Relevant bibliographies by topics / Semi-technical language

Academic literature on the topic 'Semi-technical language'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Semi-technical language"

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Pudjiati, Danti, and Tira Nur Fitria. "Understanding technical term translation using language translator as Mobile-Assisted Language Learning (MALL)." ELT Forum: Journal of English Language Teaching 11, no. 2 (July 31, 2022): 105–14. http://dx.doi.org/10.15294/elt.v11i2.55448.

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Language barriers often prevent a person from understanding information. For that, internet users need to know the best mobile application to translate or translate foreign languages. Numerous mobile apps can be used for English language learning. The apps grow as technology improves then apps were created specifically for the purpose to teach any subject. Mobile-Assisted Language Learning (MALL) is a prominent practice nowadays. The MALL for translation usage is gradually established for EFL students because of the development of ICT. However, the research that discussed this issue is still far on the ground. This research is conducted to fill this void. There are four concerns to consider namely 1) MALL in improving students’ translation skills, 2) Students’ way of translating technical terms 3) The most translation strategy applied by the students to translate the technical terms (4) Challenges faced by students when translating the technical terms from English into Indonesian by using MALL. This research was carried out with a qualitative method. The data were taken from both an online survey and a semi-structured interview. The findings revealed that the students were helpful to use Language Translator (LT) for translating technical terms, especially in determining word choice. They selected three strategies for translating technical terms, i.e. translation by definition, literal translation, and borrowing. The strategy that the students used was a translation by definition. The challenge that they faced when using MALL was primarily regarding guidance availability. Nonetheless, most of them agreed that the LT was very supportive.
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Widła, Halina. "Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students." International Journal of Research in E-learning 5, no. 2 (February 1, 2019): 33–48. http://dx.doi.org/10.31261/ijrel.2019.5.2.03.

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This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.
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Maher, Paschal. "The use of semi-technical vocabulary to understand the epistemology of a disciplinary field." Journal of English for Academic Purposes 22 (June 2016): 92–108. http://dx.doi.org/10.1016/j.jeap.2016.01.010.

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Deignan, Alice, and Robbie Love. "Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials." Corpora 16, no. 2 (August 2021): 165–89. http://dx.doi.org/10.3366/cor.2021.0216.

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Many education professionals in Britain believe that school pupils have difficulty accessing academic texts because of inadequate knowledge of vocabulary. Previous research has suggested that some high frequency words used in non-specialised contexts have academic meanings that can cause problems for school pupils. We take corpus techniques used in the study of higher education texts and apply them to a corpus of texts designed for school pupils aged 11 to 14, attempting to identify such words automatically. We use the Spoken BNC2014 as a reference corpus. We identify a list of semi-technical words ( Baker, 1988 ), many of which are polysemous, having everyday meanings and related school subject meanings that may not be familiar to pupils. We investigate how semi-technical vocabulary can be identified and distinguished from both specialised and general vocabulary. Some supplementary qualitative analysis was needed, using collocation and concordance analysis. While time-consuming, the potential benefits for pupils struggling with school language make this a worthwhile exercise.
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Teh, Ee Wen, Gengeswari Krishnapillai, and Ling Meng Chan. "Tertiary Student Experiences With Digital Language Games for Enhancing the English Language." International Journal of Game-Based Learning 12, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijgbl.287826.

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Recently, digital games are used as a form of new media with massive potential for learning the English Language. To understand the typology of user experiences with digital games, the Presence-Involvement-Flow Framework (PIFF) was utilized. A series of semi-structured interviews were conducted with ten tertiary students in Northern Malaysia. Participants were asked to download and familiarize five digital language games (Duolingo, Memrise, Word Connect, Word Domination and Word Tower Puzzles) before the interviews. Thematic analysis technique was used to analyze the responses. The study’s thematic network comprises four global themes (Game Structure, Feelings, Skills Gained and Prerequisites) and seven organizing themes (Instruction, Game Design, Positive Emotional Outcome, Negative Emotional Outcome, Soft Skills, Technical Skills and Skills Required). The result is expected to be a good guideline or research framework for practitioners and researchers in exploring further the concept of user experience with English language digital games.
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Jafari Pazoki, Saeedeh, and Minoo Alemi. "Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions." RELC Journal 51, no. 2 (January 4, 2019): 212–26. http://dx.doi.org/10.1177/0033688218811371.

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Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students’ motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of ESP learners’ motivation. Focussing on engineering fields at three Iranian state universities, this study aimed to identify factors that affect engineering students’ motivation for learning technical English in ESP courses. Using a mixed method design, this study was conducted in two phases. In the first phase, semi-structured interviews with 40 undergraduate students helped to identify motivational variables, select a theoretical framework and develop instruments for the second phase. In the second phase, a survey using a 28-item questionnaire with 152 students, semi-structured interviews with 60 students, in-depth interviews with eight ESP practitioners and non-participant observation in seven ESP classes were done in parallel. Principal Component Analysis on survey data resulted in five motivational components of main sources of engineering students’ motivation to learn technical English: 1) ideal-self, 2) ought-to self, 3) instrumentality promotion motivation, 4) learning conditions, and 5) learning experience. These components were in agreement with Dӧrnyei’s L2 Motivational Self-system. Further quantitative and qualitative data analyses revealed that long-term goals and the practicalities of using technical English in every day life promote motivation more than a sense of obligation to learn technical English. Moreover, the results showed that Engineering students had negative attitudes towards elements of ESP learning experience, which best explained the reasons for students’ low motivation. The findings also supported the significant effect of academic levels on motivation. The factors that motivated students call for modifications in ESP courses which are discussed as pedagogical implications.
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Siregar, Roswani, Risnawaty Risnawaty, Milisi Sembiring, and Ferry Safriandi. "Students’ readiness on language distance learning: Case of translation teaching." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 986. http://dx.doi.org/10.11591/ijere.v11i2.22037.

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<span lang="EN-US">The outbreak of COVID-19 has brought the disrupt change to education activities; from face to face to distance learning. In large-scale e-learning implementations, both teachers and students face an overload of subject material, making it difficult to adjust to the online context. This qualitative research investigated the students’ perception of e-learning implementation from the perspective of translation-course participants. The perception reflected the student challenges that categorized as adaptability to e-learning environment; technical availability and computer literacy; time-management, learning engagement; and self-effort and readiness. A semi structured-questionnaire Google Form that consisted of 19 items was developed to collect the students' perceptions and opinions. The questionnaire distributed and collected online. The data was tabulated, presented, and analyzed statistically. The perception of students on e-learning revealed the importance of improvement on technical support for learning instruction and material presentation, as well as students’ self-discipline on learning schedule. The finding of this study was feedback for authors to provide effective teaching by consideration to student's challenges in the e-learning environment. </span>
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Lam, Huong Thi Lan, Son Van Nguyen, and Hong Anh Thi Nguyen. "University Lecturers’ Task-Based Language Teaching Beliefs and Practices." Education Sciences 11, no. 11 (November 19, 2021): 748. http://dx.doi.org/10.3390/educsci11110748.

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The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.
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Altunay, Dilek. "EFL Students’ Views on Distance English Language Learning in a Public University in Turkey." Studies in English Language Teaching 7, no. 1 (March 9, 2019): 121. http://dx.doi.org/10.22158/selt.v7n1p121.

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<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>
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Yang, Hongmei, Meichun Xue, and Hanxiao Song. "Between Authenticity and Commodification: Valorization of Ethnic Bai Language and Culture in China." International Journal of English Linguistics 12, no. 5 (August 9, 2022): 74. http://dx.doi.org/10.5539/ijel.v12n5p74.

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In an era of globalization, language and culture are discursively constructed as technical skills in exchange for marketable values. This is particularly true with ethnic minority languages and cultures which are gaining increasing importance and emerging as commodities for promoting tourism and the local economy. Adopting the concepts of &ldquo;cultural capital&rdquo; (Bourdieu, 1986) and &ldquo;commodification of language and authenticity&rdquo; (Heller, 2003, 2010), this study examines how ethnic Bai-related language and cultural practices are capitalized as a commodity to enhance the local economy and empower Bai people&rsquo;s identification with their heritage maintenance. The data were collected through semi-structured interviews and online observations via WeChat and TikTok. Findings demonstrate that the convertibility of Bai language and cultural capital into economic capital is largely mediated by the promotion of heritage tourism, marketing strategies, and the use of social media. Despite the increasing status of Bai language and culture, this study also demonstrates the tensions between authentication and commodification of Bai heritage language and cultural practices. The study argues that in the socio-economic process of discursive shift, Bai language and culture as &ldquo;semiotic resources&rdquo; (Kress, 2010) are not merely seen as symbols of ethnic identity but also regarded as marketable products to cater to market demand. The study can shed light on the empowerment of ethnic minority languages and their heritage maintenance in modern China.
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Books on the topic "Semi-technical language"

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Farrell, Paul. Vocabulary in ESP: A lexical analysis of the English of electronics and a study of semi-technical vocabulary. Dublin: Centre for Language & Communication Studies, T.C.D., 1990.

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Lam, Jacqueline Kam-mei. A study of semi-technical vocabulary in computer science texts, with special reference to ESP teaching and lexicography. Hong Kong: Language Centre of Hong Kong University of Science & Technology, 2001.

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Book chapters on the topic "Semi-technical language"

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Fujii, Ryo, and Akito Sakurai. "Technical Term Recognition with Semi-supervised Learning Using Hierarchical Bayesian Language Models." In Natural Language Processing and Information Systems, 327–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31178-9_42.

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Clerc, Louis. "Coordinating and Facilitating Bilateral Cultural Contacts." In Palgrave Macmillan Series in Global Public Diplomacy, 131–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12205-7_4.

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AbstractIn 1970, when Marjatta Oksanen joined the Ministry of Education, the Department of international affairs was divided into three administrative units: multilateral affairs, bilateral affairs (with two different organizations for East and West) and Nordic relations. The Finnish state managed various forms of cultural relations with countries or groups of countries, mostly in a facilitative function: support for exhibitions or concerts, longer-term support for cultural centres or language teaching and so forth. Most of these bilateral activities originated from private initiatives, and some domains like sports, scientific cooperation or relations with the Soviet Union were dominated by private, non-governmental or semi-public organizations that acted on their own or to whom the state devolved certain functions. Generally, only relations with the Soviet Union and technical issues with strong foreign political dimensions commanded a degree of involvement from the Ministry for Foreign Affairs and interest from the country’s higher political leadership.
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Karaduman, Güray. "Teaching During COVID-19." In Advances in Educational Marketing, Administration, and Leadership, 17–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3600-4.ch002.

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Distance education has been gaining importance, especially as a result of the rapid and continuing developments in the internet and information and communications technologies. However, its being beneficial and effective has been discussed by educational researchers. Due to their lack of practice or experiences in distance teaching, a great number of teachers feel prejudiced toward distance learning. This study aims to have a deeper understanding of how novice distance teachers, who have just begun to teach English at a distance during the breakout of the COVID-19 pandemic, experienced distance teaching. The study was conducted at a state university in Turkey in the 2019-2020 spring term. The participants of the study were two English language instructors with a teaching experience of 10+ years. Descriptive analysis of semi-structured interviews and the researcher's affiliation with the cases as an insider helped to reveal the personal, teaching, and technical/technological issues which affect the participants' experiences of distance teaching.
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Roy, Maxim. "Machine Learning Approaches for Bangla Statistical Machine Translation." In Technical Challenges and Design Issues in Bangla Language Processing, 79–95. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3970-6.ch004.

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Machine Translation (MT) from Bangla to English has recently become a priority task for the Bangla Natural Language Processing (NLP) community. Statistical Machine Translation (SMT) systems require a significant amount of bilingual data between language pairs to achieve significant translation accuracy. However, being a low-density language, such resources are not available in Bangla. In this chapter, the authors discuss how machine learning approaches can help to improve translation quality within as SMT system without requiring a huge increase in resources. They provide a novel semi-supervised learning and active learning framework for SMT, which utilizes both labeled and unlabeled data. The authors discuss sentence selection strategies in detail and perform detailed experimental evaluations on the sentence selection methods. In semi-supervised settings, reversed model approach outperformed all other approaches for Bangla-English SMT, and in active learning setting, geometric 4-gram and geometric phrase sentence selection strategies proved most useful based on BLEU score results over baseline approaches. Overall, in this chapter, the authors demonstrate that for low-density language like Bangla, these machine-learning approaches can improve translation quality.
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Casey, John, Kevin Brosnan, Wolfgang Greller, Allen Masson, Aine MacNeil, and Colette Murphy. "Designing for Change." In Handbook of Visual Languages for Instructional Design, 413–38. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-729-4.ch021.

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This chapter looks at the possible uses of visual forms of Instructional Design (ID) languages as possible ‘change agents’ for design practice in the public post-secondary education sector. A lot of work is being done in the technical realm of the standardisation and interoperability for Educational Modelling Languages (EMLs), but this is largely restricted to existing ID specialists that use ‘dialects’ of ID languages and schemes. This is important work but it does not address the vast majority of educators working in the post-secondary public educational sector whose design work is highly individualised and deeply embedded in rich institutional contexts. The challenge for visual ID languages and EMLs in general is how they can move beyond their current specialist niche applications to be useful to mainstream educators. In this chapter we argue that this development needs to happen along 2 related dimensions: (i) changes in the organisation of the educational workplace and related training – what might be termed ‘push factors’; and, (ii) the use of tools such as visual ID languages to support that change process at individual and group levels – what might be termed ‘pull’ factors. We shall be concentrating on this second dimension. Specifically, in this chapter we shall be looking at ideas for how we might apply visual ID languages as a support mechanism in helping educators externalise and share their design models and ideas in order to develop them into semi-formal abstractions that might be developed to feed into the use of EMLs. To ground these ideas, we shall be looking at the experiences of those who have tried these types of approaches in practice. Finally we discuss the effect this type of perspective might have on the future development of visual ID languages and related tools.
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Conference papers on the topic "Semi-technical language"

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"DOMAIN SPECIFIC LANGUAGE IN TECHNICAL SOLUTION DOCUMENTS - Discussion of Two Approaches to Improve the Semi-automated Annotation." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003630301590166.

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Mendez, Christopher, Zoe Steine Hanson, Alannah Oleson, Amber Horvath, Charles Hill, Claudia Hilderbrand, Anita Sarma, and Margaret Burnett. "Semi-Automating (or not) a Socio-Technical Method for Socio-Technical Systems." In 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2018. http://dx.doi.org/10.1109/vlhcc.2018.8506514.

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Ercan, Başak. "Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.71.

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Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.
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Smedley, Philip, Pat O’Connor, and Richard Snell. "ISO Offshore Structures Standards." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49160.

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The ISO 19900 series of Standards address the design, construction, transportation, installation, integrity management and assessment of offshore structures. Offshore structural types covered by ISO include: bottom-founded ‘fixed’ steel structures; fixed concrete structures; floating structures such as monohull FPSOs, semi-submersibles and spar platforms; arctic structures; and site-specific assessment of jack-up platforms. All the fundamental ISO Offshore Structural Standards have now been published representing a major achievement for the Oil and Gas Industry and representative National Standards Organizations. A summary of the background to achieving this milestone is presented in this paper. In parallel, other Codes and Standards bodies such as API, CEN, CSA, Norsok and the Classification Societies are looking to harmonize some, or all, of their Offshore Structures Standards in-line with ISO, wherever this is desirable and practical. API, in particular, have been pro-active in reviewing and revising their Offshore Recommended Practices (RPs) to maximize consistency with ISO, including revising the scope and content of a number of existing API RPs, adopting ISO language, and embracing technical content. Given API’s long heritage of Offshore Standards it is not surprising that this remains very much a mutual effort between ISO and API with much in ISO Standards building on existing API design practice. Now published, those involved in developing and maintaining the ISO 19900 series of Standards have to deal with both new and existing challenges, including encouraging wider awareness and adoption of these Standards, enhancing the harmonization effort, ensuring technical advances are captured in timely revisions to these Standards, and most pressing to ensure that the next generation of offshore engineers are encouraged to participate in the long-term development of the Standards that they will be using and questioning. This paper is one of a series of papers at this OMAE Conference that outline the technical content and future strategy of the ISO Offshore Structures Standards.
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Liu, Zheng, Hong-Zhong Huang, Liping He, Zhonglai Wang, and Ning-cong Xiao. "Reliability Analysis of Automotive Semi-Axle on Basic of Imprecise Probability." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12933.

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Most reliability models in the classical reliability theory use probability theory to quantify information under uncertainty and these models have a high demand of available data. While in practical applications, data related to system sand components are usually sparse or incomplete, moreover, some quantification of uncertainty should be based on subjective information and moreover subjective information may often be expressed in natural language. In these cases, classical reliability theory can not provide an effective way for the reliability analysis of systems. As a generalization of probability theory, imprecise probability theory may provide a tool which is called the natural extension to solve such problems. Research on the application of imprecise probability in reliability engineering has made a great progress. Unfortunately, this is all about theory and there are few applications and cases in practice. Therefore, this paper tried to overcome the flaws and shortcomings of classical reliability theory, and apply some theories of imprecise probability in practical engineering, and conduct reliability analysis on automotive semi-axle with establishing imprecise probability-based reliability model of automotive semi-axle. Natural extension is undoubtedly a powerful tool to compute reliability measures, however, when number of variables is large; the computation of natural extension is very difficult. Effective methods to simplify and build reliability models deserve more debate in the future.
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Wasfy, Tamer M., Ayman M. Wasfy, Hazim El-Mounayri, and Daniel Aw. "Virtual Training Environment for a 3-Axis CNC Milling Machine." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84689.

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A virtual training environment for a 3-axis CNC milling machine is presented. The key elements of the environment are: (a) textured 3D photo-realistic virtual models of the machines and lab; (b) machine simulator for the machines’ controls and moving parts; (c) semi-empirical model of the machining operation; (d) hierarchical knowledge-base for process training; (e) unstructured knowledge-base for lecture delivery; (f) natural-language human-like intelligent virtual tutors. Applications of the AVML include: training students to operate manufacturing machines in a safe environment, allowing students and researchers to view and interact with highly accurate physical simulation of manufacturing machines, and optimization of the manufacturing process plan by testing various plans on the virtual machine before actual machining. The virtual training environment will significantly reduce the cost and increase the accessibility and safety of advanced manufacturing training.
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Vyas, Shantanu, Ting-Ju Chen, Jay Woodward, and Vinayak R. Krishnamurthy. "ShapOrator: Enabling Design Iteration for Young Designers Through Shape Verbalization." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90176.

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Abstract We investigate speech-based input as a means to enable reflective thinking for younger individuals (middle- and high-school students) during design iterations. Verbalization offers a unique way to externalize ideas in early design and could therefore lead to new pathways for exploration and iteration, especially for K-12 students who possess the creative potential but are not technically trained in the design process. Interactive design systems, however, by-and-large utilize sketching, multi-touch, and gestural inputs. As a result, (1) there is little know-how regarding how to operationalize verbal inputs as a meaningful way to facilitate idea exploration and (2) there is little fundamental understanding of the underlying cognitive mechanisms for iteration through verbal communication. We take the initial steps towards these gaps by first designing and implementing the ShapOrator interface that takes verbal descriptions of geometric parameters (shape, size, instances) in a semi-natural language form and determines the appropriate transformations to a given design artifact modeled as a shape assembly. Using ShapOrator as our experimental setup we conducted an in-depth observational study on 10 middle- and high-school students tasked with designing spaceships. Our study revealed that participants were able to create a variety of designs while associating functional and topical contexts to their spaceships throughout the design iteration process.
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Renu, Rahul Sharan, James Righter, and Jada Lytch. "Developing Requirements for a Manufacturing Training Platform: A Three-Pronged Approach." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89556.

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Abstract The study reported in this paper is focused on training needs for manufacturing assembly line workers. Specifically, the objective is to investigate desired worker characteristics, upskilling opportunities, and need for a training platform targeted at assembly line workers in South Carolina. The study is performed in three parts: 1) a survey of South Carolina manufacturing professionals, 2) an analysis of manufacturing job ads, and 3) an analysis of publicly available data from O*NET®. The survey consisted of 27 questions and primarily focused on learning objectives within the cognitive and psychomotor domains of Bloom’s taxonomy. The survey tool was also designed to determine industry perceptions of virtual training for manual assembly operations and perceptions of its potential benefits and limitations. Specific survey questions address the desired complexity of training objectives within the cognitive and psychomotor domains. The results from this survey will later be used provide a framework for customized, targeted training modules for assembly workers. Job postings for assembly line workers were analyzed using Natural Language Processing techniques. Specifically, postings were analyzed to relate action verbs to the distinct domains of Bloom’s taxonomy of learning objectives. In addition, a frequency analysis of the verbs provided insight into skills that are in demand. Preliminary survey results were compared to results from the job ads analysis and trends from O*NET® for alignment or discrepancies between announced characteristics and desired skills. This comparison provides insights into training requirements and upskilling opportunities for the manufacturing workforce. Further possibilities include targeted semi-structured interviews to explore knowledge gaps, pursue insights, and refine results.
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