277 research outputs found
The Development of Productivity and Syntactic Complexity in Modern Greek Expository and Narrative Texts
No full textExpository discourse, i.e., the use of language to communicate information about a topic, calls upon users’ advanced language skills, thus offering a unique opportunity to study later language development. Furthermore, exposition is of enormous importance in education, closely related to academic success. Nevertheless, research examining the developing ability of students to produce expository texts is relatively recent, and for Modern Greek quite limited. Relevant studies have indicated that the development of the linguistic skills necessary for mature expository text production is a process that develops gradually, all through adolescence into adulthood. This cross-sectional study investigates the developmental trajectories of two expository and one narrative text in Modern Greek, and probes into productivity and syntactic complexity at both clausal and subclausal level. Three written texts were elicited from students aged 10, 13, and 16 years, as well as adults aged 25–35 years. Results revealed that the younger participants produced shorter expository than narrative texts. However, with age, expositions became longer and reached the narrative in length. With regard to syntactic complexity, expository writing gave even young learners the opportunity to unfold more advanced language skills than narrative writing. However, age did not lead to an increase in subordinate clause use in either of the expository texts. Subclausal syntactic complexity proved more sensitive in capturing age-related progress in these texts. Overall, it was revealed that the development of mature expository skills is complex, continues into adulthood and has distinct characteristics for each expository text. Finally, in narratives, syntactic complexity increased with age at both the clausal and subclausal level. These results are discussed in terms of the cognitive demands each text type creates on language users, and future research directions are suggested. © Common Ground Research Networks, Vicky Kantzou, Some Rights Reserved, (CC BY-NC-ND 4.0)
Vicky Henderson
No full textthis paper. The second author is supported by an Advanced Fellowship from the EPSRC. The third author acknowledges partial financial support from DAAD, EPSRC and KW
Bayesian mixture estimation for perceptual grouping
No full textPerceptual grouping is the process by which a set of image elements is divided into distinct “objects” or components. In this dissertation I propose a Bayesian framework for understanding perceptual grouping, in which the goal of the computation is to estimate the organization that best explains the observed configuration of image elements. I formalize the problem of perceptual grouping as a mixture estimation problem, where it is assumed that the configuration of elements is generated by a set of distinct components (or ”objects”), whose underlying parameters one seeks to estimate. In the first part of this dissertation I will propose a simplified version of the framework and show how it can be used to estimate the number of objects, more specifically clusters of dots, present in the image. Across two experiments I show how the model gives an accurate and quantitatively precise account of subjects’ numerosity judgments, while at the same time outperforming more standard accounts for dot clustering. In the second part of the dissertation this simplified framework is expanded to estimate a hierarchical representation of the image elements. This framework can easily be adjusted to different subproblems of perceptual grouping. Here I will show how an instantiation of our framework for contour integration, part decomposition, and shape completion can account for several key perceptual phenomena and previously collected human subject data.Ph. D.Includes bibliographical referencesby Vicky Froye
Confronting Existential Dilemmas: An In-Depth Analysis of Vicky Cristina Barcelona through the Philosophies of Sartre and Camus
No full textIn this paper, the author analyzes Woody Allen's film Vicky Cristina Barcelona through an existential lens, drawing parallels with the philosophies of Jean-Paul Sartre and Albert Camus. The characters Vicky, Cristina, Juan Antonio, and María Elena embody existential dilemmas, exploring themes of individual freedom, choice, and the search for meaning in an indifferent world. The analysis delves into Sartrean concepts of bad faith and radical freedom, contrasting Vicky's societal conformity with Cristina's Camusian pursuit of meaning through experiences. The characters' interactions reflect the unpredictable and absurd nature of human relationships, echoing Camus's exploration of the absurdity of emotions. The non-linear narrative structure aligns with existential themes, emphasizing life's unpredictability, and Barcelona serves as a metaphor for the complexities of existence. Woody Allen's narrative and artistic choices invite viewers to reflect on the intricate interplay of love, desire, and chance encounters in the context of existentialism
From Pausanias to Baedeker and Trip Advisor: Textual proto-tourism and the engendering of tourism distribution channels
No full textThe key aim of this article is to provide an interdisciplinary look at tourism and its diachronic textual threads bequeathed by the ‘proto-tourist’ texts of the Greek travel author Pausanias. Using the periegetic, travel texts from his voluminous Description of Greece (2nd century CE) as a springboard for our presentation, we intend to show how the textual strategies employed by Pausanias have been received and still remain at the core of contemporary series of travel guides first authored by Karl Baedeker (in the 19th century). After Baedeker, Pausanias’ textual travel tropes, as we will show, still inform the epistemology of modern-day tourism; the interaction of travel texts with travel information and distribution channels produces generic hybrids, and the ancient Greek travel authors have paved the way for the construction of networks, digital storytelling and global tourist platforms
A Holding Space
No full textVicky Hunter is a Practitioner-Researcher and Professor in Site Dance at the University of Chichester,
UK. Her research explores site dance and corporeal engagements with space, place and lived
environments. Since 2004 she has presented site dance in a range of sites including basements,
woodlands and beaches. She is co-author of (Re) Positioning Site Dance: Local Acts, Global Themes (2019) with
Melanie Kloetzel and Karen Barbour, and editor of Moving Sites: Investigating Site-Specific Dance Performance
(Routledge, 2015). Her monograph Site, Dance and Body: Movement, Materials and Corporeal Engagement was
published by Palgrave in 2021
Language education for refugees and migrants: Multiple case studies from the Greek context
No full textΗ πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευσης των πληθυσμών που αναζητούν καταφύγιο και μια καινούρια ζωή στην Ευρώπη. Η γνώση της τοπικής γλώσσας είναι απαραίτητη για τον πληθυσμό αυτό, προκειμένου να επιτύχει τη βελτίωση της κοινωνικοοικονομικής και επαγγελματικής του κατάστασης. Στην Ελλάδα, τις προηγούμενες δεκαετίες υπήρξε πρόνοια για την γλωσσική εκπαίδευση μεταναστών/ριών από δημόσιους φορείς και ταυτόχρονα από πρωτοβουλίες εθελοντικών ομάδων. Ωστόσο, κατά την πρόσφατη προσφυγική κρίση σημειώνεται δραστηριοποίηση κυρίως ανθρωπιστικών οργανώσεων και εθελοντών/ριών σε αυτόν τον τομέα, ιδιαίτερα σε ό,τι αφορά εφήβους άνω των 15 ετών και ενήλικες.H μελέτη εστιάζει σε περιβάλλοντα μη τυπικής εκπαίδευσης που προσφέρουν δωρεάν μαθήματα γλώσσας σε μετανάστες/ριες και πρόσφυγες 15 ετών και άνω. Στόχος είναι η διερεύνηση: α) του προφίλ και των στόχων των εκπαιδευτών και των μαθητών/ριών, β) των μεθόδων διδασκαλίας, γ) του κλίματος μεταξύ εκπαιδευτών-εκπαιδευομένων και των εκπαιδευομένων μεταξύ τους, δ) του εκπαιδευτικού υλικού που αξιοποιείται. Υιοθετήθηκε η μέθοδος των πολλαπλών μελετών περίπτωσης. Διερευνήθηκαν 21 εκπαιδευτικά περιβάλλοντα, όπου προσφέρονταν μαθήματα κατά την περίοδο Ιανουαρίου-Ιουνίου 2017. Τα δεδομένα συγκεντρώθηκαν στο πλαίσιο του Μεταπτυχιακού Προγράμματος «LanguageEducationforMigrantsandRefugees» του Ελληνικού Ανοικτού Πανεπιστημίου. Για τη συλλογή τους χρησιμοποιήθηκαν συνεντεύξεις με εκπαιδευτικούς και εκπαιδευομένους/ες και, σε ορισμένες περιπτώσεις, ερωτηματολόγια. Επίσης πραγματοποιήθηκαν παρατηρήσεις της εκπαιδευτικής διαδικασίας.Τα μαθήματα λειτουργούσαν σε ορισμένες περιπτώσεις με χρηματοδότηση από ΜΚΟ, ενώ σε άλλες με βάση την προσφορά εθελοντών. Όσον αφορά τις γλώσσες, τα ελληνικά διδάσκονταν σε 17 από τα περιβάλλοντα, τα αγγλικά σε τρία, ενώ σε μία περίπτωση τα μαθήματα αφορούσαν τη γερμανική γλώσσα. Οι εκπαιδευτικοί ήταν όλοι σχεδόν απόφοιτοι/ες τριτοβάθμιας εκπαίδευσης, συχνά με μεταπτυχιακές σπουδές, οι μισοί/ές με εμπειρία στην εκπαίδευση μεταναστών, αλλά λίγοι/ες με εξειδίκευση στη διδακτική της δεύτερης γλώσσας. Δήλωσαν ότι στοχεύουν στην ανάπτυξη επικοινωνιακών δεξιοτήτων βασικών για την επιβίωση των εκπαιδευομένων. Οι περισσότεροι έδιναν προτεραιότητα στην καλλιέργεια του προφορικού έναντι του γραπτού και αρκετοί σημείωσαν προβλήματα στην απόκτηση δεξιοτήτων γραμματισμού, τα οποία συνέδεσαν με ελλιπή γραμματισμό στην πρώτη γλώσσα των εκπαιδευομένων. Όσον αφορά τις μεθόδους διδασκαλίας, παρά τις δηλώσεις των εκπαιδευτών για το αντίθετο, η παρατήρηση έδειξε ότι συχνά κατέφευγαν σε πιο παραδοσιακές τεχνικές. Μεγάλες διαφοροποιήσεις σημειώθηκαν σε σχέση με το υλικό που χρησιμοποιήθηκε στα μαθήματα αυτά.Οι εκπαιδευόμενοι ήταν μετανάστες και πρόσφυγες ηλικίας 15 έως 63 ετών, ένα πολύ μεγάλο ηλικιακό φάσμα που συχνά συναντήθηκε και στο ίδιο τμήμα. Προέρχονταν από πολλές διαφορετικές χώρες, και σημειώθηκαν μεγάλες διαφορές στο μορφωτικό τους επίπεδο και συνεπώς και στις δεξιότητες γραμματισμού στη μητρική. Στόχος τους ήταν κυρίως η ανάπτυξη γλωσσικών δεξιοτήτων που θα τους επέτρεπαν να ανταπεξέλθουν στις καθημερινές τους ανάγκες που αφορούν την επιβίωση και την εύρεση εργασίας. Τέλος, σε σχέση με το κλίμα, διαπιστώθηκε ότι οι εκπαιδευτές/ριες κατάφερναν να δημιουργήσουν ένα ευχάριστο και υποστηρικτικό μαθησιακό περιβάλλον και να μεταδώσουν συναισθήματα εμπιστοσύνης. Το περιβάλλον ενίσχυσε τα κίνητρα των εκπαιδευομένων να συμμετάσχουν στην εκπαιδευτική διαδικασία, χωρίς να δημιουργούνται ανταγωνισμοί ή συγκρούσεις μεταξύ τους, αλλά σε πνεύμα συνεργασίας και αλληλοβοήθειας.Από τα αποτελέσματα της μελέτης αναδεικνύεται η σημαντικότατη συμβολή των ανθρωπιστικών οργανώσεων και των εθελοντών/ριών στην ομαλή ένταξη αυτού του πληθυσμού και στην αντιμετώπιση των άμεσων γλωσσικών αναγκών τους. Ωστόσο, ταυτόχρονα καταγράφεται ο κατακερματισμός του πεδίου και υπογραμμίζεται η ανάγκη όσων εργάζονται σε αυτό για καθοδήγηση στην ανάπτυξη και υλοποίηση εκπαιδευτικών παρεμβάσεων. Η ανάλυση αναγκών των εκπαιδευομένων, η ανάπτυξη εξειδικευμένων προγραμμάτων, η ιδιαίτερη αντιμετώπιση του θέματος του αναλφαβητισμού, και η αντιμετώπιση σε ευρωπαϊκό επίπεδο των γλωσσικών αναγκών των υπό μετακίνηση πληθυσμών είναι θέματα που χρήζουν προσοχής. Σε αυτό το πλαίσιο η νέα εργαλειοθήκη του Συμβουλίου της Ευρώπης για τη γλωσσική εκπαίδευση προσφύγων θα μπορούσε να προσφέρει την απαραίτητη καθοδήγηση και συνοχή στο πεδίο.</jats:p
The real costs of Open Source Sustainability
No full textIn 2016 Nadia Eghbal released "Roads and Bridges: The Unseen Labor Behind Our Digital Infrastructure," which shines a light on how few people maintain the software that underpins a large amount of the internet and the services that run on it.
The software world has rallied around Open Source Sustainability. Going with what they know, folks mostly focus on paying FOSS developers. Funding drives were funded. Foundations were founded. Startups started up. Venture capitalists ventured that capital.
Money isn't the only part of sustainable FOSS projects. Sustainability is a multi-faceted concept that can't work if people focus on only one of its many elements.
This talk will:
Review literature around the concept of sustainability
Propose a definition that more accurately details what "sustainable" means to FOSS
Provide tips for starting with your FOSS sustainability efforts
About the speaker
VM (aka Vicky) spent most of her twenty-plus years in the tech industry leading software development departments and teams, providing technical management and leadership consulting for small and medium businesses, and helping companies understand, use, release, and contribute to free and open source software in a way that's good for both their bottom line and for the community. Now, as the Director of Open Source Strategy for Juniper Networks, she leverages her nearly 30 years of free and open source software experience and a strong business background to help Juniper be successful through free and open source software.
She is the author of Forge Your Future with Open Source, the first and only book to detail how to contribute to free and open source software projects. The book is published by The Pragmatic Programmers and is now available at https://fossforge.com.
Vicky has been a moderator and author for opensource.com, an author for Linux Journal, the Vice President of the Open Source Initiative, and is a frequent and popular speaker at free/open source conferences and events. She's the proud winner of the Perl White Camel Award (2014), the O’Reilly Open Source Award (2016), and two Opensource.com Moderator's Choice Awards (2018, 2019). She blogs about free/open source, business, and technical management at {anonymous => 'hash'};.</p
Teachers’ Emotions in Minority Primary Schools: The Role of Power and Status
No full textThis study examines teachers’ emotions within minority primary schools. While previous research on teachers’ emotions frames them as narratively constructed and shaped by ideological forces, it often overlooks the unique impact of minority school contexts. The role of power and status dynamics in shaping teachers’ emotions within such educational settings remains an underexplored area. To address this gap, this article applies Kemper’s sociological theory of emotions to investigate how pride, frustration, and enjoyment influence the professional identities of teachers working in a minority school in Greece. The findings reveal that the interplay between power and status differentially shapes the relational contexts of minority teachers – whether with school administration, pupils, colleagues, or pupils’ parents. Notably, even the same emotion (such as frustration) is conditioned by how this interplay manifests within each of these relational domains
PARTHENOS Training Suite: Introduction to Research Infrastructures
No full textIntroduction to Research Infrastructures
PARTHENOS
Archived snapshot of the ‘Introduction to Research Infrastructures’ module, which is part of the PARTHENOS Training suite [1], which was developed as part of Work Package 7 in the PARTHENOS project [2].
By the end of this module, learners should be able to:
Understand the elements of common definitions of research infrastructures
Be able to discuss the importance of issues such as sustainability and interoperability
Understand how research infrastructure supports methods and communities
Be aware of some common critiques of digital research infrastructures in the Humanities.
Background:
The PARTHENOS project [3] recognised that over the past ten years, researchers, institutional leaders and policymakers have begun to speak more and more about infrastructure. As more voices join the conversation, however, it can sometimes become more difficult, rather than less, to understand what exactly research infrastructure is and does. In particular in the humanities, and the digital humanities, the term is used to cover a lot of different projects, resources and approaches.
To address this gap, the PARTHENOS cluster of humanities research infrastructure projects devised a series of training modules and resources for researchers, educators, managers, and policy makers who want to learn more about research infrastructures and the issues and methods around them.
The modules, which have been released on a rolling basis from late 2016, cover a wide range of awareness levels, requirements and topic areas within the landscape of research infrastructure.
This deposit is never intended to replace the online version of the training material on the PARTHENOS website, and is intended as an archive of content.
Except where otherwise noted, PARTHENOS content is licensed under a Creative Commons Attribution 4.0 International license CC BY-NC 4.0.
[1] https://training.parthenos-project.eu/
[2] WP7 – Skills, Professional Development and Advancement: http://www.parthenos-project.eu/resources/projects-deliverables#1523355756261-be477222-2866
[3] http://www.parthenos-project.eu/
[This is an archived snapshot of an online course. The online course may be updated over time, and though new versions will be created to reflect major changes, the archived version may not match exactly the content of the online version]
Supplementary materials:
Videos:
https://youtu.be/p_BfZKgKxkg
https://youtu.be/StPtEJYeWnE
https://youtu.be/QQVNuiMdwrA
https://youtu.be/kNLDAZkG6v8
https://youtu.be/om8CYJU-FS0
https://youtu.be/ZfTHPbDTX1Y
https://youtu.be/97qS3JYg2XU
https://youtu.be/BNaH4xAY7Dg
https://youtu.be/uFgGp9uF51c
https://youtu.be/FsD11GvmSLg
https://youtu.be/NjgSWP635ew
https://youtu.be/bFWLD8qow04
https://youtu.be/RoeziZ3PqW4
https://youtu.be/kDEXWrLnisY
https://youtu.be/sRLot1Bw-KM
https://youtu.be/FsD11GvmSLg
https://youtu.be/NjgSWP635ew
https://youtu.be/bFWLD8qow04
https://youtu.be/rfkE1se-c5Y
https://youtu.be/RoeziZ3PqW4
https://youtu.be/kDEXWrLnisY
https://youtu.be/sRLot1Bw-KM
THIRD PARTY:
Images:
Detail from the Pioneer plaque. Author: NASA Ames: https://solarsystem.nasa.gov/internal_resources/709
How Standards Proliferate. Author: xkcd.com: https://imgs.xkcd.com/comics/standards.png
Videos
What is CLARIN. Author: CLARIN: https://youtu.be/sYaLv5ib4N
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