Relevant bibliographies by topics / Written context

Contents

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

Academic literature on the topic 'Written context'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Written context"

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Parault, Susan J. "Sound symbolic word learning in written context." Contemporary Educational Psychology 31, no. 2 (April 2006): 228–52. http://dx.doi.org/10.1016/j.cedpsych.2005.06.002.

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McClure, Erica. "Oral and Written Language Development and Social Context." Contemporary Psychology: A Journal of Reviews 30, no. 9 (September 1985): 714. http://dx.doi.org/10.1037/024071.

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Quinn, William H. "Written Language as a Context of Therapeutic Change." Journal of Strategic and Systemic Therapies 6, no. 2 (June 1987): 57–66. http://dx.doi.org/10.1521/jsst.1987.6.2.57.

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Fukkink, R. G. "Deriving word meaning from written context: a process analysis." Learning and Instruction 15, no. 1 (February 2005): 23–43. http://dx.doi.org/10.1016/j.learninstruc.2004.12.002.

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Eller, Rebecca G., Christine C. Pappas, and Elga Brown. "The Lexical Development of Kindergarteners: Learning from Written Context." Journal of Reading Behavior 20, no. 1 (March 1988): 5–24. http://dx.doi.org/10.1080/10862968809547621.

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This paper argues that an important aspect of vocabulary development is readers' understanding of the nature of written language. The purpose of the study was to investigate the process involved in acquiring word knowledge from written context. Prereading kindergarten children were read two picture storybooks on three separate occasions (per book) and were then invited to take their turns to “read” the books. Using an ordinal category system developed for the study, three analyses of the three “readings” of each book were made which identified patterns of vocabulary growth. The results showed the ways that children learned lexicogrammatical information incidentally through exposure to written context.
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Merisuo-Storm, Tuula, and Marjaana Soininen. "Primary school pupils deriving word meaning from written context." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1625–29. http://dx.doi.org/10.1016/j.sbspro.2010.03.248.

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De Villiers, Peter A., and Sarah B. Pomerantz. "Hearing-impaired students learning new words from written context." Applied Psycholinguistics 13, no. 4 (October 1992): 409–31. http://dx.doi.org/10.1017/s0142716400005749.

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AbstractNormally hearing students acquire most of their reading vocabulary from printed context, but little is known about this process in hearing-impaired students. Two studies, therefore, investigated hearing-impaired students' ability to derive lexical and syntactic information about unknown words embedded in short passages of text. The passages varied in their informativeness about the meaning of the unknown words. Ability to derive at least a partial meaning for a word in context was determined both by the type of context and the reading comprehension levels of the students. However, there was no relationship between reading comprehension scores and ability to determine the form class of the words in context. The results are related to the importance of integrating semantic information into a meaning schema for the passage in order to acquire new meanings for unknown words and to the local strategies adopted by poorer readers when attempting to answer comprehension questions. Implications for explaining, and trying to ameliorate, the well-documented vocabulary limitations of hearing-impaired students are discussed.
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Brandner, Tobias. "Chinese Theology: Text and Context, written by Chloë Starr." Mission Studies 34, no. 3 (October 9, 2017): 411–12. http://dx.doi.org/10.1163/15733831-12341527.

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Fukkink, Ruben G., Henk Blok, and Kees de Glopper. "Deriving Word Meaning from Written Context: A Multicomponential Skill." Language Learning 51, no. 3 (September 2001): 477–96. http://dx.doi.org/10.1111/0023-8333.00162.

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Miller, Catherine. "Juba Arabic as a written language." Journal of Pidgin and Creole Languages 29, no. 2 (September 30, 2014): 352–84. http://dx.doi.org/10.1075/jpcl.29.2.06mil.

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This paper deals with the issue of Juba Arabic (JA) as a written language and investigates various written materials produced from early 20th century up to the early 21st century. The investigated writings are presented in their socio-historical context in order to determine in which ways genres and contexts impact writing practices, particularly regarding orthographic and grammatical choices. These choices are analyzed following the notions of sameness and distance used for evaluating literacy processes in non-standard languages. The paper highlights the key moments and key agents of the codification of JA as a written language and the new developments led by the use of the internet.
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Dissertations / Theses on the topic "Written context"

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Asschier, Emil. "Comprehension of L2 idioms – audio-visual versus written context." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25722.

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The main objective of the present study is to investigate whether there is a difference in comprehension between two groups of Swedish L2 learners of English when they are faced with idioms in either a written context or in an audio-visual context. The investigation was performed at a Swedish upper secondary school. The subjects of the investigation are two different groups, where group 1 consists of 21 subjects and group 2 of 26 subjects. To one group, the idioms were presented in a written context, which is a transcribed version of the audio-visual context to which the second group was subjected. The results of the study are statistically confirmed, which means that they are generalizable to any two similar sets of students taking the same two tests and they show that there is a difference in comprehension for L2 learners if they are presented with idioms in an audio-visual context in comparison to when they are presented with a written context. This difference suggests that the comprehension of L2 idioms can be strengthened when the idioms are presented in an audio-visual context.
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Fukkink, Ruben Georges. "Instructing primary school children in deriving word meaning from written context." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/63501.

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Miskevich, Halina. "Motivational Factors and Obstacles in Written Homework." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28449.

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The purpose of this study was to investigate some motivational factors that enhancepupils’ written homework performance as well as the obstacles that make writtenhomework a difficult task. The method applied in this thesis is qualitative. Theinvestigation was carried out with the help of semi-structured interviews. The results ofthis study indicate that the pupils have different attitudes to their written homework. Themost interesting result is that not all successful pupils are highly externally motivated.The research shows that external motivational factors can enhance the pupils’ writtenperformance well enough but they can also lead to stress and anxiety and complicate thewriting process for less successful pupils. Another finding of this dissertation is thatdeadlines related to assessment can be treated as a negative form of external motivation.
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Picornell, Isabel. "Cues to deception in a textual narrative context : lying in written witness statements." Thesis, Aston University, 2013. http://publications.aston.ac.uk/19316/.

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Little research has been undertaken into high stakes deception, and even less into high stakes deception in written text. This study addresses that gap. In this thesis, I present a new approach to detecting deception in written narratives based on the definition of deception as a progression and focusing on identifying deceptive linguistic strategy rather than individual cues. I propose a new approach for subdividing whole narratives into their constituent episodes, each of which is linguistically profiled and their progression mapped to identify authors’ deceptive strategies based on cue interaction. I conduct a double blind study using qualitative and quantitative analysis in which linguistic strategy (cue interaction and progression) and overall cue presence are used to predict deception in witness statements. This results in linguistic strategy analysis correctly predicting 85% of deceptive statements (92% overall) compared to 54% (64% overall) with cues identified on a whole statement basis. These results suggest that deception cues are not static, and that the value of individual cues as deception predictors is linked to their interaction with other cues. Results also indicate that in certain cue combinations, individual self-references (I, Me and My), previously believed to be indicators of truthfulness, are effective predictors of deceptive linguistic strategy at work
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Balachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.

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Denna studie undersökte uppfattningar om praktiker när det gäller skriftliga återkopplingsmetoder för två lärare i engelska på ett svensk gymnasium. Projektet som utformades som en fallstudie undersökte också de kontextuella faktorerna som påverkar lärarnas kunskaper, övertygelser och skriftliga återkopplingsmetoder genom att samla in data med hjälp av Think-Aloud protokoll sessioner, halvstrukturerade intervjuer och analys av kommenterade studenttexter. Resultaten tyder på att det finns skillnader i lärarnas uppfattningar och faktiska praxis när det gäller att lära sig att skriva och tillhandahålla skriftlig återkoppling på grund av de kontextuella faktorerna. Resultaten visar också att lärarnas akademiska identitet, erfarenhet och institutionella krav tillsammans med andra faktorer som betyg, tid, studentmotivering och klassrummstorlek har påverkat lärarens beslutsprocess.
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Ngai, Sze-yee. "Understanding written feedback practices as well as teachers' and students' perceptions and attitudes towards written feedback in an ESP context in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241098.

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Lee, Ka-man Carmen. "Chinese and English computer-mediated communication in the context of New Literacy Studies /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25151630.

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Brammall, Neil Howard. "An investigation into the use of linguistic context in cursive script recognition by computer." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7177.

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The automatic recognition of hand-written text has been a goal for over thirty five years. The highly ambiguous nature of cursive writing (with high variability between not only different writers, but even between different samples from the same writer), means that systems based only on visual information are prone to errors. It is suggested that the application of linguistic knowledge to the recognition task may improve recognition accuracy. If a low-level (pattern recognition based) recogniser produces a candidate lattice (i.e. a directed graph giving a number of alternatives at each word position in a sentence), then linguistic knowledge can be used to find the 'best' path through the lattice. There are many forms of linguistic knowledge that may be used to this end. This thesis looks specifically at the use of collocation as a source of linguistic knowledge. Collocation describes the statistical tendency of certain words to co-occur in a language, within a defined range. It is suggested that this tendency may be exploited to aid automatic text recognition. The construction and use of a post-processing system incorporating collocational knowledge is described, as are a number of experiments designed to test the effectiveness of collocation as an aid to text recognition. The results of these experiments suggest that collocational statistics may be a useful form of knowledge for this application and that further research may produce a system of real practical use.
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Aranda, Hernández Carolina, Olea Francisca Astudillo, Bravo Marcela Benavides, Godoy Lorena Díaz, Orellana Josefa Inostroza, Bravo Nicole Novion, Quiroz Valentín Núñez, Frabasile Javiera Romero, and Turén Daniela Toro. "A case study of written feedback types and perceptions in a spanish L1 university context." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/113101.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa
This study explores feedback practices in an EFL university programme in Chile. In particular, it seeks to determine what kinds of feedback students receive and their quality. Furthermore, the study also aims at examining the perceptions, beliefs and preferences teachers and students have concerning these practices. To this purpose, naturalistic and artificial data was collected from 34 students from an undergraduate in English language and literature programme of the Universidad de Chile. In addition, teachers’ perceptions and beliefs were assembled by means of open–ended–questions interviews. Students’ perceptions and preferences were taken from digital questionnaires. Results suggest that teachers have no standardized set of techniques when providing feedback. Moreover most of them choose their feedback practices in agreement with the subject-matter they are currently evaluating. Students, consequently, do perceive the lack of standardization in the correction of their written tasks and openly prefer the broad description of their mistakes. The most relevant conclusion regarding student’s role is that there is a correspondence between perceptions and beliefs of students and teachers. However, this match in perceptions does not correspond with what actually happens. Students are aware of the importance of their involvement in the process of corrections but teachers claim that a small percentage of students participate in reality. This issue is explained by three affecting factors: Time, Institutionalization and Students’ Motivation.
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Silva, Camila Barreto. "Production written for students with intellectual disabilities in the context of mediation in the classroom." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7464.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
The present research, based on the socio-historical perspective, aimed at investigating the importance of mediation tools for the learning of written language of students with intellectual disabilities, working in partnership with colleagues without such disabilities. It also aimed at analyzing whether the mediation of knowledge of written language, held by students without intellectual disabilities, favors the evolution of psychogenetic levels of students with such disabilities, as well as investigating whether the quality of the written production of students with intellectual disabilities is modified by the mediation held by classmates without disability. The study was based on a qualitative approach, using the co-participative method through the partnership between the researcher and the teachers of these students. The study included three students with intellectual disabilities from two public schools in Fortaleza, all enrolled in elementary school, the 2nd, 3rd and 4th years. The procedures of this research involved exploratory research, the application of pre-tests and post-test and text production activities, according to different textual genres. It was performed a total of 68 production activities, involving different genres, such as letter, list , advertisement, message, directions and others. The results of this research suggest that mediation strategies held by nondisabled classmates demonstrates to be important tools for the written production of students with intellectual disabilities in the context of the classroom. The mediation strategies promoted the evolution of psychogenetic levels and the expanding of vocabulary from two of the three students who participated in the research. The mediation strategies also provided the participation of all the students in speeches / debates about the construction of their writing, often abandoning the position of a scribe âin the sense of being one that only copies.
A presente pesquisa, pautada na perspectiva sÃciohistorica, teve por objetivo investigar a importÃncia da mediaÃÃo pedagÃgica para a aprendizagem da linguagem escrita dos alunos com deficiÃncia intelectual em parceria com colegas sem esse tipo de deficiÃncia. Objetivou tambÃm analisar se a mediaÃÃo do conhecimento da lÃngua escrita realizada pelo aluno sem deficiÃncia intelectual favorece a passagem dos nÃveis psicogenÃticos do aluno com esse tipo de deficiÃncia, bem como, averiguar se a qualidade da produÃÃo escrita do aluno com deficiÃncia intelectual à modificada pela mediaÃÃo exercida por um colega de sala sem deficiÃncia. O estudo baseou-se na abordagem qualitativa utilizando o mÃtodo coparticipativo mediante a parceira entre a pesquisadora e as professoras dos referidos alunos. Participaram deste estudo trÃs alunos com deficiÃncia intelectual de duas escolas municipais de Fortaleza, todos eles matriculados no Ensino Fundamental I, nos 2Â, 3 e 4 anos. Os procedimentos desta investigaÃÃo envolveram a pesquisa exploratÃria, a aplicaÃÃo de prÃ-testes e pÃs-teste e a elaboraÃÃo de atividades de produÃÃo de texto segundo diferentes gÃneros textuais. Foram realizadas no total de 68 atividades de produÃÃo de texto envolvendo diversos gÃneros, tais como carta, lista, anÃncio bilhete, bula e outros. Os resultados desta pesquisa sugerem que as estratÃgias de mediaÃÃo desenvolvidas pelos colegas sem deficiÃncia apresentaram-se como instrumentos importantes para a produÃÃo escrita dos alunos com deficiÃncia intelectual, em contexto de sala de aula. As estratÃgias de mediaÃÃo promoveram a passagem dos nÃveis psicogenÃticos e a ampliaÃÃo do vocabulÃrio de dois dos trÃs alunos participantes. Possibilitaram tambÃm a participaÃÃo de todos eles nos discursos/debates acerca da construÃÃo de sua escrita, abandonando muitas vezes, a posiÃÃo de escriba - no sentido de ser aquele que apenas copia.
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Books on the topic "Written context"

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Potter, Alex. The context of literature written in English. Pinelands, Cape Town: Maskew Miller Longman, 1987.

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Monferrer Sala, Juan Pedro, editor, Teule, Herman G. B., editor, and Torallas Tovar Sofía editor, eds. Eastern Christians and their written heritage: Manuscripts, scribes and context. Leuven, Belgium: Peeters, 2012.

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Put it in writing: Context, text and language. Newton, NSW, Australia: Primary English Teaching Association Australia, 2015.

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Delmas, Adrien. Written Culture in a Colonial Context: Africa and the Americas 1500-1900. Cape Town, South Africa: UCT Press, 2011.

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Written culture in a colonial context: Africa and the Americas, 1500-1900. Boston: Brill, 2012.

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Delmas, Adrien. Written culture in a colonial context: Africa and the Americas, 1500-1900. Cape Town: UCT Press, 2011.

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"Good writing" in cross-cultural context. Albany, NY: State University of New York Press, 1996.

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Berkenkotter, Carol. Social context and socially constructed texts: The initiation of a graduate student into a writing research community. Berkeley, CA: Center for the Study of Writing, 1989.

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Kazumi, Hatasa, and Makino Seiichi, eds. Nakama 1: Introductory Japanese : communication, culture, context. 2nd ed. Boston: Heinle, 2011.

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School Achievement Indicators Program (Canada). SAIP, School Achievement Indicators Program: Student writing : the Canadian context, writing III. Toronto, ON: Council of Ministers of Education, Canada, 2003.

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Book chapters on the topic "Written context"

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Amador-Moreno, Carolina P. "The historical context of the letters." In Orality in Written Texts, 35–65. New York, NY : Routledge, [2019] | Series: Routledge applied corpus linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315754321-2.

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Myhill, Debra. "Prior Knowledge and the (RE)Production of School Written Genres." In Writing in Context(s), 117–36. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-24250-3_6.

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Ferreiro, Emilia. "3. The Word out of (Conceptual) Context." In Studies in Written Language and Literacy, 47. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/swll.6.05fer.

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Hammond, Jennifer. "Oral and Written Language in the Educational Context." In Learning, Keeping and Using Language, 257–70. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.19ham.

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Petsche, Hans-Joachim, Albert C. Lewis, Jörg Liesen, and Steve Russ. "Life history of Robert Grassmann, written by himself (1890)." In From Past to Future: Graßmann's Work in Context, 9–16. Basel: Springer Basel, 2010. http://dx.doi.org/10.1007/978-3-0346-0405-5_2.

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Ciliberti, Anna. "The Effect of Context in the Definition and Negotiation of Coherence." In Coherence in Spoken and Written Discourse, 189. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/pbns.63.14cil.

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Guinda, Carmen Sancho, and Ken Hyland. "Introduction: a Context-Sensitive Approach to Stance and Voice." In Stance and Voice in Written Academic Genres, 1–11. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137030825_1.

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Lea, Mary R. "Chapter 1. Writers and meaning making in the context of online learning." In Studies in Written Language and Literacy, 7–26. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.08lea.

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Tomal, Maciej. "Towards A Description Of Written Ṣurayt/Ṭuroyo: Some Syntactic Functions Of The Particle Kal." In Neo-Aramaic and its Linguistic Context, edited by Lidia Napiorkowska, Michael Waltisberg, Kathrin Göransson, Oz Aloni, Nineb Lamassu, Sina Tezel, Aziz Tezel, et al., 29–52. Piscataway, NJ, USA: Gorgias Press, 2015. http://dx.doi.org/10.31826/9781463236489-004.

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Qin, Jingjing. "Assessing L2 Argumentation in the UAE Context." In The Assessment of L2 Written English across the MENA Region, 225–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53254-3_10.

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Conference papers on the topic "Written context"

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Ihori, Mana, Akihiko Takashima, and Ryo Masumura. "Large-Context Pointer-Generator Networks for Spoken-to-Written Style Conversion." In ICASSP 2020 - 2020 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2020. http://dx.doi.org/10.1109/icassp40776.2020.9053930.

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Mengkai, Mengkai. "Samples Of Written And Verbal Heritage Of Oirat-Mongols Of Xinjiang." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.158.

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Тokmakova, Madina. "Emotivity And Psychologism In Literary Texts Written In The Kabardian Language." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.331.

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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.126.

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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.19.

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Mutiarsih, Yuliarti, Dante Darmawangsa, and Tita Saraswati Rahmadaty. "Spelling Errors on Written Production of Beginner Students: French for foreign language context in Indonesia." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.233.

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Milostivaya, Alexandra. "Hedging In A Scientific Article Written In English As A Reasoning Strategy." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.285.

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Plotnikova, Anna. "Epistolary genre: «Holy letter» in cross-cultural context." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.23.

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Published letters of Burgenland’s Croats living in Chunovo on the border of Slovakia and Hungary are under consideration from the point of view of the features of the epistolary genre of the early XXth century. The cross-cultural context dictates the use of such lexemes and turns, which were possible only in this particular Slavic region. Against this background, the so-called “heavenly letter” stands out, which is a letter-amulet written on the eve of the First World War by a soldier and sent to his loved ones. The genre features of this letter are very different from the entire corre-spondence, which allows us to consider this text in a num-ber of so-called “Holy letters”.
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Rouser, Kurt P., Keith M. Boyer, and Aaron R. Byerley. "A Contextual Framework for Enhancing an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90477.

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This paper describes various techniques employed in a novel approach to instruction and assessment of an undergraduate sequence in thermo-propulsion at the United States Air Force (USAF) Academy. Integrated motivational contexts aid development of foundations in thermodynamics, compressible gas dynamics, and propulsion while reinforcing engineering problem solving skills. Students are first oriented to the context of new material. Subsequent lessons fortify the context, giving students the opportunity to collaborate on team design projects and interact with industry and government guest speakers. Real-world, practical examples and homework further motivate and help students grasp key concepts. Tests are administered in both oral and written formats with open-ended, scenario-based questions to assess student understanding of fundamentals. Grading procedures focus on analytical methods as opposed to numerical results. Specific performance criteria validate the achievement of course educational outcomes. Student course critique scores and written comments further support the assertion that a contextual framework is highly effective in teaching fundamental thermo-propulsion concepts.
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Baly, Ramy, Georgi Karadzhov, Jisun An, Haewoon Kwak, Yoan Dinkov, Ahmed Ali, James Glass, and Preslav Nakov. "What Was Written vs. Who Read It: News Media Profiling Using Text Analysis and Social Media Context." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.308.

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Reports on the topic "Written context"

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Ayoul-Guilmard, Q., S. Ganesh, F. Nobile, R. Rossi, and C. Soriano. D6.3 Report on stochastic optimisation for simple problems. Scipedia, 2021. http://dx.doi.org/10.23967/exaqute.2021.2.001.

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This report addresses the general matter of optimisation under uncertainties, following a previous report on stochastic sensitivities (deliverable 6.2). It describes several theoretical methods, as well their application into implementable algorithms. The specific case of the conditional value at risk chosen as risk measure, with its challenges, is prominently discussed. In particular, the issue of smoothness – or lack thereof – is addressed through several possible approaches. The whole report is written in the context of high-performance computing, with concern for parallelisation and cost-efficiency.
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Emmerson, Stephen. Modulations through time. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.530427.

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This article explores the rationale behind a performance given by the authors at the Unfolding the Process symposium held in Oslo in November 2015. For this occasion, the authors devised a new version of Bach’s Goldberg Variations that builds upon Emmerson’s arrangement of the work for two pianos in 2012. A shortened version of the work (c.30 minutes) was designed that aimed nonetheless to maintain the original work’s sense of structural balance and coherence. This version involved the transposition of a number of variations into different keys to explore the possibility of adding a satisfying tonal structure to our experience of the work, in a context where both performers see potential communicative value in 'playing with' dimensions of original masterworks with a view to giving fresh perspective to the listener experience. The article is written from the alternating perspectives of the authors; one of which is primarily concerned with the rationale and process of devising the arrangement while the other reflects upon the performative aspects and implications arising from it.
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Anderson, Lowell A., Neal Black, Thomas J. Hagerty, John P. Kluge, and Paul L. Sundberg. Pseudorabies (Aujeszky’s Disease) and Its Eradication: A Review of the U.S. Experience. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, October 2008. http://dx.doi.org/10.32747/2008.7207242.aphis.

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This report has been written to serve as a history of the U.S. Aujeszky’s Disease (Pseudorabies) Eradication Program and as a guide when future disease eradication programs are considered. The report provides an overview of the program and its history and is generally nontechnical, with specific sections written by subject matter experts. The information was compiled during 2007, three years after the last four States qualified for Stage V (Free) Status. This eradication effort was formally initiated in 1989. The contents of this report include a variety of information that represents the viewpoints of individuals participating in the eradication effort. To introduce the challenge of pseudorabies (PRV), the report covers characteristics of the virus and the history of the disease in the United States, followed by the emergence of virulent strains in the 1970s that coincided with management changes in the swine industry. The report also discusses early attempts at PRV control, vaccines, and diagnostic tools, and then reviews various pilot projects, individual State experiences, and national debate on the pros and cons of eradication versus control. In addition, the report offers details on the evolution and acceptance of a national eradication program, including debate among industry and State/Federal officials, funding, testing protocols, cleanup plans, and the development of gene-deleted vaccines and their complementary tests. The ongoing threat of reintroduction from feral swine and emergency response plans are also included. Lastly, the technical coordinators have included a chapter on lessons learned from our various viewpoints on the eradication effort.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Yablonskyy, Maxym. «NEW DAYS» WEEKLY AND PETRO VOLYNIAK, PUBLISHER AND AUTHOR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11058.

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In the article on the material of the Salzburg weekly «New Days» (1945–1947) various spheres of activity of Peter Volyniak are presented. It is noted that this edition was a business card of the publishing house of the same name and had a history of continuation: in Toronto Petro Volyniak restored the publishing house of the same name and continued the publication in the format of the universal monthly «New Days» (1950–1969). The article also presents periodicals («Latest News», «New Days», «Timpani», «Our Way») and literary, artistic and scientific collection «Steering Wheel», which were published in the Salzburg publishing house of Peter Volyniak «New Days». The purpose of the publication is to trace the path of Petro Volyniak from a writer to a literary critic, journalist and publisher. This trend is reproduced in chronological order. Peter Volyniak as a writer is informed in the article «Literary Evening of P. Volyniak» (author – M. Ch-ka). O. Satsyuk’s literary-critical article is devoted to the coverage of ideological and artistic aspects of Petro Volyniak’s collection «The Earth Calls» (Salzburg, 1947). Petro Volyniak as a literary critic is presented in an article devoted to a collection of literary tales by A. Kolomiyets (Salzburg, 1946), which was published by «New Days». Petro Volyniak as a journalist presents the essay «This is our song…». With the help of content analysis it was observed that the text is divided into two parts: the first contains the author’s reflections on the Ukrainian song, its role in the life of the Ukrainian people; in the second, main, Peter Okopny’s activity abroad is presented. The publisher Petro Volyniak in 1947 in a separate publication of the February issue of the weekly summarizes the third year of activity, providing statistics on the publication of periodicals, books, postcards, calendars, various small format materials. The analyzed material demonstrated the experience of combining creative work and commercial activity.
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Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, Katy Miller, Felicity Corcoran, Matthew Tuck, Jessica Wiggins, Hannah Theobald, and Elizabeth H. Shewry. Trainee Handbook 2021. Association of Anaesthetists, July 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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You might also be interested in the extended bibliographies on the topic 'Written context' for particular source types:
Journal articles Dissertations / Theses Books
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