A policy-definition language and prototype implementation library for policy-based autonomic systems

This paper presents work towards generic policy toolkit support for autonomic computing systems in which the policies themselves can be adapted dynamically and automatically. The work is motivated by three needs: the need for longer-term policy-based adaptation where the policy itself is dynamically adapted to continually maintain or improve its effectiveness despite changing environmental conditions; the need to enable non autonomics-expert practitioners to embed self-managing behaviours with low cost and risk; and the need for adaptive policy mechanisms that are easy to deploy into legacy code. A policy definition language is presented; designed to permit powerful expression of self-managing behaviours. The language is very flexible through the use of simple yet expressive syntax and semantics, and facilitates a very diverse policy behaviour space through both hierarchical and recursive uses of language elements. A prototype library implementation of the policy support mechanisms is described. The library reads and writes policies in well-formed XML script. The implementation extends the state of the art in policy-based autonomics through innovations which include support for multiple policy versions of a given policy type, multiple configuration templates, and meta-policies to dynamically select between policy instances and templates. Most significantly, the scheme supports hot-swapping between policy instances. To illustrate the feasibility and generalised applicability of these tools, two dissimilar example deployment scenarios are examined. The first is taken from an exploratory implementation of self-managing parallel processing, and is used to demonstrate the simple and efficient use of the tools. The second example demonstrates more-advanced functionality, in the context of an envisioned multi-policy stock trading scheme which is sensitive to environmental volatility

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.

English Language Education at University: Trends and Challenges in Teaching and Learning Academic Discourse in the UK

This chapter discusses English Language Education at university and highlights a number of trends and their associated challenges in teaching and learning academic discourse. Academic discourse refers to the ways in which language is used by participants in academia. It encompasses written discourse, from article and book publishing, PhD theses to course assignments; spoken discourse, from study groups, tutorials, conference presentations to inaugural lectures; and more recently, computer-mediated discourse, from asynchronous text-based conferencing to academic blogs. The role of English language educators in preparing students and academics for successful participation in these academic events, or the academy, in English is not to be underestimated. Academic communication is not only vital to an individual’s success at university, but to the maintenance and creation of academic communities and to scientific progress itself (Hyland, 2009). This chapter presents an overview of academic discourse and discusses recent issues which have an impact on teaching and learning English at university and discusses their associated challenges: first, the increasing internationalisation of universities. Second, the emergence of a mobile academe in its broadest sense, in which students and academics move across traditional geopolitical, institutional and disciplinary boundaries, is discussed. Third, the growth of UK transnational higher education is examined as a trend which sees academics and students vicariously or otherwise involved in English language teaching and learning. Fourth, the chapter delves into the rapid and ongoing development in technology assisted and online learning. While responding to trends can be difficult, they can also inspire ingenuity. Furthermore, such trends and challenges will not emerge in the same manner in different contexts. The discussion in this chapter is illustrated with examples from a UK context but the implications of the trends and challenges are such that they reach beyond borders.

Brain responses and looking behavior during audiovisual speech integration in infants predict auditory speech comprehension in the second year of life

The use of visual cues during the processing of audiovisual (AV) speech is known to be less efficient in children and adults with language difficulties and difficulties are known to be more prevalent in children from low-income populations. In the present study, we followed an economically diverse group of thirty-seven infants longitudinally from 6–9 months to 14–16 months of age. We used eye-tracking to examine whether individual differences in visual attention during AV processing of speech in 6–9 month old infants, particularly when processing congruent and incongruent auditory and visual speech cues, might be indicative of their later language development. Twenty-two of these 6–9 month old infants also participated in an event-related potential (ERP) AV task within the same experimental session. Language development was then followed-up at the age of 14–16 months, using two measures of language development, the Preschool Language Scale and the Oxford Communicative Development Inventory. The results show that those infants who were less efficient in auditory speech processing at the age of 6–9 months had lower receptive language scores at 14–16 months. A correlational analysis revealed that the pattern of face scanning and ERP responses to audiovisually incongruent stimuli at 6–9 months were both significantly associated with language development at 14–16 months. These findings add to the understanding of individual differences in neural signatures of AV processing and associated looking behavior in infants.

French-greek machine translation of imperative sentences: issues in aspect and mood from a controlled language perspective

The present dissertation examines how grammatical aspect and mood are handled by machine translation (MT) systems within the scope of imperative sentences (orders, recommendations) when dealing with the language pair French-Greek (unidirectional, towards Greek). As the grammatical category of aspect is not expressed in the same way in both languages, choosing the correct aspect value when translating a verb from French to Greek can pose problems. We are interested in describing the types of errors that occur and their frequency in a corpus taken from texts pertaining to the security domain and from technical manuals, where imperative sentences are very common. In order to further delimit our research, our sample consists of sentences that comply with the general principles of simplicity and readability provided by several controlled language guidelines and aimed at higher translatability when having MT in mind. In a second phase, this study aims at discovering how modifying some of the control rules would help (or not) the MT systems better decide upon the translation of aspect and mood.

An embodied approach to language: the role of bodily feedback in discourse processing

Theories of embodied cognition argue that language processing arises not from amodal symbols that redescribe sensorimotor and affective experiences, but from partial simulations (reenactments) of modality-specific states. Recent findings on processing of words and sentences support such a stance emphasizing that the role of the body in the domain of language comprehension should not be overlooked or dismissed. The present research was conducted to extend prior work in two important ways. First, the role of simulation was tested with connected discourse rather than words or sentences presented in isolation. Second, both “online” and “offline” measures of discourse comprehension were taken. In Experiments 1 and 2 participants’ facial postures were manipulated to show that preparing the body for processing of emotion-congruent information improves discourse comprehension. In Experiment 3 the direction of body posture was manipulated to show that implicit properties of simulations, such as spatial dimension or location, are at least somewhat involved in processing of large language segments such as discourse. Finally, in Experiments 4 and 5 participants’ body movement and body posture were manipulated to show that even understanding of language describing metaphorical actions physically impossible to perform involves constructing a sensorimotor simulation of the described event. The major result was that compatibility between embodiment and language strongly modulated performance effectiveness in experiments on simulation of emotion and metaphorical action. The effect of simulation on comprehension of discourse implying spatial dimension was fragile. These findings support an embodied simulation account of cognition suggesting that sensorimotor and affective states are at least partially implicated in “online” and “offline” discourse comprehension.

Collaborative learning in a Japanese as a foreign language classroom /

This study examined the influence of training on Asian learners' beliefs, interaction, and attitudes during collaborative learning (CL) and explored the processes of their CL in pairs. The literature contains few studies on the effect of collaborative training in language learning. In addition, it shows gaps between SLA theory and practice resulting from learners' cultural differences. Although second/subsequent language acquisition (SLA) theory assumes that CL contributes to language learning, implementing CL in a multicultural classroom is often considered to be unsuccessful by teachers. The research questions designed to address this gap explore: (a) the extent to which tra~ng affects Asian learners' attitudes towards and interaction during CL; (b) how Asian learners accomplish collaborative tasks in pairs. In the quasi-experimental research design, the learners in the treatment group received special training in CL for 5 weeks while the learners in the comparison group did not receive similar training. Data were collected from 45 McMaster University students through pre- and posttests, pre- and postintervention questionnaires, student information, and informal classroom observations. To detennine the influence of training, the frequency of communication units (c-units), Language Related Episodes (LREs), Collaborative Dialogue (CD) from audio-taped data, and the fmal draft scores were compared between pre- and posttests. The learners' pre- and postintervention questionnaires were also compared. Transcripts from audio-taped data, students' information, their responses and comments from questionnaires, and informal observations served to investigate the processes of Asian learners' CL. Overall, this study found that training had significant influence on the frequency of c-units and CD, and considerable impact on the draft scores, although little influence on the frequency of LREs was observed. The results from the questionnaires in the treatment group showed positive changes in the learners' beliefs on pair work after training. On the other hand, analyses of the transcription data showed that the learners did not conduct enough discussion for a resolution of problems with peers. In conclusion, results suggested the need for teacher intervention, a longer period of collaborative training, and an implementation of self-evaluation into the course grade to encourage the learners to succeed in collaborative learning.

Spelling performance of third grade students : a comparison of whole-language-plus-strategy instruction, strategy instruction only, and the whole language approach

This study investigated three methods for teaching children how to spell. Third grade students were divided into three conditions for a one-week training period consisting of 15- to 20-minute lessons. One of the two experimental conditions used a whole language approach along with explicit strategy instruction. The second condition used strategy instruction within a traditional setting. The control used strictly a whole language approach to le~ing hO\\l to spell. The spelling perfonnance of all three conditions improved after the one-week training period. However, students in the strategy instruction groups did significantly better on the study "'7ords than the whole language only group. The students in whole-Ianguage-plusstrateg)! instruction outperformed both other groups. Significantly better spelling perfonnance was observed even at the nine-week posttest. This study frrst supported the hypothesis that children can make significantly greater improven1ents in their spelling when explicitly taught how to use spelling strategies. Secondl)', this study indicated that whole language provided a relevant context for the study words, clearly giving the students in the whole-Ianguage-plus-strategy condition an additional advantage.

Winâ Foy : functional object-oriented programming language

This thesis will introduce a new strongly typed programming language utilizing Self types, named Win--*Foy, along with a suitable user interface designed specifically to highlight language features. The need for such a programming language is based on deficiencies found in programming languages that support both Self types and subtyping. Subtyping is a concept that is taken for granted by most software engineers programming in object-oriented languages. Subtyping supports subsumption but it does not support the inheritance of binary methods. Binary methods contain an argument of type Self, the same type as the object itself, in a contravariant position, i.e. as a parameter. There are several arguments in favour of introducing Self types into a programming language (11. This rationale led to the development of a relation that has become known as matching [4, 5). The matching relation does not support subsumption, however, it does support the inheritance of binary methods. Two forms of matching have been proposed (lJ. Specifically, these relations are known as higher-order matching and I-bound matching. Previous research on these relations indicates that the higher-order matching relation is both reflexive and transitive whereas the f-bound matching is reflexive but not transitive (7]. The higher-order matching relation provides significant flexibility regarding inheritance of methods that utilize or return values of the same type. This flexibility, in certain situations, can restrict the programmer from defining specific classes and methods which are based on constant values [21J. For this reason, the type This is used as a second reference to the type of the object that cannot, contrary to Self, be specialized in subclasses. F-bound matching allows a programmer to define a function that will work for all types of A', a subtype of an upper bound function of type A, with the result type being dependent on A'. The use of parametric polymorphism in f-bound matching provides a connection to subtyping in object-oriented languages. This thesis will contain two main sections. Firstly, significant details concerning deficiencies of the subtype relation and the need to introduce higher-order and f-bound matching relations into programming languages will be explored. Secondly, a new programming language named Win--*Foy Functional Object-Oriented Programming Language has been created, along with a suitable user interface, in order to facilitate experimentation by programmers regarding the matching relation. The construction of the programming language and the user interface will be explained in detail.

“You Know What I Mean?”- Language and Cultural Retention in Luso-Canadian Mothers in the Greater Toronto Area

The Portuguese community is one of the largest diasporic groups in the Greater Toronto Area and the choice of retention and transmission of language and culture to Luso-Canadians is crucial to the development and sustainability of the community. The overall objective of this study is to learn about the factors that influence Luso-Canadian mothers’ inclination to teach Portuguese language and cultural retention to their children. To explore this topic I employed a qualitative research design that included in-depth interviews conducted in 2012 with six Luso-Canadian mothers. Three central arguments emerged from the findings. First, Luso-Canadian mothers interviewed posses a pronounced desire for their children to succeed academically, and to provide opportunities that their children that they did not have. Second, five of the mothers attempt to achieve this mothering objective partly by disconnecting from their Portuguese roots, and by disassociating their children from the Portuguese language and culture. Third, the disconnection they experience and enact is influenced by the divisions evident in the Portuguese community in the GTA that divides regions and hierarchically ranks dialects, and groups. I conclude that the children in these households inevitably bear the prospects of maintaining a vibrant Portuguese community in the GTA and I propose that actions by the community in ranking dialects influence mothers’ decisions about transmitting language and culture to their children.

Interpreting Quantifier Scope Ambiguity: Evidence of Heuristic First, Algorithmic Second Processing

The present work suggests that sentence processing requires both heuristic and algorithmic processing streams, where the heuristic processing strategy precedes the algorithmic phase. This conclusion is based on three self-paced reading experiments in which the processing of two-sentence discourses was investigated, where context sentences exhibited quantifier scope ambiguity. Experiment 1 demonstrates that such sentences are processed in a shallow manner. Experiment 2 uses the same stimuli as Experiment 1 but adds questions to ensure deeper processing. Results indicate that reading times are consistent with a lexical-pragmatic interpretation of number associated with context sentences, but responses to questions are consistent with the algorithmic computation of quantifier scope. Experiment 3 shows the same pattern of results as Experiment 2, despite using stimuli with different lexicalpragmatic biases. These effects suggest that language processing can be superficial, and that deeper processing, which is sensitive to structure, only occurs if required. Implications for recent studies of quantifier scope ambiguity are discussed.

L’évolution de la motivation pour les mathématiques au second cycle du secondaire selon la séquence scolaire et le sexe

De nombreuses études sur l’évolution de la motivation pour les mathématiques sont disponibles et il existe également plusieurs recherches qui se sont penchées sur la question de la différence motivationnelle entre les filles et les garçons. Cependant, aucune étude n’a tenu compte de la séquence scolaire des élèves en mathématiques pour comprendre le changement motivationnel vécu pendant le second cycle du secondaire, alors que le classement en différentes séquences est subi par tous au secondaire au Québec. Le but principal de cette étude est de documenter l’évolution de la motivation pour les mathématiques des élèves du second cycle du secondaire en considérant leur séquence de formation scolaire et leur sexe. Les élèves ont été classés dans deux séquences, soit celle des mathématiques de niveau de base (416-514) et une autre de niveau de mathématiques avancé (436-536). Trois mille quatre cent quarante élèves (1864 filles et 1576 garçons) provenant de 30 écoles secondaires publiques francophones de la grande région de Montréal ont répondu à cinq reprises à un questionnaire à items auto-révélés portant sur les variables motivationnelles suivantes : le sentiment de compétence, l’anxiété de performance, la perception de l’utilité des mathématiques, l’intérêt pour les mathématiques et les buts d’accomplissement. Ces élèves étaient inscrits en 3e année du secondaire à la première année de l’étude. Ils ont ensuite été suivis en 4e et 5e année du secondaire. Les résultats des analyses à niveaux multiples indiquent que la motivation scolaire des élèves est généralement en baisse au second cycle du secondaire. Cependant, cette diminution est particulièrement criante pour les élèves inscrits dans les séquences de mathématiques avancées. En somme, les résultats indiquent que les élèves inscrits dans les séquences avancées montrent des diminutions importantes de leur sentiment de compétence au second cycle du secondaire. Leur anxiété de performance est en hausse à la fin du secondaire et l’intérêt et la perception de l’utilité des mathématiques chutent pour l’ensemble des élèves. Les buts de maîtrise-approche sont également en baisse pour tous et les élèves des séquences de base maintiennent généralement des niveaux plus faibles. Une diminution des buts de performance-approche est aussi retrouvée, mais cette dernière n’atteint que les élèves dans les séquences de formation avancées. Des hausses importantes des buts d’évitement du travail sont retrouvées pour les élèves des séquences de mathématiques avancées à la fin du secondaire. Ainsi, les élèves des séquences de mathématiques avancées enregistrent la plus forte baisse motivationnelle pendant le second cycle du secondaire bien qu’ils obtiennent généralement des scores supérieurs aux élèves des séquences de base. Ces derniers maintiennent généralement leur niveau motivationnel. La différence motivationnelle entre les filles et les garçons ne sont pas souvent significatives, malgré le fait que les filles maintiennent généralement un niveau motivationnel inférieur à celui des garçons, et ce, par rapport à leur séquence de formation respective. En somme, les résultats de la présente étude indiquent que la diminution de la motivation au second cycle du secondaire pour les mathématiques touche principalement les élèves des séquences avancées. Il paraît ainsi pertinent de considérer la séquence scolaire dans les études sur l’évolution de la motivation, du moins en mathématiques. Il semble particulièrement important d’ajuster les interventions pédagogiques proposées aux élèves des séquences avancées afin de faciliter leur transition en mathématiques de quatrième secondaire.

Du dialogue entre pensée et poésie chez le second Heidegger

Le réveil de la question de l’Être fut le grand leitmotiv de la pensée de Martin Heidegger. Or cette question ne trouve pas la même formulation de Sein und Zeit jusqu’aux derniers écrits. En effet, si l’œuvre maîtresse du penseur prépare le terrain pour un questionnement sur le langage et la parole authentique, elle ne rattache pas explicitement la problématique de l’Être à celle de la poésie. À partir du milieu des années trente, un tournant se fera jour : la poésie deviendra un partenaire privilégié dans la mise en œuvre de la question de l’Être. Cette tendance de pensée se radicalisera dans les décennies ultérieures, où la compréhension du langage véritable comme poème deviendra de plus en plus centrale. À quoi tient ce rôle imparti au discours poétique dans l’œuvre de Heidegger? Quelle place occupe le dire poétique dans le cadre plus large d’une herméneutique philosophique tournée vers l’aspect langagier de toute existence? Comment comprendre le lien entre une pensée de l’Ereignis, du Quadriparti et de la fondation de l’Être à travers le dire du poète? Enfin, quels parallèles faut-il dresser entre les tâches respectives du penseur et du poète dans le contexte d’un dialogue authentique? Ces questions guideront notre parcours et traceront la voie d’une interprétation dont l’accent portera sur les thèmes privilégiés du dépassement du langage conceptuel de la philosophie, de la place déterminante du Sacré et de la responsabilité insigne du poète et du penseur dans le projet de la garde de l’Être. Notre objectif sera d’éclaircir le sens de ce recours à la poésie afin de mieux comprendre en quoi Heidegger a pu trouver dans un tel dialogue les ressources nécessaires qui alimenteront l’élan de son unique quête : une approche authentique du sens de l’Être, de son alètheia et de son topos. On sait l’importance de ce dialogue : estimant que la métaphysique s’était caractérisée par un « oubli de l’être » (Seinsvergessenheit), Heidegger juge qu’une autre pensée (das andere Denken) reste malgré tout possible, mais qu’elle aurait à se déployer en tant que dialogue entre pensée et poésie.