of Rotumans residing outside of Rotuma. Recently, Rotuman migrants have heavily relied on Information and Communication Technologies (ICTs) and new media, as tools for reinvigorating culture, rekindling familial ties and being a platform for political discourse on Rotuman issues. Facebook has been increasingly employed by Rotumans to inform and educate themselves and their networks on the implications of two bills introduced in Fiji’s Parliament in 2015, which impact Rotuma in terms of its land and customs. This article examines how Rotumans have innovatively used social media to reinvigorate culture and how this has evolved to take on an increasingly political dimension.

The purpose of this paper is to provide a brief summary of mental health issues among Asian and Pacific Islander (API) communities in the U.S. APIs include individuals from Far East Asia (e.g., Korea, China), Central Asia (e.g., Afghanistan, Uzbekistan), South Asia (e.g., India, Pakistan), South East Asia (e.g., Thailand, Philippines), Western Asia (e.g., Iran, Saudi Arabia), and Pacific islands (e.g., Hawaii, Samoa, Mariana island, Fiji, Palau, French Polynesia, Marshall Islands, Micronesia, New Zealand, Tokelau islands, Niue, and Cook Islands). Collectively they speak more than one hundred languages and dialects. Such a diversity across the API community presents unique challenges and opportunities for research, education, and practice. The existing body of literature on mental health issues in API communities is marred by the lack of high-quality data and insufficient degrees of disaggregation. Such a knowledge gap hindered our ability to develop culturally and linguistically tailored interventions, and in turn, API communities have experienced mental health disparities and mental health services’ disparities. To move the field forward, future research effort with APIs should focus on articulating variations across different API subgroups, identifying what explains such variations, and examining the implications of such variations to research, practice, education, and policy.

Kaute and its derivatives koute, ʻoute and ʻaute are Polynesian names for a red-flowered Hibiscus. Since its first botanical collection on Tahiti by Banks and Solander (1769), this hibiscus has been referred to as H. rosa-sinensis L. and assumed to have been introduced by the bearers of the archaeological culture known as Lapita. Lapita people settled West Polynesia around 2800 BP and spoke a language derived from Proto-Oceanic, the common ancestor of almost all the Austronesian languages of Island Melanesia and Micronesia as well as Polynesia. However, whereas Proto-Oceanic names can be reconstructed for many plants found in East Polynesia, the term kaute cannot be attributed to Proto-Oceanic, the name likely being locally derived in East Polynesia from that of paper mulberry (Broussonetia papyrifera (L.) L’Hér. ex Vent.). On the basis of linguistic evidence, we contend that kaute was domesticated in a high island area of Central Eastern Polynesia and then dispersed in relatively recent pre-European times (ca. 500–700 BP) westwards through West Polynesia, to nearby islands such as the Fiji archipelago and Rotuma and to Polynesian Outliers in Papua New Guinea and the Solomon Islands. Dissemination occurred before the -au- sequence changed to -ou- and k sporadically changed to ʻ, so that kaute rather than contemporary Marquesan koute and ʻoute was the term that was carried westward from the Marquesas. Kaute is here suggested to be an endemic East Polynesian species, different from H. rosa-sinensis L. Further field and genetic research is needed to definitively determine the phylogenetic relationships of kaute and a taxonomic description is required for formal recognition.

This is a collection of 19 articles written by educators, policymakers, and linguists addressing the use of Pacific languages in education. The focus is on small island countries, and so Australia is not included. The book, well illustrated and containing many useful maps, is edited by two scholars with extensive research experience in the Pacific. They have grouped the articles around three important themes relevant to local education systems: (a) the roles of vernaculars in formal education; (b) questions of policy, maintenance, and non-governmental programs; and (c) issues, problems, standards, and attitudes. The result is a book that presents a compelling picture of the linguistic situation of various education systems in the Pacific nations. To summarize the situation briefly: Nothing is simple.

This thesis examines the proposition that the local population at a tourist destination copy the economic behaviour of tourists and learn to give economic value to the same objects and activities that are demonstrated by tourists. Levuka, the old capital of Fiji, served as the case study. It was found that decisions are based on the experiences and the cultural template of which those decisions are a part. There are many acculturating factors involved in the learning process as a subsistance-based economy becomes more monetised. The purchasing habits of tourists have little obvious effect. However, there is evidence that what is of value to tourists and what encourages them to visit the destination are not fully appreciated by many of the host population. Examples of these culturally dissimilar values are externalities such as the physical structures of the built environment and unquantifiable factors such as the ambience of the destination. It is argued that an understanding of the factors that have created cultural rules is necessary if a complete analysis of the effects of tourism is to be undertaken. This can be achieved by considering change as a process and tracing that process by examining the cultural history of the host community. Tourism should be seen as another aspect of change. The response to tourism will then be seen as a new challenge that will be met using the lessons previously learnt and incorporated into the cultural template.

Lindgren’s character Pippi Longstocking is well-known all around the world. Acclaimed by feminist movements, she has been considered as a proud role model, striving for equality, who has significantly influenced many young children. However, scholars agree that she has not had the same impact in every single country due to problems that stem from the translation work’s ethic. Thus, this study strives to investigate translation’s power on readership’s perception and decryption of Lindgren’s character by comparing narrative and lexical choices of two French translations of Pippi’s books. Based on the translator’s invisibility concept and feminist translation theories, the results show that Pippi Longstocking’s depiction can purposefully be altered by the translator to match French cultural standards. By impeding readers to get a full and unbiased picture of the character, the translator suppresses the subversiveness of Lindgren’s work. Thus, the forced domestication process causes the loss of key features that make Pippi iconic.

La Filière Bilingue (FiBi), une école publique dont le concept repose sur l’enseignement par immersion réciproque, se trouve à la frontière linguistique, à Biel/Bienne. L’enseignement y est dispensé à parts égales en (suisse-) allemand et en français (Modèle 50/50) par des enseignant-e-s locutrices/locuteurs natives/natifs. Cette école, qui offre une alternative aux écoles avec une seule langue de scolarisation, promeut l’intégration des élèves francophones et germanophones, mais aussi d’enfants allophones ne partageant pas les deux langues de scolarisation. Elle favorise ainsi «le développement du bilinguisme et de la bi-littératie, en plus du niveau requis des savoirs disciplinaires et des compétences interculturelles de tous les élèves» (Christian 1994: 1). La présence d’élèves francophones, germanophones et allophones dans la même classe permet à ces apprenant-e-s, plurilingues en devenir, l’acquisition des deux langues de scolarisation en communiquant avec des locutrices/locuteurs natives/natifs et en valorisant leurs cultures respectives.Cette thèse se propose de documenter le développement des deux langues de scolarisation (français et (suisse-)allemand). La première partie de ce travail présente le cadre théorique. Après avoir donné la définition de quelques notions clés comme «langue», «bilinguisme vs. SLA», «plurilinguisme», «immersion (réciproque)» et «translanguaging», nous adopterons une perspective qui montre comment les plurilingues en devenir utilisent leur deux langues de scolarisation afin de communiquer de façon efficace. En faisant référence à une idéologie hétéroglossique, cette perspective plus holistique permettra d'analyser l'apprentissage des langues en tenant compte de l’interdépendance fonctionnelle des deux langues. Ceci constituera la base à travers laquelle nous analyserons les pratiques langagières des apprenant-e-s et les résultats d’interviews semi-dirigées et axées sur la performance conduites dans les deux langues de scolarisation (dix interviews au total).Dans la deuxième partie de notre travail, nous présenterons les données empiriques qui constituent notre corpus de référence et en proposerons une analyse. En ce qui concerne les données, notre choix s’est porté sur un corpus longitudinal qui a été récolté pendant quatre ans. Ce choix nous a paru le meilleur moyen pour décrire le processus dynamique de l’acquisition des deux langues (français et (suisse-) allemand). Quant à l’analyse des données, nous avons décidé de combiner deux approches complémentaires : l’analyse qualitative permettra de décrire de manière détaillée les stratégies du «translanguaging» (García, 2009) utilisées par les élèves, alors que l’analyse quantitative s’attachera à évaluer la capacité des apprenant-e-s «à utiliser la langue de façon communicative» (Bachman et Palmer, 2010) à différents moments de leur apprentissage.Dans la troisième et dernière partie, nous nous attacherons aux implications pédagogiques que ce type d’immersion suppose et que notre étude essaie de modéliser. En effet, il importe que les (futur-e-s) enseignant-e-s œuvrant dans ces écoles devraient bénéficient d’une formation adéquate se basant sur la professionnalisation de l’enseignement par immersion, autrement dit fondée sur la recherche et adaptée à la pratique. Le but sera de former des enseignant-e-s capables de soutenir le plus efficacement possible leurs élèves dans le processus de l’apprentissage intégré des savoirs discipinaires et linguistiques. Nous conclurons ce travail par une synthèse de l'étude et de ses principaux résultats et nous efforcerons de dégager des pistes intéressantes pour des projets de recherche ultérieurs
The two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a Swiss public school situated on the language border in Biel/Bienne. This two-way immersion program integrates French-speaking and German-speaking students and «strives to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students» (Christian 1994: 1). The presence of approximately equal numbers of native speakers of both languages in the same class provides opportunities for students to communicate with native-speaker peers, creating linguistic and intercultural benefits for both groups. Moreover, each class is composed of one third of allophone students having neither French, nor (Swiss) German as an L1 (or L1s). The amount of instructional time is equal in the two languages of schooling at all grade levels (50/50 program model). The focus of this thesis is the emergent multilinguals’ development in their two languages of schooling (French and (Swiss) German). The first part is theory-driven and defines some basic notions such as «language», «bilingualism vs. SLA», «multilingualism», «(two-way) immersion» and «translanguaging», resulting in the proposition to approach the emergent multilinguals’ proficiency outcomes from the perspective of what speakers do with the two languages of schooling in order to communicate efficiently and effectively. Considering multiple language practices in functional interrelationship can be referred to as a heteroglossic language ideology. Adopting thus a more holistic view on multilingual development forms the basis for the analysis of the outcomes of semi-structured and performance-oriented interviews – conducted with the emergent multilinguals in their two languages of schooling at five points in time (ten interviews in total).In the second part, an empirical study with data from our corpus – collected over a period of four years - is presented. Two approaches are combined for the analysis of data: whereas the qualitative analysis shows some illustrative examples of the learners’ translanguaging strategies (García, 2009), the quantitative analysis focuses on the measurement of their ability «to use language communicatively» (Bachman and Palmer, 2010). In lieu of measuring a current level of achievement in the learners’ two languages of schooling, process measures provide a broader picture, including variations in performance from a longitudinal perspective and documenting the emergent multilinguals’ dynamic process of becoming proficient in their two languages of schooling. In part three, major findings and limitations of the study are presented, including pedagogical implications resulting from the outcomes of this study. We conclude that practicing and future teachers of immersion schools need an appropriate teacher education with focus on the professionalization of two-way immersion education. This research-based and practitioner-informed teacher training should aim to train teachers who are able to best support emergent multilinguals in their process to learn content by means of two languages of schooling.The conclusion presents a summary of our study and suggests further possible research projects
Die Filière Bilingue (FiBi) ist eine öffentliche Schule. Deren Konzept basiert auf dem Prinzipder reziproken Immersion. Sie befindet sich an der Sprachgrenze in Biel/Bienne. Diese Schule – eineAlternative zu Schulen mit einer Schulsprache - fördert die Integration von deutschsprachigen undfranzösischsprachigen Lernenden und «fördert die Zweisprachigkeit sowie die Lese- undSchreibfähigkeit in beiden Zielsprachen und das Erreichen der Lernziele in allen Schulfächern vonallen Lernenden» (Christian 1994: 1). Ausserdem besteht ein Drittel jeder Klasse aus allophonenKindern, die weder Deutsch noch Französisch als Erstsprache(n) haben. Der Unterricht erfolgt je zurHälfte auf Französisch und Deutsch (50/50-Modell). Da die Klassen je hälftig aus deutsch- undfranzösischsprachigen Kindern zusammengesetzt werden, ermöglicht dies den Lernenden mitMuttersprachlern der «anderen» Schulsprache zu kommunizieren und interkulturelle Kompetenzen zuerwerben.Diese Arbeit dokumentiert die Entwicklung der Lernenden in ihren zwei Schulsprachen. Dererste Teil dieser Arbeit liefert einen theoretischen Rahmen und klärt Begriffe wie «Sprache»,«Zweisprachigkeit vs. SLA», «Mehrsprachigkeit», «(reziproke) Immersion» und «translanguaging»,gefolgt vom Vorschlag, eine Perspektive einzunehmen, die zeigt, wie die Lernenden dieSchulsprachen brauchen, um effizient zu kommunizieren. Die Betrachtung der multiplenSprachpraktiken in ihrer funktionellen wechselseitigen Abhängigkeit verweist auf eine HeteroglossieIdeologie.52 Eine solche ganzheitliche Betrachtung der mehrsprachigen Entwicklung der Lernendenbildet die theoretische Grundlage für die Auswertung der gesammelten Daten aus den halbstrukturiertenund auf Performanz ausgerichteten Leitfaden-Interviews (zehn Interviews insgesamt invier Jahren).Der zweite Teil dieser Arbeit präsentiert eine empirische Langzeitstudie. Zwei Ansätzewurden bei der Analyse der gesammelten Daten kombiniert: während die qualitative AnalyseStrategien wie «translanguaging» (García, 2009a) von Lernenden zeigt, fokussiert die quantitativeAnalyse auf die Messung der Fähigkeit «Sprache auf kommunikative Weise zu verwenden» (Bachmanund Palmer, 2010). Anstatt das aktuelle Sprachniveau der Lernenden in den beiden Schulsprachen zumessen, wird ein breiteres Bild gezeigt, das Variationen in der Performanz der Lernenden einschliesstund den dynamischen Spracherwerbsprozess aufzeigt. So wird der effiziente und kreative Gebrauchder Sprache sowie mehrsprachige Diskurs-Praktiken wie «translanguaging» gezeigt. Diese multiplenSprachpraktiken zeigen das dynamische und interaktive Kommunikationssystem der mehrsprachigenLernenden und deren Spracherwerbsprozess in.Im dritten Teil werden die pädagogischen Schlussfolgerungen präsentiert. Eine angemesseneLehrerausbildung für diese Lehrpersonen fokussierend auf der Professionalisierung des Immersions-Unterrichts wäre wünschenswert, in welcher ein für die Praktiker/innen nützlicher Wissenstransfervon Forschungsresultaten stattfindet. So könnten die Lernenden bestmöglich beim Prozess, sichSchulstoff durch zwei Schulsprachen anzueignen, unterstützt werden. Der Schlussteil dieser Arbeitfasst die Studie und deren Ergebnisse zusammen und zeigt weitere Forschungsperspektiven auf

La morphologie de la langue arabe est riche, complexe, et hautement flexionnelle. Nous avons développé une nouvelle approche pour la morphologie traditionnelle arabe destinés aux traitements automatiques de l’arabe écrit. Cette approche permet de formaliser plus simplement la morphologie sémitique en utilisant Unitex, une suite logicielle fondée sur des ressources lexicales pour l'analyse de corpus. Pour les verbes (Neme, 2011), j’ai proposé une taxonomie flexionnelle qui accroît la lisibilité du lexique et facilite l’encodage, la correction et la mise-à-jour par les locuteurs et linguistes arabes. La grammaire traditionnelle définit les classes verbales par des schèmes et des sous-classes par la nature des lettres de la racine. Dans ma taxonomie, les classes traditionnelles sont réutilisées, et les sous-classes sont redéfinies plus simplement. La couverture lexicale de cette ressource pour les verbes dans un corpus test est de 99 %. Pour les noms et les adjectifs (Neme, 2013) et leurs pluriels brisés, nous sommes allés plus loin dans l’adaptation de la morphologie traditionnelle. Tout d’abord, bien que cette tradition soit basée sur des règles dérivationnelles, nous nous sommes restreints aux règles exclusivement flexionnelles. Ensuite, nous avons gardé les concepts de racine et de schème, essentiels au modèle sémitique. Pourtant, notre innovation réside dans l’inversion du modèle traditionnel de racine-et-schème au modèle schème-et-racine, qui maintient concis et ordonné l’ensemble des classes de modèle et de sous-classes de racine. Ainsi, nous avons élaboré une taxonomie pour le pluriel brisé contenant 160 classes flexionnelles, ce qui simplifie dix fois l’encodage du pluriel brisé. Depuis, j’ai élaboré des ressources complètes pour l’arabe écrit. Ces ressources sont décrites dans Neme et Paumier (2019). Ainsi, nous avons complété ces taxonomies par des classes suffixées pour les pluriels réguliers, adverbes, et d’autres catégories grammaticales afin de couvrir l’ensemble du lexique. En tout, nous obtenons environ 1000 classes de flexion implémentées au moyen de transducteurs concatenatifs et non-concatenatifs. A partir de zéro, j’ai créé 76000 lemmes entièrement voyellisés, et chacun est associé à une classe flexionnelle. Ces lemmes sont fléchis en utilisant ces 1000 FST, produisant un lexique entièrement fléchi de plus 6 millions de formes. J’ai étendu cette ressource entièrement fléchie à l’aide de grammaires d’agglutination pour identifier les mots composés jusqu’à 5 segments, agglutinés autour d’un verbe, d’un nom, d’un adjectif ou d’une particule. Les grammaires d’agglutination étendent la reconnaissance à plus de 500 millions de formes de mots valides, partiellement ou entièrement voyelles. La taille de fichier texte généré est de 340 mégaoctets (UTF-16). Il est compressé en 11 mégaoctets avant d’être chargé en mémoire pour la recherche rapide (fast lookup). La génération, la compression et la minimisation du lexique prennent moins d’une minute sur un MacBook. Le taux de couverture lexical d’un corpus est supérieur à 99 %. La vitesse de tagger est de plus de 200 000 mots/s, si les ressources ont été pré-chargées en mémoire RAM. La précision et la rapidité de nos outils résultent de notre approche linguistique systématique et de l’adoption des meilleurs choix pratiques en matière de méthodes mathématiques et informatiques. La procédure de recherche est rapide parce que nous utilisons l’algorithme de minimisation d’automate déterministique acyclique (Revuz, 1992) pour comprimer le dictionnaire complet, et parce qu’il n’a que des chaînes constantes. La performance du tagger est le résultat des bons choix pratiques dans les technologies automates finis (FSA/FST) car toutes les formes fléchies calculées à l’avance pour une identification précise et pour tirer le meilleur parti de la compression et une recherche des mots déterministes et efficace
We developed an original approach to Arabic traditional morphology, involving new concepts in Semitic lexicology, morphology, and grammar for standard written Arabic. This new methodology for handling the rich and complex Semitic languages is based on good practices in Finite-State technologies (FSA/FST) by using Unitex, a lexicon-based corpus processing suite. For verbs (Neme, 2011), I proposed an inflectional taxonomy that increases the lexicon readability and makes it easier for Arabic speakers and linguists to encode, correct, and update it. Traditional grammar defines inflectional verbal classes by using verbal pattern-classes and root-classes. In our taxonomy, traditional pattern-classes are reused, and root-classes are redefined into a simpler system. The lexicon of verbs covered more than 99% of an evaluation corpus. For nouns and adjectives (Neme, 2013), we went one step further in the adaptation of traditional morphology. First, while this tradition is based on derivational rules, we found our description on inflectional ones. Next, we keep the concepts of root and pattern, which is the backbone of the traditional Semitic model. Still, our breakthrough lies in the reversal of the traditional root-and-pattern Semitic model into a pattern-and-root model, which keeps small and orderly the set of pattern classes and root sub-classes. I elaborated a taxonomy for broken plural containing 160 inflectional classes, which simplifies ten times the encoding of broken plural. Since then, I elaborated comprehensive resources for Arabic. These resources are described in Neme and Paumier (2019). To take into account all aspects of the rich morphology of Arabic, I have completed our taxonomy with suffixal inflexional classes for regular plurals, adverbs, and other parts of speech (POS) to cover all the lexicon. In all, I identified around 1000 Semitic and suffixal inflectional classes implemented with concatenative and non-concatenative FST devices.From scratch, I created 76000 fully vowelized lemmas, and each one is associated with an inflectional class. These lemmas are inflected by using these 1000 FSTs, producing a fully inflected lexicon with more than 6 million forms. I extended this fully inflected resource using agglutination grammars to identify words composed of up to 5 segments, agglutinated around a core inflected verb, noun, adjective, or particle. The agglutination grammars extend the recognition to more than 500 million valid delimited word forms, partially or fully vowelized. The flat file size of 6 million forms is 340 megabytes (UTF-16). It is compressed then into 11 Mbytes before loading to memory for fast retrieval. The generation, compression, and minimization of the full-form lexicon take less than one minute on a common Unix laptop. The lexical coverage rate is more than 99%. The tagger speed is 5000 words/second, and more than 200 000 words/s, if the resources are preloaded/resident in the RAM. The accuracy and speed of our tools result from our systematic linguistic approach and from our choice to embrace the best practices in mathematical and computational methods. The lookup procedure is fast because we use Minimal Acyclic Deterministic Finite Automaton (Revuz, 1992) to compress the full-form dictionary, and because it has only constant strings and no embedded rules. The breakthrough of our linguistic approach remains principally on the reversal of the traditional root-and-pattern Semitic model into a pattern-and-root model.Nonetheless, our computational approach is based on good practices in Finite-State technologies (FSA/FST) as all the full-forms were computed in advance for accurate identification and to get the best from the FSA compression for fast and efficient lookups

This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-`Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.

On traite de la reconnaissance des mots bi-infinis par un automate fini: on demontre que tout langage reconnaissable de mots infinis peut etre reconnu par un automate co-deterministe; on etend aux mots bi-infinis, le theoreme de mcnaughton; on etudie les proprietes de l'ensemble des facteurs d'un mot bi-infini dans le cas ou cet ensemble est reconnaissable; on determine par un theoreme d'existence d'automate minimal

Dans cette thèse, on s'intéresse aux automates cellulaires en tant que modèle de calcul permettant de reconnaître des langages. Dans un tel domaine, il est toujours difficile d'établir des résultats négatifs, typiquement de prouver qu'un langage donné n'est pas reconnu en une certaine fonction de temps par une certaine classe d'automates. On se focalisera en particulier sur les classes de faible complexité comme le temps réel, au sujet desquelles de nombreuses questions restent ouvertes.Dans une première partie, on propose plusieurs manières d'affaiblir encore les classes de langages étudiées, permettant ainsi d'obtenir des exemples de résultats négatifs. Dans une seconde partie, on montre un théorème d'accélération par automate cellulaire d'un modèle séquentiel, les automates finis oublieux. Ce modèle est une version a priori affaiblie, mais non triviale, des automates finis à plusieurs têtes de lecture
This document deals with cellular automata as a model of computation used to recognise languages. In such a domain, it is always difficult to provide negative results, that is, typically, to prove that a given language is not recognised in some function of time by some class of automata. The document focuses in particular on the low-complexity classes such as real time, about which a lot of questions remain open since several decades.In a first part, several techniques to weaken further still these classes of languages are investigated, thereby bringing examples of negative results. A second part is dedicated to the comparison of cellular automata with another model language recognition, namely multi-head finite automata. This leads to speed-up theorem when finite automata are oblivious, which makes them a priori weaker than in the general case but leaves them a nontrivial power

Etude des automates munis d'une fonction de coût sur un alphabet à une seule lettre : calcul de la borne optimale. Etude des monoïdes libres commutatifs finiment engendrés, des représentations des parties rationnelles. Preuve de la décidabilité de savoir si une partie rationnelle est limitée

L'analyse prévisionnelle des risques d'un système complexe repose aujourd'hui sur une modélisation de la dynamique du système vis-à-vis des défaillances et réparations de ses composants. L'analyse qualitative d'un tel système consiste à rechercher et à analyser les scénarios conduisant à la panne. En raison de leur nombre, il est courant de ne s'intéresser qu'aux scénarios les plus caractéristiques, les Séquences de Coupe Minimales (SCM). L'absence de formalisation de ces SCM a généré soit des définitions spécifiques à certains outils de modélisation soit des définitions informelles. Les travaux présentés dans cette thèse proposent: i) un cadre et une définition formelle des séquences de coupe minimales, tout deux indépendants de l'outil de modélisation de fiabilité utilisé, ii) une méthode permettant leur calcul, méthode basée sur des propriétés déduites de leur définition, iii) l'extension des premières définitions aux composants multimodes. Ce cadre permet le calcul des SCM pour des installations décrites avec les Boolean logic Driven Markov Processes (BDMP). Sous l'hypothèse que l'ensemble des scénarios représentés implicitement via le modèle de sûreté établi peut être modélisé à l'aide d'un automate fini, ces travaux définissent la notion de cohérence des systèmes dynamiques et réparables, et le moyen d'obtenir une représentation minimale de l'ensemble des scénarios menant à la défaillance du système.

ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131