Relevant bibliographies by topics / Word(s)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Word(s)'

Author: Grafiati
Published: 12 March 2024

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Journal articles on the topic "Word(s)"

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Vicioso, Sherezada, and Daisy Cocco-DeFilippis. "S-Word." Callaloo 23, no. 3 (2000): 1012. http://dx.doi.org/10.1353/cal.2000.0176.

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Abu-Melha, WaleedS. "President′s word." Saudi Journal of Obesity 1, no. 1 (2013): 2. http://dx.doi.org/10.4103/2347-2618.119466.

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Abu-Melha, WaleedS. "President′s word." Saudi Journal of Obesity 1, no. 2 (2013): 48. http://dx.doi.org/10.4103/2347-2618.128624.

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Abu-Melha, WaleedS. "President′s Word." Saudi Journal of Obesity 2, no. 1 (2014): 2. http://dx.doi.org/10.4103/2347-2618.137564.

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Abu Melha, WaleedS. "President′s Word." Saudi Journal of Obesity 2, no. 2 (2014): 48. http://dx.doi.org/10.4103/2347-2618.147340.

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Assael, Leon A. "The “S” word." Journal of Oral and Maxillofacial Surgery 60, no. 4 (April 2002): 347–48. http://dx.doi.org/10.1053/joms.2002.32702.

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Ruiz, Jason. "The S Word." Departures in Critical Qualitative Research 9, no. 1 (2020): 101–5. http://dx.doi.org/10.1525/dcqr.2020.9.1.101.

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This essay reflects on the campus sanctuary movement that accelerated in the immediate aftermath of the 2016 US presidential election, focusing on the promises and pitfalls for activists who pushed to have their campuses declared sanctuaries for undocumented students, staff, and faculty. It offers a personal case study that relates to the nationwide push for campus sanctuary.
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Jones, C. N. "The "S" word." BMJ 339, sep07 3 (September 7, 2009): b3629. http://dx.doi.org/10.1136/bmj.b3629.

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Lochrie, K. "THE "S" WORD." GLQ: A Journal of Lesbian and Gay Studies 11, no. 4 (January 1, 2005): 640–42. http://dx.doi.org/10.1215/10642684-11-4-640.

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Smyth, Richard. "Despite the ‘S’ word." British Journal of Learning Disabilities 41, no. 3 (August 7, 2013): 180. http://dx.doi.org/10.1111/bld.12065.

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Dissertations / Theses on the topic "Word(s)"

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Bettoni-Techio, Melissa. "Perceptual training and word-initial /s/-clusters in brazilian portuguese/english interphonology." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91129.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras Inglês e Literatura Correspondente.
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Research has shown that Brazilians tend to insert a vowel before word-initial /s/-clusters and to voice the /s/ depending on the following consonant features (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). The present study investigated the perception and production of /s/-clusters in the Brazilian Portuguese/English interphonology and effects of perceptual training on learners' performance. The data collection was carried out through a pretest, a training phase, a posttest, and a retention test. Production was assessed by four reading tests and an interview. Perception was assessed by an AX discrimination task and by a forced-choice identification test similar to the task used in the training, but with additional words and recorded by an unfamiliar talker. The main objective of the study was to verify whether perceptual training would lead to improvement in perception and production. Transfer of training to a discrimination task and to untrained words was also tested. The training was designed following a high-variability approach (Logan et al., 1991) with difficulty gradually increasing throughout the training program. The training set consisted of two-alternative-forced-choice identification trials with immediate feedback and replay allowed after hitting the decision key. The stimuli consisted of phrases recorded by two Americans. The results showed that the phonological context did not significantly affect perception and production and that /s/+sonorant clusters were more difficult than /s/+stop clusters in both perception and production. There was improvement in identification, transfer to production, to discrimination and to untrained clusters. Improvement in identification, discrimination, and production was still detected in an eight-month follow-up test. Correlations between identification, discrimination, and production were stronger before training because the improvement in performance varied considerably among the tasks. Estudos anteriores sobre /sC(C)/ em início de palavras mostraram que brasileiros tem a tendência de inserir uma vogal antes de /sC(C)/ iniciais e de vozear o /s/ dependendo dos traços fonológicos do som posterior (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). O presente estudo investigou a percepção e a produção de /sC(C)/ iniciais na interfonologia do Português do Brasil/Inglês além de efeitos do treinamento perceptual na percepção e produção de /sC(C)/. A coleta de dados consistiu de um teste anterior, treinamento, um teste posterior e um teste de retenção. A produção foi acessada através de quatro testes de leitura e de uma entrevista. Percepção foi também acessada através de uma tarefa de discriminação AX e de um teste de identificação com alternativa dupla similar à tarefa de treinamento, com palavras extras e um locutor diferente. O objetivo principal era verificar se o treinamento perceptual provocaria melhora na percepção e na produção de /sC(C)/ iniciais. Transferência de treinamento para uma tarefa de discriminação e para palavras não treinadas também foi testada. O treinamento foi projetado seguindo uma abordagem de alta variação (e.g., Logan et al., 1991) com dificuldade gradualmente aumentando depois de cada bloco de treinamento. O programa de treinamento consistiu em questões de dupla alternativa com retroalimentação imediata e possibilidade de escutar o estímulo conforme vontade do participante até que uma resposta fosse dada. Os estímulos consistiam de frases gravadas por dois americanos. Os resultados mostraram que o contexto fonológico não afetou de forma significativa a produção e a percepção de /sC(C)/ e que /s/+soante sofreram mais modificações que /s/+plosiva tanto na percepção quanto na produção. Houve melhora na identificação e transferência de melhora para produção, discriminação e /sC(C)/ não treinados. Melhora na identificação, discriminação e produção ainda foram detectadas no teste administrado oito meses após o treinamento. Correlações entre identificação, discriminação e produção reduziram após o treinamento devido às diferenças na melhora de desempenho entre as tarefas testadas.
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Santos, Marcos Antônio de Oliveira. "The production of word-initial/s/-clusters by brazilian future efl teachers in Bahia." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167934.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
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Abstract : Many studies conducted so far showed that Brazilians tend to insert a prothetic vowel preceding English /s/-clusters, as a way to structure syllables (Bettoni-Techio, 2008; Cornelian, 2003, 2010; Rauber, 2002, 2004; Rebello, 1997). Taking into consideration the difficulty Brazilians usually face when it comes to producing /s/-clusters, the present study aimed at investigating the production of word-initial /s/-clusters by Brazilian future EFL teachers in Bahia, as a means to verify whether the participants of the present research could produce the /s/-clusters in a target-like fashion. The objective of this study was also to check whether type of cluster and preceding phonological context played a role in the participants? production. The data collection took place at the Universidade do Estado da Bahia (UNEB), with seven participants with an intermediate level of English proficiency. Furthermore, two types of tests were used (a Sentence-Reading Test and an Image-Description Test) to check whether task type affects production. Additionally, a questionnaire and a proficiency test were administered, which could also contribute to account for the results. The participants were audio recorded while they read the 24 sentences containing /s/-clusters in the Sentence-Reading test and described the images in the Image-Description Test. The present study, four different types of cluster (/sp/, /spr/, /st/ and /str/) in three different preceding contexts (a vowel, a consonant or a silence) were taken into account in order to check the most difficult type of cluster and environment. The findings of this research showed that the Sentence-Reading Test had higher rates of prothetic vowel occurrences than the Image-Description Test and the participants seemed to have more difficulty with three-member clusters, and also when the preceding context was a vowel. Another important discussion was related to the nature of the prothetic vowel that the participants produced in both tests. Considering the F1 value, which has to do with tongue height, and the F2 value, which is related to tongue retraction (Yavas, 2011), the participants produced a prothetic vowel similar to the English and BP /i/, in terms of height, but with the tongue more retracted, similar to the English /I/ ? a prothetic vowel of hybrid nature. Considering the results of the present study, we can see that English /s/-clusters lead to pronunciation difficulties and that this syllable pattern should be addressed and practiced in the language classroom to improve the oral production of BP learners of English.

Muitos estudos conduzidos até o presente momento mostraram que brasileiros tendem a inserir uma vogal protética antecedendo os encontros consonantais iniciados em /s/ do inglês, também como um modo de estruturação de sílabas (Bettoni-Techio, 2008; Cornelian, 2003, 2010; Rauber, 2002, 2004; Rebello, 1997). Levando em consideração a dificuldade que os brasileiros geralmente teve com relação à produção de /s/-clusters, o presente estudo teve como intenção investigar a produção de /s/-clusters em posição inicial por brasileiros futuros professores de inglês como língua estrangeira na Bahia, avaliando se os participantes desta pesquisa conseguiram atingir a produção alvo das /s/-clusters. O objetivo deste estudo foi também checar se o tipo de cluster e o tipo de contexto fonológico que o antecedia exerciam algum papel na produção dos participantes. A coleta de dados aconteceu na Universidade do Estado da Bahia (UNEB), com sete participantes de nível intermediário de Inglês como LE. Dois tipos de testes foram aplicados (um teste de leitura de sentenças e um teste de descrição de imagens) com a intenção de ver se o tipo de teste afeta de alguma forma a produção. Além desses, um questionário e um teste de proficiência foram aplicados, os quais puderam contribuir para a interpretação dos resultados. Os participantes foram gravados enquanto liam as 24 sentenças contendo /s/-clusters no teste de leitura de sentenças e enquanto descreviam imagens no teste de descrição de imagens. No presente estudo, quatro tipos diferentes de cluster (/sp/, /spr/, /st/ e /str/), em três diferentes contextos antecedentes, foram levados em consideração para que fosse analisado o tipo de cluster e contexto mais difíceis. Os resultados desta pesquisa mostraram que o teste de leitura de sentenças teve taxas de ocorrência maiores de inserção vocálica que o teste de descrição de imagens e, aparentemente, os participantes tiveram mais dificuldade com clusters de três membros e quando o contexto precedente às clusters era de vogal. Outra observação importante é em relação à natureza da vogal protética que os participantes produziram em ambos os testes. Considerando o valor de F1, o qual se refere à altura da língua e o valor de F2, o qual está relacionado à retração da língua (Yavas, 2011), os participantes produziram uma vogal protética similar ao /i/ do inglês e do português brasileiro no que diz respeito à altura, porém com a língua mais retraída, semelhante ao /I/ do inglês uma vogal protética de natureza híbrida. Considerando os resultados do presente estudo, podemos dizer que /s/-clusters do inglês levam a dificuldades de pronúncia que deveriam ser discutidas e praticadas em sala de aula de língua inglesa, a fim de melhorar a produção oral de brasileiros aprendizes do inglês.
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Kovács, József. "The reception in Transylvania of Karl Barth’s theology of the Word of God." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430590.

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Boulter, Michael James. "Ritual space in the caverns of the unconscious, word, metaphor, and epiphany in H.D.'s Trilogy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ61412.pdf.

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Meissner, Torsten. "S-stem nouns and adjectives in Greek and Proto-Indo-European : a diachronic study in word formation." Oxford [u.a.] Oxford Univ. Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780199280087.001.0001.

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Zugl.: Oxford, Univ., Diss., 1995 u.d.T.: Meissner, Torsten: S-stem nouns and adjectives in ancient Greek : a study in Greek and Indo-European word formation
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Meissner, Torsten. "S-stem nouns and adjectives in ancient Greek : a study in Greek and Indo-European word formation." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319162.

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Winkler, Steffi [Verfasser], and Christine [Akademischer Betreuer] Dimroth. "New perspectives on teachability : the acquisition of German (S)OV word order in classroom contexts / Steffi Winkler ; Betreuer: Christine Dimroth." Münster : Universitäts- und Landesbibliothek Münster, 2021. http://d-nb.info/1226854133/34.

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Laquimia, Tatiane Patricia. "O poder da palavra em sua esfera conceitual: pontes para a autonomia da pessoa em múltiplas dimensões." Faculdades EST, 2012. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=397.

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O presente Trabalho Final de Mestrado, essencialmente de revisão bibliográfica, se propôs a refletir sobre "o poder da palavra em sua esfera conceitual" e para isso, o entende como "ponte que pode intermediar a autonomia da pessoa" ou de várias delas quando em um grupo. Para tanto, organizou-se em capítulos, que demonstram através de sutis "múltiplas dimensões", a saber: antropológica, educacional e religiosa, a estruturação dessas pontes na busca pelo direito de dizer a própria palavra. Precedendo o primeiro capítulo fez-se um breve feedback pela história tentando mostrar a relevância do poder da palavra no desenvolvimento da humanidade até encontrar-se nos moldes como é conhecida atualmente. Esse feedback perpassou pelo escravo, pela mulher, pela criança, pela pessoa com necessidade especial, pelo negro, pelo índio, pelo pobre, ou seja, por aqueles que realmente tiveram por longo tempo seu direito à palavra negado. A dimensão antropológica trouxe em si discussões sobre a "ética do cuidado pessoal, coletivo e planetário", onde foi possível constatar que o direito de dizer a própria palavra está diretamente relacionado à postura decisiva e ao trato humanitário primeiramente pessoal e em seguida coletivo. E essa postura mostrou que consequentemente se reflete no bem estar planetário. A dimensão educacional tratou das "teorias de formação multiprofissional e sua perspectiva multireferencial por meio da gestão para a liderança e a espiritualidade e, as interfaces da práxis docente: saber e mediar o aprender a dizer a própria palavra." Nessa, observou-se que as características da nova formação profissional docente e a atual maneira de compreender e conduzir a educação possibilitam em demasiado a auto-sensibilização e conscientização dessa nova geração de cidadãos que certamente saberão requerer e utilizar com segurança e propriedade seu direito à palavra. Por fim, a dimensão religiosa apresentou a "abordagem da fé". Esse capítulo enfatizou a autonomia da palavra absolutamente pessoal quando se trata de relacionamento espiritual, entretanto, com vistas ao respeito e participação junto às tradições e às culturas religiosas. Juntas essas dimensões ou pontes estruturais, podem possibilitar a sensibilização, a conscientização, a motivação e finalmente a (transform)ação dessas pessoas/cidadãs em prol do seu direito de posicionar-se e de se fazerem ver, ouvir e consequentemente, respeitar frente à sociedade em suas distintas esferas, pois, se compreendidas e manifestadas, essas concretizam a palavra pessoal autônoma. Desta forma, afirma Freire que, dizer a sua palavra não é privilégio nem direito de alguns homens, mas sim, de todos eles. Falar apenas do direito à palavra é ainda uma postura branda, visto que ter opinião e ação é um dever de todo cidadão consciente e comprometido com seu meio. Portanto, nesse contexto (e parafraseando Clarice Lispector) entende-se e acredita-se que a força da 'minha' palavra tem poder de domínio sobre as transformações do 'meu' mundo.
This Final Work of Master essentially a literature review aimed to reflect on "the power of the word in its conceptual sphere" and for that, understand it as a "bridge that can mediate a person's autonomy" or several of them when a group. To this end, organized into chapters, which show through subtle "multiple dimensions", namely: anthropological, religious and educational, the structuring of these bridges/ways in the search for the right to say the word. Preceding the first chapter has a brief history feedback by trying to show the relevance of the power of the word in the development of mankind to find himself in the mold as it is known today. This feedback pervaded by the slave, the woman, the child, the person with special needs, the black, the Indian, the poor, or, for those who really had long denied their right to speak. The anthropological dimension itself brought discussions about the "ethics of care staff, collective and planetary", where it was found that the right to say the word itself is directly related to posture and decisive humanitarian behavior first personal and then collective. And this attitude showed that consequently is reflected in global welfare. The educational dimension dealt with the "theories of the formation and its multidisciplinary perspective multireferential through management to leadership and spirituality, and the interfaces of practice teaching: mediating learning and learning to say the word." In this, it was observed that the features of the new teacher training and the current way of understanding and conduct education possible in too self-awareness and awareness of this new generation of citizens who know certainly require and safely use their property and right to speak. Finally, the religious dimension presented "approach to faith." This chapter emphasizes the autonomy of the word entirely when it comes to personal spiritual relationship, however, in order to respect and participation with the traditions and religious cultures. Together these dimensions or structural bridges, can enable the awareness, awareness, motivation and finally to (transform)action of these people / citizens in favor of his right to position themselves and make themselves see, hear and therefore comply with front society in its different spheres, for if understood and expressed, those delivering the personal word autonomous. Thus, Freire says that, saying his word is not a privilege or right of some men, but of them all. Speaking only of the right to speak is still a soft stance, as to have an opinion and action is a duty of every citizen conscious and committed to their surroundings. Therefore, in this context (and paraphrasing Clarice Lispector) means and it is believed that the strength of 'my' word has power of control over the transformation of 'my' world.
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Oliver, L. J. "The effect(s) of word processing software on the equality of the composing process, product, and attitudes of adult academic ESL (English as a second language) writers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1145.

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The focus of this study was on the effect of word processing on the quality of the composing process, product, and attitudes of adult academic ESL writers. Twenty adult ESL students, comprising an ‘intact’ EAP (English for Academic Purposes) group, completed a number of written assignments as part of their ESL unit, using either word processing or conventional ‘pen and paper’ composition methods. Their handwritten and word processed work was analysed and compared through the use of an holistic/analytic scale of writing quality. In addition to this analysis of the ‘finished product’, texts were analysed in terms of the frequency, nature and extent of revisions made within the composition process. Statistical analysis of the writing quality and revision data – as well as audio-taped verbal protocols from selected subjects, interviews, and observational notes, were used to determine the effect (s) of word processing on the composing process, product and attitudes of these subjects. The data indicate that word processing does improve writing quality – and that it also influences revising behaviours and subject attitudes towards writing. There does not appear, for these subjects, to have been any significant correlation between revision and writing quality.
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MARTINS, CLAUDIO MARCIO PINHEIRO. "WHEN YHWH GET SILENCE: THE DINAMIC BETWEEN THE PROPHET AND THE WORD IN AMOS S BOOK: EXEGETICAL ANALYSIS OF AM 8,11-12 AND HIS RELATION TO AM 7,10-17." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25773@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente trabalho estuda a relação entre o silêncio de YHWH, anunciado em Am 8,11-12 e que é manifestado pela retirada da palavra profética por meio da metáfora do envio da fome, com a rejeição desta mesma palavra pela nação, representada por Amasias, o líder da religião de Israel, tal como é relatado em Am 7,10-17. Esta pesquisa dá especial atenção à função mediadora do profeta, sua inesperada e irresistível vocação, seu senso de missão e sua identificação com a palavra de YHWH. A presença dos profetas é favor divino e sinal de que YHWH quer comunicar-se com o seu povo; o povo, por sua vez, precisa ouvir as palavras de YHWH. A rejeição da palavra de YHWH mediada pelos profetas implica, segundo o livro de Amós, em severo juízo que culminará no fim da nação. O fim do povo começou com o silêncio divino.
The present work studies the relation between the silence of YHWH, announced in Am 8,11-12 that is expressed by the withdrawal of the prophetic word through the hungry send metaphor, with this word s rejection by the nation, represented by Amasias, leather of Israel s religion, as related in Am 7,10-17. This search gives a special attention to the prophet s mediating function, his unexpected and irresistible vocation, his sense of mission and identification with the YHWH s word. The prophets presence is a divine favor and a signal that YHWH wants to communicate Himself with His people; the people need to hear the YHWH s words. The YHWH word s rejection through the prophet implies, according Amos s book, in a severe judgment that will culminate in the end of the nation. The end of the people started with the divine silence.
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Books on the topic "Word(s)"

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Kilpatrick, Kathryn. Reminiscence word games and puzzles: 1900's-1990's. Greenville, S.C: Super Duper, 1998.

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Priest, Christopher. Quantum & Woody: Holy S-word -- We're cancelled. New York: Acclaim Comics, 1998.

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S, Burroughs William. Word virus: The William S. Burroughs reader. New York: Grove Press, 1998.

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J, Schakel Peter, and Huttar Charles A. 1920-, eds. Word and story in C. S. Lewis. Columbia: University of Missouri Press, 1991.

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William, Stadiem, ed. Mr. S: The last word on Frank Sinatra. London: Sidgwick & Jackson, 2003.

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S-Word. Simon & Schuster Australia, 2013.

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Pitcher, Chelsea. S-Word. Simon & Schuster, Limited, 2013.

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roy-james. The 'S' Word. O'Brien Press Ltd, 2008.

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Word...Person...S. Lillenas Publishing Company, 1991.

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The 'S' Word. University of Queensland Press, 2006.

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Book chapters on the topic "Word(s)"

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Berlinerblau, Jacques. "The S-word." In Secularism, 1–12. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140627-1.

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McCully, Chris B. "What ’s afoot with word-final C?" In Sounds, Words, Texts and Change, 173–87. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/cilt.224.12mcc.

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Gilbert, Devin, Cristina Toledo-Báez, Michael Carl, and Haydeé Espino. "Chapter 10. Impact of word alignment on word translation entropy and other metrics." In American Translators Association Scholarly Monograph Series, 203–35. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ata.xx.10gil.

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Many of the findings from studies using the Center for Research and Innovation in Translation and Translation Technology (CRITT) Translation Process Research Database (TPR-DB) framework rely on word(s)-to-word(s) alignments of the source text and target text. However, little research has been done on the impacts different alignment methods have on these findings. This study compares two different manual word alignment methods and four automatic word alignment methods on the basis of one English-Spanish TPR-DB study that has been used extensively (the BML12 dataset). We replicate past findings from the BML12 dataset using these different alignments in order to determine the impact of alignment, and we present qualitative/quantitative analyses of the different word-alignment methods.
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Brown, Earl Kjar, Richard J. File-Muriel, and Michael S. Gradoville. "The last stronghold of word-final /s/ in Barranquillero Spanish." In The Routledge Handbook of Variationist Approaches to Spanish, 113–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429200267-13.

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Robinson, Matte. "What Words Conceal: H.D.’s Occult Word-Alchemy in the 1950s." In Modernist Women Writers and Spirituality, 219–35. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53036-3_13.

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Balchin, Cassandra. "7. The F-word and the S-word: too much of one and not enough of the other." In Deconstructing Development Discourse, 81–88. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2010. http://dx.doi.org/10.3362/9781780440095.007.

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Järvelin, Anni, and Antti Järvelin. "Comparison of s-gram Proximity Measures in Out-of-Vocabulary Word Translation." In String Processing and Information Retrieval, 75–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89097-3_9.

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Barnaghi, Payam, Philippe Cousin, Pedro Maló, Martin Serrano, and Cesar Viho. "Simpler IoT Word(s) of Tomorrow, More Interoperability Challenges to Cope Today." In Internet of Things, 277–314. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338659-8.

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Barbaglia, Luca, Sergio Consoli, and Susan Wang. "Financial Forecasting with Word Embeddings Extracted from News: A Preliminary Analysis." In Communications in Computer and Information Science, 179–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-93733-1_12.

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AbstractNews represents a rich source of information about financial agents actions and expectations. We rely on word embedding methods to summarize the daily content of news. We assess the added value of the word embeddings extracted from US news, as a case study, by using different language approaches while forecasting the US S&P500 index by means of DeepAR, an advanced neural forecasting method based on auto-regressive Recurrent Neural Networks operating in a probabilistic setting. Although this is currently on-going work, the obtained preliminary results look promising, suggesting an overall validity of the employed methodology.
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Weston, Lisa M. C. "Conceiving the Word(s): Habits of Literacy among Earlier Anglo‑Saxon Monastic Women." In Nuns’ Literacies in Medieval Europe: The Hull Dialogue, 149–67. Turnhout: Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.mwtc.1.101524.

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Conference papers on the topic "Word(s)"

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Karsch, Frithjof. "The last word(s) on CPOD 2013." In 8th International Workshop on Critical Point and Onset of Deconfinement. Trieste, Italy: Sissa Medialab, 2013. http://dx.doi.org/10.22323/1.185.0046.

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Santner, Joseph S. "C-A-S-T is Not a Four Letter Word." In SAE 2003 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2003. http://dx.doi.org/10.4271/2003-01-0441.

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Mowlavi, N., A. Jorissen, M. Forestini, and M. Arnould. "S-process calculations in thermal pulses: a word of caution." In The 3rd international symposium on nuclear astrophysics: Nuclei in the Cosmos III. AIP, 1995. http://dx.doi.org/10.1063/1.47373.

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Felder, A., P. Weger, R. Scheidl, K. Ehinger, and E. Bonek. "10 GBit/s Word Generator Based on Silicon Bipolar Circuitry." In 19th European Microwave Conference, 1989. IEEE, 1989. http://dx.doi.org/10.1109/euma.1989.334071.

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Dennis, T., P. A. Williams, I. Coddington, and N. R. Newbury. "Word-Synchronous Linear Optical Sampling of 40 Gb/s QPSK Signals." In Optical Fiber Communication Conference. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/ofc.2009.othh3.

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Rebane, Karl K., Olavi Ollikainen, and Alexander Rebane. "Error-Corrective Recall of Digital Optical Images in Neural Networks Models by Photoburning of Spectral Holes." In Persistent Spectral Hole Burning: Science and Applications. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/pshb.1991.thb1.

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The neural-network-like scheme of data storage and processing of N-bit sequences of information needs a memory of about N2 elements (interconnections). In digital auto-associative memories /1/ the useful data is presented usually as a set of S different words, v( s )(s= 1,…, S), each word being a sequence of N bits. Simple mathematical rule /2/, given originally by Hopfield /3/, can serve as an algorithm to calculate the values of the N2 elements of the memory matrix, T. Recall of the memory gives an output word, v(out), which results from a thresholded inner product between the interrogating input word, v( in ) and the memory matrix.
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Jufrizal and Lely Refnita. "From V-O-S to S-V-O Language?: A Diachronic Study on Word-order Typology of Minangkabaunese." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009428400330040.

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Kochbati, Takwa. "From word embeddings to text similarities for improved semantic clustering of functional requirements (S)." In The 33rd International Conference on Software Engineering and Knowledge Engineering. KSI Research Inc., 2021. http://dx.doi.org/10.18293/seke2021-056.

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Li, An, Xi Chen, Guanjun Gao, and William Shieh. "Transmission of 1-Tb/s Unique-word DFT-Spread OFDM Superchannel over 8,000-km SSMF." In Asia Communications and Photonics Conference and Exhibition. Washington, D.C.: OSA, 2011. http://dx.doi.org/10.1364/acp.2011.830929.

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Li, An, Xi Chen, Guanjun Gao, and William Shieh. "Transmission of 1-Tb/s unique-word DFT-spread OFDM superchannel over 8,000-km SSMF." In SPIE/OSA/IEEE Asia Communications and Photonics, edited by Xiang Liu. SPIE, 2011. http://dx.doi.org/10.1117/12.919896.

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Reports on the topic "Word(s)"

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Droubi, Sufyan, and Fernando Lannes Fernandes. https://discovery.dundee.ac.uk/en/publications/sustainable-citizen-decision-making-impact-of-the-cost-of-living-. University of Dundee, September 2023. http://dx.doi.org/10.20933/100001298.

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The present report is the outcome of a research project commissioned by Zero Waste Scotland and carried out by the Just Transition Hub (JTH), University of Dundee, with the objective of understanding the ways in which the cost-of-living crisis has affected the attitudes and behaviours of individuals and communities towards a transition to a low-carbon economy in Scotland. We define the transition as encompassing both energy transition and the transition to a circular economy, so in this report the word “transition(s)” means both the referred transitions. We define the scope of “justice” to cover three dimensions – distributive, recognition and procedural. Briefly, distributive justice concerns the ideal of a fair share of the benefits and costs of the transition among different communities and stakeholders. Recognition justice respects the proper acknowledgement of marginalised individuals and communities who may be living in deprived urban areas. Procedural justice respects inclusion and effective participation of all, including marginalised actors, in public debate and decision-making. The study involved a literature review in narrative form (chapter 2) and a smallscale exploratory study (chapters 3 and 4), using a multi-strategy approach that included seven individual semi-structured expert interviews, four semi-structured citizen/consumer focus groups and one semi-structured expert focus group. Both the literature review and the empirical research adopted a thematic analysis approach, with clear research objectives identified in a standardised analysis framework. The present research is part of a broader series of investigations commissioned by Zero Waste Scotland to understand circular economy perspectives and sustainable decision-making in times of crises to help inform Zero Waste Scotland’s communication, engagement and further research for a just transition. The present study is complemented by parallel research being conducted by the University of Highlands and Islands with a focus on rural communities.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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