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RABETOANDRO, Faniry, Pierre CAUCHY, Guillaume ST-ONGE, Pierre MERCURE-BOISSONNAULT, Cédric GERVAISE, and Sylvain LAFRANCE. "Underwater radiated noise explained from ship characteristics and operating conditions - Model obtained from the MARS database." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 270, no. 3 (2024): 8138–44. http://dx.doi.org/10.3397/in_2024_4051.
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Understanding how ship characteristics and operating conditions impact underwater radiated noise (URN) is key to identifying essential avenues for noise reduction and predict associated risks for the marine life. Previous studies have revealed that current models could only explain up to 50% of the observed variability in URN levels. In this study, we used a unique dataset, collected within the Marine Acoustic Research Station (MARS) project (www.projet-mars. ca/en). The dataset is consisting of ~1000 acoustic signatures from vessels in the St. Lawrence shipping lane (eastern Canada), and 174 high-quality signatures from partner vessels following an optimized measurement protocol and considering design parameters, meteorological, and oceanographic data. Applying functional regression, as described by MacGillivray et al. (2022), we quantified the relationship between vessel characteristics, operation conditions and URN. Our findings quantify the direct effect of the speed, size, and draft on URN across a frequency range of 10-500 Hz. Using these relationships, we propose a tailored URN predictive model representative of the St. Lawrence fleet. We then compare its performance to previously published models and asses the gains linked to the active collaboration of ship owners, contributing to the wide range of available operation conditions available in our dataset.
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Chew, Soo Hong, Bin Miao, and Songfa Zhong. "Ellsberg meets Keynes at an urn." Quantitative Economics 14, no. 3 (2023): 1133–62. http://dx.doi.org/10.3982/qe2253.
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Keynes (1921) and Ellsberg (1961) have articulated an aversion toward betting on an urn containing balls of two colors of unknown proportion to one with a 50–50 composition. Keynes views this as reflecting different preferences for bets arising from different sources of uncertainty. Ellsberg describes this as weighting the priors arising from the unknown urn pessimistically. In two experiments, we observe substantial links between attitude toward almost‐objective uncertainty and attitudes toward multiple‐prior uncertainties in terms of ambiguity and its corresponding compound risk. Our findings point to a shared component across domains of uncertainty and motivate the need for further theoretical development.
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Afanasyev, Vladimir V., and Alla A. Solovyeva. "Combining Euler series and series from continuations of the Bernoulli scheme." Journal of Physics: Conference Series 2373, no. 6 (2022): 062009. http://dx.doi.org/10.1088/1742-6596/2373/6/062009.
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Abstract This article describes a new approach to constructing numerical series which converge to an irrational number, a two series combination being proposed. The first series is constructed from the probabilistic interpretation of summing numerical series, which is the authors’ continuation of the Bernoulli scheme. Our ideas are based on the rejection of finiteness and independence of trails. A probabilistic urn model allows us to get a convergent numerical series as well as a series coinciding with the elements of Leibniz harmonic triangle diagonals. The second series used in the considered approach is presented by different Euler series which are extensions of the Basel problem. The combination of two numerical series makes it possible to sum unknown numerical series in closed form. A new reading of the Leibniz harmonic triangle and Euler series variations as well as an approach to finding probabilistic urn models of the summing series are proposed. It is symbolic that the paper considers the ways of connecting the “Basel series” and the series obtained from the continuation of the Bernoulli scheme taking into account that Jacob and Johann Bernoulli worked at the University of Basel. The adoption of the method of combining two numerical series enables to obtain results which have not been previously published in scientific literature.
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Benthien, Gaby. "The transition from L2 learner to L2 teacher." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 85–102. http://dx.doi.org/10.17011/apples/urn.201708233540.
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While newly employed teachers may begin their career with certain ideas and beliefs, these are influenced by different stimuli, encounters and constraints which lead to the ongoing recalibration of their L2 identity. This longitudinal case study explores the L2 journey of a Japanese teacher of English through narrative inquiry using a dynamic approach. Drawing on interview data, the study documents the participant’s transition from L2 learner and pre-service teacher to L2 teacher, focusing on the interconnectedness of the L2 learning and teaching environment and extended socio-educational environment, and the effect of educational, geographical, professional, social, and temporal factors. The study provides a holistic view of the complex interplay between the continuing L2 learner identity and emerging L2 teacher identity, as experienced from the perspective of the novice teacher. The complexity of establishing a professional L2 teacher identity in Japan is highlighted, including discovering one’s own teaching style, finding ways of adapting teaching to national educational directives, meeting the challenges of motivating students, feeling a sense of responsibility for examination preparation, encountering cross-cultural and power issues in team teaching, contemplating future career options, and coming to terms with employment practices. Based on the findings, the study concludes by offering some suggestions for taking not only the challenges faced by the L2 learner, but also the L2 teacher into account, and ways of encouraging meaningful dialogue between researchers, teacher educators and teachers.
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Zhang, Wei, Duanqiang Zhai, and Ziqi Wang. "Travel Characteristics and Vulnerability Analysis of Road Resource Utilization Based on Taxi GPS Data." Sustainability 16, no. 14 (2024): 5979. http://dx.doi.org/10.3390/su16145979.
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Residents’ travel and logistics are greatly affected by urban transportation networks, which are one of the most important supports for urban socio-economic activities. Urban transportation systems tend to cripple when faced with challenges such as natural hazards and social unrest. This paper proposes a framework for a vulnerability analysis of urban road networks (URNs) based on real traffic flows with GPS data. An improved K-shell critical node identification method is proposed based on structural and traffic characteristics. Then, a cascade failure model is proposed to analyze the structural and functional vulnerability of the URN by combining the load capacity model and the vulnerability model. This paper takes the Harbin main city URN as an example and first analyzes the passenger travel distribution and the relationship between travel orders, population and POI. Four deliberate attack methods are proposed to analyze the vulnerability of the URN under deliberate attack on commute days and rest days. The experimental results show that URNs exhibit intense vulnerability, with the fastest cascading failure occurring based on improved K-shell node failure. Furthermore, URNs are more vulnerable on rest days compared to commuter days. These findings could be used to inform a vulnerability-based spatiotemporal design of UBNs and provide theoretical support for managing traffic congestion on different days.
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Minozzi, Simona, Valentina Giuffra, Jasmine Bagnoli, et al. "An investigation of Etruscan cremations by Computed Tomography (CT)." Antiquity 84, no. 323 (2010): 195–201. http://dx.doi.org/10.1017/s0003598x00099865.
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The cremation urn is a tiny archaeological site of its own, with finds, features, stratification and structure. The old prescription was to take the pot apart, or slice it, and micro-excavate with inevitable damage and loss. Here is a new methodology – the application of a CT scan as used in medicine. The authors evaluate the results on 35 Etruscan cremations, finding that CT not only provides an excellent guide for micro-excavation, but allows the degree of fragmentation to be appreciated inside the pot and maps those metal objects that have corroded to a crust and do not survive excavation. They emphasise the value of the method in making a ‘first resort’ primary record especially in commercial archaeology.
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Christensen, Mette. "Literacy practices in two Danish-Somali families." Apples - Journal of Applied Language Studies 13, no. 4 (2019): 27–42. http://dx.doi.org/10.17011/apples/urn.201912185423.
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This article explores the literacy practices in two Danish-Somali families with young children. The data comes from focused ethnographic fieldwork in the families. The study is rooted in a sociocultural view of literacy, aiming at understanding how different ways of engaging with language and the written word express different beliefs and values about literacy. The study finds that school-oriented literacy training and literacy tests as well as religious practices play important roles in the everyday lives of the families. In some cases, the latter practices share similar properties with the former. The obvious and salient influence of school-like literacy practices shows that the families are not only very willing, but also very capable of fulfilling the roles of “co-creators” and “school-assistants” when it comes to their children’s learning and literacy development. This finding calls for a reconsideration of how teachers and other professionals perceive minority families and their literacy practices and experiences.
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Strömmer, Maiju. "Work-related language learning trajectories of migrant cleaners in Finland." Apples - Journal of Applied Language Studies 11, no. 4 (2017): 137–60. http://dx.doi.org/10.17011/apples/urn.201712214863.
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Cleaning is often the survival employment that migrants can get in their new home country. Ideally, the workplace can be a site for integration and language learning. This article explores how two migrants working as cleaners in Finland narrate their work-related Finnish language learning trajectories. The research is designed by applying nexus analysis (Scollon & Scollon, 2004), which focuses on social action in the intersection of interaction order, participants’ life experiences, and discourses in place. The social action in focus here is investment (Darvin & Norton, 2015), which means a commitment to developing language skills to achieve one’s aspirations. The article also analyses how language learners position themselves and are positioned by others, because positioning affects access to meaningful learning opportunities. Positioning analysis by Bamberg and Georgakopoulou (2008) in a small stories approach is applied to analyse the key participants’ oral narratives told in the context of ethnographic research interviews. Follow-up interviews conducted a year later are analysed to show how positioning changes over time. The study illustrates that investment in work-related language learning is meaningful when occupational development and language learning can be purposefully combined. However, migrants are positioned as a potential workforce in low-level jobs and their expertise is often ignored, which means that investments in language learning might not pay off in career development. Supporting educated migrants in finding appropriate employment would facilitate goal-oriented language learning.
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Tapio, Elina. "Developing picture communication for interactional situations at the beginning of the asylum process." Apples - Journal of Applied Language Studies 13, no. 3 (2019): 131–38. http://dx.doi.org/10.17011/apples/urn.201910224569.
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The paper reports the initial findings of the first phase of the research and development project PICCORE – Picture Communication in Reception Centres. The goal was to map the use of pictures and other visual modes of communication at reception centres in Finland using an ethnographic, multimodal research approach. The ethnographic data was collected at four reception centres in Finland. A multimodal viewpoint draws attention to how action and meanings are mediated through pictures. The initial findings mark established practices for enabling and coordinating mutual attention, supporting the use of visual and embodied resources in interactions and – as a consequence – supporting mutual understanding.
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Jakobson, Liivi. "Holistic perspective on Feedback for adult beginners in an online course of Swedish." Apples - Journal of Applied Language Studies 9, no. 2 (2015): 51–71. http://dx.doi.org/10.17011/apples/urn.201512174094.
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Although several inquiries highlight the importance of feedback in language teaching and learning, there is a need for knowledge concerning a holistic perspective on feedback in the empirical context of written feedback for L2 adult beginners. The study reported here provides additional evidence about teachers’ actual feedback and student attitudes to feedback. The unit of analysis addresses a new context, namely Swedish as a second language, in an online course for adult beginners. The study included ten male and female university-level students with different cultural backgrounds. The purpose was to analyze several previously scientifically tested feedback categories for writing, which were conceptually replicated in the present study, as well as to additionally explore a new category for feedback on pronunciation in the same context. To establish causality, this study used attribution theory. The findings revealed top rankings for language accuracy and pronunciation in students’ evaluation. The teacher gave the most feedback on language accuracy. These results provide support for the importance of feedback on language accuracy which supports the empirical results of other inquiries. Furthermore, the study’s explorative findings support the need for further investigations on feedback on pronunciation. A proposition for future research is that more holistic type studies be conducted, including different categories and proficiency levels.
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Pasand, Parastou, and Ali Ghasemi. "An intercultural analysis of English language textbooks in Iran." Apples - Journal of Applied Language Studies 12, no. 1 (2018): 55–70. http://dx.doi.org/10.17011/apples/urn.201804172107.
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With the rise of English as an international language and the close association between language and culture, attaining intercultural competence has become necessary in English language teaching enterprise. Intercultural competence, as one of the components of communicative competence, is defined as the ability to interact with people from differing cultures using a foreign language (Byram, 1997). Meanwhile, textbooks are the main sources of input for many L2 learners in most EFL settings like Iran. As such, the present study aimed at examining the newly developed ELT textbooks used in Iranian junior high schools in terms of the representation of cultural points in them and also the extent to which the textbooks can develop intercultural competence in the learners. The sample was the three textbooks including English Prospect 1, 2, and 3. Content analysis of the lessons was done adapting a framework used by Hillard (2014). Results of the analyses revealed that the range of cultural topics represented in the series is rather narrow. The findings also showed that the series is very limited in its account of intercultural elements, and it is solely constrained to local matters. These findings indicate a need for the inclusion of more cultural topics in the textbooks and it highlights that more attention should be devoted to developing the students’ intercultural competence by the inclusion of tasks or activities directed to other cultures and communities.
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Younis, Riyadh, and Ruba Bataineh. "To dictogloss or not to dictogloss." Apples - Journal of Applied Language Studies 10, no. 2 (2016): 45–62. http://dx.doi.org/10.17011/apples/urn.201610114330.
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This study investigates the potential effect of a proposed dictogloss-based program on Jordanian EFL tenth-grade teachers' writing instruction and on their students' writing performance. The participants are 20 Jordanian EFL teachers and 96 tenth-grade students selected from the public schools of Al-Kourah Directorate of Education in the second semester of the academic year 2015/2016. The teachers were trained on both the theoretical and practical aspects of dictogloss. The students were divided into an experimental group (n=70) and a control group (n=26). The former was taught through dictogloss while the latter was taught per the guidelines of the Teacher's Book. Descriptive statistics were used to compare the teachers' performance on the one hand and that of the students on the other. The findings revealed that the level of teachers' instructional practices in writing was high on the three dimensions of the observation checklist (viz., preparation and planning, Dg procedures, and assessment), and that the teachers were reportedly highly satisfied with the content, method, and time of training as well as their interaction, motivation, and benefit. Moreover, statistically significant differences were found between the teachers' performance on the pre- and post-tests, which can be attributed to the training. The findings further revealed statistically significant differences not only among the students of the experimental group on the pre- and post-test but also in the overall writing performance of the experimental and control groups, in favor of the former.
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Borger, Linda. "Assessing interactional skills in a paired speaking test." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 151–74. http://dx.doi.org/10.17011/apples/urn.201903011694.
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The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard to the co-constructed nature of IC, making investigations into raters’ perceptions of the construct essential to inform test score interpretation. This qualitative study explores features of IC that raters attended to as they evaluated performances in a paired speaking test, part of a Swedish national test of English as a Foreign Language (EFL). Two groups of raters, 17 EFL teachers from Sweden, using national standards based on the Common European Framework of Reference for Languages (CEFR), and 14 raters from Finland and Spain, using CEFR scales, rated six audio-recorded paired performances, and provided written comments to explain their scores and account for salient features. The findings of the content analysis indicate that raters attended to three main interactional resources: topic development moves, turn-taking management, and interactive listening strategies. As part of the decision-making process, raters also considered the impact of test-takers’ interactional roles and how candidates’ performances were interrelated. In the paper, interaction strategies that were perceived as more or less successful by raters are highlighted. The findings have implications for our understanding of raters’ operationalization of IC in the context of paired speaking tests, and for the development of rating scales and guidelines that reflect the social dimensions of the construct.
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Chee, Florence M., and Veli-Matti Karhulahti. "The Ethical and Political Contours of Institutional Promotion in eSports: From Precariat Models to Sustainable Practices." Human Technology 16, no. 2 (2020): 200–226. http://dx.doi.org/10.17011/ht/urn.202008245642.
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This study evaluated five early cases in which esport developer Riot Games made rulings regarding activities and infractions by members of various institutions related to its product, League of Legends. The findings of this study support future theoretical exploration of other esports in seeking a fuller understanding of issues related to consent, power differentials, and roles and behaviors expected of the institutional activities of players and teams in competition. Increased investigation of these—and other—issues from an ethical standpoint could lead to a framework that not only would facilitate future study but also bring opportunities for improvements in practices in concert with necessary policy changes.
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Motyka, Matthew, and Timothy Wolcott. "Study abroad as a context for spiritual development." Apples - Journal of Applied Language Studies 10, no. 1 (2016): 27–46. http://dx.doi.org/10.17011/apples/urn.201607123572.
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In this article, we consider the cases of two American undergraduates, Lola and Audrey, who studied abroad for a semester in France. Drawing on interview data collected during their sojourn, we consider their accounts of living and learning in France through the lens of Jesuit spirituality. In doing so, we demonstrate that although these students’ accounts offer little evidence of linguistic or intercultural development, their deeply personal reactions to a term abroad in France suggest a kind of beneficial identity crisis best understood in the spiritual terms of desolation, consolation, discernment, and election. Following the case studies, we apply our findings to the outline of a short-term study abroad program in France designed to maximize linguistic and spiritual development.
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Nilsson, Tore, Pirjo Harjanne, and Pernilla Steuer. "Between theory and practice." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.
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The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.
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Warrenburg, Lindsay A., Lindsey Reymore, and Daniel Shanahan. "The communication of melancholy, grief, and fear in dance with and without music." Human Technology 16, no. 3 (2020): 283–309. http://dx.doi.org/10.17011/ht/urn.202011256766.
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Professional dancers were video recorded dancing with the intention of expressing melancholy, grief, or fear. We used these recordings as stimuli in two studies designed to investigate the perception and sociality of melancholy, grief, and fear expressions during unimodal (dancing in silence) and multimodal (dancing to music) conditions. In Study 1, viewers rated their perceptions of social connection among the dancers in these videos. In Study 2, the same videos were coded for the amount of time that dancers spent in physical contact. Results revealed that dancers expressing grief and fear exhibited more social interactions than dancers expressing melancholy. Combined with the findings of Warrenburg (2020b, 2020c), results support the idea that—in an artistic context—grief and fear are expressed with overt emotional displays, whereas melancholy is expressed with covert emotional displays.
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Ogawa, Harumi. "teacher’s moral role in mobilizing students’ motivation beyond L2 vision." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 5–23. http://dx.doi.org/10.17011/apples/urn.201708233534.
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This paper concerns an exploratory practice (EP) project in a Japanese junior college EFL classroom. Central to it is an EFL course specifically designed to enhance language learners’ future visions of themselves as L2 users in intercultural encounters (Dörnyei & Kubanyiova, 2014). Findings show that this vision-based EFL course was effective in general, but had a far-reaching impact on one language learner, Aya, extending to “other domains which the learner perceive[d] as connected” (Mercer, 2011, p. 168). By examining empirical data (written narratives, semi-structured interviews, field notes, audio- and video-recordings, and a course evaluation) concerning Aya, this paper discusses the role that the teacher played in mobilising her future vision through this course. The main objective of the discussion is to extend our understanding of the impact and responsibility of the language teacher in the classroom.
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Pappa, Sotiria. "Sylvén, L. K. (2019). Investigating Content and Language Integrated Learning. Insights from Swedish High Schools. Bristol, UK: Multilingual Matters." Apples - Journal of Applied Language Studies 13, no. 2 (2019): 71–76. http://dx.doi.org/10.17011/apples/urn.201905092525.
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This volume presents a three-year research project on Content and Language Integration in Swedish Schools (CLISS). CLISS particularly focused on sciences and economics programs in senior high schools (Grades 10-12; 245 participants), which intended to prepare students for higher education. Divided into five sections, the book explores the language, rather than content, side of CLIL. The volume starts with background information concerning CLISS and CLIL in Sweden. The following four sections of the book concern assessment and motivation (Chapters 4-5); English vocabulary, reading comprehension and exposure to English (Chapters 6-9); students’ L1 proficiency and development through CLIL (Chapters 10-13); students’ and teachers’ views and experiences in CLIL (Chapters 14-16). The volume concludes with an epilogue discussing issues highlighted by the project findings and making suggestions for future research and CLIL implementation.
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Aly, Luís, Hugo Silva, Gilberto Bernardes, and Rui Penha. "Appropriating Biosensors as Embodied Control Structures in Interactive Music Systems." Human Technology 17, no. 1 (2021): 45–80. http://dx.doi.org/10.17011/ht/urn.202106223978.
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We present a scoping review of biosensors appropriation as control structures in interactive music systems (IMSs). Technical and artistic dimensions promoted by transdisciplinary approaches, ranging from biomedicine to musical performance and interaction design fields, support a taxonomy for biosensor-driven IMSs. A broad catalog of 70 biosensor-driven IMSs, ranging in publication dates from 1965 to 2019, was compiled and categorized according to the proposed taxonomy. From the catalog data, we extrapolated representative historical trends, notably to critically verify our working hypothesis that biosensing technologies are expanding the array of control structures within IMSs. Observed data show that our hypothesis is consistent with the historical evolution of the biosensor-driven IMSs. From our findings, we advance future challenges for novel means of control across humans and machines that should ultimately transform the agents involved in interactive music creation to form new corporalities in extended performative settings.
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Høiland, Camilla Gudmundsen, Asbjørn Følstad, and Amela Karahasanovic. "Hi, Can I Help? Exploring How to Design a Mental Health Chatbot for Youths." Human Technology 16, no. 2 (2020): 139–69. http://dx.doi.org/10.17011/ht/urn.202008245640.
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Chatbots represent new opportunities for low-threshold preventive mental health support to youths. To provide needed knowledge regarding how to design chatbots for this purpose, we present an exploratory design study where we designed and evaluated a prototype chatbot to complement the work of school nurses in the school health service. The prototype was designed with particular regard for preventive mental health support. The design process involved school nurses, digital health workers, and youths. Through user insight activities, we identified four types of support to be provided through the chatbot: informational, relational, processual, and referral. We explored these four types of support through concept development and prototyping. These results are discussed as a potential basis for a framework for understanding youths’ needs regarding chatbots for preventive mental health support. When discussing the study findings, we point out how the study contributes to theory and practice and suggest avenues for future research.
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Patiño-Lakatos, Gabriela, Hugues Genevois, Benoît Navarret, et al. "Music, Vibrotactile Mediation and Bodily Sensations in Anorexia Nervosa: "It's Like I can Really Feel My Heart Beating"." Human Technology 16, no. 3 (2020): 372–405. http://dx.doi.org/10.17011/ht/urn.202011256769.
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This article presents the theoretical, scientific, and methodological foundations for the design and implementation of an innovative technological and clinical platform that combined sound, music, and vibrotactile mediation used in a therapeutic setting by adolescents suffering from anorexia nervosa. In 2019, we carried out a pilot experiment with a group of 8 adolescent patients hospitalized in the Eating Disorders Unit of the Department of Adolescent and Young Adult Psychiatry of the Institut Mutualiste Montsouris in Paris. Within this clinical framework, we aimed to create conditions suitable for patients to reinvest in their “disaffected” bodily zones and internal experiences through reflecting on the sensations, emotions, and ideas generated by the sensory experiences created when sound and musical stimuli are transmitted through vibrations. The findings demonstrate the ways in which adolescent patients made use of the platform’s audiovibrotactile mediating objects to express a personal associative process through speech during their exchanges with clinical psychologists.
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Enkin, Elizabeth. "Intensive online foreign language learning at the advanced level." Apples - Journal of Applied Language Studies 11, no. 1 (2017): 67–86. http://dx.doi.org/10.17011/apples/urn.201705172388.
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Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.
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Bharuthram, Sharita, and Mahmoud Patel. "Co-constructing a rubric checklist with first year university students." Apples - Journal of Applied Language Studies 11, no. 4 (2017): 35–55. http://dx.doi.org/10.17011/apples/urn.201708073430.
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This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous guided practice throughout their studies with the intention of making the practice of self-assessment a norm rather than an exception, thereby creating independent reflective learners.
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Heltai, Borbála, and Csilla Bartha. "Ideologies and practices in a kindergarten offering early education in Northern Sámi outside the Sámi homeland." Apples - Journal of Applied Language Studies 11, no. 3 (2017): 7–28. http://dx.doi.org/10.17011/apples/urn.201712104582.
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In this study we analyse data collected in a Finnish kindergarten where one of the groups offers immersion education in Northern Sámi, an endangered language. The kindergarten is located outside the Sámi homeland in a majority city of Finland. This fact sets up extra challenges, but also offers possibilities for the promotion of multilingual competencies. First we review some possible categorizations of multilingual educational forms and highlight the advantages of adopting a multilingual habitus in education (Benson, 2014). The group we studied works partially as a language nest, thus we discuss this method in some detail. After that, we introduce the data and the method we used for their interpretation. We present the results by discussing three topics: the broader social context; the diversity of the linguistic repertoires of the participants; and the learning environment and organization of everyday activities. Our findings show that active cooperation between the participants, alignment with the local needs and resources, and flexibility toward language practices are crucial for successful education and the promotion of the non-dominant language and culture.
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Ronai, Kara. "Plagiarism Defined?" Apples - Journal of Applied Language Studies 14, no. 1 (2020): 25–46. http://dx.doi.org/10.17011/apples/urn.202003282558.
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This multiple case study examines seven institutional documents from universities in four countries (Australia, China, Finland and Germany) with the aim of determining how plagiarism is defined in these institutional contexts. This research expands on previous analyses of university plagiarism policies in the Anglosphere (e.g., Kaktiņš, 2014; Sutherland-Smith, 2011), and particularly the notion that institutional definitions of plagiarism contain “six elements” (Pecorari, 2002). Using the six elements model of plagiarism as a theoretical basis, the documents in this study were analysed using deductive content analysis. The findings of this analysis revealed that the definitions of plagiarism were consistent across the contexts, with all policies containing five of the six elements in their definitions. At two institutions, however, the element of intentionality was not addressed in the definition of plagiarism. Furthermore, the extent of discussion of certain elements of plagiarism (e.g., the need for source acknowledgement), and an emphasis on “good academic practice” across the documents revealed the need for ongoing research that considers how institutions construct official definitions of plagiarism.
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Hynninen, Niina, and Kathrin Kaufhold. "The value of academics’ research-related online writing." Apples - Journal of Applied Language Studies 14, no. 1 (2020): 47–64. http://dx.doi.org/10.17011/apples/urn.202005013003.
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Research productivity indicators tend to ignore online and social media writing of academics, nevertheless, many academics for instance tweet and blog. It thus seems that there is additional value for writing in these genres. This study sets out to explore what roles writing in these hybrid online genres plays in relation to academics’ research activities. Drawing on in-depth research interviews with 29 academics with various L1s from three different disciplines, the study focuses on the participants’ perceptions of tweeting and blogging, and how they value writing in these genres in relation to core research-writing genres in their fields. Besides some differences in the evaluations between the disciplines, in general the academics expressed a strong orientation towards evaluative regimes related to writing in their core genres, particularly institutional merit systems and peer review systems. At the same time, the hybrid genres seemed to gain value beyond these systems in providing opportunities for self-actualisation and communicating on one’s own terms. The findings provide important insights into the ecology of genres academics make use of in the process of knowledge production.
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Pappa, Sotiria, Katija MacInnis Aladin, and Josephine Moate. "Qui suis-je." Apples - Journal of Applied Language Studies 14, no. 1 (2020): 65–84. http://dx.doi.org/10.17011/apples/urn.202005293589.
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The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.
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Karatsiori, Marianthi. "Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE." Apples - Journal of Applied Language Studies 9, no. 2 (2015): 25–49. http://dx.doi.org/10.17011/apples/urn.201512093951.
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This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.
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Zand-Moghadam, Amir, and Arya Golkhandan. "A Review of Discourse in English Language Education." Apples - Journal of Applied Language Studies 10, no. 1 (2016): 1–4. http://dx.doi.org/10.17011/apples/urn.201603141841.
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The main theme of this volume is to discuss discourse analysis and familiarize the readers, especially undergraduate students of TESOL and Education, with the main topics in discourse studies. According to Flowerdew, one of the features of this book is its focus on a wide range of approaches to discourse and discourse analysis, namely Systemic Functional Linguistics (SFL) and Register, Speech Act Theory, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis (CDA), and Corpus Linguistics. However, what distinguishes this book from others books of discourse, and probably from other similar books on discourse and language teaching, is its practical view toward discourse and discourse analysis, i.e., it is clearly shown, by referring to real-life examples, how every discourse topic, issue, or feature can be analyzed and then taught in a language class. In fact, Floweredew’s attempt in this volume is to familiarize the readers with how discourse analysis can inform the practice of English language teaching. Thus, the book utilizes research findings and suggests guidelines, models, and approaches to language teachers as to how discourse studies can be insightful in language teaching methodology, materials development, and evaluation.
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Virtanen, Aija. "Insights into the agency, positioning and development of professional Finnish language skills of international nursing students." Apples - Journal of Applied Language Studies 10, no. 2 (2016): 63–81. http://dx.doi.org/10.17011/apples/urn.201610254443.
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This article focuses on international students studying in an English-mediated nursing degree program in Finland. From sociocognitive and ecological perspectives, this study examines the development of the students’ professional Finnish language skills and agency during their practical training. In addition, this article explores how students are positioned as capable workers. To shed light on the students’ professional language skills, agency, and positionings, interviews with vocational teachers, head nurses, and two international nursing students are examined using narrative analysis. The findings suggest that due to their lack of Finnish language skills, international students are positioned differently than their local peers. Hence, they are given fewer responsibilities and fewer opportunities to perform work tasks independently. Although international students are expected to know the language needed before they start work as a nurse, neither the educational institution nor workplaces are willing to take responsibility for language skills training. Therefore, language learning seems to be students’ own responsibility. Consequently, international students may be set in unequal positions regarding their access to the labor market in Finland. Nonetheless, during their practical training, the students are positioned as active agents and scaffolded in many ways so that they can potentially exercise their agency and promote their professional language skills more independently. In this study, it was found that positionings are interconnected with the development of agency and professional Finnish language skills.
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Brenig, Léon. "Reducing nonlinear dynamical systems to canonical forms." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 376, no. 2124 (2018): 20170384. http://dx.doi.org/10.1098/rsta.2017.0384.
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A global framework for treating nonlinear differential dynamical systems is presented. It rests on the fact that most systems can be transformed into the quasi-polynomial format. Any system in this format belongs to an infinite equivalence class characterized by two canonical forms, the Lotka–Volterra (LV) and the monomial systems. Both forms allow for finding total or partial integrability conditions, invariants and dimension reductions of the original systems. The LV form also provides Lyapunov functions and systematic tools for stability analysis. An abstract Lie algebra is shown to underlie the whole formalism. This abstract algebra can be expressed in several realizations among which are the bosonic creation–destruction operators. One of these representations allows one to obtain the analytic form of the general coefficient of the Taylor series representing the solution of the original system. This generates a new class of special functions that are solutions of these nonlinear dynamical systems. From the monomial canonical form, one can prove an equivalence relationship between urn processes and dynamical systems. This establishes a new link between nonlinear dynamics and stochastic processes. This article is part of the theme issue ‘Dissipative structures in matter out of equilibrium: from chemistry, photonics and biology (part 1)’.
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Galmiche, Dominique. "Shame and SLA." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 25–53. http://dx.doi.org/10.17011/apples/urn.201708233538.
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The present article addresses the question of foreign language classroom shame (FLCS) in France. As a first step to collecting data, thirty participants were asked to narrate their language learning experiences in the context of the foreign language classroom by being interviewed individually and in depth. The two following questions were in focus: firstly, how does shame impact FL learners’ vision of themselves as English-learners/users? Secondly, why do some learners manage to overcome shame experiences while others seem to be particularly affected? The respondents’ narratives suggest that shame may impact not only L2 learners’ linguistic confidence but also their sense of identity, self-worth and self-esteem. Interestingly, some learners reported having developed strategies of resilience. The data also revealed that FLCS may direct learners to certain types of behaviours like avoiding interaction and speaking activities, ruminating over failure, or withdrawing from L2 learning, and lead to enduring L2-related anxiety due to fear of future shame-inducing situations. It is maintained here that taking this phenomenon into consideration in the language learning process could contribute to a better and more complete understanding of the psychology of language learners and help them develop a more positive self-regard, promote their willingness to participate in communicative tasks and may eventually enable them to reach an increased level of proficiency. The findings offer therefore strong support for the need to focus on developing a deep understanding of the role of shame in French FLL contexts and elsewhere.
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Szőcs, Krisztina. "Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 125–45. http://dx.doi.org/10.17011/apples/urn.201708233542.
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Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motivation, understanding the relationship between teachers’ and students’ beliefs might lead to more successful learning. The present study explored language teachers’ and learners’ beliefs and classroom practices concerning learner autonomy in a Hungarian secondary school. Mixed methods were used: attitude-questionnaires and interviews revealed what language teachers (n=9) understood by learner autonomy and in what ways they claimed that they incorporated it in their practice. The study also looked into language learners’ beliefs (n=100) and reported autonomous behaviours. A questionnaire explored to what extent students felt responsible for their autonomy in language learning. Furthermore, classroom observations helped to gain insight into teachers’ classroom practices and language learners’ autonomous behaviours. Finally, the study revealed correspondences and mismatches between teachers’ and students’ autonomous beliefs. The findings of the study have pedagogical implications for practicing teachers and teacher educators as their awareness should be raised about the importance of learner autonomy to help them shape their learners’ learning experiences positively regarding autonomy development.
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Dewilde, Joke. "How Islamic are young Muslim people’s poems?" Apples - Journal of Applied Language Studies 13, no. 4 (2019): 71–87. http://dx.doi.org/10.17011/apples/urn.201912185425.
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In this article, I investigate poetry written by two young Muslim people during their spare time. Adopting Shahab Ahmed’s (2016) understanding of Islamic in its plenitude and complexity, I ask how Islamic their texts are. The participants, Neda and Mohammed (both pseudonyms), grew up in Islamic countries where they were socialised in faith literacy practices, including practices around sacred and devotional texts, before moving to Norway in their teens. The data used for this article were collected during two linguistic ethnographies and include poems written in and outside of school, fieldnotes from classroom observations and transcripts from multiple semi-structured interviews. The interview questions concerned their poems and writing in general as well as their observations about living as Muslims in Norway. Although their poems include few or no explicit Islamic references, the findings support an argument that an Islamic lens gives meaning to the poems in terms of Islam as they engage with rather different Islamic norms and discourses. Whereas Mohammed’s texts are characterised by more prescriptive discourses leaving little room for alternative interpretations, Neda’s texts contain more wonder and perplexity and are thus in line with non-prescriptive discourses. I conclude by arguing that 1) the meanings of the poems are enriched in terms of Islam by viewing them through an Islamic lens and that 2) schools should provide safe spaces for young Muslims to develop their meaning-making and writing.
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Lundberg, Osa. "Obstacles to bilingual education." Apples - Journal of Applied Language Studies 11, no. 3 (2017): 29–54. http://dx.doi.org/10.17011/apples/urn.201712104583.
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The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).
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Vaarala, Heidi, Eeva-Leena Haapakangas, Erja Kyckling, and Taina Saarinen. "Finnish higher education institutions' reactions to the 2015 asylum seeker situation." Apples - Journal of Applied Language Studies 11, no. 3 (2017): 143–65. http://dx.doi.org/10.17011/apples/urn.201712104589.
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In 2015, military conflicts and related humanitarian crises neighbouring areas of Europe made millions of people leave their homes. Europe, including Finland, experienced a rapid increase in the number of asylum seekers. In this article, we examine the reception of asylum seekers by Finnish higher education institutions mainly by analysing media data written about and written by universities and universities of applied sciences in Finland. The higher education institutions, in keeping with their societal role, spontaneously developed various kinds of pop-up courses, co-operation projects and other activities for asylum seekers. These activities range from crisis work to medical clinics and sports events to language teaching. This led us to ask in this article, whether new tasks were emerging in the Finnish higher education institutions’ understanding of the societal role of higher education. This main question is operationalised in three subquestions. Firstly, we are interested in seeing how higher education institutions motivate their actions on developing activities for asylum seekers. Secondly, we analyse the goals and gainers of these activities. Thirdly, we discuss the challenges faced by the higher education institutions in their refugee and asylum seeker activities. Based on our findings, we suggest that new kinds of voluntary and humanitarian activities appear to be emerging at Finnish higher education institutions, as they responded to the increase in the number of asylum seekers, suggesting a change in the traditions of societal impact of Finnish higher education. Our analysis also shows an apparent paradox in the activities of the institutions: while they had no way of knowing how many asylum seekers will remain in Finland, they still organised activities that implied staying in Finland for a longer time. The higher education institutions themselves benefitted from the activities: they could exhibit their expertise and previous research in the area of immigrant studies, and aspects of service-learning system of societal activity could be taken into their curricula. Helping the asylum seekers brought the university community together while the asylum seekers themselves remained passive objects of the activities.
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Musilová, Hana, Roman Staněk, Gabriela Černá, Iva Zambo, and Jiří Hájek. "Leiomyosarcoma of the inferior vena cava - per surgery finding." Urologie pro praxi 19, no. 4 (2018): 195–97. http://dx.doi.org/10.36290/uro.2018.086.
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Ptašinský, Marko, Tomáš Ostárek, Rostislav Kuldan, and Tomáš Blažek. "Rare finding of primary adenocarcinoma of the urinary bladder." Urologie pro praxi 25, no. 1 (2024): 49–51. http://dx.doi.org/10.36290/uro.2024.019.
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Campos Gonzaga, L., JC Aguilar Martínez, and I. Pavón Guerrero. "Bouveret syndrome: an unexpected finding." Revista Andaluza de Patología Digestiva 45, no. 4 (2022): 147–48. http://dx.doi.org/10.37352/2022454.6.
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Resumen Presentamos el caso de un varón de 60 años que ingresa por dolor abdominal con sospecha inicial de pancreatitis aguda biliar pero que, tras ampliar el estudio, se diagnostica de síndrome de Bouveret. Esta entidad, aunque infrecuente, debe tenerse en cuenta en un contexto clínico adecuado, dada su alta tasa de morbimortalidad.
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Aktas, Batuhan, Naz Yilmaz, Mehmet Atlar, Noriyuki Sasaki, Patrick Fitzsimmons, and David Taylor. "Suppression of Tip Vortex Cavitation Noise of Propellers using PressurePoresTM Technology." Journal of Marine Science and Engineering 8, no. 3 (2020): 158. http://dx.doi.org/10.3390/jmse8030158.
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This study aims to demonstrate the merits of pressure-relieving holes at the tip region of propellers, which is introduced as “PressurePoresTM” technology as a retrofit on marine propellers to mitigate tip vortex cavitation noise for a quieter propeller. Shipping noise originates from various sources on board a vessel, amongst which the propeller cavitation is considered to dominate the overall radiated noise spectrum above the inception threshold. Thus, by strategically introducing pressure-relieving holes to modify the presence of cavitation, a reduction in the overall cavitation volume can be achieved. This mitigation technique could consequently result in a reduction of the radiated noise levels while maintaining the design efficiency as much as possible or with the least compromise. The strategic implementation of the holes was mainly aimed to reduce the tip vortex cavitation as this is one of the major contributors to the underwater noise emissions of a ship. In this paper, the details and results of a complementary numerical and experimental investigation is presented to further develop this mitigation concept for underwater radiated noise (URN) and to validate its effectiveness at model scale using a research vessel propeller. An overall finding from this study indicated that a significant reduction in cavitation noise could be achieved (up to 17 dB) at design speed with a favourable strategic arrangement of the pressure pores. Such a reduction was particularly evident in the frequency regions of utmost importance for marine fauna while the propeller lost only 2% of its efficiency.
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Ladman, Jiří, Leoš Handrejch, Libor Šafařík, Pavel Holan, and Miloš Miniberger. "Bilateral synchronous renal cell carcinoma with a different histological finding." Urologie pro praxi 17, no. 2 (2016): 87–90. http://dx.doi.org/10.36290/uro.2016.023.
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Jurok, Marek, Kamil Belej, František Chmelík, and Petr Hrabal. "Renomedullary interstitial cell tumor: a finding of an unusual size." Urologie pro praxi 24, no. 3 (2023): 174–76. http://dx.doi.org/10.36290/uro.2023.068.
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Sumesh, Sreenithya, Aneesh Krishna, and R. Z. ITU-T. "Goal-oriented requirement language model analysis using analytic hierarchy process." Multiagent and Grid Systems 18, no. 3-4 (2023): 295–316. http://dx.doi.org/10.3233/mgs-220242.
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We present the application of multi-objective optimisation analytic methodologies to goal models in this research, with the intention of providing various benefits beyond the initial modelling act. Optimisation analysis can be used by modellers to evaluate goal satisfaction, evaluate high-level design alternatives, aid analysts in deciding on high-level requirements and system design, verify the sanity of a model, and improve communication and learning. Goal model analysis may be done in a variety of methods, depending on the nature of the model and the study’s goal. In our work, we use the Goal-Oriented Requirement Language (GRL), which is part of the User Requirements Notation (URN), a new International Telecommunication Union (ITU) recommendation that offers the first standard goal-oriented language. Existing optimisation methods are geared towards maximising objective functions. On the other hand, real-world problems necessitate simultaneous optimisation of both maximising and minimising objective functions. This work explores a GRL model analysis that may accommodate the conflicting goals of various inter-dependent actors in a goal model using the Analytic Hierarchy Process (AHP). By evaluating the qualitative or quantitative satisfaction levels of the actors and intentional elements (e.g., objectives and tasks) that make up the model, we construct a multi-objective optimisation method for analysis using the GRL model. The proposed hybrid technique evaluates the contribution of alternatives to the accomplishment of top softgoals. It is then integrated with the top softgoals’ normalised relative priority values. The integration result may be utilised to assess multiple alternatives based on the requirements problem. Although the URN standard does not mandate a specific propagation algorithm, it does outline certain criteria for developing evaluation mechanisms. Case studies were used to assess the viability of the suggested approach in a simulated environment using JAVA Eclipse and IBM Cplex. The findings revealed that the proposed method can be used to analyse goals in goal models with opposing multi-objective functions.
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Abdalla, Ashraf Izzeldin, Einas Amar Salem Mohammed, Mahdi Mohammed Mahdi, and Nahid Tagelsir Khiery. "Impact of Plant Spacing and Fertilization Dose on the Growth and Yield Traits of Okra (Abelmoschus esculentus (L.) Moench) in Sudan." Journal of Tropical Crop Science 11, no. 03 (2024): 268–77. http://dx.doi.org/10.29244/jtcs.11.03.268-277.
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This study examines the impact of plant spacing and nitrogen fertilization doses on the growth and yield traits of okra (Abelmoschus esculentus (L.) Moench) in Sudan. Using a factorial experiment within a completely randomized block design, the research explored four spacing levels within raw, S1, S2, S3, and S4 (20, 25, 30, and 35 cm, respectively) and four nitrogen fertilizer doses, Ur1, Ur2, Ur3 and Ur4 (60, 80, 100, and 120 kg.ha-1 , respectively). Key metrics were measured: plant height, number of leaves, number of nodes, pod length, fresh weight, and seed count per pod. The results, analyzed via OPSTAT statistical software and ANOVA, indicated that a 60 cm × 30 cm spacing combined with a nitrogen dose of 60 kg.ha-1 significantly optimized growth parameters and yield components. Specifically, this combination resulted in the tallest plants (15.50 cm), the highest number of leaves (7.30), nodes (7.30), and greater fresh pod weight (7.69 g) and length (5.50 cm). Significant interaction effects between spacing and fertilizer doses were observed across all parameters at a 5% confidence level. The study recommends a 60 cm × 30 cm spacing with a nitrogen dose of 60 kg.ha-1 to maximize okra growth, yield, and quality in Sudan's agroecological zones, supporting sustainable agricultural practices and enhanced productivity. These findings can be directly applied to optimize okra production in Sudan, contributing to the country's agricultural sustainability.
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Abdul Rahman, Teh Faradilla, Norshita Mat Nayan, Nurhilyana Anuar, and Aminatul Solehah Idris. "Dirichlet Multinomial Modelling Approaches in Analyzing Anxiety Therapy Messages." Journal of Information and Knowledge Management 15, no. 1 (2025): 98–108. https://doi.org/10.24191/jikm.v15i1.4541.
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Despite the effectiveness of anxiety therapy through text messages, limited research was found to analyse the topics included in the therapy session. It is also unclear of which topic modelling approaches is the best in extracting anxiety therapy topics from text messages. Thus, this study aims to compare the performance of four topic modelling methods, namely Latent Feature Di-richlet Multinomial Mixture (LFDMM), Gibbs Sampling Dirichlet Multinomi-al Mixture, Generalized Polya-urn Dirichlet Multinomial Mixture and Pois-son-based Dirichlet Multinomial Mixture Model on 28 text messages of anxi-ety-therapy. Four combinations of parameter settings were applied in the ex-periments to compare and decide the most suitable ones for future analysis. The performance of the topic modelling was evaluated using classification accuracy, clustering, and coherence scores. The findings shows that LFDMM has the best accuracy (34.10%) and clustering scores (0.5000, 0.4808) with combinations of hyperparameters α = 0.1 and β = 0.01 to infer more relevant topics.
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Buró, Botond, Attila Jakab, and József Lóki. "Geomorphological and stratigraphic analyses at the archaeological excavation in the Megapark, Nyíregyháza-Oros." Journal of Environmental Geography 4, no. 1-4 (2011): 23–28. http://dx.doi.org/10.14232/jengeo-2011-43794.
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The aim of our morphological and stratigraphic investigations at the archaeological excavation in the area of the Megapark at Nyíregyháza–Oros is to make the reconstruction of the Aeolian development of the study area more accurate. The excavation is located between the rem-nants of two abandoned river beds in a wind-blown sand area near the crossing of main roads 4 and 41 East of Nyíregyháza–Oros. Eight bore-holes were drilled in the site of the excavation. The cores were sampled in order to perform the sedimentological analysis of the penetrated strata. Strata of the sand dune are divided by a fossil soil horizon in which a cemetery from the age of the Hungarian conquest was found. Underneath the cemetery findings from the imperial age and urn graves from the Bronze Age were excavated. This suggests that wind-blown sand covered the soil horizon in a thickness of 1-1.5 m by the age of the conquest. The 3-4 m thick wind-blown sand excavated from the findings indicates sand accumulation following the 10th century.
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Teitelbaum, Ruth. "Recent Fact-Finding Developments at the International Court of Justice." Law & Practice of International Courts and Tribunals 6, no. 1 (2007): 119–58. http://dx.doi.org/10.1163/156918507x193140.
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AbstractThis article discusses the Court's treatment of evidence and the burden of proof with emphasis on recent cases involving armed conflict, genocide and violations of human rights. The article frames the discussion by examining the Court's powers within its Statute and Rules and asks whether the Court is making adequate use of those powers. The article evaluates the Court's use of its fact-finding powers in relation to the following matters: the standard and burden of proof, the drawing of inferences and the use of secondary evidence, the treatment of facts derived from U.N. Reports, the reliance on outside commissions and fact-finding bodies for gathering evidence, and finally, the treatment of evidence based on the decisions of other international courts.
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Kuhn, Martin, Lumír Domes, Michal Plintovič, Libor Palička, Pavol Vajcík, and Vladimír Trojek. "Seminoma of the testis as an incidental finding after emasculation for penile cancer." Urologie pro praxi 17, no. 2 (2016): 84–86. http://dx.doi.org/10.36290/uro.2016.022.
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Oravecz, Hargita. "An Early Bronze Age boat-like representation from Rakamaz, Northeast Hungary." Communicationes Archaeologicae Hungariae 2013 (December 7, 2013): 5–20. http://dx.doi.org/10.54640/cah.2013.5.
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This article offers an analysis o f an Early Bronze Age boat-like small vessel probably datable to the period o f the Nyírség Culture around the year 2500 BC, and gives an overview of previous findings of boat remains and the main types thereof. It is argued that this small vessel displays a number of technical features that are characteristic of plank boats. The hypothesis of an early familiarity with and use of this boat type is supported by the wooden boat remains found in various major European bodies of water. A further hypothesis raised in the article is that this find, isolated as it is, must have served a special rather than a quotidian purpose as a grave object linked to some funerary rite. This idea is based on such considerations as the miniature size of the object, its symbolic boat-like shape, the context of similar clay representations, and the presence within the territory of Hungary of various boat-related concepts (boat shaped urn funerals, tree-trunk coffins, etc.).