Relevant bibliographies by topics / Language exploration

Academic literature on the topic 'Language exploration'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Language exploration"

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Baniassad, Elisa, and Clayton Myers. "An exploration of program as language." ACM SIGPLAN Notices 44, no. 10 (October 25, 2009): 547–56. http://dx.doi.org/10.1145/1639949.1640132.

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Jongore, Magret, Pinkie Phaahla, and Rose Masubelele. "A Linguistic Exploration of Indigenous Languages Adverts." International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 2 (July 2019): 54–64. http://dx.doi.org/10.4018/ijtial.2019070104.

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This article analyses the language of two SABC 1 isiNdebele TV Adverts with English translations. The indigenous languages adverts are analysed using a critical discourse approach (hereafter CDA). Adverts the world over, it has been observed, are best understood in the major languages of commerce, usually English. This article proffers an analysis of the advert as any text that has permeated unequal power relations, ideological inclinations and manipulative aspects. Thus, the analysis of the target adverts looks at how the structure and substance of adverts have been translated and transmuted to be understood in the language of the advert but achieving the major drive of adverts in general. This article argues that text can be realised linguistically as well as visually and analysis is instituted to bring to the fore the form, structure, and effect of the text.
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Clarke, Jenni. "Helicopter Stories – more than language." Early Years Educator 23, no. 11 (June 2, 2022): 34–35. http://dx.doi.org/10.12968/eyed.2022.23.11.34.

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An exploration into Helicopter Stories where Jenni Clarke delves into the origins of this approach and the wider implications for learning, not limited to logical thinking, empathy, expression and understanding of self, exploration of others' thoughts and acceptance of differences.
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Stock, Oliviero, Carlo Strapparava, and Massimo Zancanaro. "Multimodal Information Exploration." Journal of Educational Computing Research 17, no. 3 (October 1997): 277–95. http://dx.doi.org/10.2190/9g6k-ca95-uheb-3m4d.

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Exploration is a fundamental aspect of learning. In computer-based systems, advanced interfaces to a rich information space can become a key element in this connection. Tools adaptable to different modes of exploring information and to the characteristics of different users are needed. In this article, the integration of hypermedia and natural language dialogue are discussed and reference is made to ALFRESCO, a natural language-centered multimodal system developed at IRST. The discussion is mainly focused on the role and the structure of the communicative context.
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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.

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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.
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Moore, Terence. "Locke, language and Newspeak." Think 4, no. 12 (2006): 95–106. http://dx.doi.org/10.1017/s1477175600001779.

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Sanyal, Shankha, Archi Banerjee, Samir Karmakar, and Dipak Ghosh. "Speech, emotion and language: A neuroscientific exploration." Journal of the Acoustical Society of America 146, no. 4 (October 2019): 2846. http://dx.doi.org/10.1121/1.5136872.

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Haser, Verena. "Cognitive Exploration of Language and Linguistics (review)." Language 77, no. 1 (2001): 174. http://dx.doi.org/10.1353/lan.2001.0015.

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Burke, Mary, and Oksana Zavalina. "Exploration of information organization in language archives." Proceedings of the Association for Information Science and Technology 56, no. 1 (January 2019): 364–67. http://dx.doi.org/10.1002/pra2.30.

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Zhang, Weiwei. "Language, Culture, and Ecology: An Exploration of Language Ecology in Pragmatics." English Language Teaching 15, no. 6 (May 19, 2022): 80. http://dx.doi.org/10.5539/elt.v15n6p80.

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This paper discussed the relationship between language, ecology, and culture, and claimed that the study of linguistic communication as pragmatics should not be confined to the traditional context, but should focus on a broader ecological environment. It analyzed the context of practical communication from the perspective of language ecology beginning with the discussion of the ecological crisis in communication and found that language, like plants and animals in nature, needed the support of the external environment with certain “soil fertility”. This paper classified ecological context into two types: internal ecological context (psychological-cognitive context) and external ecological context (natural environment and social environment). Based on this classification, the ecological context of pragmatics was further divided into environment-friendly context, addressee-friendly context, and speaker-friendly ecological context. This paper was an exploratory analysis of language ecology in pragmatics, aiming at helping communicative participants find their ecological niche and adopt appropriate strategies to maintain the ecological balance in pragmatic communication.
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Dissertations / Theses on the topic "Language exploration"

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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.

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Cinquegrani, David J. "The language of hymnody a theological and catechetical exploration /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Barfield, Andrew William. "An exploration of second language collocation knowledge and development." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42561.

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Despite the wealth of LI collocation studies and the explosive growth in corpus linguistics in the last 20 years, relatively little research has been conducted into L2 collocation knowledge and development. Most L2 studies have involved isolated single interventions that have taken as their main research focus collocation errors or collocation types. The assumption is that (advanced) L2 learners should strive for native-like collocation ability and that their lack of collocation accuracy should be judged by a far- removed NS standard. Extremely little experimental work has been completed on the development of L2 collocation knowledge at lower levels of proficiency. Even less has been carried out into how learners themselves address developing their L2 collocation knowledge and what psycholinguistic and contextual factors might be involved. This research sets out to investigate how we can experimentally measure L2 collocation recognition knowledge and production knowledge. It also seeks to examine factors in learning that help or hinder the development of L2 collocation knowledge. From exploring L2 collocation knowledge from these three viewpoints, an experimentally grounded model of L2 collocation knowledge is proposed. This model has several implications for how we might understand the development and organization of the L2 lexicon in relation to L2 collocation knowledge.
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Modahl, Amy Jo. "The object of the verb : an aesthetic exploration of language." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44673.

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One central question I have explored in graduate school is “What is language?” I decided to explore language through creative research, seeking a new understanding through research writing and art-making. I set out to investigate language visually, materially and conceptually. Using the medium of printmaking, I distilled basic concepts from Linguistics into abstract form. I started by thinking about structural properties of language such as patterns that form words (morphology) and sentences (syntax), those patterns used fluidly by speakers of a language. Visually, the basic mechanics of morphology seem to reveal themselves as colour, shape and line, establishing patterns or breaking into fragments. Syntax becomes parts combining into a whole, with some combinations legible, some not and some more visually engaging. My experience of these concepts has been affected by formal language learning from textbooks, where rules stress what is “correct” or not. Yet, language in use is experience; fluent speaking happens without conscious attention to form. It is using and feeling, sometimes following and sometimes defying “the rules.” Language is also the unspoken; meaning is communicated by gesture, facial expression, and even by physical proximity in space, also called proxemics. The result of my research is three works of art, Morphology, Syntax and Proxemics, which I exhibited at the Alternator Centre for Contemporary Art in Kelowna, BC in June of 2013.
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Bartman, Brian M. "SUPPORTING SOFTWARE EXPLORATION WITH A SYNTACTIC AWARESOURCE CODE QUERY LANGUAGE." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500967681232291.

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Murasugi, Kumiko G. "An exploration of syntactic difficulties in right brain damaged patients." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5391.

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Haddlesey, Claire. "Exploration of the impact of language and culture on neuropsychological tests." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14911/.

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The use of neuropsychological tests with regards to language and culture is a relatively under researched area. Previous research has found that cultural familiarity with test-items is important for minimising differences between groups and that completing tests in a second language can increase differences between groups on both language- and performance-based tests. An exploratory mixed methods design was used for this study. Participants were 46 participants with English as a first language (L1) and 23 participants with English as a second language (L2). The L1 and L2 participants differed only on the Language index of the SPANS, with L1 participants scoring significantly higher. Participants whose first language is not English reported generally that the test experience was good and the language used in the testing was clear. They reported some anxiety and worry in relation to memory and numbers. The results of this study support previous research which suggests that language may influence performance on language based neuropsychological tests as well as support for a need for culturally familiar test-items. As there were minimal differences between the two groups this is support for the SPANS’s use with the tested population with caution given to interpretation of the language index.
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Warren, Sandra. "Phonological acquisition and ambient language : a corpus based cross-linguistic exploration." Thesis, University of Hertfordshire, 2001. http://hdl.handle.net/2299/14157.

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This study explores the relationship between phonological acquisition and ambient language. By utilising corpora of spoken adult language(as an indicator of ambient language characteristics), an empirical rather than a theoretical approach is adopted for this research and through the development of a method of assessment (FUSE) it is proposed that a novel way of observing and illuminating this relationship can be made. The concept of FUSE aims to combine previous measures of functional load, which are system based, with the recognition of the relative usage of particular phonemes by speakers of the language to differentiate between words. The phonemic systems of the two historically unrelated languages of Finnish and English have been assessed and phonemic usage data compiled. Child data samples for five children over three ages of development for each of the languages have been likewise assessed so that the similarity in usage between adult and child data samples could then be compared. This study shows that the characteristics of the ambient language that the child needs to acquire varies for the two languages in terms of length of words (Finnish has longer words), the nature of syllables tructures and phonological usage. Finnish was also found to have less WI minimal pairs and make less use of word initial contrastive phonemes. The findings indicate that ambient language does have a role to play during the children's phonological development process. The children's usage closely reflected the adult language on both frequency and FUSE based assessments. The movement by the children towards their language specific goal was better indicated with the FUSE method of assessment than a purely frequency based assessment. When test crosslinguistically the FUSE results tend to suggest that the children, already at age 2 , are showing few universal tendencies of usage.
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Heggarty, Paul Andrew. "Quantification and comparison in language structure : an exploration of new methodologies." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433104.

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Chen, Jiaoyue. "An exploration of formulaic language in Chinese university students' written texts." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/402359/.

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Over the past few decades, there has been an increased interest in the formulaic aspects of languages, including English. There has also been work conducted into the learning and teaching of formulaic language and its use by non-native speakers. Despite the increase in English language teaching in China, there has, however, so far not been any combined research into the learning, use and teaching of formulaic language in the Chinese EFL context. This study addresses this gap by investigating the written texts of Chinese university students and the learning, use and teaching of formulaic language in this research context. As background to this study, an overview of existing research on formulaic language is firstly introduced, and then the rationale for this study, investigating formulaic language through student written texts, is established by positioning the role of written language in second language research and the relation between formulaic language and genre analysis studies. After these, specific background information on the EFL context in China is presented by supporting the claim that the EFL students in the study are seen as language learners as well as writers and users of English. The research questions that this study sets out to answer are the following: (1) To what extent do Chinese university students use formulaic language in their written English? a) What are the main structures of formulaic language used by these learners? b) What are the main discourse functions of formulaic language used by these learners? c) What is the relationship between the distribution of structural and functional categories of formulaic language in the learners’ written texts? d) How is the formulaic language used differently in the written texts of Year1 and Year 3 university students? (2) What do Chinese university students perceive formulaic language to be? a) To what extent is this perception different in Year 1 and Year 3 students? (3) How do Chinese university students perceive the learning, use and teaching of formulaic language? The results of this research will present formulaic language use in student written texts, and link this use to students’ self-reported processes, strategies and sources of formulaic language learning and use. Nevertheless, student reflections on the teaching of formulaic language in the research context will be introduced in order to address the research questions thoroughly. A mixed methods research design is employed in this study. The fieldwork took place during one semester (16 weeks) at a Chinese university. The participants were 83 students from the Year 1 and 73 students from Year 3 groups in the foreign language department. The main sources of data were firstly, students’ written texts and secondly, in-depth interviews with 12 informant writers. The findings of the research present a well-rounded description of formulaic language use in Chinese university students’ English written texts, by analysing and comparing the distribution of structural and discourse functional categories in the formulaic strings identified by the student perceptions and through corpus linguistic methods. Also, triangulation of the textual data collected from the written texts and perceptual data gathered from interviews shows some discrepancies regarding the perception of formulaic language in English among students and in researchers in the field. This thesis ends with a discussion of the implications and limitation of the present study, and directions for future research on formulaic language in the EFL context.
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Books on the topic "Language exploration"

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Yardley, Alice. Exploration and language. Oakville, On: Rubicon Publishing, 1988.

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René, Dirven, and Verspoor Marjolyn, eds. Cognitive exploration of language and linguistics. 2nd ed. Amsterdam: J. Benjamins Pub. Co., 2004.

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De Caluwé, Johan, Dirk Geeraerts, Cliff Goddard, Stef Grondelaers, Ralf Pörings, Günter Radden, Willy Serniclaes, et al. Cognitive Exploration of Language and Linguistics. Edited by René Dirven and Marjolijn H. Verspoor. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/clip.1.

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Avadenka, Lynne. Root words: An alphabetic exploration. [Huntington Woods, MI]: Land Marks Press, 2001.

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Andrews, Larry. Language exploration & awareness: A resource book for teachers. New York: Longman, 1993.

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K, Foss Sonja, ed. Rhetorical criticism: Exploration & practice. 2nd ed. Prospect Heights, Ill: Waveland Press, 1996.

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Exploration into insight. London: Gollancz, 1991.

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Strayer, Debbie. Paths of exploration. Nancy, KY: Geography Matters, Inc., 2009.

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Magic, power, language, symbol: A magician's exploration of linguistics. Woodbury, Minn: Llewellyn Publications, 2008.

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Andrews, Larry. Language Exploration and Awareness: A Resource Book for Teachers. 3rd ed. Mahwah, USA: Lawrence Erlbaum Associates, Inc., 2006.

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Book chapters on the topic "Language exploration"

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Hutt, S. John, Stephen Tyler, Corinne Hutt, and Helen Christopherson. "Use of language." In Play, Exploration and Learning, 127–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324751-11.

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Voss, Erik, and Ilka Kostka. "Resources for Further Exploration." In Flipping Academic English Language Learning, 67–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_6.

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Liiv, Innar. "Exploration with Structured Query Language." In Behaviormetrics: Quantitative Approaches to Human Behavior, 15–26. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2418-6_2.

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Cabrio, Elena, and Serena Villata. "Natural Language Argumentation for Text Exploration." In Lecture Notes in Computer Science, 133–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53354-4_8.

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Spyratos, Nicolas, and Tsuyoshi Sugibuchi. "Data Exploration in the HIFUN Language." In Flexible Query Answering Systems, 176–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27629-4_18.

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Vuddagiri, Ravi Kumar, Hari Krishna Vydana, Jiteesh Varma Bhupathiraju, Suryakanth V. Gangashetty, and Anil Kumar Vuppala. "Improved Language Identification in Presence of Speech Coding." In Mining Intelligence and Knowledge Exploration, 312–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26832-3_30.

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Sarkar, Kamal, and Saikat Chakraborty. "A Sentiment Analysis System for Indian Language Tweets." In Mining Intelligence and Knowledge Exploration, 694–702. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26832-3_66.

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Acharya, Sudipta, and Shyamal Kr Das Mandal. "Prosody Modeling: A Review Report on Indian Language." In Mining Intelligence and Knowledge Exploration, 831–42. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03844-5_82.

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Ouksili, Hanane, Zoubida Kedad, Stéphane Lopes, and Sylvaine Nugier. "PatEx: Pattern Oriented RDF Graphs Exploration." In Natural Language Processing and Information Systems, 102–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41754-7_9.

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Hayashi, Makoto, and Kyung-Eun Yoon. "A cross-linguistic exploration of demonstratives in interaction." In Typological Studies in Language, 33–66. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/tsl.93.03hay.

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Conference papers on the topic "Language exploration"

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Zeng, Xiaoyan, and Tongtao Zheng. "Exploration of Language Ecological Niche." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.44.

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Denli, Huseyin, Hassan A. Chughtai, Brian Hughes, Robert Gistri, and Peng Xu. "Geoscience Language Processing for Exploration." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207766-ms.

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Abstract Deep learning has recently been providing step-change capabilities, particularly using transformer models, for natural language processing applications such as question answering, query-based summarization, and language translation for general-purpose context. We have developed a geoscience-specific language processing solution using such models to enable geoscientists to perform rapid, fully-quantitative and automated analysis of large corpuses of data and gain insights. One of the key transformer-based model is BERT (Bidirectional Encoder Representations from Transformers). It is trained with a large amount of general-purpose text (e.g., Common Crawl). Use of such a model for geoscience applications can face a number of challenges. One is due to the insignificant presence of geoscience-specific vocabulary in general-purpose context (e.g. daily language) and the other one is due to the geoscience jargon (domain-specific meaning of words). For example, salt is more likely to be associated with table salt within a daily language but it is used as a subsurface entity within geosciences. To elevate such challenges, we retrained a pre-trained BERT model with our 20M internal geoscientific records. We will refer the retrained model as GeoBERT. We fine-tuned the GeoBERT model for a number of tasks including geoscience question answering and query-based summarization. BERT models are very large in size. For example, BERT-Large has 340M trained parameters. Geoscience language processing with these models, including GeoBERT, could result in a substantial latency when all database is processed at every call of the model. To address this challenge, we developed a retriever-reader engine consisting of an embedding-based similarity search as a context retrieval step, which helps the solution to narrow the context for a given query before processing the context with GeoBERT. We built a solution integrating context-retrieval and GeoBERT models. Benchmarks show that it is effective to help geologists to identify answers and context for given questions. The prototype will also produce a summary to different granularity for a given set of documents. We have also demonstrated that domain-specific GeoBERT outperforms general-purpose BERT for geoscience applications.
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Baniassad, Elisa, and Clayton Myers. "An exploration of program as language." In the 24th ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1640089.1640132.

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Huiyu, Li, Hou Hong, and Guo Xiaoqun. "The exploration on global village language." In the 6th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3056662.3056678.

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Gao, Rui. "Exploration on Culture Characteristics of Japanese Language." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.296.

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Diewald, Alexander, Sebastian Voss, and Simon Barner. "A Lightweight Design Space Exploration and Optimization Language." In SCOPES '16: 19th International Workshop on Software and Compilers for Embedded Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2906363.2906367.

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Madotto, Andrea, Mahdi Namazifar, Joost Huizinga, Piero Molino, Adrien Ecoffet, Huaixiu Zheng, Alexandros Papangelis, Dian Yu, Chandra Khatri, and Gokhan Tur. "Exploration Based Language Learning for Text-Based Games." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/207.

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This work presents an exploration and imitation-learning-based agent capable of state-of-the-art performance in playing text-based computer games. These games are of interest as they can be seen as a testbed for language understanding, problem-solving, and language generation by artificial agents. Moreover, they provide a learning setting in which these skills can be acquired through interactions with an environment rather than using fixed corpora. One aspect that makes these games particularly challenging for learning agents is the combinatorially large action space. Existing methods for solving text-based games are limited to games that are either very simple or have an action space restricted to a predetermined set of admissible actions. In this work, we propose to use the exploration approach of Go-Explore for solving text-based games. More specifically, in an initial exploration phase, we first extract trajectories with high rewards, after which we train a policy to solve the game by imitating these trajectories. Our experiments show that this approach outperforms existing solutions in solving text-based games, and it is more sample efficient in terms of the number of interactions with the environment. Moreover, we show that the learned policy can generalize better than existing solutions to unseen games without using any restriction on the action space.
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Gallardo, Daniel, Carles F. Julia, and Sergi Jorda. "TurTan: A tangible programming language for creative exploration." In 2008 IEEE International Workshop on Horizontal Interactive Human Computer Systems (TABLETOP). IEEE, 2008. http://dx.doi.org/10.1109/tabletop.2008.4660189.

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Mahmut, Gulnigar, Mewlude Nijat, Rehmutulla Memet, and Askar Hamdulla. "Exploration of Chinese-Uyghur neural machine translation." In 2017 International Conference on Asian Language Processing (IALP). IEEE, 2017. http://dx.doi.org/10.1109/ialp.2017.8300573.

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Troiano, Enrica, Carlo Strapparava, Gözde Özbal, and Serra Sinem Tekiroğlu. "A Computational Exploration of Exaggeration." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1367.

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Reports on the topic "Language exploration"

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Lawrence, Sarah. An Exploration of the Value of Future TESOL Teachers Reflecting on their Pasts as Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6822.

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Zarrieß, Benjamin, and Jens Claßen. Decidable Verification of Golog Programs over Non-Local Effect Actions. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.224.

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The Golog action programming language is a powerful means to express high-level behaviours in terms of programs over actions defined in a Situation Calculus theory. In particular for physical systems, verifying that the program satisfies certain desired temporal properties is often crucial, but undecidable in general, the latter being due to the language’s high expressiveness in terms of first-order quantification and program constructs. So far, approaches to achieve decidability involved restrictions where action effects either had to be contextfree (i.e. not depend on the current state), local (i.e. only affect objects mentioned in the action’s parameters), or at least bounded (i.e. only affect a finite number of objects). In this paper, we present a new, more general class of action theories (called acyclic) that allows for context-sensitive, non-local, unbounded effects, i.e. actions that may affect an unbounded number of possibly unnamed objects in a state-dependent fashion. We contribute to the further exploration of the boundary between decidability and undecidability for Golog, showing that for acyclic theories in the two-variable fragment of first-order logic, verification of CTL properties of programs over ground actions is decidable
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3

O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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Liu, X., Z. Chen, and S. E. Grasby. Using shallow temperature measurements to evaluate thermal flux anomalies in the southern Mount Meager volcanic area, British Columbia, Canada. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/330009.

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Geothermal is a clean and renewable energy resource. However, locating where elevated thermal gradient anomalies exist is a significant challenge when trying to assess potential resource volumes during early exploration of a prospective geothermal area. In this study, we deployed 22 temperature probes in the shallow subsurface along the south flank of the Mount Meager volcanic complex, to measure the transient temperature variation from September 2020 to August 2021. In our data analysis, a novel approach was developed to estimate the near-surface thermal distribution, and a workflow and code with python language have been completed for the thermal data pre-processing and analysis. The long-term temperature variation at different depths can be estimated by modelling, so that the relative difference of deducing deeper geothermal gradient anomalies can be assessed. Our proposed inversion and simulation methods were applied to calculating the temperature variation at 2.0 meters depth. The results identified a preferred high thermal flux anomalous zone in the south Mount Meager area. By combining with previous studies, the direct analysis and estimation of anomalous thermal fields based on the collected temperature data can provide a significant reference for interpretation of the regional thermal gradient variation.
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5

Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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