Bibliografías temáticas / Universal language

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Literatura académica sobre el tema "Universal language"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Universal language"

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HUSSEIN, ABDEL-HAMID. "Language Universals, Universal Grammar and Language Acquisition". Journal of King Abdulaziz University-Arts and Humanities 1, n.º 1 (1988): 21–36. http://dx.doi.org/10.4197/art.1-1.3.

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Gorkin, Robert A. "Universal Language". Science News 160, n.º 20 (17 de noviembre de 2001): 307. http://dx.doi.org/10.2307/4012878.

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Pinheiro, Marcia R. "Universal Grammar". International Journal for Innovation Education and Research 4, n.º 4 (30 de abril de 2016): 34–37. http://dx.doi.org/10.31686/ijier.vol4.iss4.529.

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We are interested in creating a universal grammar structure, so that learning languages becomes a much easier task than it is now. We obviously cannot dream of having all languages on earth adopting this universal grammar, so that this is at most for those languages that are associated with our occidental style of writing. The Brazilian and Portuguese peoples decided to unify their language once and then reached several agreements which formed the new language, basically. With this, Brazilian Portuguese and Portuguese Portuguese became almost the same thing. In the same way, we could have all languages that adopt the occidental style of writing sharing the same grammar structure. This paper is then about a dream, but, because of the experience with the Portuguese language, we know that this is an achievable dream.
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Lounsbury, John H. "Music Universal Language, Universal Curriculum?" Music Educators Journal 78, n.º 6 (febrero de 1992): 42–44. http://dx.doi.org/10.2307/3398382.

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Kim, Donghyun, Kuniaki Saito, Kate Saenko, Stan Sclaroff y Bryan Plummer. "MULE: Multimodal Universal Language Embedding". Proceedings of the AAAI Conference on Artificial Intelligence 34, n.º 07 (3 de abril de 2020): 11254–61. http://dx.doi.org/10.1609/aaai.v34i07.6785.

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Existing vision-language methods typically support two languages at a time at most. In this paper, we present a modular approach which can easily be incorporated into existing vision-language methods in order to support many languages. We accomplish this by learning a single shared Multimodal Universal Language Embedding (MULE) which has been visually-semantically aligned across all languages. Then we learn to relate MULE to visual data as if it were a single language. Our method is not architecture specific, unlike prior work which typically learned separate branches for each language, enabling our approach to easily be adapted to many vision-language methods and tasks. Since MULE learns a single language branch in the multimodal model, we can also scale to support many languages, and languages with fewer annotations can take advantage of the good representation learned from other (more abundant) language data. We demonstrate the effectiveness of our embeddings on the bidirectional image-sentence retrieval task, supporting up to four languages in a single model. In addition, we show that Machine Translation can be used for data augmentation in multilingual learning, which, combined with MULE, improves mean recall by up to 20.2% on a single language compared to prior work, with the most significant gains seen on languages with relatively few annotations. Our code is publicly available1.
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McMurray, Bob y Edward Wasserman. "Variability in languages, variability in learning?" Behavioral and Brain Sciences 32, n.º 5 (octubre de 2009): 459–60. http://dx.doi.org/10.1017/s0140525x09990926.

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AbstractIn documenting the dizzying diversity of human languages, Evans & Levinson (E&L) highlight the lack of universals. This suggests the need for complex learning. Yet, just as there is no universal structure, there may be no universal learning mechanism responsible for language. Language is a behavior assembled by many processes, an assembly guided by the language being learned.
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Zhang, Niina Ning. "Universal 20 and Taiwan Sign Language". Sign Language and Linguistics 10, n.º 1 (16 de octubre de 2007): 55–81. http://dx.doi.org/10.1075/sll.10.1.05zha.

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Word order flexibility in sign languages has led some scholars to conclude that sign languages do not have any hierarchical structure. This paper shows that the word order patterns within Taiwan Sign Language nominals precisely follow Greenberg’s (1963:87) Universal 20. The manifestation of the universal in this sign language indicates that like oral languages, sign languages have hierarchical structures. Moreover, this paper also discusses the relation between syntactic hierarchy and linearization from the perspective of Taiwan Sign Language. The fact that the word order possibilities stated in Universal 20 are attested in a single language challenges the very notion of language parameter.
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Richmond, John W. "Universal Access for the Universal Language". Arts Education Policy Review 99, n.º 2 (noviembre de 1997): 22–29. http://dx.doi.org/10.1080/10632919709600767.

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Al-Dabbagh, Abdulla. "Globalism and the universal language". English Today 21, n.º 2 (abril de 2005): 3–12. http://dx.doi.org/10.1017/s0266078405002026.

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Like so many other innovations, the idea of one common language for all mankind appeared for the first time, in European thought, during the Renaissance. It has been estimated that since then nearly ‘seven hundred such artificial languages’ have been tried. Undoubtedly, this had to do with the collapse of Latin as the common language of education, soon to be replaced by the various, rising national languages. Europe's great expansion overseas, in this epoch, also created the need for a unified vehicle of communication.In many ways, the world, and not just Europe, is now facing a similar challenge. While English has become the Latin of the contemporary world, such a position, one can say in the light of historical experience, has always been precarious. Whether English will be unanimously accepted as the one unifying, international language of the globe, whether it will share this role with one or more other languages, or whether an artificial language will be adopted for that purpose is the question that sooner or later we will all be facing.
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Glaze, William H. "The universal language". Environmental Science & Technology 34, n.º 17 (septiembre de 2000): 369A. http://dx.doi.org/10.1021/es003393a.

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Tesis sobre el tema "Universal language"

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Saleemi, Anjum P. "Universal grammar and language learnability /". Cambridge : Cambridge university press, 1992. http://catalogue.bnf.fr/ark:/12148/cb35562111k.

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Robinson, Aaron R. "Integrating a universal query mechanism into Java /". Online version of thesis, 2007. http://hdl.handle.net/1850/4816.

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Maat, Jaap. "Philosophical languages in the seventeenth century : Dalgarno, Wilkins, Leibniz /". Dordrecht [u.a.] : Kluwer Academic, 2004. http://www.loc.gov/catdir/enhancements/fy0814/2004041547-d.html.

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Rigaud-Drayton, Margaret. "Henri Michaux's quest for a universal sign". Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312925.

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Wright, David Allan 1964. "The reciprocal nature of universal grammar and language learning strategies in computer assisted language learning". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/558183.

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Leemans, Neil Edwin Michael. "VIL a visual inter lingua". Link to thesis, 2001. http://www.wpi.edu/Pubs/ETD/Available/etd-0424101-005711.

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Thesis (M.S.)--Worcester Polytechnic Institute.
Title from title screen. Keywords: icons; pictorial; visual language; iconic communication; pidgins; interlingua. Includes bibliographical references (p. 294-301).
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Marsh, David William Roff. "Program refinement using a universal law : language specification and prototype tool". Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312873.

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Smith, George. "Refining queries on a treebank with XSLT filters : approaching the universal quantifier". Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/867/.

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This paper discusses the use of XSLT stylesheets as a filtering mechanism for refining the results of user queries on treebanks.
The discussion is within the context of the TIGER treebank, the associated search engine and query language, but the general ideas can apply to any search engine for XML-encoded treebanks.
It will be shown that important classes of linguistic phenomena can be accessed by applying relatively simple XSLT templates to the output of a query, effectively simulating the universal quantifier for a subset of the query language. uni-potsdam.de/cgi-bin/publika/view.pl?id=206">
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Lewis, Rhodri. "John Wilkins's Essay (1668) and the context of seventeenth-century artifical languages in England". Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273256.

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Yiu, Lai Kuen Candy. "Chinese character synthesis : towards universal Chinese information exchange". HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/477.

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Libros sobre el tema "Universal language"

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Larry, Crockett, ed. Universal assembly language. Blue Ridge Summit, PA: Tab Books, 1986.

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Hankes, Elmer Joseph. A universal second language. Minneapolis, Minn: Hankes Foundation, 1992.

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Comenius, Johann Amos. Panglottia or universal language. Shipston-on-Stour: P. I. Drinkwater, 1989.

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C, Cooper J. Symbolism, the universal language. San Bernardino, Calif: R. Reginald/Borgo Press, 1986.

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Twigger, Robert. Dr Ragab's universal language. London: Picador, 2010.

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Guedj, Denis. Numbers: The universal language. New York: Harry Abrams, 1997.

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Craig, Robert. Lango "language organisation": A fully democratic approach towards an international auxillary language initially based on reformed English. Douglas, Isle of Man: Lango, 1996.

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Kusch, Martin. Language as Calculus vs. Language as Universal Medium. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2417-8.

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Mullarney, Máire. Maire Mullarney argues about language. Galway, Ireland: Arlen House, 2004.

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1954-, Sakaguchi Alicja, ed. Traktatu d'un linguaz̉ universale =: Abhandlung über eine allgemeine Sprache = Traktato pri ĝenerala lingvo : Teil II aus der nachgelassenen Handschrift "Optegnelser til en pasigraphie" (1823) = II-a parto el la postlasita manuskripto "Optegnelser til en pasigraphie (1823). Frankfurt am Main: P. Lang, 1996.

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Capítulos de libros sobre el tema "Universal language"

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Kellerman, Eric, John van IJzendoorn y Hide Takashima. "Retesting a Universal". En Language Acquisition and Language Disorders, 71. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.08kel.

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Joseph, R. "The Universal Language". En The Naked Neuron, 311–32. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6008-5_11.

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Navigli, Roberto, Riccardo Orlando, Cesare Campagnano y Simone Conia. "Universal Semantic Annotator". En European Language Grid, 349–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17258-8_28.

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AbstractExplicit semantic knowledge has often been considered a necessary ingredient to enable the development of intelligent systems. However, current stateof- the-art tools for the automatic extraction of such knowledge often require expert understanding of the complex techniques used in lexical and sentence-level semantics and their linguistic theories. To overcome this limitation and lower the barrier to entry, we present the Universal Semantic Annotator (USeA) ELG pilot project, which offers a transparent way to automatically provide high-quality semantic annotations in 100 languages through state-of-the-art models, making it easy to exploit semantic knowledge in real-world applications.
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Cram, David. "Language Universals and 17th-Century Universal Schemes". En Studies in the History of the Language Sciences, 191. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.67.14cra.

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Dryer, Matthew S. "Are Grammatical Relations Universal?" En Essays on Language Function and Language Type, 115. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.82.09dry.

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Rein, Rick y Maarten M. Fokkinga. "Protocol Assuring Universal Language". En Formal Methods for Open Object-Based Distributed Systems, 241–58. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-0-387-35562-7_19.

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Piják, Peter, Jakub Malý, Martin Nečaský y Irena Holubová (Mlýnková). "UCL: Universal Constraint Language". En Information System Development, 525–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07215-9_42.

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Přívratská, Jana. "On Comenius' Universal Language". En History and Historiography of Linguistics, 349. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/sihols.51.1.37pri.

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Guasti, Maria Teresa. "Universal Grammar Approaches to Language Acquisition". En Language Acquisition, 87–108. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_5.

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Warren, Paul. "What is universal about intonation?" En Questions About Language, 167–82. 1. | New York: Taylor and Francis, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367175023-13.

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Actas de conferencias sobre el tema "Universal language"

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Karanikolas, Nikitas N. "Conceptual universal database language". En the 2009 Euro American Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1551722.1551742.

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Bento, Fernando. "Universal language for ERP's". En the Workshop. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2311917.2311918.

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M. Mrejeru, Dan. "Universal technology of language". En 2nd World Conference on Social Sciences. ACAVENT, 2021. http://dx.doi.org/10.33422/2nd.worldcss.2021.02.50.

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Lu, Ruqian. "Pseudo natural language vs. controlled natural language". En 2010 4th International Universal Communication Symposium (IUCS). IEEE, 2010. http://dx.doi.org/10.1109/iucs.2010.5666780.

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Kondratyuk, Dan y Milan Straka. "75 Languages, 1 Model: Parsing Universal Dependencies Universally". En Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-1279.

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"Myanmar Language Speech Recognizer with Hybrid Artificial Neural Network and Hidden Markov Model". En Universal Researchers. Universal Researchers, 2015. http://dx.doi.org/10.17758/ur.u0315236.

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Aghajanyan, Armen, Xia Song y Saurabh Tiwary. "Towards Language Agnostic Universal Representations". En Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1395.

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Pražák, Ondřej y Miloslav Konopík. "ULSAna: Universal Language Semantic Analyzer". En Recent Advances in Natural Language Processing. Incoma Ltd., Shoumen, Bulgaria, 2019. http://dx.doi.org/10.26615/978-954-452-056-4_112.

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Li, Yian y Hai Zhao. "Pre-training Universal Language Representation". En Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.398.

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Simon, L., Ajay Mallya, Ajay Bansal, Gopal Gupta y T. D. Hite. "A Universal Service Description Language". En IEEE International Conference on Web Services (ICWS'05). IEEE, 2005. http://dx.doi.org/10.1109/icws.2005.20.

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Informes sobre el tema "Universal language"

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6962.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, febrero de 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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ZATONA, D. S. y I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, febrero de 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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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro y Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, noviembre de 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, febrero de 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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7

Pritchett, Lant y Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), abril de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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8

Cristia, Julian P., Paulo Bastos, Kim Beomsoo y Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, agosto de 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Borgwardt, Stefan y Barbara Morawska. Finding Finite Herbrand Models. Technische Universität Dresden, 2011. http://dx.doi.org/10.25368/2022.182.

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We show that finding finite Herbrand models for a restricted class of first-order clauses is ExpTime-complete. A Herbrand model is called finite if it interprets all predicates by finite subsets of the Herbrand universe. The restricted class of clauses consists of anti-Horn clauses with monadic predicates and terms constructed over unary function symbols and constants. The decision procedure can be used as a new goal-oriented algorithm to solve linear language equations and unification problems in the description logic FL₀. The new algorithm has only worst-case exponential runtime, in contrast to the previous one which was even best-case exponential.
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10

McGrath, Robert E. y Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, agosto de 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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