The document discusses research on Welsh language use on social media networks among young people in Wales. It summarizes the key findings of a 2011 study which surveyed 200 13-18 year olds in schools in North West and South East Wales. The study found that participants complained about the lack of Welsh language content online, with Wikipedia cited as an example. English was the predominant language of the internet in both regions. Welsh language online services were seen as less comprehensive and lower quality than English equivalents. Users in South East Wales did not search for Welsh language content on YouTube. The use of Welsh on Facebook was due to living in a Welsh speaking area with Welsh speaking social networks.
Attention Stars and Feeding ConversationsRhodri Dyfrig
This document discusses research on the use of Welsh on social networks. It summarizes findings that most Welsh-speaking young people complain about the lack of Welsh language content online, with Wikipedia cited as a specific example. English is the predominant language of the internet for Welsh speakers. Welsh language services are seen as less comprehensive and lower quality than English equivalents. Use of Welsh on Facebook is higher in areas where friends speak Welsh. The document advocates encouraging the sharing of Welsh content and conversations to help allocate more attention to the Welsh language online.
This document discusses the importance of language education in the 21st century. It defines language and its importance for students to use as a vehicle for teaching academic content and advancing in the world. Examples of how language is applied include using it as a vehicle for teaching academic content, seeking opportunities for learners to use language beyond the classroom, and having learners create work to share and publish to audiences beyond just the teacher. Technology like social media, webquests, YouTube, and podcasts can be used to apply language learning.
Country Women’s Association NSW Country of Study presented by Shiralee FranksPublicLibraryServices
The Country Women's Association of NSW uses social media like its website, Facebook, and Pinterest pages to share articles, news, and visual content with members. Internet usage among older Australians has grown significantly over the past decade, rising from 29% having home access in 2003 to 54% in 2009. The organization should consider where its country's interests lie and collaborate with other organizations to determine the best social media to engage members through platforms like Spotify, YouTube, or podcasts and vodcasts if the local community includes refugees.
Participatory video can be an effective tool for inclusive research by facilitating two-way communication. It allows marginalized groups to have their voices heard in the policy-making process by telling their own stories through video. When community members create their own videos, it empowers them and improves understanding of their situations and needs. Viewers are more receptive to messages in video format compared to face-to-face meetings, as videos can link intellectual and emotional aspects to promote behavior changes. However, participatory video works best when culturally appropriate, as some methods may not translate across all communities.
Participatory video can be an effective tool for inclusive research by facilitating two-way communication. It allows marginalized groups to have their voices heard in the policy-making process by telling their own stories through video. When community members create their own videos, it empowers them and improves understanding of their situations and needs. Viewers are more receptive to messages conveyed through video versus face-to-face encounters. While participatory video has limitations that are culturally dependent, it can affirm the perspectives of vulnerable groups and lead to greater acceptance of messages when used as a communication tool in participatory research.
Languages in 21st century education REVISEDmorris256
Languages in 21st Century Education discusses the importance of language learning for students today. It notes that language is how academic content is taught and how students can become globalized by learning foreign languages to understand other cultures. Technologies like social media, webquests, YouTube, and podcasts allow students to connect with others around the world and communicate in other languages. An example given is how students now learn to use and share their work with broader audiences than just their teacher.
Part of a duo presented at the Institute of Creative Technologies, De Montfort University, UK to the Production and Research into Transliteracy (PaRT) group.
Samarjit Kachari-New media:Hope for literature and language survival?pumediaseminar2011
The document discusses how social networking sites like Facebook are being used to promote the endangered Bodo language of Assam, India by facilitating the regular use of the language through uploading articles, poems, videos and images, and commenting in both Bodo and English. While increasing internet access could boost these efforts to strengthen the use of Bodo, political and economic factors will also influence whether the language survives alongside efforts to promote it through new media.
Attention Stars and Feeding ConversationsRhodri Dyfrig
This document discusses research on the use of Welsh on social networks. It summarizes findings that most Welsh-speaking young people complain about the lack of Welsh language content online, with Wikipedia cited as a specific example. English is the predominant language of the internet for Welsh speakers. Welsh language services are seen as less comprehensive and lower quality than English equivalents. Use of Welsh on Facebook is higher in areas where friends speak Welsh. The document advocates encouraging the sharing of Welsh content and conversations to help allocate more attention to the Welsh language online.
This document discusses the importance of language education in the 21st century. It defines language and its importance for students to use as a vehicle for teaching academic content and advancing in the world. Examples of how language is applied include using it as a vehicle for teaching academic content, seeking opportunities for learners to use language beyond the classroom, and having learners create work to share and publish to audiences beyond just the teacher. Technology like social media, webquests, YouTube, and podcasts can be used to apply language learning.
Country Women’s Association NSW Country of Study presented by Shiralee FranksPublicLibraryServices
The Country Women's Association of NSW uses social media like its website, Facebook, and Pinterest pages to share articles, news, and visual content with members. Internet usage among older Australians has grown significantly over the past decade, rising from 29% having home access in 2003 to 54% in 2009. The organization should consider where its country's interests lie and collaborate with other organizations to determine the best social media to engage members through platforms like Spotify, YouTube, or podcasts and vodcasts if the local community includes refugees.
Participatory video can be an effective tool for inclusive research by facilitating two-way communication. It allows marginalized groups to have their voices heard in the policy-making process by telling their own stories through video. When community members create their own videos, it empowers them and improves understanding of their situations and needs. Viewers are more receptive to messages in video format compared to face-to-face meetings, as videos can link intellectual and emotional aspects to promote behavior changes. However, participatory video works best when culturally appropriate, as some methods may not translate across all communities.
Participatory video can be an effective tool for inclusive research by facilitating two-way communication. It allows marginalized groups to have their voices heard in the policy-making process by telling their own stories through video. When community members create their own videos, it empowers them and improves understanding of their situations and needs. Viewers are more receptive to messages conveyed through video versus face-to-face encounters. While participatory video has limitations that are culturally dependent, it can affirm the perspectives of vulnerable groups and lead to greater acceptance of messages when used as a communication tool in participatory research.
Languages in 21st century education REVISEDmorris256
Languages in 21st Century Education discusses the importance of language learning for students today. It notes that language is how academic content is taught and how students can become globalized by learning foreign languages to understand other cultures. Technologies like social media, webquests, YouTube, and podcasts allow students to connect with others around the world and communicate in other languages. An example given is how students now learn to use and share their work with broader audiences than just their teacher.
Part of a duo presented at the Institute of Creative Technologies, De Montfort University, UK to the Production and Research into Transliteracy (PaRT) group.
Samarjit Kachari-New media:Hope for literature and language survival?pumediaseminar2011
The document discusses how social networking sites like Facebook are being used to promote the endangered Bodo language of Assam, India by facilitating the regular use of the language through uploading articles, poems, videos and images, and commenting in both Bodo and English. While increasing internet access could boost these efforts to strengthen the use of Bodo, political and economic factors will also influence whether the language survives alongside efforts to promote it through new media.
This document summarizes a seminar given by Professor Luis V. Teodoro on communication theory and model building. It discusses Teodoro's background and career as a journalist, writer, and professor. It also outlines some of his views on media literacy, the declining state of traditional media, and the rise of user-generated content online. Teodoro sees these changes as harbingers of the future that build on innovations of the past.
The document discusses three models for mobile learning (mLearning) in museums: learning on demand, learning from crowds and communities, and peer-to-peer learning. It notes that mobile devices allow new opportunities for connecting, collaborating and learning beyond traditional audio tours. The document advocates developing a distributed museum network and integrating mobile strategies into all aspects of an institution's work, such as crowdsourcing collections data and enabling user contributions.
The document discusses establishing an ethical code for mediated communication. It proposes six principles for ethical communication: courtesy, context, clarity, caution, capital, and ownership. The principles aim to ensure messages treat others with respect, are appropriate for the context, avoid unintended interpretations or harm, and respect others' property and reputation while taking responsibility. The document also cites two related academic sources on networks of non-governmental organizations and mediated communication.
Creating Dynamic Elementary Classroom Projects with Web 2.0wardn1
This document discusses a presentation given in March 2011 in Murfreesboro, TN on collaborative learning and technology. It focuses on how technology has changed from the past to now, with things like Web 2.0 allowing more user-generated content and interaction online. Several research sources are cited that look at how technology can enhance writing development for English learners and motivate students to learn science.
The document discusses the role that libraries play in learning English as a foreign language. It notes that libraries provide access to a variety of resources that aid in language learning, such as books, periodicals, newspapers, and e-books. Reading is highlighted as an effective way to grasp a language quickly. Extensive research shows that schools with strong library programs see benefits like increased student motivation, higher test scores, and graduation rates. Libraries provide supports that help students from diverse backgrounds progress in their education. Overall, the document argues that libraries are an important resource for English language learners of all levels, from primary students to researchers, as they provide access to materials that help develop language skills and cultural understanding through reading
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
OER: insights into a multilingual landscapeLangOER
Talk on OER in a multilingual Landscape was given by Marit Bijlsma (Fryske Akademy), at the international conference Bilingualism in Education, which took place at Bangor University, North Wales, on 10-12th June 2016.
Weaving Global Partnerships: Telecollaboration in University EducationRobert O'Dowd
This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
English: the Working Tongue of a Global Villagejessicamariani
The document summarizes the history and spread of the English language globally. It discusses how English originated as the language of Britain but became a global language due to British colonial expansion and the power of the United States. Today, English is used internationally for business, science, aviation, and by the European Union. While only around 330 million people speak English natively, over a billion use it as a secondary language and it is taught worldwide as a foreign language. The document outlines the "three circles" model of English usage - the inner circle of native English speaking countries, the outer circle of former British colonies where it is widely used, and the expanding circle of countries where it is learned as a foreign language.
This document outlines the concepts and history of Content and Language Integrated Learning (CLIL). It defines CLIL as teaching subjects through a foreign language. CLIL began in international schools in the 1990s and spread across Europe. It aims to integrate language learning into mainstream education to promote multilingualism. The document discusses key terms, advantages of CLIL, challenges, and examples of CLIL programs in Spain.
Benefits of ict in foreign language teaching and learningMiguel Salek
This document discusses the benefits of using information and communication technologies (ICTs) for foreign language teaching and learning. It states that ICTs provide opportunities for language learners to use the target language in authentic contexts. ICTs also provide easy access to learning resources and allow for collaboration between peers. Additionally, ICTs give teachers tools to enhance their teaching practices and improve their professional performance while accommodating different learning styles and students' needs and interests.
Benefits of ict in foreign language teaching and learningMiguel Salek
This document discusses the benefits of using information and communication technologies (ICTs) for foreign language teaching and learning. It states that ICTs provide opportunities for language learners to use the target language in authentic contexts. ICTs also provide easy access to learning resources and allow for collaboration between peers. Additionally, ICTs give teachers tools to enhance their teaching practices and improve their professional performance while accommodating different learning styles and students' needs and interests.
Multilingual Families: introduction to the projectJoel Josephson
Multilingual Families : Supporting multilingual families A linguistic treasure for Europe. Preserving the linguistic and multicultural diversity of Europe immigrants and bilingual families. http://www.multilingual-families.eu/
The “Multilingual Families” project is an important project that is targeted at preserving the languages and culture of the 47.3 million immigrants living in the European Union and the many families with parents with more than one language . These people represent a linguistic treasure house for Europe and one that must be preserved to enhance the linguistic and multi-cultural diversity of Europe.
To preserve this treasure in to the second generation, the children of immigrants and linguistically diverse parents, is vital as a continuing linguistic resource.
Children who are bilingual are also a strong beacon to their monolingual peers that bilingualism, or multilingualism is obtainable.
The document provides a history of the English language and how it became a global language. It discusses how English originated from various roots and became the working language of the global village due to factors like British colonialism, the power of the United States, and increasing need for international communication. The document also analyzes the three concentric circles of English - the inner circle where it is a first language, the outer circle where it is a second language, and the expanding circle where it is a foreign language. It notes how non-native English speakers now outnumber native speakers.
This document provides an overview of the third edition of the textbook "Language, Society and Power" which examines how language influences thought and varies based on factors such as age, ethnicity, class and gender. The third edition has been completely revised with new international examples and activities. It also includes a new chapter on student projects and expanded reference sections. The book is a comprehensive resource for students studying topics related to language and can be used as a standalone text or paired with its companion reader.
Chapter One-History of Technology and Language Learning.pptxFawziEltayeb
This chapter discusses the history of digital language learning and teaching (DLL&T) based on trends in technology over different periods of time. It outlines 8 eras from the early 1900s to the present day, characterized by the dominant technologies of each period including cylinder recordings, radio, audiotapes, CDs/DVDs, early software/websites, intelligent applications, Web 2.0, and mobile learning. In each era, the technologies enabled new ways for language learners to access authentic content and practice language skills, moving from passive listening to more interactive and collaborative models as technologies advanced.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
This document summarizes a seminar given by Professor Luis V. Teodoro on communication theory and model building. It discusses Teodoro's background and career as a journalist, writer, and professor. It also outlines some of his views on media literacy, the declining state of traditional media, and the rise of user-generated content online. Teodoro sees these changes as harbingers of the future that build on innovations of the past.
The document discusses three models for mobile learning (mLearning) in museums: learning on demand, learning from crowds and communities, and peer-to-peer learning. It notes that mobile devices allow new opportunities for connecting, collaborating and learning beyond traditional audio tours. The document advocates developing a distributed museum network and integrating mobile strategies into all aspects of an institution's work, such as crowdsourcing collections data and enabling user contributions.
The document discusses establishing an ethical code for mediated communication. It proposes six principles for ethical communication: courtesy, context, clarity, caution, capital, and ownership. The principles aim to ensure messages treat others with respect, are appropriate for the context, avoid unintended interpretations or harm, and respect others' property and reputation while taking responsibility. The document also cites two related academic sources on networks of non-governmental organizations and mediated communication.
Creating Dynamic Elementary Classroom Projects with Web 2.0wardn1
This document discusses a presentation given in March 2011 in Murfreesboro, TN on collaborative learning and technology. It focuses on how technology has changed from the past to now, with things like Web 2.0 allowing more user-generated content and interaction online. Several research sources are cited that look at how technology can enhance writing development for English learners and motivate students to learn science.
The document discusses the role that libraries play in learning English as a foreign language. It notes that libraries provide access to a variety of resources that aid in language learning, such as books, periodicals, newspapers, and e-books. Reading is highlighted as an effective way to grasp a language quickly. Extensive research shows that schools with strong library programs see benefits like increased student motivation, higher test scores, and graduation rates. Libraries provide supports that help students from diverse backgrounds progress in their education. Overall, the document argues that libraries are an important resource for English language learners of all levels, from primary students to researchers, as they provide access to materials that help develop language skills and cultural understanding through reading
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
OER: insights into a multilingual landscapeLangOER
Talk on OER in a multilingual Landscape was given by Marit Bijlsma (Fryske Akademy), at the international conference Bilingualism in Education, which took place at Bangor University, North Wales, on 10-12th June 2016.
Weaving Global Partnerships: Telecollaboration in University EducationRobert O'Dowd
This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
English: the Working Tongue of a Global Villagejessicamariani
The document summarizes the history and spread of the English language globally. It discusses how English originated as the language of Britain but became a global language due to British colonial expansion and the power of the United States. Today, English is used internationally for business, science, aviation, and by the European Union. While only around 330 million people speak English natively, over a billion use it as a secondary language and it is taught worldwide as a foreign language. The document outlines the "three circles" model of English usage - the inner circle of native English speaking countries, the outer circle of former British colonies where it is widely used, and the expanding circle of countries where it is learned as a foreign language.
This document outlines the concepts and history of Content and Language Integrated Learning (CLIL). It defines CLIL as teaching subjects through a foreign language. CLIL began in international schools in the 1990s and spread across Europe. It aims to integrate language learning into mainstream education to promote multilingualism. The document discusses key terms, advantages of CLIL, challenges, and examples of CLIL programs in Spain.
Benefits of ict in foreign language teaching and learningMiguel Salek
This document discusses the benefits of using information and communication technologies (ICTs) for foreign language teaching and learning. It states that ICTs provide opportunities for language learners to use the target language in authentic contexts. ICTs also provide easy access to learning resources and allow for collaboration between peers. Additionally, ICTs give teachers tools to enhance their teaching practices and improve their professional performance while accommodating different learning styles and students' needs and interests.
Benefits of ict in foreign language teaching and learningMiguel Salek
This document discusses the benefits of using information and communication technologies (ICTs) for foreign language teaching and learning. It states that ICTs provide opportunities for language learners to use the target language in authentic contexts. ICTs also provide easy access to learning resources and allow for collaboration between peers. Additionally, ICTs give teachers tools to enhance their teaching practices and improve their professional performance while accommodating different learning styles and students' needs and interests.
Multilingual Families: introduction to the projectJoel Josephson
Multilingual Families : Supporting multilingual families A linguistic treasure for Europe. Preserving the linguistic and multicultural diversity of Europe immigrants and bilingual families. http://www.multilingual-families.eu/
The “Multilingual Families” project is an important project that is targeted at preserving the languages and culture of the 47.3 million immigrants living in the European Union and the many families with parents with more than one language . These people represent a linguistic treasure house for Europe and one that must be preserved to enhance the linguistic and multi-cultural diversity of Europe.
To preserve this treasure in to the second generation, the children of immigrants and linguistically diverse parents, is vital as a continuing linguistic resource.
Children who are bilingual are also a strong beacon to their monolingual peers that bilingualism, or multilingualism is obtainable.
The document provides a history of the English language and how it became a global language. It discusses how English originated from various roots and became the working language of the global village due to factors like British colonialism, the power of the United States, and increasing need for international communication. The document also analyzes the three concentric circles of English - the inner circle where it is a first language, the outer circle where it is a second language, and the expanding circle where it is a foreign language. It notes how non-native English speakers now outnumber native speakers.
This document provides an overview of the third edition of the textbook "Language, Society and Power" which examines how language influences thought and varies based on factors such as age, ethnicity, class and gender. The third edition has been completely revised with new international examples and activities. It also includes a new chapter on student projects and expanded reference sections. The book is a comprehensive resource for students studying topics related to language and can be used as a standalone text or paired with its companion reader.
Chapter One-History of Technology and Language Learning.pptxFawziEltayeb
This chapter discusses the history of digital language learning and teaching (DLL&T) based on trends in technology over different periods of time. It outlines 8 eras from the early 1900s to the present day, characterized by the dominant technologies of each period including cylinder recordings, radio, audiotapes, CDs/DVDs, early software/websites, intelligent applications, Web 2.0, and mobile learning. In each era, the technologies enabled new ways for language learners to access authentic content and practice language skills, moving from passive listening to more interactive and collaborative models as technologies advanced.
Language learning theory has evolved over many phases from antiquity to today. Early approaches focused on grammar rules and repetition, while later methods emphasized active use and cultural context. Major developments included standardized curricula in the late 19th century, research-backed teaching during World Wars, and a communicative approach focusing on authentic language use from the 1970s onward. The future will continue integrating new ideas from research and technology within eclectic, context-sensitive instruction.
The fourteenth Cambridge International Conference on Open, Distance and E-Learning 2011: Internationalisation and social justice: the role of open, distance and e-learing
1. The document discusses using videoconferencing to connect language learners in intercultural exchanges. It allows students to directly present and discuss their different cultures with partner classes in other countries.
2. An ethnographic approach is recommended where students observe and try to understand the cultural perspectives and practices of their partner group. This helps develop intercultural communication skills.
3. Some examples of videoconferencing tasks are given, such as comparing films or customs between cultures. Guidelines stress preparing materials, allowing discussion, and following up for maximum learning.
This document summarizes research on the digital literacy practices of newly arrived Syrian refugees. It begins with conceptions of literacy as social practices that vary across contexts and cultures. Current research shows refugees often rely on digital tools like smartphones for integration needs. The document then presents three data samples from the researcher's study: an interview with a refugee using Google Translate, observation of a refugee using a livestreaming app to practice English, and analysis of a Syrian community Facebook group. It concludes that refugees can be expert users of technologies for language learning and integration, and that social media allows refugees to both engage with and produce language in meaningful ways to support their daily lives.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
3. Adroddiad Marchnad Ofcom
Awst 2011 (Cymru)
Ffigur 4.5 Defnyddio rhaglenni ar-lein ymysg defnyddwyr band eang
Tua 1.1 miliwn
Cymraeg?
200k?
Tua 200 mil
Cymraeg?
40k?
Ffynhonnell: Ymchwil Ofcom, Chwarter 1 2011
Sail: Oedolion dros 16 oed â chysylltiad band eang gartref (n= 328 Cymru 2011)
CE5. Ar gyfer pa rai o’r rhain, os o gwbl, rydych chi neu’r bobl sy’n byw gyda chi’n defnyddio’r
4. Ymchwil: Astudiaeth Morris,
Cunliffe a Prys (2011)
Yr astudiaeth: „Social
networks and minority
language speakers: the
use of social networking
sites among young people‟
Holiaduron gan 200 o
bobol rhwng 13-18 oed
mewn 4 ysgol yng
Ngogledd Orllewin a De-
Ddwyrain Cymru,
Gwybodaeth ansoddol o
grŵpiau ffocws gyda 64
person o‟r sampl wreiddiol.
5. Casgliadau: Astudiaeth Morris,
Cunliffe a Prys (2011)
“Most participants in both areas complained about the lack of Welsh
language content online.”
“The lack of Welsh language content on Wikipedia was
the most cited example”
“English was by far the predominant language of the
internet, in both the north-west and south-east.”
“Welsh language services online were perceived to be
less
comprehensive and of poorer quality than similar English
language websites.”
didn’t search for Welsh
“Pupils in the south-east schools
language recreational content on YouTube.”
“[use of Welsh on Facebook] was due to the fact that they live in a Welsh speaking
area with Welsh speaking social networks , where they
know that their friends speak Welsh.”
6. “[...] a wealth of
information
creates a poverty
of attention and a
need to allocate
that attention
efficiently among
the
overabundance of
information
sources that might
consume it”
(Simon, 1971).
7.
8. Luistxo Fernandez
“Menus are ok, but we need
food in our language.”
“Mae hanner y trydar mewn
Basgeg yn cynnwys dolen o
ryw fath – i safle, i lun, i flog
ac ati.”
Cwestiynau allweddol am
iechyd iaith ar rwyd. cym.:
Oes sgyrsiau go-iawn?
Oes cynnwys yn cael ei
rannu?
Oes memes yn cael eu
creu?
9. Iaith y cynnwys, iaith
y rhwydwaith?
Rhan fwyaf o fywyd a
diwylliant siaradwyr
Cymraeg wedi‟i gyfryngu
drwy‟r Saesneg
Iaith y cyfryngu‟n arwain
iaith y drafodaeth?
Cylch dieflig o drafod dim
ond diwylliant a
diddordebau Cymraeg yn
yr iaith...
10 uchaf pynciau llosg
Umap Cymraeg yn aml am
ddiwylliant a newyddion
Cymraeg.
Ymchwil PhD – ymchwilarddulliaucyfranogol o gynhyrchufideo a theledumewnieithoedd lleiafrifolUmapHaciaithFideobobdyddPictiwrs
Ond faint sydd go iawn? Y ffigyrauwobli hyn yncyfeirio at botensial maximum petai holl siaradwyr Cymraeg o bob oedranyncyfri. Hydynoed os hannerwnni’r ffigwr rydyn ni’n dal ynweddolisel o ran ffigyrau os ystyriwn bod Indiginous Tweets yncyfri 8,000 o gyfrifonCymraeg a Facebook gyda 49,000 o gyfrifon sydd yndenfyddio rhyngwyneb Cymraeg.
More use was made of Welsh in the north-west, reflecting the importance of having a ‘critical mass’ of speakers in the community to support minority language use.
EconomegyddAmericanaidd Herbert Simon maedigonedd o un adnoddyngolygu bod diffyg am ddod mewnrhywadnoddcyfatebol. Digoneddgwybodaethyngolygudiffygsylw. Ond os ydyn ni’n edrychar faint o gynnwys Cymraeg sydd arlein (Wikipedia, y wasg, ecosystem fideo, blogiau ayyb) oesyna ddigonedd gwybodaeth? Mae digoneddgwybodaethyn y Saesneg, ond mae hynny’n dal ieffeithioar y sylwmae siaradwyr Cymraegyneiroii ddeunydd Cymraeg.Sut maedelioefo methiant yn y farchnadsylw?
Un arallysgrifennnod am yreconomisylwyw Michael Goldhaber. Ond nododdnodweddarall, sef bod trwch y sylwmewneconomisylw’ncaeleihawliogansêrmawr sydd a thynfaanferthol.Oesganddonni ein Elvis’ ein hynain o ran hawliosylwar y we Gymraeg? Oedd y TŷGwydryn hyn yn eu cyfnod? Huw Stephens? Sêrrygbi? Cyfrifon Twitter a Facebook Llywodraeth?Ydi meddwl am gynllunioargyfersylwyn y ffordd hyn yngallucreugwellamodaui’riaith Gymraeg arlein? Ond sylwibethydyn ni’n golli? Beth am y cynnwys? Golhaber, M.H. (1997) http://www.wired.com/wired/archive/5.12/es_attention.htmlNicholson, P. (2009) http://www.theglobeandmail.com/commentary/information-rich-and-attention-poor/article4196154/?page=all
Economidolenni Gymraeg? Beth yw’rgymahriaeth? Roedd UmapBasgegyncydgasglutrydarBasgeg, yn union aryr un model a UmapCymraeg, ond roedd un gwahaniaethamlwg: roedd llawermwy o amrywiaeth o ddarparwyr cynnwysBasgegyngolygu bod llawermwy o ddolenni a thrafodcynnwyspenodolyndigwyddar Twitter.Faint o drydar Cymraegsy’ncynnwysdolenni Saesneg? Pa iaithyw wrapper os yw’rcynnwysmewn un iaith? Mi dybiwni bod y wrapper ynamlach ne pheidio’ndilyniaith y cynhwysyn. Pa mor ddwfn yw ein economidolenni? Faint o rannucynnwysCymraeg sydd yn mynd mlaen? Ydi ein cynnwysCymraegigydar gael i’w rannu? Ydigormod o ddeunydd Cymraeg ddim ar gael yn ddigidol?EdrycharUmapBasgeg a chymharugydaUmapCymraeg o ran darparwyrcynnwysgwreiddiolyn y top 50. Gallu hefyd cymharuIndig tweet. Tystiolaethhttp://www.codesyntax.com/en/blog/minority-languages-facing-the-twitter-tsunami
Mae llaweriawn, iawn o fywyd a diwylliant siaradwyr Cymraegyncaeleidrafodyn bennaf ynyriaith Saesneg. Ganfynd ati idrafod y pwncynaarlein wedyn – pa iaithmaenhw’ndebygolo’iddefnyddioidrafod y pwnc?Golwg360, BBC Cymru’rBydyndangos bod darllenwyrCymraegyntreuliomwy o amseryndarllendeunydd am yriaith a diwylliantCymraegnacerthyglaumwycyffredinol / rhyngwladol. Y Diwylliant o drafodaeth Gymraeg arlein sydd yngyfyngiawnynei gyrraedd.http://spruce.flint.umich.edu/~ellisjs/Grahame%20Davies.pdfAs was mentioned earlier, 40 percent of Cymru’rByd’s on-line news index resources were devoted to British and foreign stories and 60 per cent to stories about Wales. In unsolicited responses, many users expressed warm appreciation of the fact that such news was available in Welsh. However, the detailed survey of the most used stories proved it was very largely not British or foreign material that the audience wished to read. The stories which almost invariably topped the list, and which completely dominated the top 20 stories week after week, were Welsh ones, and more specifically, those relating to the Welsh language, its communities and its politics. This was the case even though stories of that kind formed only a minor proportion of the 60 per cent of Welsh-based stories published. Despite the worldwide nature of the service, it appeared that community issues were still very much closest to the hearts of the users in their use of Welsh-language media. It would, of course, be wrong to infer that these users lack an interest in world and UK affairs; indeed, given the social class to which they largely belong, and the often committed and politically conscious nature of active Welsh speakers such as these, it is fair to assume that they have a lively interest in news and current affairs from beyond Wales. However, the assumption has to be made that they satisfy this need by using English-language media, which are able to provide greatly deeper and faster coverage of those matters than is possible for the Welsh-language service. It appears that the audience uses the Welshlanguage services for what they can offer uniquely: news about the specific linguistic and geographic community with which the users identify. In response to this inescapable evidence of the users’ preferences, it was decided to change the service priorities, reducing British and foreign provision to 10 percent and replacing it with Welsh stories, a strategy which led to an increased number of page impressions.
Pa fath o gynnwys ydynniangeneigreuermwyn ‘gwerthu’ cynnwysCymraegyn well a denumwy o sylw a thrafod?Kelly, K. (2008) http://www.edge.org/3rd_culture/kelly08/kelly08_index.htmlModel yw hwn o sut iychwanegugwerthynwynebpopeth sydd am ddim ar y we, ond mae’nteimlo’naddas meddwl amdano argyfercynnwysCymraeg hefyd.Llun: http://www.flickr.com/photos/carbonnyc/3063453222/8 Generatives that are better than free:Immediacy — Sooner or later you can find a free copy of whatever you want, but getting a copy delivered to your inbox the moment it is released — or even better, produced — by its creators is a generative asset. Personalization — A generic version of a concert recording may be free, but if you want a copy that has been tweaked to sound perfect in your particular living room — as if it were preformed in your room — you may be willing to pay a lot. Interpretation — As the old joke goes: software, free. The manual, $10,000. But it's no joke. A couple of high profile companies, like Red Hat, Apache, and others make their living doing exactly that. They provide paid support for free softwareAuthenticity — You might be able to grab a key software application for free, but even if you don't need a manual, you might like to be sure it is bug free, reliable, and warranted. You'll pay for authenticity. Accessibility — Ownership often sucks. You have to keep your things tidy, up-to-date, and in the case of digital material, backed up. And in this mobile world, you have to carry it along with you. Many people, me included, will be happy to have others tend our "possessions" by subscribing to them. We'll pay Acme Digital Warehouse to serve us any musical tune in the world, when and where we want it, as well as any movie, photo (ours or other photographers). Ditto for books and blogs. Acme backs everything up, pays the creators, and delivers us our desires. We can sip it from our phones, PDAs, laptops, big screens from where-ever. The fact that most of this material will be available free, if we want to tend it, back it up, keep adding to it, and organize it, will be less and less appealing as time goes on.Embodiment — At its core the digital copy is without a body. You can take a free copy of a work and throw it on a screen. But perhaps you'd like to see it in hi-res on a huge screen? Maybe in 3D? PDFs are fine, but sometimes it is delicious to have the same words printed on bright white cottony paper, bound in leather. Feels so good. What about dwelling in your favorite (free) game with 35 others in the same room? There is no end to greater embodiment. Patronage — It is my belief that audiences WANT to pay creators. Fans like to reward artists, musicians, authors and the like with the tokens of their appreciation, because it allows them to connect. But they will only pay if it is very easy to do, a reasonable amount, and they feel certain the money will directly benefit the creators. Findability — Where as the previous generative qualities reside within creative digital works, findability is an asset that occurs at a higher level in the aggregate of many works. A zero price does not help direct attention to a work, and in fact may sometimes hinder it. But no matter what its price, a work has no value unless it is seen; unfound masterpieces are worthless. When there are millions of books, millions of songs, millions of films, millions of applications, millions of everything requesting our attention — and most of it free — being found is valuable.
Annodd os nad mahosibgweithredupolisiuniongyrchol all gael effeithieithyddol fel rydych chi eisiauarrwydweithiaucymdeithasolMae rhwydweithiaucymdeithasolwedi eu adeiladu o sgyrsiauErmwynannogrhagor o ddefnyddCymraegarleinoes rhaid dechrauannog y sgyrsiau?Ermwyncaelsgyrsiau rhaid caelcynnwys / pynciauperthnasol i’w trafodErmwyncaelmwy o gynnwys rhanadwy a chyrraedd critical mass maeangeni gynhyrchwyr cynnwys a thechnolegwyrgydwweithio’nllaweragosach.Mwy o gynnwys rhanadwy, perthnasol + trafodmwy o barthauyn Gymraeg arlein = mwyddefnyddCymraegarlein? Marekets are conversations: http://www.cluetrain.com/book/markets.htmlMae’rsyniadau uchod ynrhaidyrys, ond mae’nannoddiawn meddwl am sut gellirsefydlupolisiiddeliogydarhywdweithiaucymdeithasol. Mae BordnaGaidhlighwediceisio, gan gael eibeirniadu’nhallt, maeynawefanWyddeleg sydd newyddeilansio, Mae’r ddwy gyda ffocws eithacryfar ddysgwyr sydd ynbolisidadleuol o ran annogdefnyddnaturiolgan siaradwyr iaith gyntaf.