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Littérature scientifique sur le sujet « Comma and full stop »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "Comma and full stop"

Sain, Yuliyanah, Ervin Ervin et Sarjaniah Zur. « Young Adults’ Punctuation Error in Writing English Daily Story on Instagram ». IDEAS : Journal on English Language Teaching and Learning, Linguistics and Literature 10, n^o 1 (30 juin 2022) : 682–99. http://dx.doi.org/10.24256/ideas.v10i1.2817.

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This research focuses on analyzing the young adult instagram users’ punctuation error on their instagram story. This present research uses qualitative design and the type is content analysis. The subjects of this research are taken from instagram users who belong to young adult instagram user and the researcher using snowball. This research employs documentation as the instrument of the study to collect the data. The findings of this research provided into 10 points; the researcher finds that there are 10 kinds of punctuation errors which are made by the young adult instagram users, they are (1) exclamation mark, (2) capital (capitalization), (3) period (full stop), (4) comma, (5) apostrophe, (6) question mark, (7) inverted comma (quotation mark), (8) ellipse, (9) hyphen, and (10) colon. The percentages of each error are exclamation mark 40.1%, capital (capitalization) 25.2%, period (full stop) 20.5%, comma 6.7%, apostrophe 2.3%, question mark 2.3%, inverted comma (quotation mark) 0.8%, hyphen 0.5%, colon 0.5%, and colon 0.2%. The findings of this study indicate that the most common punctuation error made by the young adult Instagram users was exclamation marks with a percentage of 40.1%.

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Maharani, Mega Mulianing, et Emy Sholikhatun. « Punctuation and Capitalization in Writing : How Do Students Produce Them ? » Journal of Advanced Multidisciplinary Research 3, n^o 1 (31 juillet 2022) : 53. http://dx.doi.org/10.30659/jamr.3.1.53-61.

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This study aimed to know the way the students produce punctuation and capitalization in their writing of descriptive text. The students as the respondents of this study were 38 eleventh graders a certain senior high school in Semarang. They were given a descriptive text writing test. Their writing test result was the data of this present study. The data were analyzed by using the rule of punctuation and capitalization writing. The analyzed data were interpreted to get the final conclusion of the study. The results of the study were that the students� incorrect writing of punctuation was on comma, full stop and apostrophe, while for capitalization was on the first word of a sentence, the name of people, and the names of places. In short, the researchers classified the ways the students wrote descriptive text were incorrectly on comma, full stop, apostrophe, the first word of a sentence, the name of people, and the names of places.

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Amelia, Dea Rezky, Andi Tenri Ampa et Ilmiah Ilmiah. « AN ERROR ANALYSIS IN THE USE OF PUNCTUATION IN NARRATIVE TEXT AT SECOND GRADE OF SMA NEGERI 1 MAKASSAR ». EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 7, n^o 1 (21 mai 2018) : 46. http://dx.doi.org/10.26618/exposure.v7i1.1347.

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The research was aimed to find out the kinds of errors in the use of punctuation in narrative text at second grade of SMA Negeri 1 Makassar. The research focused on five punctuation, they are full stop, comma, question mark, exclamation point, and quotation mark. The method of this research was descriptive quantitative. The subjects of this research took 36 students from 4 classes, it used random sampling technique. The researcher used narrative text as instrument. From the result, there are some kinds of errors students made, they are Misordering, omission, and addition of punctuation. Omission of full stop was dominant error made by students that is 19.22%. In writing, punctuation is very important because it can make reader understand the meaning of writing.

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Nussbaum, G. « The Punctuation of Aeneid 1.1–7 ». Greece and Rome 33, n^o 2 (octobre 1986) : 188–91. http://dx.doi.org/10.1017/s0017383500030333.

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The Aeneid, like the Iliad, opens with a seven-line paragraph. The question arises: is this paragraph also a single sentence, consisting of the first three words arma uirumlque cano as main sentence, with all the rest forming one long relative clause of six and a half lines, introduced by qui in line 1, and organized round the one indicative verb apart from cano, namely, uenit in line 2? A glance at the editions confirms that we have a problem here. Everyone agrees on commas after cano, superum, iram, passus and of course on a full stop after Romae. The uncertainties arise after litora and after Latio. Whereas Sidgwick (1890) and Page (1894) put commas at both these points, Mynors (1969), followed both by Austin (1971) and R. D. Williams (1972) puts a comma after litora, but a semicolon after Latio, while Hirtzel (1900) puts a dash at both points. What difference does it make?

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Belousova, Anastasia, Juan Sebastián Páramo Rueda et Paula Ruiz Charris. « Rhythm, Syntax, Punctuation : A Distant Analysis of the European Sonnet ». Studia Metrica et Poetica 9, n^o 1 (1 septembre 2022) : 39–65. http://dx.doi.org/10.12697/smp.2022.9.1.03.

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Elaborating on an analysis of a corpus of more than 1200 sonnets by Italian, French, Spanish, English and Russian authors, this article describes the general rhythmic-syntactic arrangement of thirteenth- and fourteenth-century Italian sonnets, European Petrarchist sonnets, and several experiments with this form in the nineteenth and twentieth centuries. It presents results obtained with the help of a computer program developed for the automated analysis of strophic syntax. The program was created using Boris Tomashevsky’s method based on analyzing the punctuation at the end of poetic lines (the strength of the syntactic pause is evaluated depending on the absence or presence of a punctuation sign: i.e., a comma, a dash, a semicolon, or a full stop / question mark / exclamation mark). We supplemented this with two more indices also based on punctuation. The first characterizes the length of sentences (the percentage of sentences in one line, two lines, three lines, etc.), and the second characterizes the number of sentences that end with a full stop, which comes in the middle of a line followed by the beginning of the next sentence in the same line (or, which is the same, the number of such lines). This study demonstrates that both the number of lines with a strong pause in the middle and the number of short sentences have increased over time.

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Subekti, Nesa Amelia, Sumarwati Sumarwati et Raheni Suhita. « ANALISIS KESALAHAN STRUKTUR DAN PEMAKAIAN BAHASA INDONESIA PADA TEKS PERSUASI KARANGAN SISWA KELAS 8 SMP DI SURAKARTA ». Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya 8, n^o 2 (4 novembre 2020) : 260. http://dx.doi.org/10.20961/basastra.v8i2.42731.

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<em>The results shows that there are structure error and Indonesian language usage error on the persuasion text written by students at grade 8 of Junior High School in Surakarta. Those errors on the incomplete structure of persuasion text especially in the reaffirmation section. The Indonesian language usage errors include spelling error, diction error, and grammatical error. The most common errors of spelling comprises capital letters and punctuation marks usage particularly full stop and comma. The most-found errors of diction comprises improper diction selection and nonstandard diction. Grammatical error is mainly caused by ineffective sentence. Those errors are caused by some factors. The factors are (1) students do not understand the structure of persuasion text, (2) students have lack of spelling and diction knowledge, (3) the lack of examples given by teacher, (4) the lack of writing practice, and (5) student lack motivation within writing.</em>

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Wang, Caiwen. « Decoding and encoding the discourse meaning of punctuation ». Babel. Revue internationale de la traduction / International Journal of Translation 64, n^o 2 (10 septembre 2018) : 225–49. http://dx.doi.org/10.1075/babel.00032.wan.

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Abstract This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data were collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks in English: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not automatically copy the punctuation marks of the source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education.

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Jannah, Azka Nidaul, et Khaerunnisa Khaerunnisa. « Analisis Kesalahan Berbahasa (Tulis) Pemelajar BIPA Level 7 dalam Pembuatan Karya Ilmiah ». MARDIBASA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia 2, n^o 2 (24 décembre 2022) : 134–42. http://dx.doi.org/10.21274/jpbsi.2022.2.2.134-142.

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This study aims to describe written language errors of level 7 BIPA students in writing scientific papers, including errors in (1) conjunctions, (2) capital letters, (3) puntuations, and (4) sentences structure. The data used in this study were three BIPA level 7 scientific papers. The method used was descriptive-qualitative. Data analysis was carried out by (1) note things that are aspects of language errors, (2) classify language errors into certain groups, and (3) describe those language errors. The result of the study show that in the scientific papers of BIPA level 7 students there are still many errors, including errors in using conjunctions at the beginning of sentences, inaccuracies in the use of capital letters which are often placed in the middle of sentences, inaccuracies in the use of comma and full stop punctuation, and sentence ineffectiveness triggered by structural interference sentences in foreign languages, redudant words, and incomplete sentence patterns.

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Hasyim, Sunardi, Burhanuddin Burhanuddin et Sumarni Hafid. « The Use of English Punctuation in Improving Students’ Writing Skills at The Sixth Semester of Letters of UMI Makassar ». Tamaddun 16, n^o 1 (15 juin 2017) : 47–56. http://dx.doi.org/10.33096/tamaddun.v16i1.50.

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The research entitled The use of English Punctuation in improving Students writing skills at the sixth semester of Faculty of Letters of UMI Makassar. This study aims to describe student`s error of using punctuation in English text. The study is conducted to students at the semester six of English Department. The researcher analyzed the error in the use of punctuation itself, because good punctuation is essential in clear and effective writing especially in academic writing. It was correlated to Jeremy’s theory (2004,p.49) stated that using punctuation correctly is one of the important skill in writing.. There are two problems of this study; how the students’ errors of using punctuation in English text are and what cause of error in using punctuation. The researcher used qualitative method in this study. Punctuation marks that are presented in this research are comma, full stop, hyphen, apostrophe, question mark, quotation mark, and exclamation mark. As a result, the researcher found that comma is most common error made by the English Department student during the sixth semester. In the data analysis, the writer described that the sixth Semester Students’ of the English Department have low achievement in using English Punctuation. The low achievement they have is primarily caused by their errors that are still made by students’ in using English Punctuation, they are also influenced by the following factors : 1. The students’ basic knowledge in using English punctuation is not sufficient, 2. The interest of the students’ in learning and doing the exercises of the use of English punctuation is low, and 3. The English punctuation is very complex and difficult to the students’.

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Patmawati, Patmawati, et Besse Wahida. « The Concept of Tawheed of Buginese People in the Ancient Manuscript Lontara Attorioloang Ri Wajo of West Kalimantan ». Al-Albab 7, n^o 2 (1 décembre 2018) : 177. http://dx.doi.org/10.24260/alalbab.v7i2.1115.

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This paper discusses a tawheed concept of buginese people in the ancient manuscript, Lontara Attorioloang ri Wajo and focuses on the concept of al-uluhiyah and ar-rububiyah of Buginese people according to the manuscript. This work is based on research on manuscript through philology approach since Lontara Attorioloang ri Wajo is a handwriting manuscript written without punctuation (comma or full stop) and space. The concept of tawheed al-uluhiyah of buginese people in Lontara Attorioloang ri Wajo manuscript is shown in the form of testimony of the presence of Dewata Seuwwae or God the one; He begets not, nor was He begotten. The belief of the oneness of god is embodied in self-surrender and full obedience by performing worship qhairu mahda but not ibadah mahdah. This confession can be seen in 18 dialogues between Arung Matoa and an Arung from another place. The concept of tawheed ar-rububiyah in the manuscript is shown in the form of a belief that Dewata Seuwwae or the one God is a lord of the worlds; He determines all creatures’ destiny and prosperity. Further, the Buginese people’s belief in the oneness of God is shown by the agreement they have made, and Arung Matoa Toudamang’s message about how to behave toward god, other person, and nature. There are 8 dialogues in the form of agreement and pappaseng.

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Thèses sur le sujet "Comma and full stop"

TAMAGNINI, DAVIDE. « PUNTO E BASTA ? Insegnare e apprendere la punteggiatura ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/363717.

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La ricerca si è posta l’obiettivo di approfondire il tema dell’insegnamento e dell’apprendimento della punteggiatura e i suoi usi nella scuola primaria, sia da un punto di vista teorico, attraverso una disamina critica degli studi e delle ricerche su questo tema, sia attraverso un’indagine empirica. Non essendo un tema molto presente nella letteratura di riferimento, non essendo ancora stata elaborata una teoria complessiva che spieghi come viene acquisito l’uso dei segni interpuntivi e in quale modo si possa favorirne l’apprendimento (Demartini, Fornara, 2013), ci siamo posti alcuni interrogativi utili a mettere a tema la questione dell’insegnamento della punteggiatura in una prospettiva che la considera elemento centrale nell’impalcatura del pensiero e della comunicazione: quanto e come si presenta la punteggiatura nei testi di studenti e insegnanti? Che rapporto c’è tra questa presenza e le rappresentazioni che studenti e insegnanti hanno del sistema interpuntivo? Quali sono le difficoltà di un suo diretto insegnamento? Su cosa fondare un cambiamento della didattica affinché l’apprendimento della punteggiatura sia efficace e rispondente alla natura stessa di questo sistema di segni? All’interno del paradigma costruttivistico o naturalistico (Lincoln, Guba, 1985, 2013), la metodologia di ricerca che ha sostenuto la fase empirica si è configurata come un convergent mixed method (Creswell, Creswell, 2018), al fine di poter integrare le informazioni derivanti dalla raccolta di dati quantitativi e qualitativi in fase di interpretazione dei risultati. Punto di partenza è stata l’analisi di 1399 testi scritti da studenti dei primi due anni della scuola primaria in seno al progetto di ricerca longitudinale “Il concetto di parola nella prima alfabetizzazione: analisi interlinguistica (italiano, francese e spagnolo) sulle rappresentazioni scritte delle parole” (Ponton et al., 2021; Teruggi, Farina, 2021) e 126 testi autobiografici di docenti del primo ciclo d’istruzione. In totale sono state realizzate 28 interviste a studenti di scuola primaria e a 7 dei loro insegnanti. Parallelamente sono stati predisposti dei questionari per differenti tipologie di intervistati: studenti di scuola primaria (76) e secondaria (38 circa) e adulti (178). I questionari hanno posto in essere alcuni dei temi emersi dalle interviste ai “soggetti partecipanti” (Cardano, 2007) di cui sopra, al fine di poter fare raffronti utili alla comprensione del tema. Abbiamo trovato confermata l’ipotesi di un percorso logico che va dall’introduzione dei segni lungo le estremità del testo alle parti interne (Ferreiro et al., 1996). La punteggiatura è risultata didatticamente marginale per il poco tempo ad essa dedicato, lo spazio ristretto che occupano gli esercizi nei libri di testo e perché è generalmente limitata la pratica della riflessione a scuola. Servono momenti di apprendimento che stimolino questo processo riflessivo e un linguaggio che faciliti la comprensione delle regole che governano questo sistema di segni, desunte il più possibile induttivamente della pratica. Abbiamo ipotizzato che l’adozione di un lessico più appropriato per parlare di “frase” e “pausa” possa aiutarci in tal senso. La ricerca si sarebbe dovuta concludere con un ulteriore lavoro di riflessione (focus group) con insegnanti e bambini per condividere, confrontare e riflettere sui risultati emersi dalla ricerca. Data la situazione pandemica, la chiusura a intermittenza delle scuole e l’incertezza logorante ravvisata nei docenti inizialmente coinvolti per questa fase finale del lavoro, si è optato per rimandare questa possibilità ad occasioni future.
The research aimed to deepen the theme of teaching and learning punctuation and its uses in primary school, both from a theoretical point of view, through a critical examination of the studies and research on this topic, and through empirical research. This theme is not so developed in literature and the overall theory that explains how the use of interpunctive signs is acquired and how it can be favored learning is not still studied (Demartini, Fornara, 2013). We have posed some questions to understand the issue of teaching punctuation in a perspective that considers it a main element in the framework of thought and communication: how much and how does punctuation appear in the writings of students and teachers? What is the relationship between this presence and the representations that students and teachers have of the interpunctive system? What are the difficulties of his direct teaching? On what can a change in teaching be built so that the learning of punctuation is effective and responsive to the very nature of this system of signs? Within the constructivist or naturalistic paradigm (Lincoln, Guba, 1985, 2013), the research methodology that supported the empirical phase was configured as a convergent mixed method (Creswell, Creswell, 2018), in order to integrate the information deriving from the collection of quantitative and qualitative data during the interpretation of results. The starting point was the analysis of 1399 texts written by students of the first two years of primary school within the longitudinal research project "The concept of words in early literacy: interlingual analysis (Italian, French and Spanish) on the written representations of words "(Ponton et al., 2021; Teruggi, Farina, 2021) and 126 autobiographical texts by teachers of the first cycle of education. In total, 28 interviews were conducted with primary school students and 7 of their teachers. At the same time, questionnaires were prepared for different types of interviewees: primary (76) and secondary (approximately 38) students and adults (178). Thanks to the questionnaires we were able to work on some of the themes that emerged from the interviews with the "participants" (Cardano, 2007) above, in order to be able to make useful comparisons for understanding the topic. We found confirmed the hypothesis of a logical path that goes from the introduction of signs along the ends of the text to the internal parts (Ferreiro et al., 1996). Punctuation is didactically marginal due to the short time dedicated to it, the little space occupied by the exercises in the textbooks and because the practice of reflection at school is generally limited. We need learning moments that stimulate this reflective process and a language that facilitates the understanding of the rules that govern this system of signs, that come as much as possible inductively from the practice. We hypothesized that adopting a more appropriate lexicon to talk about "sentence" and "pause" can help us in this sense. The research should have ended with further reflection work (focus groups) with teachers and children to share, compare and reflect on the results that emerged from the research. Given the pandemic situation, the intermittent closure of schools and the exhausting uncertainty seen in the teachers initially involved in this final phase of the work, it was decided to postpone this possibility for future occasions.

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Morgan, Siân Yvette. « Rule-based stop recognition with the Karhunen-Loeve transform ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26408.

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This thesis proposes a speaker-independent, continuous-speech stop recognition algorithm. The method incorporates knowledge into the system by means of rules whose conditions are linked to acoustic events. Coarticulatory effects present in the speech are taken into account with the analysis of the transient portions of the signal.
The novelty of this approach consists of the use of the Karhunen-Loeve transform to segment the speech and to extract both steady-state and dynamic features. Sequences of stops followed by vowels were segmented with the second Karhunen-Loeve transform coefficient, whereas information about the formant transitions and energy distribution was extracted by means of the basis vectors of the transformed space.
Tests of the proposed rule-based system resulted in 71% correct classification of the stops' place of articulation, and 80% correct classification of the stops' manner of voicing.
More complex systems have previously attained better results. However, the simplicity and computational cost efficiency of this approach would be of considerable benefit to any large ASR system.

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Sawant, Neil Ravindra. « Longitudinal Vehicle Speed Controller for Autonomous Driving in Urban Stop-and-Go Traffic Situations ». The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1285011632.

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Livres sur le sujet "Comma and full stop"

Full stop. London : Chatto & Windus, 1995.

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Smith, Joan. Full stop. New York : Fawcett Columbine, 1996.

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Joan, Smith. Full stop. Thorndike, Me : Thorndike Press, 1996.

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Joan, Smith. Full Stop : A Loretta Lawson Mystery. New York : Fawcett Gold Medal, 1997.

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Tim, Driggers, dir. Stop where the parking lot's full : A collection of Sandlapper's favorite restaurants. Lexington, SC : Sandlapper Society, 2008.

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Brilliant memory training : Stop worrying about your memory and start using it - to the full ! Harlow, England : Prentice Hall, 2011.

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), International Commission of Jurists (1952. Argentina : Amicus Curiae brief on the incompatibility with international law of the full stop and due obedience Laws. Geneva, Switzerland : International Commission of Jurists, 2001.

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Hart, Ashley. Find the Full Stop in the Commas : Fun Search Challenge - Every Punctuation Mark a Comma Except One ! Can You Find It ? Independently Published, 2021.

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Smith, Joan. Full Stop. Penguin Random House, 1996.

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Ganeri, Anita. Punctuation : Commas, Full Stops, and Question Marks. Raintree, 2012.

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Chapitres de livres sur le sujet "Comma and full stop"

Copus, Julia. « Full stop or comma ? » Dans Brilliant Writing Tips for Students, 1–4. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01399-6_1.

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Janosy, Norah. « Full Stop ». Dans A Case Approach to Perioperative Drug-Drug Interactions, 475–77. New York, NY : Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-7495-1_103.

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Phillips, D. Z. « Wittgenstein’s Full Stop ». Dans Wittgenstein and Religion, 79–102. London : Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1057/9780230377035_6.

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Abdul-Raof, Hussein. « Translation beyond the full-stop ». Dans An Introduction to Arabic Translation, 149–86. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003268956-5.

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Johnson, Brad, et Hal Bowman. « This is a job. FULL. STOP. » Dans Thank You, Teacher, 200–201. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-87.

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Vytiniotis, Dimitrios, Thierry Coquand et David Wahlstedt. « Stop When You Are Almost-Full ». Dans Interactive Theorem Proving, 250–65. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32347-8_17.

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Fiore, Marcelo, et Philip Saville. « Relative Full Completeness for Bicategorical Cartesian Closed Structure ». Dans Lecture Notes in Computer Science, 277–98. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45231-5_15.

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AbstractThe glueing construction, defined as a certain comma category, is an important tool for reasoning about type theories, logics, and programming languages. Here we extend the construction to accommodate ‘2-dimensional theories’ of types, terms between types, and rewrites between terms. Taking bicategories as the semantic framework for such systems, we define the glueing bicategory and establish a bicategorical version of the well-known construction of cartesian closed structure on a glueing category. As an application, we show that free finite-product bicategories are fully complete relative to free cartesian closed bicategories, thereby establishing that the higher-order equational theory of rewriting in the simply-typed lambda calculus is a conservative extension of the algebraic equational theory of rewriting in the fragment with finite products only.

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Nappi, Carla. « Full. Empty. Stop. Go : translating miscellany in early modern China ». Dans The Translation Studies Reader, 453–65. 4^e éd. Fourth edition. | Abingdon, Oxon ; New York : Routledge, 2021. | : Routledge, 2021. http://dx.doi.org/10.4324/9780429280641-40.

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Smeeding, Timothy M. « Cross-National Patterns of Retirement and Poverty among Men and Women in the Mid 1980s : Full Stop or Gradual Withdrawal ? » Dans Age, Work and Social Security, 91–114. London : Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22668-9_4.

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Tomlinson, Matt. « Full Stop ». Dans Ritual Textuality, 118–26. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199341139.003.0006.

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Actes de conférences sur le sujet "Comma and full stop"

Yasrebi, Navid, Sina Khorasani, Aryan Hazeghi et Bizhan Rashidian. « Observation of full plasmonic stop bands in fractal structures ». Dans SPIE OPTO, sous la direction de Ali Adibi, Shawn-Yu Lin et Axel Scherer. SPIE, 2011. http://dx.doi.org/10.1117/12.872177.

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Castellazzi, Alberto, Emmanuel Batista, Mauro Ciappa, Jean-Marc Dienot, Michel Mermet-Guyennet et W. Fichtner. « Full electro-thermal model of a 6.5kV field-stop IGBT module ». Dans 2008 IEEE Power Electronics Specialists Conference - PESC 2008. IEEE, 2008. http://dx.doi.org/10.1109/pesc.2008.4591961.

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Moysset, Bastien, Christopher Kermorvant et Christian Wolf. « Full-Page Text Recognition : Learning Where to Start and When to Stop ». Dans 2017 14th IAPR International Conference on Document Analysis and Recognition (ICDAR). IEEE, 2017. http://dx.doi.org/10.1109/icdar.2017.147.

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Narksri, Patiphon, Eijiro Takeuchi, Yoshiki Ninomiya et Kazuya Takeda. « Crossing Blind Intersections from a Full Stop Using Estimated Visibility of Approaching Vehicles ». Dans 2019 IEEE Intelligent Transportation Systems Conference - ITSC. IEEE, 2019. http://dx.doi.org/10.1109/itsc.2019.8917323.

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Sá Marta, Eduardo, et Luis Vieira de Sá. « Auditory features for human communication of stop consonants under full-band and low-pass conditions ». Dans 6th European Conference on Speech Communication and Technology (Eurospeech 1999). ISCA : ISCA, 1999. http://dx.doi.org/10.21437/eurospeech.1999-384.

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Cai, Liang-Wu. « Using Stop Band Formation for Characterizing Interphase Properties of Composite Models Having Square Fiber Arrangements ». Dans ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0233.

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Abstract The formation of stop bands over which waves cannot propagate through composites having square fiber arrangements has been observed in previous full-scale deterministic simulations. In this paper, characteristics of the cut-off frequency of the stop band are investigated via systematic full-scale simulations and related to the physical properties of the interphase in a three-phase composite model.

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Demirci, Efecan, et Andrew K. Wojtanowicz. « Full-Scale Testing of Gravity Displacement with Heavy Fluid in Well Annulus to Stop Gas Migration and Reinstate Operations Safety ». Dans SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/190603-ms.

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Brown, Warren. « Utilizing the Turn-of-Nut Method to Stop Gasketed Bolted Joint Leakage ». Dans ASME 2011 Pressure Vessels and Piping Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/pvp2011-57053.

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If a pressure boundary bolted joint leaks during operation, then it is commonplace to re-tighten the joint either during swoop-down (lower pressure) or while the unit is online (full operating pressure). If engineers are involved, and often they are not, then it is common place to specify a torque to which the bolts should be re-tightened. The problem with that approach is that after even just a few days of operation, the nut factor for the bolt is completely unknown and so the torque specified has little relevance to the obtained load. In addition, the break-out torque for an operational stud can be in excess of twice the assembly torque, even at lower loads. To counteract these issues, an alternative approach is to use the Turn-of-Nut method to tighten the joint by a certain amount. This method is similar to that used for structural bolting, but is more complex, as the deflections of the flange and gasket must also be taken into account. This paper gives guidance on the factors that must be considered when determining the amount of nut turn to specify when using Turn-of-Nut and outlines practical guidelines for using the method on standard ASME B16.5 flanges.

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Basile, Richard J., et Clay D. Rodery. « Background and Summary of Revisions to Appendix M of ASME Section VIII, Division 1 : Stop Valves Located in the Pressure Relief Path ». Dans ASME/JSME 2004 Pressure Vessels and Piping Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/pvp2004-2706.

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Appendix M of Section VIII, Division 1 of the ASME Boiler and Pressure Vessel Code[1] provides rules for the use of isolation (stop) valves between ASME Section VIII Division 1 pressure vessels and their protective pressure relieving device(s). These current rules limit stop valve applications to those that isolate the pressure relief valve for inspection and repair purposes only [M-5(a), M-6], and those systems in which the pressure originates exclusively from an outside source [M-5(b)]. The successful experience of the refining and petrochemical industries in the application and management of full area stop valves between pressure vessels and pressure relief devices suggested that the time was appropriate to review and consider updates to the current Code rules. Such updates would expand the scope of stop valve usage, along with appropriate safeguards to ensure that all pressure vessels are provided with overpressure protection while in operation. This white paper provides a summary of the current Code rules, describes the current practices of the refining and petrochemical industries, and provides an explanation and the technical bases for the Code revisions.

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Tzabiras, George, et Vlasia Papadopoulou. « Numerical Simulation of Accelerating and Decelerating Motion of a Submerged Body ». Dans ASME 2005 24th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2005. http://dx.doi.org/10.1115/omae2005-67430.

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The present work deals with the numerical simulation of accelerating and decelerating motions of a submerged body of revolution, in order to investigate the influence of the thrust variation on the maneuvering characteristics. A finite volume method is adopted to solve the essentially 2D RANS, time-dependent equations in a body-fitted co-ordinate system. Two problems have been examined for a 50m body of revolution: (a) the stopping maneuver, i.e. crash stop from steady forward speed and then full astern and (b) full ahead at steady speed from rest and then full astern.

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Rapports d'organisations sur le sujet "Comma and full stop"

Co-owner of metal forge shop dies when an ejected piece of steel used as a stop block in a full revolution press strikes him in the chest. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, décembre 2003. http://dx.doi.org/10.26616/nioshsface03mi029.

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