27,342 research outputs found
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
Language Change and SA-OT: The case of sentential negation
No full textSimulated Annealing for Optimality Theory (SA-OT) updates Optimality Theory by adding a model of performance to a theory of linguistic competence. Our aim is to show that SA-OT can contribute to language change simulations. Performance "errors" are considered to be one of the causes of variation and change. We have chosen to model the evolution of sentential negation (SN). The descriptive background adopts Jespersen's Cycle, according to which the evolution of sentential negation follows three main stages (1. pre-verbal, 2. discontinuous, and 3. post-verbal). Therefore, we advance a novel model for SN, based on SA-OT. It reproduces the three pure and the two observed mixed stages, whereas it correctly predicts the lack of an intermediate stage between 3 and 1. The success of the approach corroborates the computational, performance-based approach to the data. Finally, we employ the iterated learning paradigm to reproduce historical changes in a "simulated corpus study". This enterprise turns out to be more difficult than one would naively believe.Appeared open access as: Computational Linguistics in the Netherlands Journal (CLIN), vol. 1 (2011), pp. 21-40, and is available at http://www.clinjournal.org/sites/default/files/Lopopolo.pdfA. Lopopolo and Biró, T., “Language Change and SA-OT. The case of sentential negation”, Computational Linguistics in the Netherlands Journal, vol. 1, pp. 21-40, 2011.Peer Reviewe
Cerebral atrophy in mild cognitive impairment and Alzheimer disease: rates and acceleration.
No full textOBJECTIVE: To quantify the regional and global cerebral atrophy rates and assess acceleration rates in healthy controls, subjects with mild cognitive impairment (MCI), and subjects with mild Alzheimer disease (AD). METHODS: Using 0-, 6-, 12-, 18-, 24-, and 36-month MRI scans of controls and subjects with MCI and AD from the Alzheimer's Disease Neuroimaging Initiative (ADNI) database, we calculated volume change of whole brain, hippocampus, and ventricles between all pairs of scans using the boundary shift integral. RESULTS: We found no evidence of acceleration in whole-brain atrophy rates in any group. There was evidence that hippocampal atrophy rates in MCI subjects accelerate by 0.22%/year2 on average (p = 0.037). There was evidence of acceleration in rates of ventricular enlargement in subjects with MCI (p = 0.001) and AD (p < 0.001), with rates estimated to increase by 0.27 mL/year2 (95% confidence interval 0.12, 0.43) and 0.88 mL/year2 (95% confidence interval 0.47, 1.29), respectively. A post hoc analysis suggested that the acceleration of hippocampal loss in MCI subjects was mainly driven by the MCI subjects that were observed to progress to clinical AD within 3 years of baseline, with this group showing hippocampal atrophy rate acceleration of 0.50%/year2 (p = 0.003). CONCLUSIONS: The small acceleration rates suggest a long period of transition to the pathologic losses seen in clinical AD. The acceleration in hippocampal atrophy rates in MCI subjects in the ADNI seems to be driven by those MCI subjects who concurrently progressed to a clinical diagnosis of AD
The Fox Expedition in Search of Franklin : A Documentary Trail
No full textA portfolio of contemporary documents relating to the Fox expedition in search of Sir John Franklin has recently been found. It contained 14 personal letters written to Captain F.L. M\u27Clintock by Lady Jane Franklin and her niece, Sophia Cracroft; newspaper clippings of long letters from explorer John Rae and Allen Young, third officer on the Fox; and a drawing. With one exception, these documents are being introduced to scholars for the first time. Newly discovered is Lady Jane Franklin\u27s offer of command of the Fox to Captain F.L. M\u27Clintock. The documents, now in the author\u27s possession, affirm Lady Franklin\u27s thoroughgoing nature and tenacity in seeking to uncover information on her lost husband and his crew. Some other themes are the trust (well placed, as it turned out) that she accorded Captain M\u27Clintock and the distinct favour or disfavour with which she viewed various other Arctic personalities of the era. These themes have been commented upon in the past, but are confirmed by the documents. This article summarizes the content of the documents, places them in historical context, and quotes the two most significant letters in their entirety.On vient de découvrir un dossier de documents contemporains ayant trait à l\u27expédition Fox qui fut lancée à la recherche de sir John Franklin. Il contient 14 lettres personnelles adressées au capitaine F. L. M\u27Clintock par lady Jane Franklin et sa nièce, Sophia Cracroft; des coupures de journaux contenant de longues lettres écrites par l\u27explorateur John Rae et par Allen Young, troisième officier à bord du Fox; et un dessin. À une exception près, c\u27est la première fois que ces documents font l\u27objet d\u27une étude de la part de spécialistes. Un élément inédit est l\u27offre de commandement du Fox faite par lady Jane Franklin au capitaine F. L. M\u27Clintock. Les documents, qui sont maintenant entre les mains de l\u27auteur, affirment le caractère énergique et la ténacité de lady Franklin à vouloir découvrir ce qu\u27il était advenu de son mari et de l\u27équipage disparus. D\u27autres thèmes qui ressortent sont la confiance (bien placée, comme le confirmeront les événements) qu\u27elle accorda au capitaine M\u27Clintock et sa façon très nette de considérer d\u27un bon ou d\u27un mauvais œil les divers personnages de l\u27époque ayant affaire avec l\u27Arctique. Ces thèmes, qui ont déjà fait l\u27objet de commentaires dans le passé, sont confirmés par les documents. L\u27article résume le contenu de ces derniers, les replace dans un contexte historique et cite les deux lettres les plus importantes dans leur intégralité
KK1-1442 - Ga gwi hte hka u (The fox and the water bird) with English translation
No full textTranslation (Htoi San) A long time ago, a water bird looked for fish to eat in a pond. A fox saw it and said, "Hey, my friend. Can you also get fish for me?" Then the water bird got fish for the fox, and they became friends. The fox invited the water bird, "Hey, my friend, water bird, come to my house for dinner." The water bird accepted the invitation and went to the fox's house. While they were talking, the water bird wanted to eat the food that the fox cooked. The fox brought the rice and curry on plates. As the fox was wicked, he served the food on the plates so the water bird could not eat. Therefore, even though the water tried to eat, he could not eat at all. Thus the water bird got angry. One day, the water bird invited the fox again, "Hey, my friend fox, please come and eat dinner at my house." The fox came hungrily to the water bird窶冱 house, and when he reached there, the water bird prepared rice and curry for him to eat. The water bird placed the food in the water bottle so the fox could not eat it, even though it was just near his mouth. The fox wanted to eat so much and put his mouth into the bottle, but it stuck. The fox tried to take it out, but it could not. At last, the water bird knocked and broke the bottle, then said, "You will get back what you are wicked from now on." Transcription (La Ring) Moi shawng e da hka u ni gaw da hka langai kaw da nga tam sha taw ai da. Dai shaloi da ga gwi gaw da mu na da "E manang wa e ngai hpe ma nga ni tam jaw u le" nga na dai hku rai nga ni tam di nga tam jaw nga tam jaw rai na manang byin ai da. Dai shaloi da ga gwi wa gaw tsun ai da "E hka u manang wa ngai na nta kaw shat wa sha rit law" nga dai shaloi hka u wa gaw shat wa sha ai shaloi da ga gwi wa gaw da shi hte jahta taw shaloi da ga gwi wa shadu da ai shat ni si htu ni gaw hka u gaw shi gaw dai sha mayu rai dai shaloi da ga gwi wa gaw da dai shi na si htu ni shat ni la sa wa na shat ban kaw wo ga gwi wa gaw akyang nkaja shat ban kaw jaw rai na hka u wa gaw nlu sha hkra nga na hka u wa gaw kade mi sha tim ma nlu sha nlu sha rai na pawt rai na hka u wa gaw da lani mi na nhtoi hta shi hpe bai "E ga gwi manang wa e ngai kaw bai shat wa rit lo" nga na ga gwi wa gaw sa wa na shi gaw sa kawsi let sa sa wa sa wa rai na wo hka u wa gaw shi hpe dai hku si htu ni shanhte shat ni bai jaw sha ai dai kaw. (wora hpan le ngai nchye law) (ngai dai nchye tsun ai law) Aw hka namtau kaw bang ya shaloi da ga gwi wa gaw da nlu sha hkraw nlu sha hkraw na shi sha mayu na shi na shi na n-gup hte aw shi na n-gup gaw sha rai na sha myu ai hte shi ma ja shachyawp bang dat yang n-gup wa chyat mat di na shi kade mi galaw tim ma nlu rai na hpang e shi wora kaw wa akawk na ga mat ai hte shi dai kaw na "Ya kaw na akyang nkaja yang tinang bai hkrup sha wa ai" nga na dan re. . Language as given: Jinghpa
KK1-1452 - Ga gwi hte muk gumdin (The fox and the cake) with English translation
No full textTranslation (Rita Seng Mai) Once upon a time, there was a fox and a cake. The cake could sing really well. But it was foolish. It was wandering around the forest every day while singing and dancing. One day, the fox was searching for its food as it was hungry. No matter how hard it tried to search for its food, it couldn't find anything. Then it saw the cake wandering in the forest while singing. It thought, "This cake can sing really well. I should think of a plan to eat it tomorrow." The next day, it was waiting for the cake to ambush. But the cake showed up when it was almost noon. And it started singing there. The fox and Muk Gumdin were in the distance. Then it said to Muk Gumdin, "Hey! You can sing and dance very well. You have such a pleasant voice. Can you come closer to me, so that I can hear you well?" The cake said, "Okay. I will come closer." It moved toward the fox while singing, but it couldn't reach near. It was still far. After it finished singing a song, it stopped there. Then the fox said, "Sing again and come closer." It moved toward the fox again while singing. After singing three times, it could reach near the fox. The fox told it, "Let's take a rest for a while. I will let you sing later." Then they ate food together. After eating, Muk Gumdin said, "I have some work to do. I will go back home now. I will come back tomorrow. See you." The next morning, Muk Gumdin arrived there very early. The fox told it yesterday the specific place to meet. The fox said, "Sing in front of me today." This day, it sang the song right in front of the fox. The fox complimented it, "Wow, you have a beautiful voice. So, can you sing while standing on my lip?" Then the cake climbed up to its lip and sang the song. Then the fox said, "I can't stop listening to you. Can you sing while standing on my tongue?" The cake was so stupid that it couldn't see the danger. As soon as it was inside the fox's mouth, the fox ate it in one bite. Transcription (Lu Awng) Moi shawng de da mare langai mi kaw she ga gwi hte dai muk gumdin ngu nga ai da. E laning mi na aten hta she dai muk gumdin ngu ai wa gaw mahkawn grai chye sha pyaw ai da. Rai tim shi loi mi anya ai da. Loi mi anya ai da. Dai hku shi gaw shani shagu mahkawn ni shakawn dai hku ka ni ka dai hku grai ta leng hkawm ai she lani mi na aten hta she ga gwi wa gaw sa mu ai da. Ga gwi wa mung dai hku shi na shi sha mayu ai shat dai hku kawsi ai majaw tam sha hkawm ai da. Shani ti tam tim n mu ai da. Nmu zawn dai ga gawi wa hpun langai kaw wa hkring nga she dai nam maling ngu na dai de wa she dai muk gumdin ngu na wa mahkawn hkawn ai da. Mahkawn hkawn na she ta leng she ta leng dai sa mu ai da. Sa mu na she agra mahkawn mung grai chye hkawn ai e rai sai hpawt ni hpawt ni gaw ngai ndai muk gumdin ndai hpe ngai lu hkra sa sha na ngu e nya ya sai ngu dai hku myit da ai da. Dai ga gwi gaw dai hku myit da na she hpang jahpawt bai rai sai da. Hpang jahpawt bai shi dai kaw sa la nga re she dai muk gumdin gaw grai jan law yang she sa wa ai da. Sa wa na she mahkawn ni sa hkawn ai da. Dai shaloi she e da ga gwi gaw grai tsan ai da. Grai tsan shaloi e muk gumdin ye nang mahkawn grai pyaw nga ai le nang mahkawn hkawn yang grai pyaw ai ka yang mung grai chye ka nga le ngai hpang de ning ka sa wa rit ngu tsun ai da. Dai shaloi muk gumdin wa gaw e mai ai mai ai ngu na she ka let mahkawn hkawn she aw dai hku ta leng sa wa ai da. Ta leng sa wa re she e ndu hkraw ai da. Gwi hte grai naw tsan ai da. Kalang bai lawan wan kalang bai mahkawn ngut mat na hku nga kalang bai mahkawn na ka na bai wa sa rit ngu tsun ai da. Dai hku ngu bai ka dang she e mahkawn bai mat mat kalang bai ngut masum lang ngu na shaloi she dai ga gwi wa gaw du wa ai hku nga du wa re she e nang mahkawn hkawn ai grai pyaw ai jahkring mi naw hkring la ga i rai na ngai kalang bai hkawn shagun na yaw ngu tsun ai da. Dai shaloi she dai ga gwi hte shang lahkawng gaw lu sha ni sha re she dai kaw ga dai muk muk wa la sa dai lu sha ni sha na she kalang bai tsun ai da. E hpawt ni hpawt ni she bai sa wa sa na yaw ngu tsun ai da. Dai muk gumdin wa ngai bungli grai kyin ai dai majaw ngai bai wa sa na ngu wa shaloi hpan jahpawt bai rai sai da. Hpan jahpawt bai du ai shaloi she muk gumdin hpan jahpawt wa deng muk gumdin wa grai jau ai da. Dai gwi ma grai jau sa wa ai shaloi she dai shani gaw e dai muk gumdin wa hpe she hpawt ni nan kaw sa wa u yaw ngu sa ai shaloi she grai ga gwi wa dai ni gaw ngai hpe ni nye shawng kaw nan hkawn dan u ngu tsun ai da. Shi shawng kaw dai ga gwi wa na shawng kaw hkawn dan ai da. Hkawn dan she i grai pyaw ai ngu tsun ai da. Dai majaw ni ngai na nten yan ang hte kaw bai gabye na hkawn dan yu u ngu tsun ai da. Dai shaloi she dai muk gumdin wa shi na nten kaw gap na she hkawn dan ai da. E nye na shinglet shinglet kata kaw bai hkawn dan yu u ngu tsun ai da. Dai shaloi dai muk tawng wa mung grai grai anya ai da. Grai anya na shi na ngup kaw shang na dai ga gwi wa dai sha kau ai da. . Language as given: Jinghpa
La Figure de Terry Fox : Handicap et Performance et les Conséquences Pour l’Éducation
No full textCet article analyse la figure de Terry Fox par rapport à une reproduction idéologique d’un certain discours sur le handicap et sur l’infirmité à l’école. L’auteur reprend l’exemple du personnage de Terry Fox qui met en lumière certains aspects sociaux et culturels par rapport au handicap. L’analyse montre que la visibilité du handicap de Terry Fox est liée à sa performance physique et à des courants philanthropiques qui ont émergé dans les années 1980 et qui se sont maintenus, voire renforcés, depuis. Le handicap devient supportable quand il peut être « surmonté » et associé à de grandes causes qui transcendent le handicap. Ainsi, en enseignant de façon naïve l’histoire de Terry Fox et en encourageant la participation aux Courses Terry Fox dans les écoles, on renforce et on rend légitime un certain discours néolibéral qui cherche à former le citoyen consommateur individualiste capable de maîtriser son propre corps et son sort
Stakeholder research CoVE Water SA: CoVE Water SA the umbrella for all stakeholders
No full textThe water and sanitation sector faces well-documented issues that are challenging to address, leading to the establishment of the Platform of Vocational Excellence (PoVE) Water. This platform brings together five regional Centers of Vocational Excellence (CoVE) Water in Europe and South Africa to ensure high-quality skills and competencies in the water sector. These CoVEs facilitate collaboration among stakeholders, enabling the development of vocational education and training programs to increase awareness, responsiveness to industry needs, and address sector challenges. A few months ago, CoVE Water SA was established in South Africa to achieve the previously mentioned goals. Therefore, it is important that the following research question is answered in this initial set-up phase: What actions need to be taken to enhance the effectiveness of the CoVE Water SA? To answer this research question, several important stakeholders were interviewed. Subsequently, the interviews were analysed thematically in order to extract the most important themes and quotes, PI grids were created to assess power and interest dynamics among stakeholders, and a Social Network Analysis was conducted to understand the CoVE Water SA network and potential clusters.The research findings have unveiled key aspects for enhancing the effectiveness of CoVE Water SA. The current network in the water sector has a low density, implying that many collaborations are lacking. This leads to a high degree of interdependence within the network, resulting in a non dynamic system. The lack of collaborations, such as connections with TVET colleges, schools, farmers and local communities, results in a lack of knowledge, funding and connection to the labour market. Governmental stakeholders, like DWS, EWSeta, and BGCMA, have been identified as influential players with extensive networks and important resources, Local Authorities and Research Organizations also play important roles. Universities exhibit substantial international links, making them crucial contributors. These stakeholders have the potential to provide knowledge, collaboration, and power. These are valuable insights for CoVE Water SA, fostering network growth and effectiveness in the water sector. Furthermore, six key themes have been derived from the conducted interviews, addressing the needs of stakeholders and where CoVE can make a valuable contribution. These themes include raising awareness, reducing the skills gap in the water sector, fostering international collaborations, mitigating the labour shortage in the water sector, improving education material and establishing desired collaborations. For each theme, the interviewed stakeholders have presented their views and numerous suggestions on how CoVE Water SA can assist in addressing these issues. Additionally, stakeholders have also mentioned possible failures of CoVE Water SA, which can aid in preventing any shortcomings of the platform. Furthermore, stakeholders mentioned ongoing initiatives related to the six themes, through which they can contribute to the platform. From the Thematic Analysis, PI Grids and the SNA, a set of actions have emerged that are essential for enhancing the effectiveness of CoVE Water SA. These actions revolve around expanding and enhancing the network, organising activities and contributing to educational improvement. In terms of broadening and strengthening the network, the platform should focus on enhancing the collaborations among educational groups, building stronger relations with international institutions in Europe and Africa, involving TVETs and schools within the water network, improving stakeholder involvement and encouraging the involvement of Local Communities to increase awareness and knowledge about water issues. Furthermore, CoVE Water SA should play a role in organising activities to raise awareness of Water Resource Management. Additionally, it should assist in improving curricula, supporting students’ preparation for the workforce and making the education more practical instead of only theoretical. CoVE Water SA should also provide training and learning resources as well as comprehensive courses.However, this study recognizes several limitations that should be considered in future research and when implementing recommendations for CoVE Water SA. These limitations encompass factors like a limited scope due to resource and time constraints, minimal varied interviewee responses, and potential biases in responses. Addressing these limitations will be crucial in guiding future research and actions for CoVE Water SA.CEGM3000Civil Engineerin
Interview with Erica Jolly - teacher, author and founding member of SA Social Studies Teachers Association
No full textErica is a teacher and author who was a founding member of the SA Social Studies Teachers Association (contributing to its text books) and the SA History Teachers Association. She took her Masters in English Literature at Flinders University and taught in Girls and Boys Technical Colleges for 40 years. Erica's published works include a history of vocational education in South Australia from 1897 - 2001, We Came to Marion 1955 - 1995 (1995), A Broader Vision: Voices of Vocational Education in SA (2001), Challenging the Divide: Approaches to Science and Poetry (2010), and Making a Stand (2015)
Le projet Athena
No full textLe projet Athena est une initiative gouvernementale britannique pour la promotion des femmes dans la recherche au Royaume-Uni. Reflets de la Physique a demandé à Dame Julia Higgins, lauréate du prix Holweck 2006 (voir Reflets n°3, p. 23) et l’une des principales promotrices du projet, et à Mme Caroline Fox, sa directrice, d’exposer pour ses lecteurs la méthodologie d’Athena, son histoire et ses premiers résultats
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