A critical pronouncing dictionary, and expositor of the English language : ... to which are prefixed, principles of English pronunciation ... likewise rules to be observed by the natives of Scotland, Ireland, and London, for avoiding their respective peculiarities, and directions to foreigners for acquiring a knowledge of the use of this dictionary ; the whole interspersed with observations, etymological, critical, and grammatical ... to which is annexed a key to the classical pronunciation ... /

"A key" at end has special t.-p.

The Acts of the Apostles: and the life of Joseph, from the Book of Genesis. In the Irish language. To which is prefixed, an Irish grammar.

Mode of access: Internet.

A critical pronouncing dictionary, and expositor of the English language. To which are prefixed, principles of English pronunciation ... Likewise, rules to be observed by the natives of Scotland, Ireland, and London, for avoiding their respective peculiarities; and directions to foreigners, for acquiring a knowledge of the use of this dictionary. The whole interspersed with observations, etymological, critical, and grammatical.

Mode of access: Internet.

A critical pronouncing dictionary : and expositor of the English language ... to which are prefixed, principles of English pronunciation ... /

"Principles of English pronunciation" -- p. [21-91].

A grammar of the Persian language. To which is added, a selection of easy extracts for reading, together with a copious vocabulary.

Mode of access: Internet.

The literature of Italy : From the origin of the Italian language to the death of Boccaccio. A historical sketch /

Mode of access: Internet.

Vocabulary of the Yoruba language, to which are prefixed the Grammatical elements of the language.

I. English and Yoruba.--II. Yoruba and English.

A critical pronouncing dictionary, and expositor of the English language ... To which are prefixed principles of English pronunciation ... Likewise, rules to be observed by the natives of Scotland, Ireland and London ... and directions to foreigners ... The whole interspersed with observations, etymological, critical, and grammatical ... To which is annexed A key to the classical pronunciation of Greek, Latin, and Scripture proper names, &c.

"A key to the classical pronunciation ... New-York [n.d.]": (103 p. at end)

RELAX:a language to address uncertainty in self-adaptive systems requirement

Self-adaptive systems have the capability to autonomously modify their behavior at run-time in response to changes in their environment. Self-adaptation is particularly necessary for applications that must run continuously, even under adverse conditions and changing requirements; sample domains include automotive systems, telecommunications, and environmental monitoring systems. While a few techniques have been developed to support the monitoring and analysis of requirements for adaptive systems, limited attention has been paid to the actual creation and specification of requirements of self-adaptive systems. As a result, self-adaptivity is often constructed in an ad-hoc manner. In order to support the rigorous specification of adaptive systems requirements, this paper introduces RELAX, a new requirements language for self-adaptive systems that explicitly addresses uncertainty inherent in adaptive systems. We present the formal semantics for RELAX in terms of fuzzy logic, thus enabling a rigorous treatment of requirements that include uncertainty. RELAX enables developers to identify uncertainty in the requirements, thereby facilitating the design of systems that are, by definition, more flexible and amenable to adaptation in a systematic fashion. We illustrate the use of RELAX on smart home applications, including an adaptive assisted living system.

Representing human expertise by the OWL web ontology language to support knowledge engineering in decision support systems

Clinical decision support systems (CDSSs) often base their knowledge and advice on human expertise. Knowledge representation needs to be in a format that can be easily understood by human users as well as supporting ongoing knowledge engineering, including evolution and consistency of knowledge. This paper reports on the development of an ontology specification for managing knowledge engineering in a CDSS for assessing and managing risks associated with mental-health problems. The Galatean Risk and Safety Tool, GRiST, represents mental-health expertise in the form of a psychological model of classification. The hierarchical structure was directly represented in the machine using an XML document. Functionality of the model and knowledge management were controlled using attributes in the XML nodes, with an accompanying paper manual for specifying how end-user tools should behave when interfacing with the XML. This paper explains the advantages of using the web-ontology language, OWL, as the specification, details some of the issues and problems encountered in translating the psychological model to OWL, and shows how OWL benefits knowledge engineering. The conclusions are that OWL can have an important role in managing complex knowledge domains for systems based on human expertise without impeding the end-users' understanding of the knowledge base. The generic classification model underpinning GRiST makes it applicable to many decision domains and the accompanying OWL specification facilitates its implementation.

The role of games in the development of oral skills in Teaching english as a foreign language to adult learners from An extension course at Universidad del Valle [recurso electr?nico]

This research arose from the notorious need to promote oral production in the adult learners of the English Extension courses at Universidad del Valle in 2014. This qualitative research was carried out in a 60 hour course divided along 15 sessions on Saturdays, and with an adult population between the ages of 22 and 65 years old. Its main objective was to describe the impact of games aimed at promoting oral production in English with a group of adult learners. Data were collected from one demographic survey, video-recordings of classroom events during the implementation of games, students? surveys after each game and a teacher?s journal. The analysis of data showed that games did have an impact in students? performance which was related to a positive atmosphere in the classroom. Students showed progress in terms of fluency, interaction and even pronunciation; however they still showed difficulties with accuracy in their spontaneous utterances. These learners? achievements seemed to have a relation with the class atmosphere during games where students showed high level of involvement, confidence, mutual support and enjoyment.

Intersubjectivity and sentiment:from language to knowledge

Intersubjectivity is an important concept in psychology and sociology. It refers to sharing conceptualizations through social interactions in a community and using such shared conceptualization as a resource to interpret things that happen in everyday life. In this work, we make use of intersubjectivity as the basis to model shared stance and subjectivity for sentiment analysis. We construct an intersubjectivity network which links review writers, terms they used, as well as the polarities of the terms. Based on this network model, we propose a method to learn writer embeddings which are subsequently incorporated into a convolutional neural network for sentiment analysis. Evaluations on the IMDB, Yelp 2013 and Yelp 2014 datasets show that the proposed approach has achieved the state-of-the-art performance.

Introducing Students to Pre-Nineteenth-Century Poetry in the Language Classroom

We as language instructors are tasked with preparing students to transition from language to literature courses. The shorter length of many poems makes them ideal for presentation in the language classroom, where the acquisition of communicative competence is the priority. Introductory and intermediate textbooks’ poetry offerings, however, are frequently drawn from a canon of poems by only a few nineteenth- and twentieth-century authors (Verlaine, Apollinaire, Prévert) and fail to expose students to broader aspects of French literature. This article offers strategies for presenting pre-nineteenth-century poetry to first- and second-year students of French using dizains from Scève’s Délie as examples.

A Type-Preserving Compiler from System F to Typed Assembly Language

L'utilisation des méthodes formelles est de plus en plus courante dans le développement logiciel, et les systèmes de types sont la méthode formelle qui a le plus de succès. L'avancement des méthodes formelles présente de nouveaux défis, ainsi que de nouvelles opportunités. L'un des défis est d'assurer qu'un compilateur préserve la sémantique des programmes, de sorte que les propriétés que l'on garantit à propos de son code source s'appliquent également au code exécutable. Cette thèse présente un compilateur qui traduit un langage fonctionnel d'ordre supérieur avec polymorphisme vers un langage assembleur typé, dont la propriété principale est que la préservation des types est vérifiée de manière automatisée, à l'aide d'annotations de types sur le code du compilateur. Notre compilateur implante les transformations de code essentielles pour un langage fonctionnel d'ordre supérieur, nommément une conversion CPS, une conversion des fermetures et une génération de code. Nous présentons les détails des représentation fortement typées des langages intermédiaires, et les contraintes qu'elles imposent sur l'implantation des transformations de code. Notre objectif est de garantir la préservation des types avec un minimum d'annotations, et sans compromettre les qualités générales de modularité et de lisibilité du code du compilateur. Cet objectif est atteint en grande partie dans le traitement des fonctionnalités de base du langage (les «types simples»), contrairement au traitement du polymorphisme qui demande encore un travail substantiel pour satisfaire la vérification de type.

La adquisición de la interrogación: las interrogativas parciales en catalán y castellano = The acquisition of interrogatives:Wh-questions in Catalan and Spanish

En este trabajo se describe la naturaleza y secuencia de adquisición de las preguntas interrogativas parciales en niños de habla catalana y/o castellana dentro de un marco de análisis según el cual la adquisición de las estructuras lingüísticas se construye gradualmente desde estructuras concretas hasta estructuras más abstractas. La muestra utilizada se compone de 10 niños y niñas procedentes de corpus longitudinales cuyas edades van de los 17 meses a los 3 años. El análisis se ha realizado atendiendo a la estructura sintáctica de la oración, los errores, los pronombres y adverbios interrogativos, y la tipología verbal. Los resultados muestran que la secuencia de adquisición pasa por un momento inicial caracterizado por producciones estereotipadas o fórmulas, durante el cual sólo aparecen algunas partículas interrogativas en estructuras muy concretas. Posteriormente la interrogación aparece con otros pronombres y adverbios y se diversifica a otros verbos, además, no se observan errores en la construcción sintáctica. Estos resultados suponen un hecho diferencial respecto de estudios previos en lengua inglesa