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Articles de revues sur le sujet « Test digitali »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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1

Guicciardi, Marco, Daniela Loi, Andrea Manca, Monica Marini, Riccardo Pazzona et Luigi Raffo. « Pollice verde 2.0 : una nuova risorsa per un invecchiamento attivo ». PSICOLOGIA DELLA SALUTE, n^o 3 (octobre 2022) : 28–39. http://dx.doi.org/10.3280/pds2022-003005.

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L'orticoltura può influire positivamente sul benessere delle persone anziane, contrastando il declino fisico e cognitivo e migliorando la qualità della vita. Le moderne tecnologie fornisco-no un valido supporto per incoraggiare lo svolgimento di tali attività e promuovere uno stile di vita attivo. Il presente studio esplorativo si propone di valutare gli effetti di attività di orticultura comunitaria supportate da una piattaforma digitale in un campione misto di partecipanti over 60 durante il periodo della pandemia da COVID-19. I partecipanti di età superiore ai sessanta anni hanno preso parte ad un percorso della durata di sei mesi, diviso in due periodi. Durante i primi tre mesi i partecipanti si sono limitati a rispondere ai test che indagavano le seguenti va-riabili psicologiche: autostima, solitudine, depressione, qualità della vita, affetti, supporto sociale e funzionamento cognitivo. Nei successivi tre mesi i partecipanti sono stati coinvolti in attività di orticoltura, supportate da applicazioni digitali accessibili tramite smartphone, cui ha fatto seguito la rilevazione delle stesse variabili psicologiche. Gli effetti dell'orticultura sono stati valutati confrontando le due serie di rilevazioni. I risultati mostrano un incremento della qualità della vita degli anziani, delle funzioni cognitive e, in misura minore, del benessere soggettivo. Gli anziani che risultano spo-sati o conviventi manifestano in genere una migliore qualità della vita e a seguito dell'intervento sono meno propensi ad esprimere stati affettivi negativi. Non sono stati evidenziati segni di depressione. L'orticultura assistita digitalmente può migliorare la qualità della vita degli anziani durante la pandemia da COVID-19.

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Gasperini, Massimo. « Pisae Forma Urbis. Digital drawing and ‘reading’ of the city ». ZARCH, n^o 8 (2 octobre 2017) : 200. http://dx.doi.org/10.26754/ojs_zarch/zarch.201782156.

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Se il territorio costituisce il supporto materiale sul quale si sono impressi e sovrapposti i segni lasciati dall’uomo attraverso i secoli, la città può essere a ragione considerata la massima manifestazione dell’intervento dell’uomo su di esso. I processi urbani che determinano un impianto con tutte le sue modificazioni dinamiche sono interconnessi senza soluzione di continuità storica tanto da essere riassunti e rinvenuti nella trama stessa della città. Possedere gli strumenti per cercare di comprenderne i contenuti costituisce un primo atto cognitivo di fondamentale importanza qualora si intenda partecipare consapevolmente all’accumulazione di nuove proposte all’interno del tessuto storicizzato.La fase analitica della lettura conduce alla comprensione di questi processi dinamici che hanno determinato storicamente gli assetti insediativi e infrastrutturali del territorio. In analogia con la letteratura possiamo asserire che il palinsesto territoriale corrisponde al testo della storia dell’uomo e per essere compreso deve essere letto con la logica del progetto, lo strumento eletto della disciplina dell’architettura. Il documento principale per la lettura è il rilievo. Sottoporre la forma urbana di Pisa all’indagine sperimentale della lettura mediante l’adozione di nuovi strumenti digitali costituisce un momento di approfondimento e di sintesi delle conoscenze acquisite oltre ad esperire nuove metodologie analitiche sia nel campo degli studi storico-archeologici che in quelli dell’urbanistica e dell’architettura. I modelli tridimensionali digitali di Pisa e del suo territorio entrano per la prima volta a far parte di tale apparato strumentale, potenzialmente aperto verso nuovi possibili modi di utilizzazione. In particolare la Pianta della città si pone come supporto tecnico per molteplici e multiformi applicazioni.If the territory is the material support on where the marks left by man through the centuries are impressed and superimposed, the city could be rightly considerated as the greatest manifestation of the human intervention on it. The process that determine an urban system with all its dynamic changes are interconnected in a historical continuum so as to be summarized and found in the same interlaced city. To have the means in such a way as to try to understand its contents is primary importance if one intends to participate with good knowledge of a case in proposing new plans within the historical tissue. The analytical phase of reading leads to understand these dynamic process that have historically caused the settling down order and the territorial structure. On the analogy of the literature we can assert that the territorial palimpsest accords with the man history text and to be understood should be read with the logic of the plan, the elect instrument of the architectonic discipline. The main document for reading is the survey. To submit the urban form of Pisa to the experimental research of the reading by using new digital instruments is an opportunity of search and synthesis of the acquired knowledges besides to test new analithical methodologies both in the field of historical and archaeologic studies and in those of the town-planning and architecture. For the first time the digital threedimensional models of Pisa and its territory take part of this instrumental system, potentially open to new modes of use. Particularly the 3D representation of the town is a technical support for many and multiform applications. However, these new instruments of representation need to be connected with new methods of ‘reading’ and interpretation.KEYWORDS: 3D city model, G.I.S., territory and town, reading and typological interpretation

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Reddy, Mr B. Ravinder, J. Nandini et P. Sowmya Y. Sathwik. « Handwritten Text Recognition and Digital Text Conversion ». International Journal of Trend in Scientific Research and Development Volume-3, Issue-3 (30 avril 2019) : 1826–27. http://dx.doi.org/10.31142/ijtsrd23508.

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Veninata, Chiara. « Dal Catalogo generale dei beni culturali al knowledge graph del patrimonio culturale italiano : il progetto ArCo ». DigItalia 15, n^o 2 (décembre 2020) : 43–56. http://dx.doi.org/10.36181/digitalia-00013.

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Le attività dell’ICCD sono da sempre indirizzate ad una maggiore condivisione e valorizzazione sia dei modelli di strutturazione della conoscenza sul patrimonio culturale sia dei dati prodotti nelle campagne di catalogazione. Negli ultimi anni l’ICCD ha concentrato le proprie attività sull’analisi e sull’applicazione delle potenzialità offerte dal semantic web e dai suoi strumenti. Uno dei risultati è il progetto ArCo, il grafo della conoscenza del patrimonio culturale italiano, costituito da una rete di ontologie e da oltre 169 milioni di triple riferite a oltre a 800 mila schede catalografiche. ArCo si basa sui dati del Catalogo generale dei beni culturali dell’Istituto centrale per il catalogo e la documentazione del MiBACT e sui dati dei suoi archivi fotografici. ArCo è distribuito congiuntamente con uno SPARQL endpoint, un software per convertire i record di catalogo in RDF e una ricca suite di materiale di documentazione (test, valutazione, istruzioni, esempi ecc.).

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Borgmann, Felix, Nils Kalbe, Nikolas Moroff et Lucas Schreiber. « Simulative Testumgebung für eine Matrixproduktion/Simulative test environment for a matrix production - Digital sandbox solution for connecting AI-based software and hardware modules ». wt Werkstattstechnik online 112, n^o 06 (2022) : 378–82. http://dx.doi.org/10.37544/1436-4980-2022-06-28.

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Um die Flexibilitätspotenziale einer Matrixproduktion zu nutzen, ist eine intelligente Steuerung und Anpassungsplanung und damit die Integration der Anlagen- und Produktionssystemebene erforderlich. Mit dem Ansatz einer Sandbox-Lösung als digitale Testumgebung lassen sich unterschiedliche simulationsbasierte KI-Module zur (Re-)Konfiguration einer Matrixproduktion sowie von Anlagenmodulen in Form eines digitalen Zwillings testen sowie zur iterativen Optimierung des realen Produktionssystems nutzen. Exploiting the potential flexibility of a matrix production requires intelligent adjustment planning and control and thus to integrate the plant and production system level. The sandbox solution as a digital test environment allows for testing different simulation-based AI modules for (re-)configuration of a matrix production as well as plant modules in the form of a digital twin and using them for iterative optimization of the real production system.

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Bunyan, Sabrina, et Alan Collins. « Digital Exclusion Despite Digital Accessibility : Empirical Evidence from an English City ». Tijdschrift voor economische en sociale geografie 104, n^o 5 (5 novembre 2013) : 588–603. http://dx.doi.org/10.1111/tesg.12047.

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González Sanmamed, Mercedes, Luisa Losada Puente, Nuria Rebollo Quintela et Eduardo Rafael Rodríguez Machado. « El test de competencia digital docente (Test CDD) ¿Está formado el profesorado en competencias digitales ? » Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 2, n^o 1 (16 juillet 2022) : 301–12. http://dx.doi.org/10.17060/ijodaep.2022.n1.v2.2355.

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La Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación establece en su preámbulo que las Tecnologías de la Información y la Comunicación serán pieza fundamental para producir el cambio metodológico, elemento de transformación educativa, herramienta clave en la formación del profesorado, y medio con el que adaptarnos a las necesidades individuales de cada alumno. En este curso, loscentros deberán iniciar las primerasfases deelaboración desu propio Plan Digital,con un análisis de la situación real y diagnosis de sus puntos fuertes y débiles; los respectivos consejos escolares aprobarán hacia final de curso un documento ya cerrado, para su aplicación efectiva en el curso 2022-23. El Plan Digital de Centro se entiende como un instrumento que debe favorecer e impulsar el uso de los medios digitales tanto en los procesos de enseñanza-aprendizaje como en el resto de los procesos de gestión del centro, siempre con el objetivo último de colaborar en el desarrollo integral del alumnado que deberá estar actualizado atendiendo a la nueva realidad social y al nuevo marco de referencia de la competencia digital. El presente trabajo de investigación tiene como objetivo principal analizar una de sus fases, la competencia digital docente un aspecto esencial en la formación del profesorado. Se analiza a través del test de Competencia Digital Docente (Test CDD) a un total de 17 centros educativos y en el que participan 459 profesores de diferentes niveles educativos. Para ello, presentamos una comparativa de participación docente y un análisis descriptivo de los resultados. Los datos obtenidos nos darán unos resultados que nos replantear la formación del profesorado para conseguir un auténtico desarrollo competencial en los diferentes niveles.

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Dornaleteche-Ruiz, Jon, Alejandro Buitrago-Alonso et Luisa Moreno-Cardenal. « Categorization, Item Selection and Implementation of an Online Digital Literacy Test as Media Literacy Indicator ». Comunicar 22, n^o 44 (1 janvier 2015) : 177–85. http://dx.doi.org/10.3916/c44-2015-19.

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This paper aims to measure a population’s level of knowledge and active use of certain digital tools that play a primary role in developing their media literacy. To achieve it, an Online Digital Literacy test was designed to measure the knowledge and active usage of 45 different online software packages. This tool works as a reliable indicator to identify a population’s media literacy development in terms of its linguistic and technological dimensions. More than 1,500 subjects of different gender, age and level of studies were tested in different cities within the autonomous community of Castilla and León in Spain, to measure their competence using these tools. The resulting data has enabled the identification of the level differences between age groups and gender and to formulate proposals in respect of digital literacy to enhance the public’s competence in terms of media education. The general results indicate that people’s Online Digital Literacy level is lower than ideal and that there is a level divide in relation to gender and age and that the average user has a social and recreational profile as a consumer of pre-existing content on the Internet rather than as manager, instigator or creator of his or her own content. This paper’s conclusions therefore raise awareness of these deficiencies and encourage academic institutions to design specific digital literacy educational programmes to help citizens become media empowered.La presente investigación nace con el objetivo de medir el grado de dominio por parte de la población de una serie de herramientas digitales que juegan un papel clave en el desarrollo de la competencia mediática. Con ese fin, se ha elaborado una categorización que intenta abarcar todas las funcionalidades que la Web 2.0 brinda al usuario. Posteriormente, se ha delimitado cada una de ellas a través de tres ítems digitales concretos de uso extendido en la sociedad mediática. La selección realizada conforma un test de alfabetización digital on-line (test ADO) que mide el grado de conocimiento y uso activo de dichas herramientas, y que, por tanto, compone un indicador significativo de la competencia mediática en sus dimensiones lingüística y tecnológica. El test ha sido administrado a una muestra de más de 1.500 sujetos de diferente edad y nivel de estudios con el fin de obtener datos que ayuden a establecer objetivos en el panorama de la alfabetización digital y contribuyan hacia el empoderamiento ciudadano en materia de educación mediática. Los resultados y conclusiones generales indican que el nivel de alfabetización digital on-line del ciudadano medio no es el deseado, que existe una brecha digital generacional y de género, y que el perfil medio del usuario de Internet es más social, recreativo y consumidor de contenidos existentes, que proactivo, gestor y creador de contenidos propios.

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Chik, Alice. « Naturalistic CALL and Digital Gaming ». TESOL Quarterly 47, n^o 4 (3 septembre 2013) : 834–39. http://dx.doi.org/10.1002/tesq.133.

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Hafner, Christoph A. « Embedding Digital Literacies in English Language Teaching : Students' Digital Video Projects as Multimodal Ensembles ». TESOL Quarterly 48, n^o 4 (5 septembre 2013) : 655–85. http://dx.doi.org/10.1002/tesq.138.

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Irawan, Roma, Subro Albi, Umar ., Arsil ., Anton Komaini et Didik Rilastiyo Budi. « Improving Instrument Test Passing and Controlling based Digital Futsal Athletes : Quantitative Study ». Webology 19, n^o 1 (20 janvier 2022) : 916–26. http://dx.doi.org/10.14704/web/v19i1/web19063.

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The problem in this research is that there is notest instrument passing and control designed according to the situation and condition of futsal athletes who follow digital developments in the West Sumatran environment, especially Padang State University. The purpose of this study was to make a prototype of a test instrument passing and control digital-based futsal athletes. This research is development research with a model design adapted from Borg & Gall. The research subjects were Futsal Athletes from the Faculty of Sport Science, Padang State University, and six experts, namely two Evaluation and Measurement Test experts, one Futsal Expert, and three IT Experts. The development of the test instrument for passing and control futsal athletes was carried out by testing the futsal athletes of Sport Science Faculty, Universitas Negeri Padang, Indonesia using a small group test of 30 people and a large group test totaling 177 people on futsal athletes in the city of Padang, where the method used was the expert validity method with an assessment using a questionnaire instrument and the method test and retest to test the reliability of the tool which was analyzed using the correlational r formula. The process of developing the test instrument for passing and control futsal athletes was carried out through the first stages, namely looking for potential problems, data collection, product design, design validation, design revision, product testing, product revision, usage trial, and product revision. Then the expert validation test was carried out with a questionnaire assessment so that 90% validity was obtained in the "Very Good / Decent" category and the validation level by the large group judge was 0.996 the "very high" category and the small group judge validation level was 0.997 "very high" with a small group reliability test of 0.997 and the large group of 0.996 with both reliability categories "High", the practicality value was 91% and the effectiveness value was 88%. Thus, it can be concluded that the test instrument is passing and control digital-based futsal athletes used as a measuring tool to measure passing and control.

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Yi, Youngjoo, Nicole King et Afida Safriani. « Reconceptualizing Assessment for Digital Multimodal Literacy ». TESOL Journal 8, n^o 4 (décembre 2017) : 878–85. http://dx.doi.org/10.1002/tesj.354.

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Lam, Wan Shun Eva. « Multilingual Practices in Transnational Digital Contexts ». TESOL Quarterly 47, n^o 4 (3 septembre 2013) : 820–25. http://dx.doi.org/10.1002/tesq.132.

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Hafner, Christoph A., Alice Chik et Rodney H. Jones. « Engaging with Digital Literacies in TESOL ». TESOL Quarterly 47, n^o 4 (3 septembre 2013) : 812–15. http://dx.doi.org/10.1002/tesq.136.

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Prinsloo, Mastin. « Commentary : Critical digital literacies, practices and contexts ». TESOL Quarterly 56, n^o 3 (26 août 2022) : 1068–73. http://dx.doi.org/10.1002/tesq.3152.

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Saadat, Mahboobeh, Saeed Mehrpour et Yaser Khajavi. « Internet-Mediated Corrective Feedback for Digital Natives ». TESOL Journal 7, n^o 1 (20 février 2016) : 233–45. http://dx.doi.org/10.1002/tesj.232.

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Jones, Rodney H. « Research Methods in TESOL and Digital Literacies ». TESOL Quarterly 47, n^o 4 (3 septembre 2013) : 843–48. http://dx.doi.org/10.1002/tesq.137.

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Martinez-Alba, Gilda. « Taking Digital Stories to Another Level : Making Documentaries ». TESOL Journal 5, n^o 4 (23 novembre 2014) : 743–49. http://dx.doi.org/10.1002/tesj.169.

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Hafner, Christoph A. « Digital Composition in a Second or Foreign Language ». TESOL Quarterly 47, n^o 4 (3 septembre 2013) : 830–34. http://dx.doi.org/10.1002/tesq.135.

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Espinach Casacuberta, Marina. « «Ulls per on la policia no hi veu» (o, imaginando al «enemigo») ». (Con)textos : revista d'antropologia i investigació social, n^o 11 (12 décembre 2022) : 97–117. http://dx.doi.org/10.1344/test.2022.11.97-117.

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En este artículo me aproximo al activismo cívico-securitario en Ciutat Vella en Barcelona a través de una plataforma online de vigilancia y denuncia ciudadana. Con ello, investigo las continuidades y discontinuidades entre el vigilantismo en línea y las formas clásicas de vigilantismo (off-line), y como el primero se reproduce con efectividad a través de particularidades del espacio digital. Estas nuevas formas online, además, han posibilitado, en el contexto etnográfico investigado, vehicular formas preexistentes de: exclusión y distinción social; reafirmación de una supuesta superioridad moral y estrategias de preservación de un orden moral; y de control social y punición. Además, en el emplazamiento digital de las actividades, las dimensiones disciplinaria y punitiva del vigilantismo se ejecutan por medio de una expresión concreta de lo visual -o lo visible- y el uso de imágenes, y en un momento de establecimiento de un nuevo régimen de visibilidad. Los apartados uno y dos los dedico a contextualizar el caso de estudio; exponer algunas particularidades metodológicas de la etnografía en línea; y a problematizar la categoría vigilantismo (del inglés vigilantism o vigilante activity) y argumentar porqué enmarco mi estudio en ella. En el punto tres profundizo sobre el caso concreto presentando algunos datos recogidos. En el punto cuatro recurro a la obra de Foucault para marcar las dos dimensiones principales de mi análisis –lo enunciable y lo visible. En los puntos cinco y seis, desarrollo la parte central del análisis de datos etnográficos; y el punto siete está dedicado a concluir el artículo. PALABRAS CLAVE: vigilantismo online; control social; visualidad; punición; seguridad, civismo; Barcelona.

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Jones, Rodney H. « Commentary : Critical Digital Literacies as Action, Affinity, and Affect ». TESOL Quarterly 56, n^o 3 (26 août 2022) : 1074–80. http://dx.doi.org/10.1002/tesq.3153.

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Rogers, Dallas, Miles Herbert, Carolyn Whitzman, Eugene McCann, Paul J. Maginn, Beth Watts, Ashraful Alam et al. « The City Under COVID‐19 : Podcasting As Digital Methodology ». Tijdschrift voor economische en sociale geografie 111, n^o 3 (9 juin 2020) : 434–50. http://dx.doi.org/10.1111/tesg.12426.

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FUNAMIZU, KENICHI, RURIKO YAGIHASHI, MITSUEI SATOU et KATSUFUMI KOGAWA. « Measurement of Gradation Curve by the Digital Test Pattern Method in a Computed Radiography System ». Japanese Journal of Radiological Technology 60, n^o 7 (2004) : 1000–1008. http://dx.doi.org/10.6009/jjrt.kj00000922536.

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Fukuoka, Hiroshi. « Bi-Digital O-Ring Test as an Occlusal Diagnosis Method ». Journal of Japan Gnathology 13, n^o 2 (1992) : 31–38. http://dx.doi.org/10.14399/jacd1982.13.31.

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Rafat, K. F., et M. Sher. « Steg Rithm : Steganographic Algorithm for Digital ASCII Text Documents ». International Journal of Engineering and Technology 4, n^o 6 (2012) : 765–69. http://dx.doi.org/10.7763/ijet.2012.v4.480.

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Busch, H. P., S. May, R. Wörtche et K. J. Lehmann (INVITED). « Test Phantoms in Digital Radiography ». Radiation Protection Dosimetry 49, n^o 1-3 (1 septembre 1993) : 261–64. http://dx.doi.org/10.1093/oxfordjournals.rpd.a081953.

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Busch, H. P., S. May, R. Wörtche et K. J. Lehmann. « Test Phantoms in Digital Radiography ». Radiation Protection Dosimetry 49, n^o 1-3 (1 septembre 1993) : 261–64. http://dx.doi.org/10.1093/rpd/49.1-3.261.

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Turkmen, Arif, Robert M. Warner et Robert E. Page. « Digital pressure test for paronychia ». British Journal of Plastic Surgery 57, n^o 1 (janvier 2004) : 94. http://dx.doi.org/10.1016/j.bjps.2003.10.014.

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Dannenberg, Peter, Martina Fuchs, Tim Riedler et Cathrin Wiedemann. « Digital Transition by COVID‐19 Pandemic ? The German Food Online Retail ». Tijdschrift voor economische en sociale geografie 111, n^o 3 (19 juin 2020) : 543–60. http://dx.doi.org/10.1111/tesg.12453.

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Della Flora, Leandro, et Hilton Abílio Gründling. « Digital Environment For Sinusoidal Vibration Test Control Of An Ac Power Source-fed Electrodynamic Shaker ». Eletrônica de Potência 11, n^o 3 (1 novembre 2006) : 167–74. http://dx.doi.org/10.18618/rep.2006.3.167174.

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Franke-Gromberg, Christine, Grit Schüler, Michael Hermanussen et Christiane Scheffler. « Digital 2D-Photogrammetry and Direct Anthropometry A Comparing Study on Test Accomplishment and Measurement Data ». Anthropologischer Anzeiger 68, n^o 1 (1 mars 2010) : 11–20. http://dx.doi.org/10.1127/0003-5548/2010/0012.

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Hosseini, Ardalan, Davood Mostofinejad et Masoud Hajialilue-Bonab. « Displacement Measurement of Bending Tests Using Digital Image Analysis Method ». International Journal of Engineering and Technology 4, n^o 5 (2012) : 642–44. http://dx.doi.org/10.7763/ijet.2012.v4.451.

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Merisalo, Maria, et Jussi S. Jauhiainen. « Digital Divides among Asylum‐Related Migrants : Comparing Internet Use and Smartphone Ownership ». Tijdschrift voor economische en sociale geografie 111, n^o 5 (22 novembre 2019) : 689–704. http://dx.doi.org/10.1111/tesg.12397.

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Toohey, Kelleen, Diane Dagenais, Andreea Fodor, Linda Hof, Omar Nuñez, Angelpreet Singh et Liz Schulze. « “That Sounds So Cooool” : Entanglements of Children, Digital Tools, and Literacy Practices ». TESOL Quarterly 49, n^o 3 (septembre 2015) : 461–85. http://dx.doi.org/10.1002/tesq.236.

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Van der Zwaard, Rose, et Anne Bannink. « Negotiation of Meaning in Digital L2 Learning Interaction : Task Design Versus Task Performance ». TESOL Quarterly 54, n^o 1 (30 septembre 2019) : 56–89. http://dx.doi.org/10.1002/tesq.537.

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Jiang, Lianjiang, Miaoyan Yang et Shulin Yu. « Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing ». TESOL Quarterly 54, n^o 4 (7 janvier 2020) : 954–79. http://dx.doi.org/10.1002/tesq.566.

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Kroschel, Jörn. « Multipol-Prüfstand Digitale Sensorsysteme im Test ». ATZelektronik 8, n^o 1 (février 2013) : 46–49. http://dx.doi.org/10.1365/s35658-013-0248-9.

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Bayraktaroglu, I., et A. Orailoglu. « Concurrent test for digital linear systems ». IEEE Transactions on Computer-Aided Design of Integrated Circuits and Systems 20, n^o 9 (2001) : 1132–42. http://dx.doi.org/10.1109/43.945308.

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Peretti, G., E. Romero et C. Marqués. « Oscillation-based test in digital shapers ». International Journal of Electronics 94, n^o 8 (août 2007) : 777–91. http://dx.doi.org/10.1080/00207210701322121.

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Teani, Carlos Roberto Negräo, et Alberto Martins Jorge. « Digital to analog converter nonlinear test ». Nonlinear Analysis : Real World Applications 3, n^o 1 (mars 2002) : 1–8. http://dx.doi.org/10.1016/s0362-546x(99)00107-8.

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Bose, Soumitra. « Modeling Custom Digital Circuits for Test ». Journal of Electronic Testing 20, n^o 6 (décembre 2004) : 591–609. http://dx.doi.org/10.1007/s10677-004-4248-y.

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Bösinger, Michael, Frank Heßeler, Micha Lesemann, Micha Lesemann et Dominik Raudszus. « Digital Test Field for Connected Mobility ». ATZ worldwide 121, n^o 5 (26 avril 2019) : 60–65. http://dx.doi.org/10.1007/s38311-019-0025-3.

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Read, Peter G. « Jemeter Digital 90 — A test report ». Journal of Gemmology 23, n^o 1 (1992) : 25–26. http://dx.doi.org/10.15506/jog.1992.23.1.25.

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Crane, F. Edward, Scott Davidson, Jack Kane, Charles E. Stroud et Shianling Wu. « Trends in Digital Device Test Methodologies ». AT&T Technical Journal 73, n^o 2 (4 mars 1994) : 10–18. http://dx.doi.org/10.1002/j.1538-7305.1994.tb00574.x.

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Chun, Dorothy M. « Commentary for Forum of Special Issue “Digital Literacies in TESOL : Mapping out the Terrain” ». TESOL Quarterly 56, n^o 3 (26 août 2022) : 1063–67. http://dx.doi.org/10.1002/tesq.3155.

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Repenning, Alica. « Workspaces of Mediation : How Digital Platforms Shape Practices, Spaces and Places of Creative Work ». Tijdschrift voor Economische en Sociale Geografie 113, n^o 2 (9 janvier 2022) : 211–24. http://dx.doi.org/10.1111/tesg.12508.

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Muzaini, Hamzah, et Brenda S. A. Yeoh. « An Exploration of Memory-making in the Digital Era : Remembering the FEPOW Story Online ». Tijdschrift voor economische en sociale geografie 106, n^o 1 (1 avril 2014) : 53–64. http://dx.doi.org/10.1111/tesg.12087.

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Castañeda, Martha E., Xiang Shen et Esther M. Claros Berlioz. « This is my story : Latinx learners create digital stories during a summer literacy camp ». TESOL Journal 9, n^o 4 (décembre 2018) : e00378. http://dx.doi.org/10.1002/tesj.378.

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McNeil, Levi. « Introducing teachers to digital game-enhanced pedagogy : Successes and challenges in a graduate course ». TESOL Journal 9, n^o 3 (21 mai 2018) : 580–84. http://dx.doi.org/10.1002/tesj.383.

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Reyes, Antonio. « Virtual communities : Interaction, identity and authority in digital communication ». Text & ; Talk 39, n^o 1 (19 décembre 2018) : 99–120. http://dx.doi.org/10.1515/text-2018-2020.

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Résumé :

Abstract This paper analyzes two settings of digital communication in which social actors participate, interact and engage differently within virtual communities. Online identities are interactionally and discursively constructed and this process defines differences in groupness, illustrating the nature of those online spaces. This study builds on the notion of Citizen Sociolinguistics, that is, ordinary people producing metacommentaries on language uses, to examine the data in different digital communication settings. This work analyzes 500 comments posted by readers on the site of the newspaper El País, in response to an article announcing the new Spanish orthographic reforms. Additionally, it analyzes 200 threads of the “Sólo español” (“Spanish only”) sub-forum within WordReference.com. The analysis investigates identity and hierarchy in digital communication as socio-cultural results of linguistic interaction. By analyzing interaction and identity in online spaces, this paper proposes empirical ways to account for differences in virtual communities, reconsiders established criteria such as time and regularity in interaction, and proposes new criteria (hierarchy and authority) to accentuate the distinctions regarding virtual communities.

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