Academic literature on the topic 'User Intelligibile goal'

Pakistan’s linguistic diversity and communication challenges are documented evidence of the country’s policy makers and practitioners for a decade’s plan of cultural harmony, regional stability, and linguistic autonomy. Besides, regional language users, national identity persuaders, and national integration into the global objectives of access to information for growth and good is made possible through the medium of communication. Its practice was seen in educational decisions in the past and its struggle for a nationwide networking is being witnessed in the period of COVID-19. The study is the result of almost 15 years old motivation to highlight the issues relevant for a phonological description of Goan Karachiites (GKs) speech of English. However, the framework is updated to absorb recent trends of global integration and communication challenges for a result-oriented academic deliberation. Its QUAL QUAN methods application is derived from phonological underpinnings to witness the divergence of English pronunciation of the GKs from Received Pronunciation (RP). The GKs English was reportedly non-RP, but intelligible on systemic phonological grounds.

<p>A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers’ points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers’ self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking.<strong> </strong>The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students’ recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.</p>

Everybody understands gene therapy. It's where healthy genes are used to supplement the lossoffunction of mutated genes, providing simple cures for complex genetic diseases. Because it clearly works (otherwise why is it called ‘gene therapy’?) there is a roller coaster of public perception, varying between enthusiastic optimism in times of dramatic progress and scathing criticism when things go badly. A priority for those of us working in the field is to regulate expectation by providing access to more balanced and intelligible information, and that is one goal of the recently formed Brit ish Society for Gene Therapy (www.bsgt.org).

The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the development of Phonetic Alphabets for Bahasa Indonesia (PABI). This practical instrument allows English teachers and students in Indonesia to transcribe the pronunciations of English words into phonetic transcription with locally-appropriate readability and accessibility without compromising the pronunciation intelligibility. The development of PABI started with contrastive analysis of common phonemes in the two languages, i.e., English and Bahasa Indonesia (BI). Next, we identified the English phonemes missing in Bahasa Indonesia which English learners in Indonesia have to conceptualise. We then located those English sound ‘pairs’ which seem identical to Indonesians and are thus used interchangeably in BI. A corpus of 30,000 commonly used English words was transcribed in PABI using a computer software IPA to L1PA developed by Rahman and Bhattacharya (2020). Proposals to modify the IPA to suit the BI sound system entailed the adjustments in the consonant phonemes, vowel phonemes, and cluster sounds. These adjustments are expected to improve the readability and accessibility of the conventional IPA in facilitating the teaching and learning of intelligible English pronunciation in Indonesia. Practical uses of the PABI guidelines are drawn to improve its utility. Implications for the development of context sensitive and locally-appropriate pronunciation teaching and learning are drawn based on the findings.

Background/Context A fundamental tension has long existed between school reform proposals and actual teaching practice. Despite a large literature on teacher change, the discontinuity between innovation and practice continues and many attempts to reform teaching fail to be enacted in most classrooms. Purpose/Objective/Research Question/Focus of Study The purpose of this paper is to present a bridging methodology for connecting pedagogical innovations to the practical demands of teaching. The methodology is framed within practicality theory, which is an ecologically grounded analysis of the design issues and constraints that practitioners face in the everyday work of teaching. To conduct lessons, teachers must construct procedures (instrumentality) that fit circumstances (congruence) within available time and resources (cost). Underlying these practicality dimensions is a set of reasoning processes that can be understood from the perspective of three strands of research on bounded rationality—goal systems, heuristics, and evolutionary planning. Intervention/Program/Practice The analysis of teacher practical reasoning provides a design foundation for a bridging methodology consisting of (a) construction of a heuristic goal system (HGS) representation of the hierarchy of goals and heuristic means that underlie a teacher's planning decisions with respect to lesson segments used to carry out instruction; and (b) a teaching impact analysis (TIA) that connects an innovation's lesson structure to a teacher's heuristic goal system and shows how a teacher can adapt his/her current practice to achieve increased expected value (i.e., an improvement). Research Design This study was designed as an analytical essay that theorizes teaching practice, teacher reasoning, and a bridging methodology for connecting teaching practice with specific educational innovations. Cases of an experienced biology teacher and of 11 student teachers are presented that demonstrate the nature of this bridging methodology and variations in its use in particular circumstances. Conclusions/Recommendations The bridging framework provides a practical tool for identifying the action-guiding model of a teacher, the connection of this model to the precise components of an innovation, and the recombination or adaptations a teacher can make to achieve personal goals through an innovation. Although further studies are needed, this framework promises to furnish a powerful tool for making innovations practical. We cannot characterise behaviour independently of intentions, and we cannot characterise intentions independently of the settings which make those intentions intelligible both to agents themselves and to others (MacIntyre, 1981, p. 192).

What follows is a detailed study of Averroes's Decisive Treatise based on a new English translation of the text. It seeks to reveal the steps of the exposition, the quality of the reasoning used therein, and the general goal. The study adheres closely to the framework established by Averroes at the outset: namely, that this is an inquiry conducted from the perspective of what is permitted by the divine law of Islam. And it takes seriously the proposition that one can seek for an intelligent and intelligible connection between that law and the results reached through philosophical investigation. Thus, Averroes's ultimate conclusion – that the divine law of Islam and philosophy or wisdom are in basic agreement – is seen to make sense insofar as both seek to provide for the well-being of all members of the community. It makes sense, that is, as an understanding of what governance entails.

ABSTRACTSince the middle of the 20th century, zoological gardens have endeavoured to assist in the restoration of global, regional and national biodiversity. To help realise these conservation goals zoo professionals rely on formal and informal education schemes to enhance zoo visitors' awareness of environmental conservation issues. A questionnaire was administered at eight Australian zoos to elicit information regarding visitors' environmental knowledge and attitudes. Data from several open-ended questionnaire items were consistent with data from closed questions which intimated that zoo respondents appreciated zoos' conservation activities. However, a gap existed between visitors' endorsement of conservation and their level of conservation activism. This suggests that educational and interpretive materials used in zoos should include comprehensive and clearly intelligible information about a range of environmental values and means of involvement in action for conservation.

In this article we pursue two goals. The first is a further articulation of the dimensionality of the Dutch trait domain. The second is a detailed mapping of the factorial trait structure, one which includes intelligible and proper niches for various nuances of the trait language and for different interpretations of the main factors of personality language. In realizing these goals, we discuss the reliance on theory in structuring and modelling the domain in question, the type of model to be used, and the comprehensiveness versus the economy of domain representation. The advantages and disadvantages of the simple structure model and the circumplex model are commented upon, and a new framework that integrates these two models is presented. The present results provide confirmation of the existence of five major dimensions that cover the trait domain: (I) Extraversion or Surgency, (II) Agreeableness, (III) Conscientiousness, (IV) Emotional Stability, and (V) Intellect or Openness to Experience. The newly developed representational model, revealing a refined structure of personality characteristics, not only clarifies some of the problems faced in interpreting the Big Five factors, but also forms a starting point for applications.

This paper discusses the use of Rasmussen's abstraction hierarchy (AH) in performing an analysis of the work domain of a Pasteurization plant. Our goal is to examine the strengths and weakness of ecological interface design (EID) for systems in which critical variables are unreliable, faulty, or not measurable. In this paper we report our use of AHs to analyze the functioning of a pasteurization plant and the impact of unreliable or faulty sensors on the intelligibility of information available to the human operator. Although there is considerable current interest in EID, building thorough AHs for complex systems is a large task and there are currently very few detailed published examples to help human factors professionals wishing to take this approach. In this paper we present details of how we built the Pasteurization plant AH and show we are using the AH in our research. We argue that because AHs can indicate information that should be displayed for a process to be intelligible, techniques like EID that use AHs are in a position to bring about a profoundly user-centered approach to system design—an approach in which the ultimate information needs of human controllers will drive the engineering agenda of sensor and instrumentation design in a feedforward manner.

This book offers first-hand experiences from the rehearsal room of the Royal Shakespeare Company’s 2004–5 Spanish Golden Age season in order to put forth a collaborative model for translating, rehearsing, and performing Spanish Golden Age drama. Building on the RSC season, the volume proposes translation and communication methodologies that can feed the creative processes of working actors and directors, while maintaining an ethos of fidelity with regards to the original texts. A successful theatrical ensemble thrives on the mingling of these different voices directed towards a common goal. The work carried out during this season has repercussions in the areas comedia critics debate on the page; each of the chapters engages with one area of these overlapping disciplines. Now that the Royal Shakespeare Company’s Spanish Golden Age season has closed, this book posits a model for future productions of the comedia in English, one that recognizes the need for the languages of the scholar and the theatre artist to be made mutually intelligible by the use of collaborative strategies, mediated by a consultant or dramaturg proficient in both tongues. This model applies more generally to theatrical collaborations involving a translator, writer, and director, and is intended to be useful for translation and performance processes in any language.

Why do we need to communicate science? Is science, with its highly specialised language and its arcane methods, too distant to be understood by the public? Is it really possible for citizens to participate meaningfully in scientific research projects and debate? Should scientists be mandated to engage with the public to facilitate better understanding of science? How can they best communicate their special knowledge to be intelligible? These and a plethora of related questions are being raised by researchers and politicians alike as they have become convinced that science and society need to draw nearer to one another. Once the persuasion took hold that science should open up to the public and these questions were raised, it became clear that coming up with satisfactory answers would be a complex challenge. The inaccessibility of scientific language and methods, due to ever increasing specialisation, is at the base of its very success. Thus, translating specialised knowledge to become understandable, interesting and relevant to various publics creates particular perils. This is exacerbated by the ongoing disruption of the public discourse through the digitisation of communication platforms. For example, the availability of medical knowledge on the internet and the immense opportunities to inform oneself about health risks via social media are undermined by the manipulable nature of this technology that does not allow its users to distinguish between credible content and misinformation. In countries around the world, scientists, policy-makers and the public have high hopes for science communication: that it may elevate its populations educationally, that it may raise the level of sound decision-making for people in their daily lives, and that it may contribute to innovation and economic well-being. This collection of current reflections gives an insight into the issues that have to be addressed by research to reach these noble goals, for South Africa and by South Africans in particular.

This study discusses the interplay between metrics used to measure the explainability of the AI systems and the proposed EU Artificial Intelligence Act. A standardisation process is ongoing: several entities (e.g. ISO) and scholars are discussing how to design systems that are compliant with the forthcoming Act and explainability metrics play a significant role. This study identifies the requirements that such a metric should possess to ease compliance with the AI Act. It does so according to an interdisciplinary approach, i.e. by departing from the philosophical concept of explainability and discussing some metrics proposed by scholars and standardisation entities through the lenses of the explainability obligations set by the proposed AI Act. Our analysis proposes that metrics to measure the kind of explainability endorsed by the proposed AI Act shall be risk-focused, model-agnostic, goal-aware, intelligible & accessible. This is why we discuss the extent to which these requirements are met by the metrics currently under discussion.