Search results

In this article, we make the point that managerial domination as described by pragmatic sociology is an appropriate notion to make sense of complex forms of domination in contemporary organizations. Based on Lemieux’s work on ‘grammars’, we complement approaches of complex domination put forward by pragmatic sociologists such as Boltanski and Thévenot. We illustrate these ideas by means of an ethnographic study of the financial intermediation industry. Our analysis sketches out an alternative conceptualization of power in such environments, and by so doing, helps us delineate the features that characterize complex financial domination. We conclude by arguing that this type of domination is the result of specific contradictions inherent to the grammars of financial intermediation.

The purpose of this paper is to provide an overall review of grammar checking and relation extraction (RE) literature, their techniques and the open challenges associated with them; and, finally, suggest future directions.

The review on grammar checking and RE was carried out using the following protocol: we prepared research questions, planed for searching strategy, addressed paper selection criteria to distinguish relevant works, extracted data from these works, and finally, analyzed and synthesized the data.

The output of error detection models could be used for creating a profile of a certain writer. Such profiles can be used for author identification, native language identification or even the level of education, to name a few. The automatic extraction of relations could be used to build or complete electronic lexical thesauri and knowledge bases.

Grammar checking is the process of detecting and sometimes correcting erroneous words in the text, while RE is the process of detecting and categorizing predefined relationships between entities or words that were identified in the text. The authors found that the most obvious challenge is the lack of data sets, especially for low-resource languages. Also, the lack of unified evaluation methods hinders the ability to compare results.

This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts that showcase a range of grammars; (2) modeling code-meshing practices; and (3) privileging alternative grammars while grading written work. We describe how teachers might take up pedagogical practices that support linguistic diversity, such as evaluating written assignments in more flexible ways, engaging in contrastive analysis, and teaching students to resist and rewrite existing language rules.

Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics.

A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos.

Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense.

To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

Desktop robots are suitable for production line systems in industrial applications. Despite their capabilities to meet diverse requirements, they have to be programmed off‐line using waypoints and path information. Misalignments in the workspace location during loading cause injuries in the workpiece and tool. Further, in flexible industrial production, machinery must adapt to changing product demands, both to the simultaneous production of different types of workpieces and to product styles with short life cycles. In this paper, visual data processing concepts on the basis of fuzzy logic are applied to enable an industrial desktop robot to raise its flexibility and address these problems that limit the production rate of small industries.

In this paper, a desktop robot performing dispensing tasks is equipped with a computer vision system. Visual information is used to autonomously change previously off‐line stored robot programs for known workpieces or to call worker's attention for unknown/misclassified workpieces. A fuzzy inference classifier based on a fuzzy grammar, is used to describe/identify workpieces. Fuzzy rules are automatically generated from features extracted from the workpiece under analysis.

Different types of workpieces were tested and a good rate performance, higher than 90 per cent, was achieved. The obtained results illustrate both the flexibility and robustness of the proposed solution as well as its capabilities for good classification of workpieces.

The overall system is being implemented in an industrial environment.

The paper reports a piece of solid work which indicates clearly that the work is suitable for industrial utilization.

With growing concerns about an academic literacy crisis plaguing the education system in South Africa, tertiary institutions have to find ways to strengthen the academic literacy skills of underprepared students transitioning into higher education. This is more pressing for low socioeconomic status students who are linguistically marginalised and face historically poor graduation prospects. In response, this chapter offers a snapshot of two studies conducted in South Africa that sought to test the efficacy of a purposefully designed academic literacy intervention (Reading to Learn (RtL)). The intervention sought to address inequitable academic literacy skills development of linguistically marginalised students, who are also socioeconomically disadvantaged. Two small-scale, longitudinal studies were run in two separate educational contexts in South Africa – a senior secondary school context and a tertiary context with largely first-generation undergraduate students. Results of both studies showed the RtL intervention to be successful at raising the level of academic writing skills of the research participants. Furthermore, similar to other RtL studies conducted globally, the two studies found weaker-performing students made the greatest gains in their academic writing skills, showing evidence of a convergence effect – more equitable learning outcomes being exhibited in the English classroom.

The purpose of this paper is to consider the secure publishing of XML documents, where a single copy of an XML document is disseminated and a stated role‐based access control policy (RBACP) is enforced via selective encryption. It describes a more efficient solution over previously proposed approaches, in which both policy specification and key generation are performed once, at the schema‐level. In lieu of the commonly used super‐encryption technique, in which nodes residing in the intersection of multiple roles are encrypted with multiple keys, it describes a new approach called multi‐encryption that guarantees each node is encrypted at most once.

This paper describes two alternative algorithms for key generation and single‐pass algorithms for multi‐encrypting and decrypting a document. The solution typically results in a smaller number of keys being distributed to each user.

The paper proves the correctness of the presented algorithms, and provides experimental results indicating the superiority of multi‐encryption over super‐encryption, in terms of encryption and decryption time requirements. It also demonstrates the scalability of the approach as the size of the input document and complexity of the schema‐level RBACP are increased.

An extension of this work involves designing and implementing re‐usability of keyrings when a schema or ACP is modified. In addition, more flexible solutions for handling cycles in schema graphs are possible. The current solution encounters difficulty when schema graphs are particularly deep and broad.

The experimental results indicate that the proposed approach is scalable, and is applicable to scenarios in which XML documents conforming to a common schema are to be securely published.

This paper contributes to the efficient implementation of secure XML publication systems.

The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity.

To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test.

The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective.

The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research.

There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.

Mobile handheld devices, such as cellular phones and personal digital assistants, are inherently small and lack an intuitive and natural user interface. Speech recognition and synthesis technology can be used in mobile handheld devices to improve the user experience. The purpose of this paper is to describe a prototype system that supports multiple speech‐enabled applications in a mobile handheld device.

The main component of the system, the Program Manager, coordinates and controls the speech‐enabled applications. Human speech requests to, and responses from, these applications are processed in the mobile handheld device, to achieve the goal of human‐like interactions between the human and the device. In addition to speech, the system also supports graphics and text, i.e., multimodal input and output, for greater usability, flexibility, adaptivity, accuracy, and robustness. The paper presents a qualitative and quantitative evaluation of the prototype system. The Program Manager is currently designed to handle the specific speech‐enabled applications that we developed.

The paper determines that many human interactions involve not single applications but multiple applications working together in possibly unanticipated ways.

Future work includes generalization of the Program Manager so that it supports arbitrary applications and the addition of new applications dynamically. Future work also includes deployment of the Program Manager and the applications on cellular phones running the Android Platform or the Openmoko Framework.

This paper presents a first step towards a future human interface for mobile handheld devices and for speech‐enabled applications operating on those devices.