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Artigos de revistas sobre o assunto "Speech, examinations, questions, etc"
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Egorova, E. N. "The verbal aggression and the strategy of discrediting (analysis of newspaper publications)". Язык и текст 2, n.º 3 (2015): 69–75. http://dx.doi.org/10.17759/langt.2015020309.
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This article is devoted to the questions of the speech aggression and the realization tactics of discrediting strategy in newspaper texts. We analysed newspaper publications which received the ‘status’ of objects of judicial linguistic examinations. The works of V.I. Zhelvis, O.N. Bykova, G.V. Kusov, etc are used as methodological and scientific bases.
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Harutyunyan, Gohar, e Sirarpi Karapetyan. "On the Multifunctional Character of Questions". Armenian Folia Anglistika 6, n.º 1-2 (7) (15 de outubro de 2010): 38–44. http://dx.doi.org/10.46991/afa/2010.6.1-2.038.
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The article analyzes the multifunctional nature of questions in modern English. In particular, it offers a semantic and pragmatic examination of verifying and identifying questions. An attempt is made to investigate the additional meanings expressed by verifying and identifying questions and their application in communicative processes where these questions can express various indirect speech acts such as request, offer, invitation, advice, etc.
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Shevchenko, Larysa, e Dmytro Syzonov. "Criteria for differentiation of oral and written text in linguistic expertise". Current issues of Ukrainian linguistics theory and practice, n.º 42 (2021): 28–42. http://dx.doi.org/10.17721/apultp.2021.42.28-42.
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The article is devoted to the dominant characteristics of oral and written text in the aspect of linguoexpertology. The analysis provides a legally defined argumentation for linguistic expertise of oral and written speech, as well as a scientific interpretation of the features of the text in professional research. It is argued that the linguistic expertise of an oral / written text should not be considered only in the context of a forensic examination, in particular authorship or handwriting examination, or a video or audio recording examination. It is emphasized that linguistic examination of oral / written text can be an independent type of linguistic expertise, with appropriately developed criteria and methodological principles for its implementation and testing in judicial practice. The ideas of the article correlate with interdisciplinary approaches, in particular psychological, sociological, medical, etc., which synthesize the criteria of qualitative diagnosis of oral / written text. The authors emphasize modern methods, new discourses and principles of analysis of dominant characteristics of oral / written text in linguoexpert activity. An indicative list of diagnostic questions that are typical for linguistic examinations of oral / written text is offered; the markers for the identification of texts of this type in legal practice are determined. It is proved that the level of evidence in the complex analysis of oral / written texts depends on the depth and accuracy of professional argumentation, typology of linguistic facts proposed for research or their recurrence, as well as the ability to correlate analyzed linguistic units of oral / written text with extralingual factors that led to the appearance of the text.
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Egorova, Liudmila A. "Popular Science Discourse Development in the Cyberspace". Advances in Language and Literary Studies 9, n.º 5 (31 de outubro de 2018): 79. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.79.
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Popular science sphere of communication is acquiring new features of virtuality, globality, mosaic structure and social orientation, which are essential in fulfilling its functions in modern society. Based on the examination of 92 podcasts, the study deals with podcasting research identifying typical characteristics of the podcast and factors contributing to the spread of podcasting in the popular scientific hypermedia communication. The survey showed that increasing popularity of the podcast in the popular scientific sphere is explained by several factors. First, informing the user becomes more accessible, quicker and easier. Secondly, the listener takes part in interpersonal communication not with a virtual author, but with a real person, gets the opportunity to make his own conclusions based on sounding speech, which is more expressive, emotional, and has a strong impact on the addressee. Thirdly, most podcasts are interviews and discussions, which facilitates the perception and processing of new information making it more structured by means of questions, paraphrasing, exemplification, clarifications, etc. Analysis of the Nature publication podcast helped single out structural features that allow a podcast to function in a hypermedia environment as an independent multimodal node. The conclusions about the emergence of new virtual environment for intercultural interaction and cooperation were made.
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Bachelot, Luc. "Aventuras e desventuras da escrita. A propósito da interpretação do nascimento da escrita na Mesopotâmia". Cadernos do LEPAARQ (UFPEL) 17, n.º 33 (9 de maio de 2020): 223–50. http://dx.doi.org/10.15210/lepaarq.v17i33.18065.
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O termo “aventuras”, no plural, tal como ele aparece no título deste artigo, evoca ao mesmo tempo uma multiplicidade de episódios ou realizações e seu caráter inesperado, surpreendente. No que diz respeito à escrita, a diversidade dos contextos de seu surgimento, como a de suas manifestações, legitima amplamente essa designação. Mas além do número e da variedade dos sistemas de escrita conhecidos até agora, e tendo em vista o interesse fascinado das sociedades ocidentais pelos espetaculares avanços culturais que lhes são atribuídos (transmissão de conhecimentos, aceleração do progresso, dos conhecimentos, administração de grupos humanos, gestão econômica, etc.), o aparecimento da escrita, pela primeira vez no mundo, na Mesopotâmia, no final do quarto milênio a.C., foi e continua sendo percebido como uma verdadeira revolução. O que não deixou de ser entendido como um salto qualitativo da civilização, tanto mais espetacular quanto imprevisível. Tal é a nossa percepção ocidental, repetida e reforçada ao longo dos séculos, desde a antiguidade grega, mas que, contudo, não é universal. O Extremo Oriente, por exemplo, tem uma concepção completamente diferente de escrita. O exame cuidadoso dos fatos, assim como a abundante literatura que eles suscitaram, nos convidam a perguntar se a verdadeira aventura da escrita não foi, de fato, a desventura que constitui essa historiografia, agora milenar, que a assumiu e que até o momento não cessou de produzir uma sequência quase que ininterrupta de estudos, análises, discursos ou narrativas, mitos e histórias para descrever sua origem. Objetivo duplamente problemático: em si, –retornaremos a este ponto –, e em sua orientação em direção a um objeto que não pode ser descoberto, mas sim a um pressuposto que ela busca legitimar. Pressuposição segundo a qual a escrita seria essencialmente um produto derivado da língua. Após relembrar as linhas de força que estruturam essa abundante literatura, tentaremos empregar estratagemas que, apesar de tudo, permitem uma saída dessa desventura. Subterfúgios representados pelos trabalhos de Leroi-Gourhan, Derrida e A.-M. Christin, bem como pelos recentes avanços da neurofisiologia, sobretudo aqueles apresentados por G. Rizzolatti. Mas, de início, é imperativo que façamos uma nota sobre as definições mais comuns de escrita e os muitos estudos especializados nos quais elas se apoiam.Abstract: For the first time in the world, the appearance of writing in Mesopotamia at the end of the fourth millennium BC was and continues to be perceived as a true revolution, as the manifestation of a qualitative leap of civilization, so spectacular and unpredictable. This is our Western perception, repeated over the centuries since the ancient Greeks, although it is not universal. There is a completely different perception of the writing for the Far East. The careful examination of the facts, along with the emerging abundant scholarship, raisesthe question whether the true adventure of writing wasin fact a mishap, which constitutes the now millenarian historiography that has not ceased to generate an almost uninterrupted sequence of studies, discourses, myths and histories in order to describe its origin. We will try to borrow questions that allow us to get out of this misadventure. Questions that form part of the work of Leroi-Gourhan, Derrida and A.-M. Christin, as well as recent advances in neurophysiology, notably those by G. Rizzolatti. Writing, as speech, is a manifestation of symbolic activity, without the former necessarily being subjected to the second. The relationship of one to the other is not vertical but horizontal. The writing then appears when a notional field is sufficiently developed to be expressed by means other than that of language.
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Seuren, Lucas M. "Questioning in court: The construction of direct examinations". Discourse Studies 21, n.º 3 (3 de maio de 2018): 340–57. http://dx.doi.org/10.1177/1461445618770483.
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While courtroom examinations are often recognized as a distinct speech-exchange system, little is known about how participants do an examination beyond its unique turn-taking system. This article attempts to shed some light on this issue by studying the question design during the direct examination in an American criminal court case using Conversation Analysis. It shows that attorneys use different question forms compared to casual conversation: declaratives are far less prevalent and questions are often designed as requests for action. In addition, attorneys make use of forms that are not found in other types of interaction, such as the tag ( is that) correct. The way in which attorneys design their questions additionally shows that the rules of the courtroom have procedural consequences for how the interaction is done. But these rules have to be enacted, and it is in their violation that participants bring about categories such as leading questions.
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Mkhitaryan, Yelena, e Sona Sargissyan. "Alternative Questions in English". Armenian Folia Anglistika 6, n.º 1-2 (7) (15 de outubro de 2010): 30–37. http://dx.doi.org/10.46991/afa/2010.6.1-2.030.
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Alternative questions in English, as well as other interrogative sentences, can fulfil functions of direct and indirect speech acts expressing various pragmatic meanings (advice, threat, resentment, etc.). From the point of view of the form and structure, such interrogative sentences can be different in nature. In certain cases interrogative sentences with the conjunction or do not possess an alternative meaning.
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Brendel, O. "SOME ASPECTS OF VISUAL-AUDITORY PERCEPTION OF ORAL SPEECH WHILE VIDEO AND SOUND RECORDINGS EXAMINATION". Theory and Practice of Forensic Science and Criminalistics 21, n.º 1 (15 de dezembro de 2020): 349–58. http://dx.doi.org/10.32353/khrife.1.2020_24.
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A problematic issue that frequently arises in the examination of video and audio recordings, namely the question of visual and auditory perception of oral speech – the establishment of the content of a conversation based on its image (lip reading) – is considered.
The article purpose is to analyze the possibility and feasibility of examining the visual-auditory perception of oral speech in the framework of the examination of video and sound recordings, considering the peculiarities of such research; the ability to use visual information either as an independent object of examination (lip reading), or as a supplementary, additional to auditory analysis of a particular message. The main components of the process of lip reading, the possibility of visual examination of visual and auditory information in order to establish the content of a conversation are considered. Attention is paid to the features of visual and auditory perception of oral speech, and the factors that contribute enormously to the informative nature of the overall picture of oral speech perception by an image are analyzed.
The influence of the visual image on the speech perception by an image is considered, such as active articulation, facial expressions, head movement, position of teeth, gestures, etc. In addition to the quality of the image, the duration of the speech fragment also affects the perception of oral speech by the image: a fully uttered expression is usually read better than its individual parts. The article also draws attention to the ambiguity of articulatory images of sounds. The features of the McGurk effect – a perception phenomenon that demonstrates the interaction between hearing and vision while the perception of speech – are considered.
The analysis of the possibility and feasibility of examining visual and auditory perception of oral speech within the framework of the examination of video and sound recordings is carried out, and the peculiarities of such research are highlighted.
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Susilawati, Endang. "The Speech Acts and The Communicative Functions Performed In Thesis Examinations: A Pragmatic Analysis". JELTIM (Journal of English Language Teaching Innovations and Materials) 1, n.º 2 (13 de outubro de 2019): 87. http://dx.doi.org/10.26418/jeltim.v1i2.33263.
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Being a communicative event, a thesis examination process might generate a number of speech acts that possibly imply various meanings. To interpret meaning, a pragmatic analysis was implemented. The data analyzed comprised the authentic speech acts occurring within four thesis examination situations which were conducted by the EESP of FKIP Untan. The data analysis started by transcribing the speech recordings and by identifying the structures of the speech acts. This was followed by categorizing the communicative functions being performed. The last stage involved interpreting the contextual meaning of the speech acts. Three qualitative conclusions are arrived at in connection with and emerging from interpretations of the textual data: (1) the speech acts produced by the participants used various structures such as statements, questions, commands, instructions, prohibition and description; (2) the speech acts denoted various kinds of communicative or speech functions like expressives, directives, representatives, referentials, comissives, and metalinguistics; and (3) the occurrence of one particular communicative function can dynamically entail specific kinds of communicative functions in the light of the available context. Some categories of speech functions were not consistent with the purpose of the communicative event of thesis examination.
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Ermakova, Olga P. "Indirect responses in natural conversation". International Journal “Speech Genres” 31, n.º 3 (25 de agosto de 2021): 181–89. http://dx.doi.org/10.18500/2311-0740-2021-3-31-181-189.
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By indirect answers we mean answers to general questions which do not correspond to “yes” and “no”, and answers to special questions which do not literally correlate with the question words who, what, where, etc. The article examines the types of indirect responses in different structural and semantic types of dialogue. The article analyzes the features of indirect answers determined by the predictive relationship of concepts: place-goal, place-time, etc. Particular attention is paid to answers containing assessment, not determineded by the content of questions, as well as question-answer turns with why and what for. The article focuses on the informative volume of indirect answers, their insufficiency and redundancy. Indirect questions are used rather frequently. It is not possible to classify all of them, but all of them are undoubtedly associated with certain types of dialogue, speech genres, speech situations and with the psychological type of communication partners. As noted earlier, the logical connection of the categories place-goal, placetime, goal-cause, etc. leads to reversibility and predictability of situations, and in certain speech genres to the interchangeability of designating categories in the form of indirect answers. A specific feature of the dialogue, observed in different speech genres, is the response containing the characteristic of the person mentioned in the question, instead of the information in which the speaker is interested. The analysis of these responses reveals the organic connection between the evaluation and the reason. The use of counter-questions, and first of all, why- and what for-remarks, is caused by the specific nature of this phenomenon, which, despite the thorough research of N. D. Arutyunova, allows to see some interesting features in it. The article uses recordings of oral speech and some works of fiction, reproducing spoken dialogue.
Teses / dissertações sobre o assunto "Speech, examinations, questions, etc"
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Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.
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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.
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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente". Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.
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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.
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Dixon, Charles Harwood. "The evaluation of qualitative examination questions at matriculation level in physics". Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001439.
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The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
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Cheng, Mo-yin Catherina, e 鄭慕賢. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.
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Van, der Venter Riaan. "Reporting on radiographic images in after-hours trauma units :Experiences of radiographers and medical practitioners". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/23779.
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Globally there is a lack of radiologists, which results in unreported radiographic examinations, or a delay in reporting on radiographic images even in emergency situations. In order to mitigate and alleviate the situation, and optimise the utilisation of radiographers a red dot system was introduced in the United Kingdom, which later aided in the transformation of the role of radiographers in terms of formal reporting of various radiographic examinations. Although there is a shortage of medical practitioners and radiologists in South Africa the extended role of radiographers has not been yet realised for radiographers. At present, radiographers and medical practitioners work in collaboration to interpret and report on radiographic examinations informally, to facilitate effective and efficient patient management, but this is done illegally because the regulations defining the scope of the profession of radiography does not allow for such practice, putting radiographers and organisations at risk of litigation. In order to gain an in-depth knowledge of the phenomena, to enable the researcher to provide recommendations to the Professional Board of Radiography and Clinical Technology (PBRCT) of the Health Professions Council of South Africa (HPCSA), a qualitative, exploratory, descriptive, and contextual research study was undertaken. Radiographers and medical practitioners were interviewed in order to elicit rich descriptions of their experiences regarding reporting of trauma related radiographic images in the after-hours trauma units. Data were gathered using in-depth semi-structured interviews, and the data were analysed using kesch’s method of thematic synthesis. Three themes emerged from the data, namely the challenges radiographers and medical practitioners face in the after-hours trauma units respectively, with regards to reporting of trauma related adiographs, and suggestions were proposed to optimize the participation of radiographers with regard to trauma related radiographs in these units. A thick description and literature control was done using quotes from participants. Measures to ensure trustworthiness and ethical research practices were also implemented. Thereafter, recommendations were put forward for the PBRCT of the HPCSA, using current literature and inferences made from the findings of the study.
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Sultan, Ahmad Hasane. "Prediction of medical technologists' scores on the MT (ASCP) certification examinations". Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134142/.
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Mullineux, Peter Newton. "An examination of the use of the contextual question in examining Shakespeare's plays at the standard ten level in Cape Education Department schools". Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001412.
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Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions
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Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
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Guohua, Pan, e University of Lethbridge Faculty of Education. "Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/87.
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This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are
real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills.xi, 156 leaves ; 28 cm.
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Chou, Chuan-Ting. "Traditional Chinese medicine on-line diagnosis system". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3182.
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The project developed a web-based application that provides a user-friendly interface to assist practitioners of traditional Chinese medicine in determining the correct diagnosis. Traditional Chinese Medicine On-line Diagnosis System (TCMODS) allows a diagnostician to enter a patient's symptoms using a series of questionnaires to determine health status, which will then be stored in the database as part of the patient's medical records. The database will also differentiate among the patterns of syndromes known in traditional Chinese medicine and search and match these with the patient's data to the known uses of Chinese herbs. TCMODS will then generate that patient's medical record, including the symptoms of the ailment, the syndrome, and a prescription. User identification and access privileges were differentiated in order to maintain the integrity of the patient medical data and the information needed to make the diagnoses. The project was designed to function across platforms and was written using HTML, JSP, and MySQL.
Livros sobre o assunto "Speech, examinations, questions, etc"
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Barry, Marian. Practice tests for IGCSE English as a second language: Listening and speaking. Cambridge: Cambridge University Press, 2010.
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Barry, Marian. Practice tests for IGCSE English as a second language: Listening and speaking. Cambridge: Cambridge University Press, 2010.
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Fayemi, A. Olusegun. 1200 questions & answers. Stamford, Conn: Appleton & Lange, 1996.
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Lawson, A. Questions in biology. Oxford: Basil Blackwell, 1987.
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Lindeburg, Michael R. Engineer-in-training sample examinations. Belmont, CA: Professional Publications, 1991.
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Browning, Edgar K. Microeconomics: Theory & applications. 8a ed. Hoboken, NJ: Wiley, 2004.
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Fitzgerald, Lilian. Target: First typewriting examinations. 2a ed. London: Edward Arnold, 1985.
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Oravetz, Jules A. Questions and answers for plumbers' examinations. 2a ed. Boston: T. Audel, 1985.
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Oravetz, Jules A. Questions and answers for plumbers' examinations. 3a ed. New York: Macmillan, 1991.
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Attard-Montalto, Simon. Paediatric cases for postgraduate examinations. Oxford: Butterworth-Heinemann, 1994.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Speech, examinations, questions, etc"
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Sherimon, Vinu, Sherimon Puliprathu Cherian, Rahul V. Nair, Khalid Shaikh e Natasha Renchi Mathew. "GanglioNav WithYou". In Handbook of Research on Advancements in AI and IoT Convergence Technologies, 314–29. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6971-2.ch018.
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Alzheimer's disease is a universal medical challenge. A timely identification of this ailment can reduce expenses and enhance the patient's quality of life. Alzheimer's diagnosis includes a critical component called cognitive assessment. These examinations have been carried out by neurologists, utilizing paper-and-pencil ever since the development of neurological tests. But it's obvious that integrating digital technologies into such assessments has many advantages. This chapter describes the design of an Android application, GanglioNav WithYou, for conducting cognitive assessments in Alzheimer's patients. The researchers have built a 3D virtual neurologist to conduct this assessment for Alzheimer patients. The virtual neurologist will ask questions that test the different mental abilities of patients such as time orientation, ability to recall things, concentration skills, language skills, visual interpretation skills, etc. At the end of the assessment, the total score is calculated, and the virtual neurologist will generate a detailed assessment report.
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Flachskampf, Frank A., Pavlos Myrianthefs e Ruxandra Beyer. "Echocardiography and thoracic ultrasound". In The ESC Textbook of Intensive and Acute Cardiovascular Care, editado por Marco Tubaro, Pascal Vranckx, Eric Bonnefoy-Cudraz, Susanna Price e Christiaan Vrints, 201–17. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198849346.003.0018.
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For the emergency management of cardiovascular disorders, echocardiography and thoracic ultrasound are indispensable imaging techniques at the bedside. In the intensive care environment, crucial questions, such as left and right ventricular function, valvular heart disease, volume status, aortic disease, cardiac infection, pleural effusion, pulmonary oedema, pneumothorax, and many others, can be sufficiently and reliably answered by using these techniques; in fact, it is almost impossible to manage patients with acute severe haemodynamic impairment reasonably well without prompt and repeated access to echocardiography. This is confirmed by the prominent place that echocardiography has in the guideline-based diagnosis and treatment of all major cardiovascular emergencies, from acute heart failure to acute coronary syndrome to pulmonary embolism, etc. Moreover, it is the ideal tool to follow up the patient, since repeat examinations pose no risk to the patient and demand relatively little logistics and resources. To benefit from the wealth of information that echocardiography and thoracic ultrasound can provide, modern equipment (including a transoesophageal probe) and systematic training of echocardiographers must be ensured. The availability of prompt and experienced echocardiography and thoracic ultrasound services at all times is fundamental for sound contemporary cardiovascular intensive care.
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Shchegoleva, Ludmila I. "On the History of Ancient Philology: “Homeric Questions” by Porphyry of Tyre". In “The History of Literature”: Non-scientific sources of a scientific genre, 161–79. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2022. http://dx.doi.org/10.22455/978-5-9208-0684-0-161-179.
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The article deals with the treatise “Homeric questions” (Ὁμηρικὰ ζητήματα) by the outstanding Greek Neoplatonic philosopher Porphyry of Tyre (about 232 – about 305). The treatise, compiled by the author presumably in the initial period of his work, during philology classes under the guidance of Cassius Longinus (before 263), was an important stage both in the study and commenting on the texts of Homer, as well as in the development of ancient humanitarian knowledge in general. The first book of the treatise was rewritten separately in full, the material of the other books was included as an integral part in the scholia to the “Iliad” and the “Odyssey”, indicating the authorship of Porphyry. The article discusses the main philological problems that the first book of Porfiry’s treatise is devoted to (etymology and internal form of words, features of language and style, tropes and figures of speech, explanation of plot contradictions and incomprehensible places, textual difficulties, etc.), and methods of their solution. It is concluded that the first book of “Homeric Questions” is an exemplary scientific work of its time, based on the works of its predecessors (Aristotle, philologists of the Alexandrian school, Cassius Longinus) with the involvement of a large amount of the most diverse material from the Greek language, literature, history and mythology. This is a valuable source for studying the history of European philological thought and for observing the scientific methods of working with the text of a philologist of the second half of the third century.
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Paderina, Ekaterina G. "Gogol’s “The Carriage”: Problems of Text Criticism with a Parody Author’s Task". In Questions of Source and Text Studies of Russian Literature of the 19th Century. Collection of articles based on the materials of the International Scientific Conference, 91–126. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2022. http://dx.doi.org/10.22455/978-5-9208-0687-1-91-126.
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Criticism of the text of Gogol’s story “The Carriage” is complicated by the absence of a blank autograph and discrepancies between the two printed editions — in Pushkin’s “Sovremennik” (1836) and in the “Works of N. Gogol”, edited by N.Ya. Prokopovich (1842). The article substantiates the importance of such an additional factor as the parodic nature of the story in solving еditional problems. For a long time, “The Carriage” was perceived only as a joke and household satire. In the 1990s, Gogol studies began to discuss the parody specifics of the genre of this work. The specific characteristics of the story are the comic stylization of popular literary signs of the middle of nowhere, the mores of landowners, the habits and entertainment of provincial and quartered regimental officers, plot and compositional stereotypes, speech patterns, etc. At the same time, the parody level is subordinated to an independent literary plot, a holistic comic image. The author of the article is convinced that Gogol’s intention of parodying narrative cliches and the parodic nature of the narrator’s speech figure should be taken into account when solving textual and traditional problems, including attribution of editorial edits in two printed sources — to Gogol himself, Pushkin and Prokopovich.
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Fish, Stanley. "Milton’s Career and The Career Of Theory". In There’s No Such Thing As Free Speech and It’s A Good Thing, Too, 257–66. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780195080186.003.0016.
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Abstract More than fifteen years ago I appeared at the MLA to speak on the topic “New Directions in Milton Studies.” My fellow panelists, then as now twenty-five years my senior, were Joseph Summers and Louis Martz, and I was expected, presumably, to supply the radical voice. No doubt I disappointed when I predicted that there would be no new directions in Milton studies. My reasons were simple, and they still apply. First of all, the tradition of Milton studies is so strongly articulated, so well equipped with a set of hard questions and intractable problems, so burdened or graced with interpretive traditions that have been declared and elaborated by some of the most celebrated voices in literary history-Addison, Bentley, the Richardsons, Newton, Dr. Johnson, Blake, Shelley, Coleridge, Hazlitt, Macaulay, Arnold, Eliot, Pound, Leavis, Lewis, Ransom, Empson-that the conditions in relation to which a desire for the new would be felt, the conditions of surfeit and boredom, have little chance to develop. I am not making a statement about Milton-about his inexhaustible complexity or ineluctable essence-but about Milton criticism and the extent to which its history (a word we shall return to) constrains those who enter its precincts, even those who enter with the intentions of reform and critique. Not only has that history set us any number of tasks in any number of disciplines-theology, linguistics, military science, astronomy, music, dance, prosody, classics, Italian romance, cosmology, philosophy, rhetoric, zoology, etc.-but each of these tasks comes to us in the context of disputes as to how it is to be framed, in what terms, with what emphases, with what degrees of credulity or incredulity, and as a result any thesis strongly argued opens up many more avenues of inquiry than it claims to close.
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Fowler, Roger. "Linguistic Practice: Defamiliarization". In Linguistic Criticism, 54–71. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780192892614.003.0004.
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Abstract Language is one of the most important areas of knowledge that human beings possess, since, as we have seen, it is a powerful influence on the way people perceive and adjust to the world outside them. This knowledge has positive and negative aspects: ‘Language is not only a key. It can also be a fetter,’ wrote Sapir. Language is not just knowledge; it is also a skill, a practice. The practical workings of language can be seen in face-to-face conversation: people talking to one another are performing real actions through speech (asking questions, giving commands, asserting claims of truth, etc.), they are affirming and negotiating status and relationship. Even the basic process of passing meanings from one brain to another is not just an automatic, untroubled channeling of information from A to B, but a process of determining and agreeing upon meanings. Although our common code provides you and me with the core meanings of the words ‘food’, ‘beauty’, ‘progress’, our life experiences have been different, so we have to establish by implicit negotiation what each of us intends when a word is used, and to what extent our usages are divergent or compatible.
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Matijiv, Nikolay. "Germanisms in the South-Western Ukrainian Dialect of the Central Boyko Region". In Slavic Dialectology Studies. Issue 23. A tribute to Ludmila Kalnyn, 99–114. Institute of Slavic Studies of the RAS, 2021. http://dx.doi.org/10.31168/2618-8589.2021.23.07.
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The object of this study is to analyze German lexical units/borrowings functioning in the central part of the Boyko dialect of the southwestern Ukrainian dialect group. Lexical germanisms, in particular the names of phenomena and things, features and actions, as well as phraseology, paremiology and other sayings related to life and activities (crafts, agriculture, construction) of the inhabitants of the Eastern Carpathians, were mainly subject to phonetic and wordforming substitutions, they narrowed or changed their semantics. A small part of foreign language elements remains unchanged in the Boyko dialect. Changes in the lexical meaning of words within one action have been revealed in borrowings, polysemy and, less frequently, homonymy have been recorded, and duplication of German words by Ukrainian language units in lexicalized combinations has been observed. As a result of the interaction of the Boyko dialect with the German language (dialects) due to longterm contacts, there is a fairly large number of foreign words registered in the speech of the Boykos; having lost touch with the source language, they are perceived as an integral part of the Ukrainian national language by the indigenous inhabitants of the mountains. Part of the dialectal lexicon (borrowings with narrowed or changed semantics, etc.), collected by the author for three decades using the method of stationary observation in the mode of free narratives (provoked by questions) from representatives of different generations in 30 different settlements (Skole district, Lviv region, Ukraine) served as the material for this study.
Trabalhos de conferências sobre o assunto "Speech, examinations, questions, etc"
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Daukšaitė-Kolpakovienė, Aurelija. "Why Do Students of English Cheat Online and How Do They Do It?" In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.29.
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The global pandemic that started in 2020 brought a variety of challenges in many spheres of life. Higher education was not an exception, as all classes were moved to online environments. One of the main challenges became the one of academic integrity, since students’ knowledge and skills were tested online as well. This paper will discuss a case study carried out at Vytautas Magnus University (Lithuania) in 2021 that involved Lithuanian students of English as a Foreign Language (EFL) who filled in an anonymous questionnaire with open ended and closed ended questions. The study aimed to find out if the students had cheated in any form of EFL assessment (tests, midterm tests, examinations, etc.) online during the pandemic. They were also asked to indicate the ways in which they had cheated and explain why they had behaved this way. The results showed that eighty percent of all the students had engaged in “digital cheating” in one way or another but provided a variety of reasons to justify such a dishonest behaviour. For example, they wanted to obtain good grades, check the spelling of some words online or translate unknown words (which they should have learned). However, not all students perceived such a behaviour as dishonest. They indicated that what they had done could not be seen as a "big crime".
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio". In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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Navickiene, Zaneta, e Rolandas Kriksciunas. "WITNESS TESTIMONY: GUARANTEE OF A QUALITY JUDICIAL DECISION, ISSUES, AND SOLUTIONS". In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s02.025.
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Many may have considered the witness�s role in the court�s function of administering justice as delegated by many national constitutions. Why is a witness important to the court and the participants in the proceedings? Must the witness be summoned to appear in court? What rights and obligations does a witness have? The public has these and many other questions when discussing this actor. When a person�s rights or legally protected interests are violated, he or she has the right to seek redress via courts. This is possible only if the legally relevant facts of the case are established correctly. The parties have to substantiate them with evidence, which determine the outcome of the case. Failure to meet the burden of proof, or failure to meet it properly, may lead to adverse consequences for the person providing evidence; the court may declare that the relevant facts to be proved have not been proven. A committed criminal offence leaves certain traces in the physical environment (objects, documents), and those who observed or were otherwise involved in the offence may remember certain details and talk about them. During criminal proceedings, people able to testify about the offence are questioned while material objects are subject to examination. In a criminal case, the court�s decision (judgement) is based on the data obtained during interviews, examinations, and investigations, known as evidence. Evidence allows for a conclusion that a particular offence has been committed by a particular person or persons. This article examines additional criteria for evaluating the reliability of testimonies given by certain groups of witnesses, which are not laid down in the Lithuanian Code of Criminal Procedure but formulated by case law. Case law identifies the following groups of witnesses whose reliability calls for a more careful (rigorous) evaluation: Witnesses whose credibility calls for a more careful (rigorous) evaluation due to their personal characteristics; witnesses whose credibility calls for a more careful (rigorous) evaluation due to their procedural status. The evaluation of testimonies by these witnesses involves additional procedures (e.g., the use of technical means, acoustic and/or visual barriers, etc.), which provide for a more reliable testimony. It is equally important to ensure that the defence is given adequate opportunities to exercise its procedural functions, and to ensure that basing the judgement on the testimonies provided by witnesses subject to a more rigorous evaluation of the reliability is, to a decisive extent, a measure of last resort rather than the rule.
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Burianova, Maria, e Martin Magdin. "PREPARING THE STUDENTS FOR SUCCESSFUL COMPLETION OF UNIVERSITY STUDIES". In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-004.
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The completion of study at the university is marked by passing the state exam, which needs to be defended as part of the final thesis. The state exam verifies the knowledge and skills that the student acquired during their studies and assesses their ability to use these skills in resolving the challenges presented by their field of study. The choice of thesis and their registration to the Academic Information System is ordinarily scheduled for the beginning of the third semester of study. This presents the key questions: Is the student mature enough at the time to be able to choose the right topic? Is he capable of evaluating/assessing the professional topics, which he has not fully studied yet? What was his decision based on? What was he influenced by? Aside from these questions the key objective of this research has been to collate the views and attitudes of students prior to and post completion of their final thesis. In most cases, it is fair to say that the final thesis becomes the students' first professional publication. The student should go through the phase of research, selection and filtering of information and should - during the writing phase - understand the logical grouping and sequence of technical text. In practise, however, the majority of students find the writing part of the process extremely difficult. Adhering to the technical terminology, a typographical and spelling rule presents a similar issue. Still a greater problem is the actual speech - a communication style used to defend the final paper - where only a small percentage of students manage to meet the required level. To improve both the quality of final thesis as well as the quality of communication style was the key reason for an inclusion of the Seminar subject to the final thesis 1, 2, 3. The course is taught through presentations and is supported by e-learning, namely LMS Moodle. Within that environment, questionnaires were created and shared with the 2nd and 3rd year students of Bachelor studies at the Department of Computer Science. The paper presents the results obtained from two surveys in the academic year 2013/14, 2014/15. The first survey was conducted in the fourth semester, once the final paper topics were assigned and the questionnaire included topics such as the method used for identifying and forecasting around the successful processing of selected thesis, assessments of time used to complete the work, etc. The second survey was conducted in the sixth semester - using the same group of students - bollowing the final thesis submission deadline. The questionnaire titled 'Now I can say that ...' was designed to either confirm or contradict their original statements related to the challenges they had to overcome, further on the possibility of accepting the offer of having the work completed by a third party (by another person or company), etc. The survey presented interesting findings that are further discussed in this paper.
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Mohamedamin, Ahmed. "12th International Conference on Educational Studies and Applied Linguistics". In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.09.
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This research aims to discover a different definition of interpretation and to prove that non-verbal communication is a fundamental part of interpretation. Therefore, an interpreter without a good knowledge of non-verbal communication cannot be a complete interpreter. The interpretation process is not only the process of meaning transference from one language to another; it is also the transference of the meaning of non-verbal communication such as; facial expression, tone of voice, eye contact etc. The problem of this study is that most interpreters do not take non-verbal communication into consideration, and they do not have enough information about it. This will be proved through an incident occurred while USA president Joe Biden delivered a speech in April this year for which all details of the reason illustrated clearly. The lack of knowledge about non-verbal communication can cause problems while interpreting or analyzing a speech of a president or a government official or speaker. It leads to misunderstanding and misinterpretation that might be embarrassing for the interpreter and the organization or the Media network they are working for. Non-verbal communication can be used in different forms, each illustrating or replacing a specific part of verbal communication. It contains many more figures than anyone might think in the first place. So non-verbal signs/Communications play a significant role in the interpretation. It is the essential base in the interpretation process; interpreters have to concentrate on these elements to carry out a successful interpreting process and achieve great interpretation results. The data of this study is mainly taken from books and articles about translation, Interpretation and Nonverbal Communication. The exemplification is primarily drawn from English sources, books and articles that have partly been opted out depending on self-experience. Therefore, it is analyzed through a questionnaire in which eighteen professional translators/interpreters are asked seven questions regarding the importance of Non-Verbal Communication in Oral Translation. In conclusion, the outcome of this manuscript reiterated that interpretation and Non-Verbal Communication complete each other; the latter cannot be perfect without the former.