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“Can artificial intelligence produce architectural plan schemes?” discussion is the starting point of this study. The aim of this paper is to question whether this will be a new method in architectural design by producing plans with artificial intelligence interfaces working with human–computer interaction and to create a discussion environment.

The main research topic is the evaluation of architectural design decisions with the text-to-image generation AI algorithms method based on shape grammar rules. First, a sample space consisting of Palladio plans or plan diagrams was created. Plan diagram production experiments were made with different interfaces (Midjourney, Dall-e2, Stable Diffusion, Craiyon, Nightcafe), and alternative plan diagrams were recorded as outputs. The discussion of the outputs has been made over architectural design and space.

In the conceptual design phase of the architectural discipline and in the production of architectural plan scheme, AI algorithms are trending. This interaction imposes a new responsibility on architects. AI can create paradigm shifts in architectural processes with its tools with high data processing potential. On the other hand, in this study, it is emphasized that architecture is not just an act of producing visuals, but a functional act of producing visuals.

The technology is effective in producing architectural plans and directing them to artificial intelligence algorithms. With this study, multi-alternative architectural plan productions were tried with text-to-image bots with fast results. In this direction, a new method proposal has been developed for the conceptual design phase in architecture.

This study provides a configurational examination of how policy designs influence the innovation performance of the emergency industry in China.

This study employs the Data Envelopment Analysis Malmquist index (DEA-Malmquist) to quantify the innovation performance of the emergency industry and then codes the innovation policies to calculate the syntactic components based on institutional grammar tools (IGTs). The configurations of syntactic components were determined by applying the fuzzy-set qualitative comparative analysis (fsQCA).

The results indicate that rules- and norms-oriented policy designs would improve the innovation performance of China's emergency industry. In the developed provinces, the “Deontic” and “aIm” combinations in the policy are useful for improving performance. In the developing provinces, the ambiguity of the “aIm” and “Context” conditions in the policy is leading to low performance. Additionally, a lack of strategy-oriented policy design would also result in poor performance.

Most previous studies used substitute variables to understand policy impacts. This study contributes to identifying the impacts of the syntactic components of policy designs on the innovation performance of the emergency industry. The findings can assist policymakers in developing more effective policies to stimulate innovation development in the emergency industry.

This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.

The paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.

Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.

This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

This paper aims to describe several artificial intelligence (AI)-based applications that librarians can use to serve and design virtual library instruction, so it will be more effective and efficient.

The approach involves a comprehensive review of AI-based applications that bring benefits to librarian to enhance the virtual instructional services (AI). This study explores the existing papers to reveal the potential use of AI for research consultation, designing the instructional services and conducting evaluation of the program.

There are some AI-based applications that are available for free that will help instructional librarian jobs. Librarians use the AI to increase effectiveness of the services. The AI-based applications that can be used to support instructional services on research inquiries include virtual assistance, knowledge mapping and note making, and to support designing virtual instruction, librarians can use design apps, image generators, voice generator, grammar checker and paraphrasing.

There are many studies on AI at the library; however, it’s still rare a paper studied AI-based application that potentially will bring benefit for virtual instructional services. This paper will give overview of AI application that will help instructional librarian on transactions with users and help librarians to create innovative instructional media.

While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

In the era of artificial intelligence (AI), algorithms have gained unprecedented importance. Scientific studies have shown that algorithms are frequently mentioned in papers, making mention frequency a classical indicator of their popularity and influence. However, contemporary methods for evaluating influence tend to focus solely on individual algorithms, disregarding the collective impact resulting from the interconnectedness of these algorithms, which can provide a new way to reveal their roles and importance within algorithm clusters. This paper aims to build the co-occurrence network of algorithms in the natural language processing field based on the full-text content of academic papers and analyze the academic influence of algorithms in the group based on the features of the network.

We use deep learning models to extract algorithm entities from articles and construct the whole, cumulative and annual co-occurrence networks. We first analyze the characteristics of algorithm networks and then use various centrality metrics to obtain the score and ranking of group influence for each algorithm in the whole domain and each year. Finally, we analyze the influence evolution of different representative algorithms.

The results indicate that algorithm networks also have the characteristics of complex networks, with tight connections between nodes developing over approximately four decades. For different algorithms, algorithms that are classic, high-performing and appear at the junctions of different eras can possess high popularity, control, central position and balanced influence in the network. As an algorithm gradually diminishes its sway within the group, it typically loses its core position first, followed by a dwindling association with other algorithms.

To the best of the authors’ knowledge, this paper is the first large-scale analysis of algorithm networks. The extensive temporal coverage, spanning over four decades of academic publications, ensures the depth and integrity of the network. Our results serve as a cornerstone for constructing multifaceted networks interlinking algorithms, scholars and tasks, facilitating future exploration of their scientific roles and semantic relations.

Advanced big data analysis and machine learning methods are concurrently used to unleash the value of the data generated by government hotline and help devise intelligent applications including automated process management, standard construction and more accurate dispatched orders to build high-quality government service platforms as more widely data-driven methods are in the process.

In this study, based on the influence of the record specifications of texts related to work orders generated by the government hotline, machine learning tools are implemented and compared to optimize classify dispatching tasks by performing exploratory studies on the hotline work order text, including linguistics analysis of text feature processing, new word discovery, text clustering and text classification.

The complexity of the content of the work order is reduced by applying more standardized writing specifications based on combining text grammar numerical features. So, order dispatch success prediction accuracy rate reaches 89.6 per cent after running the LSTM model.

The proposed method can help improve the current dispatching processes run by the government hotline, better guide staff to standardize the writing format of work orders, improve the accuracy of order dispatching and provide innovative support to the current mechanism.

The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

Assessing whether a book is relevant or suitable for use in teaching materials is not an easy and haphazard matter, various methods and theories have been offered by researchers in studying this matter. Taking a study of the context of textbooks, researchers found the urgency that textbooks are a foundation for education, socialization and transmission of knowledge and its construction. Researchers offer another approach, namely by using praxeology as a study tool so that the goals of the textbooks previously intended are fulfilled.

The researcher uses a qualitative approach through grounded theory. Grounded theory procedures are designed to develop a well-integrated set of concepts that provide a thorough theoretical explanation of the social phenomena under study. A grounded theory must explain as well as describe. It may also implicitly provide some degree of predictability, but only with respect to certain conditions (Corbin and Strauss, 1990). Document analysis in conducting this research study. Document analysis itself examines systematic procedures for reviewing or evaluating documents, both printed and electronic materials.

Two issues regarding gender acquisition have been investigated in L2 Arabic acquisition studies; the order in which L2 Arabic learners acquire certain grammatical features of the gender system and the effect of L1 on the acquisition of some grammatical features from L2 grammatical gender. Arabic has a two-gender system that classifies all nouns, animate and inanimate, as masculine or feminine. Verbs, nouns, adjectives, personal, demonstrative and relative pronouns related to nouns in the syntactic structure of sentences show gender agreement.

In practice, as a book intended for non-speakers, the book is presented using a general view of linguistic theory. In relation to the gender agreement, the presentation of the book begins and is inserted with the concepts of nouns and verbs. Returning to the praxeology context, First, The Know How (Praxis) explains practice (i.e. the tasks performed and the techniques used). Second, To Know Why or Knowledge (logos) which explains and justifies practice from a technological and theoretical point of view. Answering the first concept, the exercise presented in the book is a concept with three clusters explained at the beginning of the discussion. And the second concept, explained with a task design approach which includes word categorization by separating masculine and feminine word forms.

Practically, this research obtains perspectives studied from a textbook, namely the Arabic gender agreement is presented with various examples of noun contexts; textbook authors present book concepts in a particular way with regard to curriculum features and this task design affects student performance, and which approach is more effective for developing student understanding. Empirically, the material is in line with the formulation of competency standards for non-Arabic speakers in Indonesia.

With this computational search, the researcher found a novelty that was considered accurate by taking the praxeology context as a review in the analysis of non-speaking Arabic textbooks, especially in the year 2022 (last data collection in September) there has been no study on this context. So then, the researcher finds other interests in that praxeology can examine more broadly parts of the task of the contents of the book with the approach of relevant linguistic theories.

This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms.

Data were collected using interviews and non-participant observations.

The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging.

By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences.

The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings.