Relevant bibliographies by topics / INTERLISP (Computer programme language)

Academic literature on the topic 'INTERLISP (Computer programme language)'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "INTERLISP (Computer programme language)"

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Prastikawati, Entika Fani. "Dyned Programme as Computer Assisted Language Learning (CALL) for University Students: A Perception and Its Impact." International Journal of Emerging Technologies in Learning (iJET) 14, no. 13 (July 15, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i13.10448.

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This paper explores the student’s perception on the application of Dyned Programme as Computer Assisted Language Learning (CALL) in English department of Universitas PGRI Semarang, Indonesia. This study is descriptive qualitative. Otherwise, it needs the statistical data in calculating the result percentage. It took 85 students of the first semester students who have already joined Integrated Course (IC) as the sample. IC is a subject which involves ICT-based learning. In this case, Dyned Programme is the ICT-based learning used as CALL. The result of this study shows that the students are satisfied with ICT facilities provided as the media in English teaching and learning. In addition, the use of Dyned Programme in English teaching and learning is well-accepted by the students. Moreover, it comes to the students’ perception that shows us how important the media of ICT in English teaching learning process in order to make the students interest in learning English.
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Pan, Jun, Jackie Xiu Yan, and Jing Zhang. "From blended to virtual learning: insights from a language enhancement workshop programme." International Journal of Mobile Learning and Organisation 16, no. 3 (2022): 349. http://dx.doi.org/10.1504/ijmlo.2022.124179.

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ZHANG, Jing, Jackie Xiu Yan, and Jun Pan. "From blended to virtual learning: Insights from a language enhancement workshop programme." International Journal of Mobile Learning and Organisation 16, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijmlo.2022.10046494.

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Shrivastava, Akash. "3D Model of the Planetary System." Applied Mechanics and Materials 110-116 (October 2011): 3111–16. http://dx.doi.org/10.4028/www.scientific.net/amm.110-116.3111.

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An effort is made to develop a computer programme by using C++ language to generate the orbits of the planets of the solar system in a three dimentional view. The programme presented makes the orbits and one can see the rotations. It is also possible to make the same programme in 2D.
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HARKER, MIHYE, and DMITRA KOUTSANTONI. "Can it be as effective? Distance versus blended learning in a web-based EAP programme." ReCALL 17, no. 2 (November 2005): 197–216. http://dx.doi.org/10.1017/s095834400500042x.

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This paper discusses the effectiveness of a web-based learning programme of English for Academic Purposes (EAP) for British students from ethnic minority backgrounds. Original web-based materials for English for Academic Purposes (EAP) were developed and 43 student volunteers participated in two different modes of learning during the 9-week long programme: through blended learning and at a distance. The study attempts to investigate which mode of delivery is more effective in terms of student retention, achievement levels and satisfaction with the programme. The study found that the blended learning mode was much more effective in student retention in this non-credit bearing programme, whilst students’ achievement levels were similar in both groups. In addition, formative and summative feedback from the students suggests that most students in both groups were satisfied with this web-based EAP programme.
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Kyrysyuk, А. "DESIGN METHODOLOGY LEXICO-SEMANTIC GRAPHS WITH THE HELP OF THE GEPHI COMPUTER PROGRAM." MESSENGER of Kyiv National Linguistic University. Series Philology 25, no. 1 (August 26, 2022): 57–69. http://dx.doi.org/10.32589/2311-0821.1.2022.263112.

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The article examines the problems of searching various formal models that are able to reflect fragments of the surrounding reality as structures of consciousness of speakers of a certain language. Graphs were established to be the most suitable for formalizing knowledge about fragments of existence among such models. The construction of graphs reproduces the relationship between the components of these fragments. The author made an excursion into the theory of graphs, characterized their typology and revealed possibilities of using graphs in linguistic studies, in particular for the formalization of elements of the phonological, morphological, syntactic and lexico-semantic language levels.The developed methodical algorithm for constructing a graph of the lexico-semantic field of the pandemic using the Gephi computer programme helped to visualize the structure of the lexico-semantic field and the relationship between its core and periphery, as well as to measure the degree of semantic density of the elements of the lexico-semantic field. The research showed the following advantages of the selected computer programme: support for the Windows operating system; simplicity and user friendliness; possibility to upload the necessary document to the system (CSV file), which facilitates the user’s work, because it is not necessary to manually enter data about vertices and edges into the programme; preview of the constructed graph and editing of its elements; saving in a special format for further display of the interactive graph on the Internet. The selected programme was used to construct a complex undirected lexico-semantic graph with a vertex pandemic.
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Moumoutzis, Nektarios, Chara Xanthaki, Stelios Perrakis, Manousos Manousakas, and Lilia Pavlova. "Promoting Python Code Clubs in Greece: A Teacher Training Program and a Case Study." Digital Presentation and Preservation of Cultural and Scientific Heritage 11 (September 10, 2021): 187–202. http://dx.doi.org/10.55630/dipp.2021.11.16.

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We present the design, implementation and evaluation of a training programme for Computer Science teachers on the educational use of the Python programming language inside and outside school. The programme used pre-existing educational resources centered on meaningful, self-contained programming projects. The training programme followed a blended-learning approach thus offering an opportunity to many computer science teachers make their first steps towards the educational use of the Python language within a very promising learner-centered pedagogical framework. After the initial training phase, the participating teachers were supported to establish and run local Python code clubs. The paper presents the experience from establishing, running and evaluating one of them, established at Chania, Crete by three of the authors. The evaluation clearly demonstrates the effectiveness of the code club approach to learning to code in a manner that is engaging, fun and meaningful for the students and opens up new creative opportunities for them.
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Leahy, Christine. "Introducing ICT to teachers of an institution-wide language programme: Principal considerations." JALT CALL Journal 2, no. 3 (December 31, 2006): 3–14. http://dx.doi.org/10.29140/jaltcall.v2n3.28.

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Jismulatif, Jismulatif, and Marzuki Marzuki. "A REVIEW OF RECENT MANAGEMENT AT RIAU UNIVERSITY LANGUAGE CENTRE, INDONESIA." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 54. http://dx.doi.org/10.31258/ijebp.v2n1.p54-61.

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Abstract: This case study was focused on a review of the recent management of the language Centre programme, University of Riau. The data were collected using triangulation method where some instruments were used, two sets of questionnaires for the students and staff, a semi-structured interview for the three staff, the results of students’ exams, and policy documents. The findings provided the evidence that the students were more motivated to study English for their future employment (instrumental motivation), whereas the staffs were more motivated to teach English for intrinsic rewards rather than extrinsic rewards. The findings also showed that the quality of teaching was generally good but it was suggested that the number of the computer for CALL program be increased, and more importantly, among the staff and the Manager be continuously built for a strong teamwork which could positively affect the implementation of the programme.
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Cubukcu, Feryal. "PRACTICES AND PERSPECTIVES OF TEACHER TRAINEES UPON ONLINE LANGUAGE EDUCATION PROGRAMME." Modern Higher Education Review, no. 5 (2020): 81–90. http://dx.doi.org/10.28925/2518-7635.2020.5.8.

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The expansion of instructional technologies in education has made it possible to learn and teach a second or foreign language online, without recourse to face-to-face teaching. A great deal of information is available on the varying formats and relative efficacy of online language-learning programmes. Teaching and learning is one of the core activities within higher education, such as universities and colleges. Almost every university in the USA now offers some type of computer online courses and most offer online programs in which all or most of the courses are taken via electronic means with a minimum of face to face real personal contact between instructor and student. There are many instructors and professors who claim that this electronic instruction is the future of teaching and the future of learning. Technology brings a lot of benefits to online classes such as flexibility, reduced costs, networking, documentation, increased student time, accessibility and self-discipline. Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.
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Dissertations / Theses on the topic "INTERLISP (Computer programme language)"

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Coetzee, Marisca. "Tjommie en Vriende - an interactive language journey through the wonders of Afrikaans : a computer-based programme for international students." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1619.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2006.
Computers play an influential role in our daily lives. Language teachers need to understand the importance of computers and the role computers can play in language learning and instruction. This study investigated the effect of an interactive computer application, Tjommie en Vriende, on foreign language students’ accuracy in their Afrikaans language proficiency. The application aimed to improve students’ overall communicative competence, but accentuated linguistic competence, in three of the four language skills namely speaking, listening and reading.
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Khiralla, Mohamed Nagy A. K. "The development of a computer-assisted maritime English language learning programme : describing, testing and teaching some stylistic features of international maritime conventions." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276863.

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Zainal, Azlin Zaiti. "The impact of a Malaysian government sponsored ICT training programme on secondary school English language teachers' perceptions towards ICT and classroom practice." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610050.

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Gerval, Jean-Pierre. "Contribution à l'étude des systèmes coopératifs en robotique : LCOOP, Un langage de coopération." Valenciennes, 1987. https://ged.uphf.fr/nuxeo/site/esupversions/7c703658-6f55-4040-a7a2-bddc0be6e627.

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Définition d'un processus coopératif; dans le contexte de l'assemblage automatique au moyen de robots, on réalise un système de programmation dont le langage sous-jacent de coopération (lcoop) permet à plusieurs robots d'intervenir conjointement et d'interagir d'une tache en communiquant.
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Francopoulo, Gil. "Un analyseur de francais avec apprentissage inductif de la syntaxe." Paris 6, 1988. http://www.theses.fr/1988PA066240.

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La these traite de l'analyse du langage naturel par un programme. Afin de piloter l'analyse, la creation, mais surtout la maintenance de vastes bases de connaissances est necessaire: l'objectif etait de montrer qu'il etait possible d'elaborer un atelier de genie logiciel fonde sur l'apprentissage inductif des regles de traitement
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Kouchnarenko, Olga. "Sémantique des programmes récursifs-parallèles et méthodes pour leur analyse." Phd thesis, Université Joseph Fourier (Grenoble), 1997. http://tel.archives-ouvertes.fr/tel-00004949.

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Cette thèse s'inscrit dans le cadre des travaux consacrés au développement des modèles sémantiques destinés aux langages de programmation concurrents. Une particularité de notre étude réside dans la considération explicite d'une récursivité au niveau des programmes parallèles. Pour ces programmes nous proposons une sémantique originale, dont nous étudions en détail les propriétés. Bien que le modèle proposé ne soit pas d'états finis, il est possible de le munir d'une structure de systèmes de transitions bien structurés au sens de Finkel ce qui établit la décidabilité de nombreux problèmes de vérification. Cette sémantique à la Plotkin permet de mieux comprendre le comportement des programmes récursifs-parallèles, d'analyser formellement certaines de leurs propriétés, de décrire la stratégie d'implémentation et d'énoncer en quel sens elle est correcte.
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Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.

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Lucci, Alain. "Production de logiciels pour l'enseignement : une expérience de prototypage d'un système construit sur un environnement Prolog." Phd thesis, Grenoble INPG, 1989. http://tel.archives-ouvertes.fr/tel-00306505.

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Présentation de deux expériences d'utilisation du langage Prolog comme langage de spécification et comme langage de réalisation, dans un contexte de production de logiciels pour l'enseignement. Conception et réalisation d'un environnement de production de logiciels pour l'enseignement de la programmation : le système Tangram
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Werner, Jacqueline. "Production and evaluation of a computer-assisted second language reading programme." Thesis, 1989. http://spectrum.library.concordia.ca/3996/1/ML51367.pdf.

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Margoor, Amogh. "Improving the Precision of a Scalable Demand-Driven Null- Dereference Verification for Java." Thesis, 2013. http://hdl.handle.net/2005/3284.

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The problem addressed in this thesis is sound, scalable, demand-driven null-dereference verification for Java programs via over-approximated weakest preconditions analysis. The base version of this analysis having been described in a previous publication, in this thesis we focus primarily on describing two major optimizations that we have incorporated that allow for longer program paths to be traversed more efficiently, hence increasing the precision of the approach. The first optimization is to bypass certain expensive-to-analyze constructs, such as virtual calls with too many possible targets, by directly transferring dataflow facts from points after the construct to points before along def-use edges of a certain kind. The second optimization is to use manually constructed summaries of Java container class methods, rather than analyze the code of these methods directly. We evaluate our approach using 10 real world Java programs, as well as several micro benchmarks. We demonstrate that our optimizations result in a 45% reduction in false positives over the base version on the real programs, without significant impact on running time.
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Books on the topic "INTERLISP (Computer programme language)"

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INTERLISP: The language and its usage. New York: Wiley, 1986.

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Kaisler, Stephen H. Interlisp: The language and its usuage. New York: Wiley, 1986.

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Hansohm, Jürgen. Standardisierte Benutzeroberfläche für Pascal-Programme. Augsburg: Institut für Statistik und Mathematische Wirtschaftstheorie der Universität Augsburg, 1986.

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Richter, Claus. Optimierungsverfahren und BASIC-Programme. Berlin: Akademie-Verlag, 1988.

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Locarek, Hermann. Ein graphisches Grundsystem für Pascal-Programme. [Augsburg]: Institut für Statistik und Mathematische Wirtschaftstheorie der Universität Augsburg, 1986.

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Wiedemann, Raimund. PLOTTEN.LIB: Graphik-Routinen für PASCAL-Programme. Augsburg: Institut für Statistik und Mathematische Wirtschaftstheorie der Universität Augsburg, 1987.

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Kochan, Stephen. Programming in C. Indianapolis: Hayden Books, 1988.

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Szilard, Rudolph. BASIC-Programme für Baumechanik und Statik. Berlin: Ernst, 1986.

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Stanley, Wileman, ed. Programming with PASCAL. New York: McGraw-Hill, 1987.

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Konvalina, John. Programming with Pascal. New York: McGraw-Hill, 1987.

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Book chapters on the topic "INTERLISP (Computer programme language)"

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"Biblical Hebrew Instruction: A Programme Benefitting from Second-Language Learning and Computer-Assisted Language Learning." In Bible and Computer, 615–39. BRILL, 2002. http://dx.doi.org/10.1163/9789004493339_038.

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Jordan, Eoin, and Mark Coyle. "Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students." In Computer-Assisted Foreign Language Teaching and Learning, 140–58. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch009.

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This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English medium university in China to engage in English language self-study and autonomous learning. Usage statistics and questionnaire data were collected and analysed in order to investigate overall quiz participation rates, usage patterns across the semester, and the extent to which the programme affected students’ attitudes towards self-study. The results indicated that participation rates in the quizzes were high, although activity on the programme pages did decline as the semester progressed. Students also reported via the questionnaire that the programme had helped them learn how to organise their own self-study. However, statistics from Moodle revealed that many participants were not taking the quizzes on a regular, weekly basis, as had been intended, suggesting that the programme may have only been partially successful in fostering autonomous study skills.
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Sert, Olcay, and Li Li. "A Qualitative Study on CALL Knowledge and Materials Design." In Computer-Assisted Language Learning, 2036–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch097.

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The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-service English language teachers enrolled in a TEFL programme at a Turkish University. Throughout a 14-week semester, these participants learn to design a variety of CALL materials including online teaching tools and a set of Web 2.0 tools. The article explores the skills and knowledge of pre-service teachers on the design and development of audio-visual web-based activities, through qualitative content analysis of their written reflections. The analyses of reflections on practice have revealed that these teachers demonstrate strong and critical understanding of CALL in enriching authenticity, enhancing motivation, facilitating language learning, and providing multimodal resources. They also display great awareness of instructional knowledge, in particular, in the design and interface of technology to facilitate learning.
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White, Jonathan R. "Language Economy in Computer-Mediated Communication." In Computer-Assisted Foreign Language Teaching and Learning, 75–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch005.

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This chapter presents an analysis of economised language in textchat data from non-native English-speaking students in an MA programme in English Linguistics. Previous research by the author demonstrated that forms clipped or otherwise reduced from their full version can be considered evidence that an Internet community of practice has formed. The author argues here that this implies that the learners are exhibiting autonomy, and he also demonstrates that the same can be concluded for the ellipsis. The functions of the ellipsis are identified, which demonstrates that students are interacting, and therefore, are at least in the process of forming a social learning community.
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Franc, Catherine, and Annie Morton. "The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision." In Computer-Assisted Foreign Language Teaching and Learning, 262–75. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch015.

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The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and student performance. Within the context of the core language module Independent Learning Programme, they are exploring ways to enhance new technologies to address following questions: how to encourage our large cohort of French studies students throughout their degree to engage in regular and systematic independent learning; how to equip them with appropriate language specific and transferable skills for lifelong independent learning; and how to enhance intrinsic motivation particularly with extrinsic motivational factors such as feedback and feedforward.
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Yeh, Helen W. M. "Developing an Autonomous Language Learning Framework in a Blended Learning Environment." In Technology Use and Research Approaches for Community Education and Professional Development, 150–70. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2955-4.ch010.

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Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.
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Maynard Smith, John, and Eors Szathmary. "The origin of language." In The Major Transitions in Evolution. Oxford University Press, 1997. http://dx.doi.org/10.1093/oso/9780198502944.003.0021.

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The past 30 years has witnessed a debate between the holders of two very different views about how humans are able to talk. The behaviourists, following B. F. Skinner, argue that we learn to talk in the same way that we learn any other skill. Children are rewarded when they speak correctly, and reproved when they make mistakes. We can talk, whereas chimpanzees cannot, because we are better at learning: there is nothing special about language. In contrast, Noam Chomsky and his followers have argued that humans have a peculiar competence for language, which is not merely an aspect of their general intelligence. We learn to utter, and to understand, an indefinitely large number of grammatical sentences, and to avoid an even larger number of ungrammatical ones, so we cannot possibly learn which sentences are grammatical by trial and error. Instead, we must learn the rules that generate grammatical sentences. These rules are of great subtlety, so that, although we acquire and apply them, we cannot formulate them explicitly. For example, consider the two following sentences: How do you know who he saw? (1) Who do you know how he saw? (2) How do you know who he saw? Who do you know how he saw? Every speaker of English knows at once that is grammatical, and is not. But what rule tells us this? No-one but a trained linguist would have any idea, any more than a non-biologist would know how the rate of beating of the heart is adjusted to meet changing demands. In section 17.3, we describe a hypothesis about the rule that tells us that is ungrammatical: it is a subtle rule, but as yet no-one has thought up a simpler one. It is hard to believe that we could so painlessly master such rules unless we were genetically predisposed to do so. More generally, it is still beyond the wit of linguists and computer scientists to write a language-translating programme, yet many 5-year-olds know two languages, do not mix them up, and can translate from one to the other. A second reason for thinking that we cannot learn to talk by trial and error lies in the poverty of the input on which a child must rely. After hearing a finite set of utterances, a child learns to generate an indefinitely large number of grammatical sentences. This implies that the child learns rules, and not merely a set of sentences.
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Papadima-Sophocleous, Salomi, and Christina Nicole Giannikas. "Time to evaluate: the students’ perspective of an online MA in CALL programme." In CALL and complexity – short papers from EUROCALL 2019, 334–39. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1032.

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Despite the critical importance of Computer Assisted Language Learning (CALL) Teacher Education (CTE) programmes, L2 practitioners often report that there are not many such onsite/online programmes, and the ones that exist may not directly meet their specific needs. Moreover, there seems to be a lack of systematic evaluation studies of such courses. As a result, problems in such courses cannot be diagnosed, and they are left unresolved. This paper presents a study undertaken to evaluate an online Master’s of Arts (MA) in CALL programme in the Republic of Cyprus. The investigation was based on a conceptual multidimensional e-learning evaluation model rated by the students. Data were collected from 25 graduate students via an online anonymous survey. This focussed on the participants’ perceptions of the value of the following aspects: (1) their engagement; (2) the course and its organisation, teaching mode, and materials; (3) course strengths; (4) course aspects most helpful to learning; and (5) course aspects which were obstacles to learning. This paper discusses the findings and offers some first recommendations for further improvement to the MA in CALL programme.
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He, Qiwei, and Matthias von Davier. "Analyzing Process Data from Problem-Solving Items with N-Grams." In Handbook of Research on Technology Tools for Real-World Skill Development, 750–77. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9441-5.ch029.

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This chapter draws on process data recorded in a computer-based large-scale program, the Programme for International Assessment of Adult Competencies (PIAAC), to address how sequences of actions recorded in problem-solving tasks are related to task performance. The purpose of this study is twofold: first, to extract and detect robust sequential action patterns that are associated with success or failure on a problem-solving item, and second, to compare the extracted sequence patterns among selected countries. Motivated by the methodologies of natural language processing and text mining, we utilized feature selection models in analyzing the process data at a variety of aggregate levels and evaluated the different methodologies in terms of predictive power of the evidence extracted from process data. It was found that action sequence patterns significantly differed by performance groups and were consistent across countries. This study also demonstrated that the process data were useful in detecting missing data and potential mistakes in item development.
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Levāne-Petrova, Kristīne, and Kristīne Pokratniece. "Skolēnu pārspriedumu korpusa izveide." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 106–18. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.106.

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The popularity of teaching Latvian as a mother tongue has always been of great importance. Although various teaching materials have been developed over time, corpus-based learning materials are becoming more and more popular nowadays. Since December 2018, the Institute of Mathematics and Computer Science of the University of Latvia has carried out the Latvian State Research Programme “Latvian Language”, agreement No. VPP-IZM-2018/2-0002 (subproject “Acquisi-tion of Latvian Language”). During the project, “The Corpus of Students’ Essays” will be created. With the help of the Corpus, it will be possible to create new teaching materials and also carry out different Latvian grammar studies, etc. Based on the Corpus, it will also be possible to analyse different aspects of Latvian language acquisition of students from different Latvian schools, find out what is most difficult for students, and later work with various Latvian language acquisition issues. “Corpus of Student’s Essays” is a specialized language corpus that contains texts limited to one or more subject areas, domains, topics, etc. The corpus includes 468 essays from a class 12 Latvian language exam (approximately 185 000 running words). These are works by students of Latvian-language secondary schools, minority schools, and state gymnasiums from Kurzeme, Latgale, and Riga. “Corpus of Student’s Essays” contains uncorrected texts, retaining all typing, punctuation, etc. mistakes made by students. The corpus is automatically morphologically tagged. “Corpus of Student’s Essays”, like other language corpora, is developed in several stages. The beginning of the creation of any corpus is related to the definition of text selection criteria, then the selection of texts for the corpus, digitization, if necessary, editing, morphological annotation, creation and addition of a metadata set, etc. Since the corpus is not just texts, there is also an infrastructure for the collecting and processing of corpus data, as well as an interface for the use of the corpus. This article will deal with the structure and development stages of the “Corpus of Student’s Essays”, as well as the problems and solutions associated with it.
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Conference papers on the topic "INTERLISP (Computer programme language)"

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Zhong-shuai, Bai, and Chen Xue-bo. "Two-Dimensional temperature prediction model of slab of reheating furnace based on C++ programme language." In 2013 3rd International Conference on Computer Science and Network Technology (ICCSNT). IEEE, 2013. http://dx.doi.org/10.1109/iccsnt.2013.6967338.

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Pratt, Deirdre Denise. "An analysis of the design features of three mixed-mode courses in a master’s degree programme." In IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.
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Přadková, P. "Cesty české dialektologie." In Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.23.

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The Department of Dialectology of the Institute of the Czech Language in Brno systematically examines traditional territorial dialects. Between 1992 and 2011 six volumes of the Czech Linguistic Atlas were published. Since 2011, Czech dialectologists have been working on the Dictionary of Czech Dialects . The dictionary is being created in a special computer programme. It captures the dialect lexicon in Bohemia, Moravia and Silesia over the past ca. 150 years. An electronic version of theDictionary has been available since 2016. The Department of Dialectology is a team member of The Slavic Linguistic Atlas project. The 9 th volume “Reflexes *tort, *tolt, *tert, *telt, *ort, *olt” was published by Czech dialectologists in 2019.
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King, Rob. "‘Music of the People’: Music From Data as Social Commentary." In ICAD 2019: The 25th International Conference on Auditory Display. Newcastle upon Tyne, United Kingdom: Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.007.

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Data-music reflects the ubiquity of data in modern society. Composers have not engaged widely with the opportunities opened up by this, despite the chance to overcome a gulf between academic art music and social engagement. Their reluctance might be traced to the challenge of reconciling abstract data and concrete sound, in political implications, and in technological barriers in computer music. The present paper argues that socially relevant music composition for the 21st century can adopt a programme of sonification grounded in politically acute data. As examples of such practice, two compositions are discussed founded upon US and UK social data sets, and realised via the SuperCollider programming language. The consequences for the composer of new music are further discussed from political and musicological angles, with the ‘purpose’ of writing such music analysed from the perspective of various commentators.
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