DTIC retrieval and indexing terminology /

"January 1987."

Glossary of management systems terminology (including acronyms)

Cover title

A new Latin grammar, based on the recommendations of the Joint Committee on Grammatical Terminology /

Mode of access: Internet.

USAF communications-electronics doctrine, short title: CED 3900; communications-electronics terminology.

Mode of access: Internet.

Anatomical terminology, with special reference to the

Mode of access: Internet.

Dictionary of philosophy and psychology : including many of the principal conceptions of ethics, logic, aesthetics, philosophy of religion, mental pathology, anthropology, biology, neurology, physiology, economics, political and social philosophy, philology, physical science, and education, and giving a terminology in English, French, German, and Italian /

Mode of access: Internet.

Terminology of the sucker-like organs of the scolex of trypanorhynch cestodes

The literature associated with descriptions and definitions of the sucker-like attachment organs in trypanorhynchs, termed either bothria or bothridia, is reviewed. There are descriptions of 14 trypanorhynch species representing 10 families. In none of these trypanorhynchs was a membrane separating the attachment organ from the scolex parenchyma described, one of the definitions used to distinguish bothria from bothridia. Transmission electron microscopy of the bothria of the trypanorhynch species Nybelinia queenslandensis Beveridge & Jones, 1998 (Tentaculariidae) and Otobothrium mugilis Hiscock, 1954 (Otobothriidae) also failed to show any membranous structure separating the surface of the attachment organ from the cestode parenchyma. The sucker-like attachment organs of trypanorhynchan cestodes appear, therefore, to be bothria rather than bothridia. As a result, changes in the terminology of related features of the scolex are proposed here. Henceforth, the pars bothridialis should be referred to as the pars bothrialis and the bothridial pits should be referred to bothrial pits.

Enhancing business English terminology through concept mapping

Given the need of a growing internationalization of business, to have a good command of English is, most of the times important for the development of technical (specific) competences. It is, thus, critical that professionals use accurate terminology to set grounds for a well-succeeded communication. Furthermore, business communication is increasingly moving to ICT-mediated sets and professionals have to be able to promptly adjust to these needs, resorting to trustworthy online information sources, but also using technologies that better serve their business purposes. In this scenario, the main objective of this study is to find evidence as to the utility of concept mapping as a teaching and learning strategy for the appropriation of business English terminology, enabling students to use English more efficiently as language of communication in business context. This study was based on a case study methodology, mainly of exploratory nature. Participants were students (n= 30) enrolled in the subject English Applied to Management II at Águeda School of Technology and Management – University of Aveiro (2013/14 edition). They were asked to create and peer review two concept maps (cmaps), one individually and another in pairs. The data gathered were treated and analysed resorting qualitative (content analysis) and to quantitative (descriptive statistical analysis) techniques. Results of the data analysis unveil that the use of a collaborative concept mapping tool promotes the development of linguistic competences as to the use of business terminology, but also of communication and collaboration competences. Besides, it was also a very important motivation element in the students’ engagement with the subject content.

Compte rendu de Kockaert, Hendrik J. & Steurs, Frieda (Eds.). (2015). Handbook of terminology (HOT), vol. 1. Amsterdam: Benjamins, 558 p.

Paru dans Parallèles 28/2, p. 105-108

The divine substance as māsūra and muftaraqa. An attempt of reinterpretation of the Trinitarian terminology in the light of the teaching of Abū Rā’iṭa’s al-Risāla fī l-thālūth al-muqaddas

Este artículo trata de la terminología trinitaria de Abū Rā’iṭa contenida en su al-Risāla fi l-thālūth al-muqaddas. Concretamente, se centra en una expresión que simboliza la unidad de la sustancia divina y la multiplicidad de hipóstasis, es decir “māsūra y muftaraqa”. Ofrecemos un intento de reinterpretación del significado de estos términos clave de acuerdo con la comprensión de la doctrina trinitaria de Abū Rā’iṭa.

Terminology Cross-Domain Final Report

The InterPARES 2 Terminology Cross-Domain has created three terminological instruments in service to the project, and by extension, Archival Science. Over the course of the five-year project this Cross-Domain has collected words, definition, and phrases from extant documents, research tools, models, and direct researcher submission and discussion. From these raw materials, the Cross-Domain has identified a systematic and pragmatic way establishing a coherent view on the concepts involved in dynamic, experiential, and interactive records and systems in the arts, sciences, and e-government.The three terminological instruments are the Glossary, Dictionary, and Ontologies. The first of these is an authoritative list of terms and definitions that are core to our understanding of the evolving records creation, keeping, and preservation environments. The Dictionary is a tool used to facilitate interdisciplinary communication. It contains multiple definitions for terms, from multiple disciplines. By using this tool, researchers can see how Archival Science deploys terminology compared to Computer Science, Library and Information Science, or Arts, etc. The third terminological instrument, the Ontologies, identify explicit relationships between concepts of records. This is useful for communicating the nuances of Diplomatics in the dynamic, experiential, and interactive environment.All three of these instruments were drawn from a Register of terms gathered over the course of the project. This Register served as a holding place for terms, definitions, and phrases, and allowed researchers to discuss, comment on, and modify submissions. The Register and the terminological instruments were housed in the Terminology Database. The Database provides searching, display, and file downloads – making it easy to navigate through the terminological instruments.Terminology used in InterPARES 1 and the UBC Project was carried forward to this Database. In this sense, we are building on our past knowledge, and making it relevant to the contemporary environment.

Two main challenges in service description : Web service tunnel vision and semantic myopia

Through media such as newspapers, letterbox flyers, corporate brochures and television we are regularly confronted with descriptions for conventional (bricks 'n' mortar style) services. These representations vary in the terminology utilised, the depth of the description, the aspects of the service that are characterised and their applicability to candidate service requestors. Existing service catalogues (such as the Yellow Pages) provide little relief for service requestors from the burdensome task of discovering, comparing and substituting services. Add to this environment the rapidly evolving area of web services with its associated surfeit of standards, and the result is a considerably fragmented approach to the description of services. It leaves the reality of the Semantic Web somewhat clouded. --------- Let's consider service description briefly, before discussing our concerns with existing approaches to description. The act of describing is performed prior to advertising. This simple fact provides an interesting paradox as services cannot be described exactly before advertisement. This doesn't mean they can't be described comprehensively. By "exactly", we are referring to the fact that context provided by a service requestor (and their service needs) will alter the description of the service that is presented to the discoverer. For example, a service provider who operates a cinema wants to describe the price of their service. Let's say the advertised price is $15. They also want to state that a pensioner discount and a student discount is available which provides a 50% discount. A customer (i.e. service requestor) uses the cinema web site to purchase tickets online. They find the movie of their choice at a time that suits. However, its not until some context is provided by the requestor that the exact price is determined. The requestor might state that they are a pensioner. The same is applicable for a service requestor who purchases multiple tickets perhaps on behalf of other people. The disconnect between when the service is described and when a requestor provides context introduces challenges to the description process. A service provider would be ill-advised to offer independent descriptions that represent all the permutations possible for a single service. The descriptive effort would be prohibitive.

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor universally understood. The literature indicates the complexity of rationales and terminology that underwrite various initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration; and significant issues relating to teacher professional development and ICT competencies (Jamieson-Proctor, Watson, & Finger, 2003). This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. Results from 929 teachers across all year levels and from 38 Queensland state schools indicate that female teachers (73% of the full time teachers in Queensland state schools in 2005) are significantly less confident than their male counterparts in using ICT with students for teaching and learning, and there is evidence of significant resistance to using ICT to align curriculum with new times and new technologies. This result supports the hypothesis that current initiatives with ICT are having uneven and less than the desired results system wide. These results require further urgent investigation in order to address the factors that currently constrain the use of ICT for teaching and learning.