Gotowe bibliografie tematyczne / Signed English

Gotowa bibliografia na temat „Signed English”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 stycznia 2023

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Artykuły w czasopismach na temat "Signed English"

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Bornstein, Harry, i Karen L. Saulnier. "The Signed English Schoolbook (Signed English series)". Ear and Hearing 9, nr 4 (sierpień 1988): 227. http://dx.doi.org/10.1097/00003446-198808000-00036.

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Wood, David, i Heather Wood. "Signed English in the classroom, III. What gets signed?" First Language 12, nr 34 (luty 1992): 1–15. http://dx.doi.org/10.1177/014272379201203401.

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Des Power, Merv Hyde i Greg Leigh. "Learning English From Signed English: An Impossible Task?" American Annals of the Deaf 153, nr 1 (2008): 37–47. http://dx.doi.org/10.1353/aad.0.0008.

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STONEMAN. "ANOTHER OLD ENGLISH NOTE SIGNED 'COLEMAN'". Medium Ævum 56, nr 1 (1987): 78. http://dx.doi.org/10.2307/43629061.

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Wells, Gordon. "Learning and teaching in Signed English". First Language 12, nr 35 (czerwiec 1992): 147–56. http://dx.doi.org/10.1177/014272379201203502.

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Wang, Jihong, i Jemina Napier. "Directionality in Signed Language Interpreting". Meta 60, nr 3 (5.04.2016): 518–41. http://dx.doi.org/10.7202/1036141ar.

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This mixed methods study investigated the effects of directionality (language direction) and age of signed language acquisition on the simultaneous interpreting performance of professional English/Auslan (Australian Sign Language) interpreters, who comprised native signers and non-native signers. Each participant interpreted presentations simultaneously from English into Auslan, and vice versa, with each task followed by a brief semi-structured interview. Unlike a similar study, results reveal no significant differences between the native signers’ English-to-Auslan simultaneous interpreting performance and their Auslan-to-English simultaneous interpreting performance, suggesting that balanced bilingual interpreters are free from the rule of directionality. Although this finding held true for the non-native signers, results indicate a need for the non-native signers to continue to enhance their signed language (L2) competence. Furthermore, although the native signers were similar to the non-native signers in overall simultaneous interpreting performance in each language direction, the native signers were significantly superior to the non-native signers in both the target text features and delivery features of English-to-Auslan simultaneous interpreting performance. These findings also suggest that the non-native signers need to further improve their signed language (L2) proficiency. Nevertheless, an analysis of the qualitative interview data reveals that the professional interpreters perceived distinct challenges that were unique to each language direction.
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Luetke-Stahlman, Barbara. "Native-User Contact & Signed English Transcription". Sign Language Studies 1056, nr 1 (1987): 243–44. http://dx.doi.org/10.1353/sls.1987.0021.

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Hoke, Deanna. "The Signed English Schoolbook (review)". American Annals of the Deaf 133, nr 5 (1988): 312. http://dx.doi.org/10.1353/aad.2012.0733.

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Davidson, Kathryn. "Scalar implicatures in a signed language". Sign Language and Linguistics 17, nr 1 (6.06.2014): 1–19. http://dx.doi.org/10.1075/sll.17.1.01dav.

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This paper tests the calculation of scalar implicatures in American Sign Language (ASL) in one of the first experimental pragmatic studies in the manual/visual modality. Both native signers of ASL and native speakers of English participated in an automated Felicity Judgment Task to compare implicatures based on two traditional scales as well as “ad hoc” scales in their respective languages. Results show that native signers of ASL calculate scalar implicatures based on a prototypical scale <all, some> in ASL in the same pattern as native speakers of English, within the same experimental paradigm. There are similarly high rates of exact interpretations of numbers <three, two> in ASL as in English, despite the iconicity of the numerals in ASL. Finally, an ad hoc scale was tested showing fewer implicatures in English than on the conventionalized scales. In ASL, there was a trend toward increased implicatures on the ad hoc scale which made use of the unique ability of ASL to convey spatial information using the classifier system. Taken together, these results show that conventionalized scales in ASL have the same semantic/pragmatic scalar properties as in spoken languages, although in non-conventionalized scales the inclusion of additional information such as spatial location may affect pragmatic interpretation.
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Ghosh, Chinmay, Sanjoy Biswas i Taha Yasin. "Hyperbolic Valued Signed Measure". International Journal of Mathematics Trends and Technology 55, nr 7 (25.03.2018): 515–22. http://dx.doi.org/10.14445/22315373/ijmtt-v55p567.

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Rozprawy doktorskie na temat "Signed English"

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Crawley, Victoria Louise. "Achieving understanding via interpreter participation in sign language/English map task dialogues : an analysis of repair sequences involving ambiguity and underspecificity in signed and spoken modes". Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15694/.

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Research into the role of the interpreter in dialogue interpreting has so far established that the interpreter participates in the interaction just as much as the two primary participants,particularly in the area of turn-taking. Less has been written about the nature of participation by the interpreter when interpreting. This thesis has contributed to knowledge through research into the extent and the manner of participation by the interpreter when there are problems due to seeing/hearing, producing or understanding: “repair” (Schegloff , Sacks and Jefferson 1977). Using an established tool (a Map Task) in order to distract participants from their language use, the actions of the interpreter were examined through a Conversation Analysis lens, to observe what it is that interpreters do in these situations of uncertainty. The findings were that the participation by interpreters, often described by practitioners as “clarifying”, was due, for the most part, to what I have defined as “ambiguity” and “underspecificity”. The interpreter must change stance from “other” to “self”. I have considered this action, positing a model Stop – Account – Act, and also the responses from the participants when the interpreter changes from “other” to “self” and back, using those responses to show whether the clients understand the interpreter’s change of stance. It is already known that understanding is collaboratively achieved in interpreted interactions just as it is in monolingual conversations. My contribution to interpreting studies is to strengthen this understanding by empirical research. Interlocutors do not present an absolute meaning in one language which is then reframed in another language; meanings are differentiated between collaboratively through further talk. I show that an interpreter is tightly constrained in their participation, and that their overriding job of interpreting dictates the reasons for their participation. The interpreter seeks not “what does that mean?” but rather “what do you mean?”.
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Nakano, Aiko. "Comparisons of harmony and rhythm of Japanese and English through signal processing". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54519.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 24-25).
Japanese and English speech structures are different in terms of harmony, rhythm, and frequency of sound. Voice samples of 5 native speakers of English and Japanese were collected and analyzed through fast Fourier transform, autocorrelation, and statistical analysis. The harmony of language refers to the spatial frequency content of speech and is analyzed through two different measures, Harmonics-to-Noise-Ratio (HNR) developed by Boersma (1993) and a new parameter "harmonicity" which evaluates the consistency of the frequency content of a speech sample. Higher HNR values and lower harmonicity values mean that the speech is more harmonious. The HNR values are 9.6+0.6Hz and 8.9±0.4Hz and harmonicities are 27±13Hz and 41+26Hz, for Japanese and English, respectively; therefore, both parameters show that Japanese speech is more harmonious than English. A profound conclusion can be drawn from the harmonicity analysis that Japanese is a pitch-type language in which the exact pitch or tone of the voice is a critical parameter of speech, whereas in English the exact pitch is less important. The rhythm of the language is measured by "rhythmicity", which relates to the periodic structure of speech in time and identifies the overall periodicity in continuous speech. Lower rhythmicity values indicate that the speech for one language is more rhythmic than another. The rhythmicities are 0.84±0.02 and 1.35±0.02 for Japanese and English respectively, indicating that Japanese is more rhythmic than English. An additional parameter, the 80th percentile frequency, was also determined from the data to be 1407±242 and 2021±642Hz for the two languages. They are comparable to the known values from previous research.
by Aiko Nakano.
S.B.
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Vigliotti, Jeanette C. "The Double Sighted: Visibility, Identity, and Photographs on Facebook". UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/506.

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The primary objective of this analysis is to uncover the tools of Facebook identity construction. Because Facebook users have the ability to control the images and information associated with their profiles, reactionary scholars typically classify Facebook identity as a symptom of cultural narcissism. However, I seek to displace the fixation on the newness of the medium in order to interrogate the possibility of a society that has internalized surveillance. Using Michel Foucault’s theories on panopticism and heterotopia, I examine the role photographs play in the construction of an individual on Facebook, and the ways in which user photographs are positioned into social memory construction.
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Sáez, Sáez Natalia. "Auditory discrimination of highly similar L2 english consonant sounds by blind compared to sighted adult spanish speakers". Tesis, Universidad de Chile, 2012. http://www.repositorio.uchile.cl/handle/2250/111453.

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Tesis para optar al grado de Magíster en Estudios Cognitivos
Objective: To carry out a pilot experiment so as to draw results and research design improvements supporting the hypothesis that sight deprivation, both for long periods of time and only during moments where auditory information is presented (blindfolding), can lead to better auditory discrimination of highly similar L2 English sounds. Method: 8 late blind adults (age M=36), 8 sighted and blindfolded adults (age M=26), and a control group of 8 sighted and not blindfolded adults (age M=31) participated in this study. All participants were Spanish native speakers of Chilean origin, with little knowledge of the English language. The participants attended five sessions, in which they underwent training stages where they were exposed to English words and nonsense words frequently containing 3 pairs of highly similar English consonant sounds. Two types of minimal pair discrimination tests were administered at the end of each session, with and without background noise. All participants’ levels of exposure to street noise, as well as blind participants’ years of blindness and ages of blindness onset were correlated with their test scores. Results: The three groups showed increases in their scores on the minimal pair discrimination tests throughout the five sessions. The Blind Group tended to outperform the two Sighted Groups, especially in the tests with background noise. A strong correlation was found between the levels of exposure to street noise and the average scores on the auditory discrimination tests with background noise for the Blind and Sighted Blindfolded Groups. A tendency for the B Group’s ages of blindness onset to correlate with their test scores was observed, but no correlation was seen for their number of years of blindness. Conclusions: As expected, blind adults exhibited an enhanced potential to auditorily discriminate the highly similar English consonant sounds selected for this study, compared to the blindfolded and not blindfolded sighted groups. Blind participants’ performance on the minimal pair tests with background noise was higher than any other score in this pilot study, which may be mediated by the levels at which they are generally exposed to street noise, their enhanced capacity for Auditory Scene Analysis 2 (Bregman, 1990) and selective attention, which, in turn, are supported by the neural remodeling that they undergo, as reported in the literature. Although the experimental design yielded results that tend to support the hypothesis of this pilot study, further studies with larger population samples should be carried out to validate these findings.
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Kudrins, Vitalijs. "Development of Software Library for Open Source GNSS Receiver with Focus on Physical Layer Signal Processing". Thesis, Luleå tekniska universitet, Rymdteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-84772.

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In order to directly interface with signal broadcast by global navigation satellite systems (GNSS) – such as GPS or Galileo – for the purpose of calculating location, a potential user is required to extract great amount of information from interface control documents (ICD) as well as build custom software tools to process this information. This is time consuming and inefficient. Instead it would be great if such tools and information was readily available in one single project. This thesis addresses this issue by designing a universal data structure which is able to accommodate all necessary information to interface with any GNSS. Universal GNSS data structure is designed in such a way so that software tools can be entirely generic across all GNSS, i.e. do not include any functionality specific to only one GNSS. This is done by embedding certain logic parameters inside data structure itself, which determine how software tools behave. The data structure realized in the form of XML file with specific rules and syntax. Data from GPS and Galileo ICDs is scraped and compiled into XML file. A Rust tool-set is created to read XML file and extract information such as pseudo-random noise codes and navigation message structure. Using this information, it is possible to decode a raw bit stream broadcast by GNSS spacecraft, although currently additional tools need to be added to completely automatize this process.
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Kanekama, Yori. "Effects of speechreading and signal-to-noise ratio on understanding mainstream American English by American and Indian adults". Diss., Wichita State University, 2009. http://hdl.handle.net/10057/2369.

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The purpose of this study was to measure effects of speechreading and signal-to-noise ratio (SNR) on understanding mainstream American English (MAE) heard by 30 Indian adults compared to 30 American adults. Participants listened to a recording of a female speaker of MAE saying 10 lists of 10 different Everyday Speech Sentences per list. Participants heard sentences from a TV loudspeaker at a conversational speech level while a four-talker babble played through two surrounding loudspeakers at a +6, 0, -6, -12, or -18 dB SNR. Participants heard and watched a different list of sentences at each SNR (i.e., through the Auditory-Visual modality) and only heard a different list of sentences at each SNR (i.e., through an Auditory modality). After listening to each sentence, participants wrote verbatim what they thought the speaker said. Each participant’s speechreading performance at each SNR was computed as the difference in words correctly heard through Auditory-Visual versus Auditory modalities. Consistent with most previous research, American participants benefitted significantly more from speechreading at poorer SNRs than at favorable SNRs. The novel finding of this study, however, was that Indian participants benefitted less from speechreading than American participants at poorer SNRs, but benefitted more from speechreading than American participants at favorable SNRs. Linguistic (and, possibly, nonlinguistic) variables may have accounted for these findings; including an increased need for Indian participants to integrate more auditory cues with visual cues to benefit from speechreading, presumably because they only spoke English as a second language. These findings have theoretical implications for understanding the role of auditory-visual integration on cross-language perception of speech, and practical implications for understanding how much speechreading helps people understand a second language in noisy environments.
Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Della, Corte Giuseppe. "Text and Speech Alignment Methods for Speech Translation Corpora Creation : Augmenting English LibriVox Recordings with Italian Textual Translations". Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413064.

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The recent uprise of end-to-end speech translation models requires a new generation of parallel corpora, composed of a large amount of source language speech utterances aligned with their target language textual translations. We hereby show a pipeline and a set of methods to collect hundreds of hours of English audio-book recordings and align them with their Italian textual translations, using exclusively public domain resources gathered semi-automatically from the web. The pipeline consists in three main areas: text collection, bilingual text alignment, and forced alignment. For the text collection task, we show how to automatically find e-book titles in a target language by using machine translation, web information retrieval, and named entity recognition and translation techniques. For the bilingual text alignment task, we investigated three methods: the Gale–Church algorithm in conjunction with a small-size hand-crafted bilingual dictionary, the Gale–Church algorithm in conjunction with a bigger bilingual dictionary automatically inferred through statistical machine translation, and bilingual text alignment by computing the vector similarity of multilingual embeddings of concatenation of consecutive sentences. Our findings seem to indicate that the consecutive-sentence-embeddings similarity computation approach manages to improve the alignment of difficult sentences by indirectly performing sentence re-segmentation. For the forced alignment task, we give a theoretical overview of the preferred method depending on the properties of the text to be aligned with the audio, suggesting and using a TTS-DTW (text-to-speech and dynamic time warping) based approach in our pipeline. The result of our experiments is a publicly available multi-modal corpus composed of about 130 hours of English speech aligned with its Italian textual translation and split in 60561 triplets of English audio, English transcript, and Italian textual translation. We also post-processed the corpus so as to extract 40-MFCCs features from the audio segments and released them as a data-set.
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Méli, Adrien. "A longitudinal study of the oral properties of the French-English interlanguage : a quantitative approach of the acquisition of the /ɪ/-/iː/ and /ʊ/-/uː/ contrasts". Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC097/document.

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Ce travail entreprend d'évaluer l'évolution de l'acquisition phonologique par des étudiants français des contrastes anglais /ɪ/-/i:/ et /ʊ/-/u:/. Le corpus étudié provient d'enregistrements de conversations spontanées menées avec des étudiants natifs. 12 étudiants, 9 femmes et 3 hommes,ont été suivis lors de 4 sessions espacées chacune d'un intervalle de six mois. L'approche adoptée est résolument quantitative, et agnostique quant aux théories d'acquisition d'une deuxième langue (par exemple Flege 2005, Best 1995,Kuhl 2008). Afin d'estimer les éventuels changements de prononciation, une procédure automatique d'alignement et d'extraction des données acoustiques a été conçue à partir du logiciel PRAAT (Boersma 2001). Dans un premier temps, deux autres logiciels (SPPAS et P2FA, Bigi 2012 et Yuan &Liberman 2008) avaient aligné les transcriptions des enregistrements au phonème près. Plus de 90 000 voyelles ont ainsi été analysées. Les données extraites sont constituées d'informations telles que le nombre de syllabes du mot, de sa transcription acoustique dans le dictionnaire, de la structure syllabique, des phonèmes suivant et précédant la voyelle, de leur lieu et manière d'articulation, de leur appartenance ou non au même mot, mais surtout des relevés formantiques de F0, F1, F2, F3 et F4. Ces relevés formantiques ont été effectués à chaque pourcentage de la durée de la voyelle afin de pouvoir tenir compte des influences des environnements consonantiques sur ces formants. Par ailleurs, des théories telles que le changement spectral inhérent aux voyelles (Nearey & Assmann(1986), Morrison & Nearey (2006), Hillenbrand (2012),Morrison (2012)), ou des méthodes de modélisation du signal telles que la transformation cosinoïdale discrète(Harrington 2010) requièrent que soient relevées les valeurs formantiques des voyelles tout au long de leur durée. Sont successivement étudiées la fiabilité de l'extraction automatique, les distributions statistiques des valeurs formantiques de chaque voyelle et les méthodes de normalisation appropriées aux conversations spontanées. Les différences entre les locuteurs sont ensuite évaluées en analysant tour à tour et après normalisation les changements spectraux, les valeurs formantiques à la moitié de la durée de la voyelle et les transformations cosinoïdales. Les méthodes déployées sont les k plus proches voisins, les analyses discriminantes quadratiques et linéaires, ainsi que les régressions linéaires à effets mixtes. Une conclusion temporaire de ce travail est que l'acquisition du contraste/ɪ/-/i:/ semble plus robuste que celle de /ʊ/-/u:/
This study undertakes to assess the evolution of the phonological acquisition of the English /ɪ/-/i:/ and /ʊ/-/u:/ contrasts by French students. The corpus is made up of recordings of spontaneous conversations with native speakers. 12 students, 9 females and 3 males, were recorded over 4 sessions in six-month intervals. The approach adopted here is resolutely quantitative, and agnostic with respect to theories of second language acquisition such as Flege's, Best's or Kuhl's. In order to assess the potential changes in pronunciations, an automatic procedure of alignment and extraction has been devised, based on PRAAT (Boersma 2001). Phonemic and word alignments had been carried out with SPPAS (Bigi 2012) and P2FA (Yuan & Liberman 2008) beforehand. More than 90,000 vowels were thus collected and analysed. The extracted data consist of information such as the number of syllables in the word, the transcription of its dictionary pronunciation, the structure of the syllable the vowel appears in, of the preceding and succeeding phonemes, their places and manners of articulation, whether they belong to the same word or not, but also especially of the F0, F1, F2, F3 and F4 formant values. These values were collected at each centile of the duration of the vowel, in order to be able to take into account of the influences of consonantal environments. Besides, theories such as vowel-inherent spectral changes (Nearey & Assmann (1986), Morrison & Nearey (2006), Hillenbrand (2012), Morrison (2012)), and methods of signal modelling such as discrete cosine transforms (Harrington 2010) need formant values all throughout the duration of the vowel. Then the reliability of the automatic procedure, the per-vowel statistical distributions of the formant values, and the normalization methods appropriate to spontaneous speech are studied in turn. Speaker differences are assessed by analysing spectral changes, mid-temporal formant values and discrete cosine transforms with normalized values. The methods resorted to are the k nearest neighbours, linear and quadratic discriminant analyses and linear mixed effects regressions. A temporary conclusion is that the acquisition of the /ɪ/-/i:/ contrast seems more robust than that of the /ʊ/-/u:/ contrast
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Mitra, Jhimli. "Multimodal Image Registration applied to Magnetic Resonance and Ultrasound Prostatic Images". Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00786032.

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This thesis investigates the employment of different deformable registration techniques to register pre-operative magnetic resonance and inter-operative ultrasound images during prostate biopsy. Accurate registration ensures appropriate biopsy sampling of malignant prostate tissues and reduces the rate of re-biopsies. Therefore, we provide comparisons and experimental results for some landmark- and intensity-based registration methods: thin-plate splines, free-form deformation with B-splines. The primary contribution of this thesis is a new spline-based diffeomorphic registration framework for multimodal images. In this framework we ensure diffeomorphism of the thin-plate spline-based transformation by incorporating a set of non-linear polynomial functions. In order to ensure clinically meaningful deformations we also introduce the approximating thin-plate splines so that the solution is obtained by a joint-minimization of the surface similarities of the segmented prostate regions and the thin-plate spline bending energy. The method to establish point correspondences for the thin-plate spline-based registration is a geometric method based on prostate shape symmetry but a further improvement is suggested by computing the Bhattacharyya metric on shape-context based representation of the segmented prostate contours. The proposed deformable framework is computationally expensive and is not well-suited for registration of inter-operative images during prostate biopsy. Therefore, we further investigate upon an off-line learning procedure to learn the deformation parameters of a thin-plate spline from a training set of pre-operative magnetic resonance and its corresponding inter-operative ultrasound images and build deformation models by applying spectral clustering on the deformation parameters. Linear estimations of these deformation models are then applied on a test set of inter-operative and pre-operative ultrasound and magnetic resonance images respectively. The problem of finding the pre-operative magnetic resonance image slice from a volume that matches the inter-operative ultrasound image has further motivated us to investigate on shape-based and image-based similarity measures and propose for slice-to-slice correspondence based on joint-maximization of the similarity measures.
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Cox, Troy L. "Investigating Prompt Difficulty in an Automatically Scored Speaking Performance Assessment". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3929.

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Speaking assessments for second language learners have traditionally been expensive to administer because of the cost of rating the speech samples. To reduce the cost, many researchers are investigating the potential of using automatic speech recognition (ASR) as a means to score examinee responses to open-ended prompts. This study examined the potential of using ASR timing fluency features to predict speech ratings and the effect of prompt difficulty in that process. A speaking test with ten prompts representing five different intended difficulty levels was administered to 201 subjects. The speech samples obtained were then (a) rated by human raters holistically, (b) rated by human raters analytically at the item level, and (c) scored automatically using PRAAT to calculate ten different ASR timing fluency features. The ratings and scores of the speech samples were analyzed with Rasch measurement to evaluate the functionality of the scales and the separation reliability of the examinees, raters, and items. There were three ASR timed fluency features that best predicted human speaking ratings: speech rate, mean syllables per run, and number of silent pauses. However, only 31% of the score variance was predicted by these features. The significance in this finding is that those fluency features alone likely provide insufficient information to predict human rated speaking ability accurately. Furthermore, neither the item difficulties calculated by the ASR nor those rated analytically by the human raters aligned with the intended item difficulty levels. The misalignment of the human raters with the intended difficulties led to a further analysis that found that it was problematic for raters to use a holistic scale at the item level. However, modifying the holistic scale to a scale that examined if the response to the prompt was at-level resulted in a significant correlation (r = .98, p < .01) between the item difficulties calculated analytically by the human raters and the intended difficulties. This result supports the hypothesis that item prompts are important when it comes to obtaining quality speech samples. As test developers seek to use ASR to score speaking assessments, caution is warranted to ensure that score differences are due to examinee ability and not the prompt composition of the test.
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Książki na temat "Signed English"

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Luczak, Saulnier Karen, red. The signed English school book. Washington, D.C: Kendall Green Publications, 1987.

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Luczak, Saulnier Karen, i Miller Ralph R, red. Signing: Signed English : a basic guide. New York: Crown, 1986.

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Bornstein, Harry. Little Red Riding Hood: Told in signed English. Washington, D.C: Kendall Green Publications, Gallaudet University Press, 1990.

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Luczak, Saulnier Karen, i Pomeroy Bradley O. ill, red. Little Red Riding Hood: Told in signed English. Washington, D.C: Kendall Green Publications, Gallaudet University Press, 1990.

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Luczak, Saulnier Karen, i Lunsford Annie illustrator, red. Goldilocks and the three bears: Told in Signed English. [Lake Forest, Ill.]: Forest House, 1996.

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Bornstein, Harry. Nursery rhymes from Mother Goose: Told in signed English. Washington, DC: Kendall Green Publications, 1992.

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Luczak, Saulnier Karen, i Lunsford Annie ill, red. Goldilocks and the three bears: Told in Signed English. Washington, D.C: Kendall Green Publications, 1996.

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Christopher, Brown. The art of sign language. San Diego, Calif: Thunder Bay Press, 2003.

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Christopher, Brown. The art of sign language: Phrases. San Diego, Calif: Thunder Bay Press, 2003.

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Greenberg, Paul. Sign can you: The quick start guide with DVD flashcards. Redaktorzy Hulett Tamah editor i Pugh Caroline ill. [S. l.]: P. Greenberg, 2006.

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Części książek na temat "Signed English"

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Pichler, Deborah Chen, James Lee i Diane Lillo-Martin. "10. Language Development in ASL–English Bimodal Bilinguals". W Multilingual Aspects of Signed Language Communication and Disorder, redaktor David Quinto-Pozos, 233–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091317-013.

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Jayendran, Ariacutty, i Rajah Jayendran. "Oscillators and signal generators". W Englisch für Elektroniker, 112–18. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-322-84907-6_15.

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Rees, Steve, i Jill Wynns. "Logic errors when identifying and evaluating English learners". W Mismeasuring Schools' Vital Signs, 165–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003272915-6.

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Rohdenburg, Günter. "Aspects of grammatical iconicity in English". W From Sign to Signing, 263–85. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/ill.3.19roh.

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Anderson, Earl R. "Old English poetic texts and their Latin sources". W The Motivated Sign, 109–32. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/ill.2.11and.

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Innocenti, Loretta. "Iconoclasm and iconicity in seventeenth-century English poetry". W The Motivated Sign, 211–25. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/ill.2.16inn.

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Hübler, Axel. "Spatial iconicity in two English verb classes". W From Sign to Signing, 63–76. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/ill.3.07hub.

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Fischer, Olga. "The position of the adjective in (Old) English from an iconic perspective". W The Motivated Sign, 249–76. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/ill.2.19fis.

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Nguyen-Vo, Thang H., Duc Truong, Long H. B. Nguyen i Dien Dinh. "Exploring Subword Segmentation Methods in English-Vietnamese Neural Machine Translation". W Advances in Intelligent Information Hiding and Multimedia Signal Processing, 324–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6757-9_41.

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Wolf, Werner. "The emergence of experiential iconicity and spatial perspective in landscape descriptions in English fiction". W The Motivated Sign, 323–50. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/ill.2.24wol.

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Streszczenia konferencji na temat "Signed English"

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Holden, Eun-Jung, i Geoffrey G. Roy. "Learning tool for signed English". W the 1992 ACM/SIGAPP Symposium. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/143559.143674.

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Kumar Santhosh, Shashwath, Sushanth R. Kayshap, Shloka Reddy Lakka i Arti Arya. "Signed English Recognition with Spatio-Temporal Graphs and Language Modelling". W 2022 IEEE 7th International conference for Convergence in Technology (I2CT). IEEE, 2022. http://dx.doi.org/10.1109/i2ct54291.2022.9824226.

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Huenerfauth, Matt, Pengfei Lu i Andrew Rosenberg. "Evaluating importance of facial expression in american sign language and pidgin signed english animations". W The proceedings of the 13th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2049536.2049556.

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Parish, David H., George Sperling i Michael S. Landy. "Intelligent Temporal Subsampling of American Sign Language Using Event Boundaries". W Applied Vision. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/av.1989.wd4.

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American Sign Language (ASL) is a gestural form of communication used by the North American deaf and hearing impaired communities. In free conversation, ASL is as rapid a form of communication as most spoken languages, including English. Yet, users of ASL are prevented from using their most efficient form of communication over long distances by the absence of affordable, high bandwidth communication technology. Use of the existing, low bandwidth telephone switching network for ASL video transmission requires substantial signal compression. To insure that the ASL signal remains useful following compression, we must first determine the visual requirements for intelligible ASL.
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Chowdhury, Arif. "Reading Shopfront Signs: A Multimodal (Social) Semiotic Approach to Text Analysis". W GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-1.

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Shopfront signs in the multi-lingual, multi-ethnic city of London seem to serve as a vehicle for maintaining unity in an era of linguistic diversity. Various ethno-linguistic diasporas represent themselves through a unique multi lingual display of multimodal shopfronts signs culminating in the English language. This paper focuses on language as a social semiotic (Haliday 1978), as a multimodal semiotic resource (Jewitt 2005) and as a manipulative-representative text within multilingual society. The study assumes an ethnographic approach to the Bengali dominated streets of Whitechapel and Brick Lane in London, on shop signs. The study aims to determine how multilingual and multimodal ‘texts,’ embedded in shop signs, could assist in processing meanings (Kress 2004). The study draws on a corpus of images and texts on shop signs which were randomly selected and categorised in various ways. Taking a multimodal (social) semiotic approach to text analysis of shop signs, this paper attempts to analyze the Bangla and English shop signs and ideologies directed at these signs and their semiotic resources.
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Shashidhar, Vinay, Nishant Pandey i Varun Aggarwal. "Spoken English Grading". W KDD '15: The 21th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2783258.2788595.

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Sharifzadeh, Hamid R., Iman T. Ardekani i Ian V. McLoughlin. "Comparative whisper vowel space for Singapore English and British English accents". W 2015 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA). IEEE, 2015. http://dx.doi.org/10.1109/apsipa.2015.7415516.

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"Literature Review on Chinese-English Translation of Signs". W 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000249.

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Zhang, Zhenwei, i Yingyun Yang. "Comparison of Speech Signal Features between Chinese and English". W 2016 8th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2016. http://dx.doi.org/10.1109/ihmsc.2016.156.

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Er, Ozlem, Oguzhan Can i Yusuf Kunt. "Ship Transit Time Estimation (In English)". W 2021 29th Signal Processing and Communications Applications Conference (SIU). IEEE, 2021. http://dx.doi.org/10.1109/siu53274.2021.9477820.

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Raporty organizacyjne na temat "Signed English"

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Armas, Elvira, Magaly Lavadenz i Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.

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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, including districts with the highest numbers/percentages of English Learners in the state, districts representative of California’s geographic Regions, and districts providing quality EL services. The review centers around four questions of the extent to which first-year LCAPs: (1) specify goals and identify outcomes for ELs, (2) identify action steps and allocate funds for increased or improved services for all types of ELs, (3) reflect research-based practices for achieving language proficiency and academic achievement for English Learners in their actions, programs and services, and (4) are designed and implemented with EL parent input as reflected in stakeholder engagement. The results indicate that overall, the LCAP is inadequate as part of the state’s public accountability system in ensuring equity and access for ELs. Six key findings were: (1) difficulty in discerning funding allocations related to EL services and programs; (2) inability to identify districts’ plans for increased services for ELs; (3) lack of explicitly specified services and programs aligned to EL needs; (4) weak approach or missing English Language Development (ELD) or implementation of ELD standards in most LCAPs; (5) weak/inconsistent representation of EL parent engagement; and (6) lack of EL student outcome measures. The authors also present detailed findings for each focus topic and offer district and state level recommendations.
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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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Olsen, Laurie, Elvira Armas i Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Malinauskas, Romualdas, i Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, czerwiec 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.

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Review question / Objective: The objective of this study was to investigate the effects of internet-based intervention programs for reducing stress, anxiety and depression among university students during COVID-19 pandemic by conducting a meta-analysis Eligibility criteria: Inclusion criteria above all else for the current analysis were the following: (1) journal articles and "un-published" Ph.D. dissertations, which give a quantitative assessment of the viability of intervention for reducing stress, anxiety, and depression among college under-graduates and graduates in the pandemic context; (2) studies targeting college undergraduate and graduate during COVID-19, aged 18 years or older; (3) studies with publication dates between 2020-2022, while COVID-19 restrictions started in 2020 and went on until 2022; (4) full-text studies published exclusively in English. Excluded from the review selection list were: (1) studies alluding to internet-based mental interventions that do not allude to the COVID-19 pandemic; (2) Studies with the principal text not published in English language (just tables were in English); (3) studies, which does not give signs of stress and/or anxiety and/or depression; and (4) internet-based mental interventions, which do not have a diminishing of stress and/or anxiety and/or depression as their essential intervention focus.
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