Morphological analysis is one of the first steps in natural language studies. It is a basic component in a number of natural language processing systems. There are a few attempts made with regard to the development of Setswana morphology analyzer and generator. However, these attempts are not fully developed to produce a potential multipurpose Setswana morphological analyzer and generator. This paper presents a rule-based Setswana verb morphological analysis and generation. Morphological rules are supported by a dictionary of root words. Results show that Setswana verbs could mostly be analyzed using morphological rules and the rules could also be used to generate words. The analyzer gives 87% performance rate. The rules fail when multiple words have the same intermediate word and homographs. The generator shows that Setswana verbs are very productive with an average of 89 words per root word. However, ambiguity in word generation rules leads to formation of words that are meaningless or are not used.
Kohn 2013 Pedagogic corpora: from real language to relevant language learning...Kurt Kohn
In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project “BACKBONE – Corpora for Content and Language Integrated Learning”. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings.
BUILDING ONTOLOGIES TO UNDERSTAND SPOKEN TUNISIAN DIALECT IJCSEA Journal
This paper presents a method to understand spoken Tunisian dialect based on lexical semantic. This method takes into account the specificity of the Tunisian dialect which has no linguistic processing tools. This method is ontology-based which allows exploiting the ontological concepts for semantic annotation and ontological relations for speech interpretation. This combination increases the rate of comprehension and limits the dependence on linguistic resources. This paper also details the process of building the ontology used for annotation and interpretation of Tunisian dialect in the context of speech understanding in dialogue systems for restricted domain.
Morphological analysis is one of the first steps in natural language studies. It is a basic component in a number of natural language processing systems. There are a few attempts made with regard to the development of Setswana morphology analyzer and generator. However, these attempts are not fully developed to produce a potential multipurpose Setswana morphological analyzer and generator. This paper presents a rule-based Setswana verb morphological analysis and generation. Morphological rules are supported by a dictionary of root words. Results show that Setswana verbs could mostly be analyzed using morphological rules and the rules could also be used to generate words. The analyzer gives 87% performance rate. The rules fail when multiple words have the same intermediate word and homographs. The generator shows that Setswana verbs are very productive with an average of 89 words per root word. However, ambiguity in word generation rules leads to formation of words that are meaningless or are not used.
Kohn 2013 Pedagogic corpora: from real language to relevant language learning...Kurt Kohn
In this presentation, I first give a brief overview of descriptive corpus linguistics and the exploitation of descriptive corpora for pedagogic purposes within the framework of data-driven learning. Following a critical evaluation from a cognitive discourse perspective, I then argue for a pedagogic corpus approach in which corpus conceptualization and design are vitally shaped by the pedagogic orientation itself. This concerns in particular pedagogic motivation of corpus content development, including corpus annotation with pedagogically relevant thematic and linguistic categories, content enrichment to facilitate authentication, as well as online searches beyond the familiar concordances. The approch is illustrated with reference to copora available from the EU project “BACKBONE – Corpora for Content and Language Integrated Learning”. The BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF); they are freely available for non-commercial educational use. Moodle-based pilot courses are deployed to demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning activities in blended learning settings.
BUILDING ONTOLOGIES TO UNDERSTAND SPOKEN TUNISIAN DIALECT IJCSEA Journal
This paper presents a method to understand spoken Tunisian dialect based on lexical semantic. This method takes into account the specificity of the Tunisian dialect which has no linguistic processing tools. This method is ontology-based which allows exploiting the ontological concepts for semantic annotation and ontological relations for speech interpretation. This combination increases the rate of comprehension and limits the dependence on linguistic resources. This paper also details the process of building the ontology used for annotation and interpretation of Tunisian dialect in the context of speech understanding in dialogue systems for restricted domain.
Η Χρήση των Φορητών Συσκευών όπως το Έξυπνο Κινητό Τηλέφωνο (Smartphone), η Φ...Eurostars Programme EUREKA
Η τεχνολογία Mobile Health (m-Health), είναι μια πτυχή της Ηλεκτρονικής Υγείας (e-Health) που χρησιμοποιείται πλήρως για το πως μπορούν να αποκτηθούν, να μεταφερθούν, να αποθηκευτούν, να επεξεργασθούν και να προστατευθούν δεδομένα για την παροχή ουσιαστικών αποτελεσμάτων. Η ενσωμάτωση αυτής της τεχνολογίας στον τομέα της Υγείας δίνει τη δυνατότητα στην προώθηση καλύτερης επικοινωνίας για την επίτευξη ενός υγιούς τρόπου ζωής, τη βελτίωση της λήψης αποφάσεων από τους Ιατρούς, τη βελτίωση της ποιότητας της Υγειονομικής Περίθαλψης μέσω της καλύτερης πρόσβασης σε ιατρικά δεδομένα και μέσω της άμεσης επικοινωνίας σε μέρη όπου αυτό δεν ήταν δυνατό στο παρελθόν. Χρησιμοποιούνται οι φορητές συσκευές, ως προς το σύνολο των υπηρεσιών που σχετίζονται με την υγεία προς τους ασθενείς, τους επαγγελματίες υγείας, παρέχοντας ιατρικές συμβουλές μέσω των πλατφόρμων φορητής τεχνολογίας, τόσο σε υλικό όσο και λογισμικό υλικό. Η υιοθέτηση των φορητών συσκευών τους από το ιατρό αποτελούν εργαλεία που είναι χρήσιμα, για την έγκαιρη διάγνωση, την θεραπεία, την αποφυγή ιατρικών λαθών, την μείωση του αριθμού επανεισαγωγών στις νοσηλευτικές μονάδες του νοσοκομείου, βελτιώνοντας ταυτόχρονα τις παρεχόμενες υπηρεσίες υγείας με ταυτόχρονη μείωση του κόστους νοσηλείας.
Η Χρήση των Φορητών Συσκευών όπως το Έξυπνο Κινητό Τηλέφωνο (Smartphone), η Φ...Eurostars Programme EUREKA
Η τεχνολογία Mobile Health (m-Health), είναι μια πτυχή της Ηλεκτρονικής Υγείας (e-Health) που χρησιμοποιείται πλήρως για το πως μπορούν να αποκτηθούν, να μεταφερθούν, να αποθηκευτούν, να επεξεργασθούν και να προστατευθούν δεδομένα για την παροχή ουσιαστικών αποτελεσμάτων. Η ενσωμάτωση αυτής της τεχνολογίας στον τομέα της Υγείας δίνει τη δυνατότητα στην προώθηση καλύτερης επικοινωνίας για την επίτευξη ενός υγιούς τρόπου ζωής, τη βελτίωση της λήψης αποφάσεων από τους Ιατρούς, τη βελτίωση της ποιότητας της Υγειονομικής Περίθαλψης μέσω της καλύτερης πρόσβασης σε ιατρικά δεδομένα και μέσω της άμεσης επικοινωνίας σε μέρη όπου αυτό δεν ήταν δυνατό στο παρελθόν. Χρησιμοποιούνται οι φορητές συσκευές, ως προς το σύνολο των υπηρεσιών που σχετίζονται με την υγεία προς τους ασθενείς, τους επαγγελματίες υγείας, παρέχοντας ιατρικές συμβουλές μέσω των πλατφόρμων φορητής τεχνολογίας, τόσο σε υλικό όσο και λογισμικό υλικό. Η υιοθέτηση των φορητών συσκευών τους από το ιατρό αποτελούν εργαλεία που είναι χρήσιμα, για την έγκαιρη διάγνωση, την θεραπεία, την αποφυγή ιατρικών λαθών, την μείωση του αριθμού επανεισαγωγών στις νοσηλευτικές μονάδες του νοσοκομείου, βελτιώνοντας ταυτόχρονα τις παρεχόμενες υπηρεσίες υγείας με ταυτόχρονη μείωση του κόστους νοσηλείας.
Harappa was discovered in 1921 by Dayaram Sahni. The excavations were done under the guidance of Sir John Marshal and Colonel Meke. Remains of the Harappan civilisation has been found in other cities like Mohen-Jo-Daro, Ropar, and Alamgirpur.
Аннотация
В данной перзентации будут рассмотрены основные элементы, которыми должен обладать каждый курс по преподаванию английского языка. Также будут выделены элементы, которые меняются в зависимости от профессии и кратко рассмотрены основные теории преподавания английского языка для специальных целей британских и американских ученых. В статье даны практические советы, как успешно представить продукт на английском языке.
Annotation
In this research we want to look through the general elements of ESP courses. Also our aim is to highlight the main differences between ESP courses for scientists, businessmen, and teachers. It is also important to mention the theories of ESP teaching methodology of American and British ESP researchers. In this article you also can find practical advices how to be successful at the presentation of your product on English language.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Orientation to Afternoon SessionCOMBINING CONTENT AND LANGUAGE TEACHING IN SUBJECT-INTEGRATED CURRICULUM (juonneopetus) -> Languageteacherangle ? -> MORNING SESSION -> Contentteacherangle ? -> AFTERNOON SESSION CHAIR: Professor (Emeritus) Sauli Takala, Jyväskylä University Saarikoski & Rauto
2. AFTERNOON SESSION The Pedagogy ofTeaching in a Foreign/Second Language & Collaboration between the Content and the Language Teacher WHY SHOULD CONTENT TEACHER NEED TO WORK WITH LANGUAGE TEACHER ? HOW COULD IT BE DONE ? - MODELS DO WE NEED SPECIAL PEDAGOGICS FOR TEACHING IN FOREIGN/SECOND LANGUAGE ? HOW TO DO IT IN PRACTICE ? - GUIDELINES Both in English- medium and Finnish- medium degree programs Dr Heini-Marja Järvinen Lotta Saarikoski/Eeva Rauto
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5. Preparing the student for ... KORJAA!!!But… does it mean language learning? If so: why are there no clear language learning goals in EMI-degree programs? Saarikoski, Rauto
6. Is LanguageLearning an AutomaticProcess in EMI? Having no languagelearninggoalseems to suggestso (Just throw the students into the bath and ...) Based on both theory and our experience: NO Our story … Saarikoski & Rauto
7. A sadstory aboutour(IT) Degreestudent Mr. ”Xxxx Yyyy” Output learner’s own language production Input lectures, reading materials No directconnection Input and Interaction Theory,e.g. Gass (1997), Ellis(2005) Saarikoski & Rauto
8. Input lectures, readingmaterials Output learner’sown language production 4 phases In the process FourPhasesbetween Input and Output Input and InteractionTheory,e.g. Gass (1997), Ellis(2005) 1. Comprehension the learnerunderstandswhathe/she is reading/listening 2. Noticing the learnerpaysattention to certain feature in the input data Had Mr. X. Y’s languagedeveloping stopped Here? 3. Intake ’linguisticfeaturesnoticed in input comparedwith learner’smentalgrammar’: gap(Ellis 1994; 2004 4. Integration the ”new” featuresbecomepart of the learner’slanguagesystem
10. WHO ? Whoshouldgive the Guidance and Support? Content teaher 1. Comprehension the learnerunderstandswhathe/she is reading/listening 2. Noticing the learnerpaysattention to certain feature in the input data Language teacher 3. Intake ’linguisticfeaturesnoticed in input comparedwith learner’smentalgrammar’: gap(Ellis 1994; 2004 Bothcontent and language teacher 4. Integration the ”new” featuresbecomepart of the learner’slanguagesystem
12. Ourmodel for combininglanguageteachingwithsubjectteaching (CLIL) Saarikoski, Rauto & Koski LSP course/ languagebooster Contentcourse (Either in FinnishorEnglish) More and more of theseshouldbe in English Course materials Assignments Report Presentation
15. Chair of the Afternoon Session Professor (Emeritus Sauli Takala) EALTA (European Association for LanguageTesting and Assessment) Tens of publications Revisor of 50 doctoralthesis. One of scholarswhoinvented ’CLIL’ in the University of Jyväskylä Saarikoski & Rauto
16. Termejä LSP (ESP) Language for SpecificPurposes (ammatillisiin kielenkäyttötilanteisiin liittyvän kielen opetus, esim. AMK:n englannin kurssit) CBLT ContentBasedLanguageTeaching (kielenopettaja samalla sisällön asiantuntija) Saarikoski, Rauto & Koski CBLT ja LSP -opetus ei mielestämme ole integrointia Integrointi = FLM - sisällönopettajan ja kielenopettajan aidosti yhteistyössä Kielenoppimistavoite koulutusohjelmassa tiedostettu
17. LSP:n ja CBLT:nkäyttörajoitteet LSP (ESP) Kielenopettajan valitsema ”autenttinen” oppimateriaali voi olla satunnaista ja keinotekoista CBLT Ideaali, mutta harvinaista, koska kielenopettaja on harvoin myös sisällön asiantuntija Tehokkaampi ja opiskelijoita motivoivampi vaihtoehto: kielikurssin oppimateriaali (osittain) sama kuin sisältöaineessa Vrt. VAMK-kokeilun tutkimusaineiston oppijan kommentti 2007 ”Oppii oikeita asioita englanniksi”
19. Kokemuksesta opittua DONT’s DO’s Ammattiaineen kurssin valinta harkiten – kieliainesta oltava runsaasti sisällön ympärillä Ammattiaineen opettajan ja kielten opettajan yhteistyö alusta asti ’Porkkana’ oltava mukana Liian alhainen taitotaso Varsinaisen kurssin aines haasteellista suomeksikin LanguageBooster -tuntien ajankohta Saarikoski, Rauto & Koski
21. Saarikoski, Rauto & Koski OurConclusion Lotta: tämä lopuksi Whatcanone teacherdo? (nextpresentation…) Twocoachesareneeded for optimallanguagelearningoutcome (and also to preventlearningdifficulties) in EMI degreeprograms Why and How ??
22. Saarikoski, Rauto & Koski 3.1. Muutos oppiaine - eristäytyneestä oppiaineintegroituun opetukseen Opetustakehitetäänjuonneopetuksensuuntaan tavoitteenaopetuksenrakentaminenyhteistenteemojenympärille Esim. sisältöopetuksenopetusmateriaalin “teemaa ” käytetäänjuonteena, jonkaympärillekielenopetusnidotaan
23. Saarikoski & Rauto SO -> thereshouldbe CLIL(L) in English-MediumInstruction in HigherEducation (Content and languageintegrated (language) learning) INTEGRATING CONTENT AND LANGUAGE LEARNING CLIL(L) MAINSTREAM LANGUAGE TEACHING (LSP) . ENLISH-MEDIUM COURSES/DEGREE PRORAMS
24. Saarikoski & Rauto WhataboutFinnish- Medium Instruction in HigherEducationweshouldalso INTEGRATING CONTENT AND LANGUAGE LEARNING JUONNEOPETUS (SUBJECT INTG. CURRICULUM) MAINSTREAM LANGUAGE TEACHING (LSP) . FINNISH-MEDIUM COURSES/DEGREE PRORAMS