A Study on Structural and Semantic Analysis for Presentation Content Management

兵庫県立大学大学院201

A Study on Structural and Semantic Analysis for Presentation Content Management

兵庫県立大学大学院201

Visualising Discourse Structure in Interactive Documents

In this paper we introduce a method for generating interactive documents which exploits the visual features of hypertext to represent discourse structure. We explore the consistent and principled use of graphics and animation to support navigation and comprehension of non-linear text, where textual discourse markers do not always work effectively

Generating Presentation Slides for Academic Paper using SVR and ILP Technique

PowerPoint Presentation is a common means of mechanism for a person to project his or her view meaningfully and pictorially. Accordingly, generating slides to make effective presentations is a tedious work in present days. In this view, a novel system PPS Gen is used to generate presentation slides which can be used as a draft by all the stakeholders. The slides not only have text elements but also has graphical element named as figures and tables. The existing work focuses only on text elements. This paper proposes a model that focuses on graphical elements additionally. The model first uses the Support Vector Regression (SVR) method to learn the strength of relationship between the sentences to make effective presentations, further the method of Integer Linear Programming (ILP) used to select, align key phrases and sentences. The final slides will have good structure and content quality from academic papers

A case study of Universal Design for Learning applied in the college classroom

As the landscape of education and the demographics of the postsecondary classroom continue to evolve, so too must the teaching practices at our nation\u27s institutions of higher education. This study follows an instructor who has evolved to incorporate Universal Design for Learning (UDL) techniques into her classroom, even though prior to participation in this research study, she had not heard of UDL. UDL is a flexible framework used to design curricula that enable all learners to acquire knowledge, skills, and motivation to learn. This qualitative, descriptive case study addressed how and to what extent UDL techniques are being implemented in the college classroom and what student\u27s perceptions of how these UDL techniques affect their learning. Data were collected over the course of a semester via field-based observations, semi-structured interviews, a survey, and a review of course materials. The case study participants included 38 students and an assistant professor at an institution of higher education in West Virginia. Results indicated that the instructor was implementing many UDL techniques in her classroom and that the majority of students both acknowledged and positively received these techniques. The data gathered during this study also revealed that the implementation of UDL in the college classroom is more than mere theory; the application of the UDL framework and principles are practical. Neuroscience suggests that no two students learn the same way or experience the same event with identical observations; responses are as unique as our fingerprints or DNA. As educators, our instruction must meet the needs of unique and diverse learners. UDL assists instructors to meet a diversity of needs through a single curriculum design. Research studies indicate that UDL is best practice teaching

The Practice of Basic Informatics 2020

Version 2020/04/02Kyoto University provides courses on 'The Practice of Basic Informatics' as part of its Liberal Arts and Sciences Program. The course is taught at many schools and departments, and course contents vary to meet the requirements of these schools and departments. This textbook is made open to the students of all schools that teach these courses. As stated in Chapter 1, this book is written with the aim of building ICT skills for study at university, that is, ICT skills for academic activities. Some topics may not be taught in class. However, the book is written for self-study by students. We include many exercises in this textbook so that instructors can select some of them for their classes, to accompany their teaching plans. The courses are given at the computer laboratories of the university, and the contents of this textbook assume that Windows 10 and Microsoft Office 2016 are available in these laboratories. In Chapter 13, we include an introduction to computer programming; we chose Python as the programming language because on the one hand it is easy for beginners to learn, and on the other, it is widely used in academic research. To check the progress of students' self-study, we have attached assessment criteria (a 'rubric') of this course as an Appendix. Current ICT is a product of the endeavors of many people. The "Great Idea" columns are included to show appreciation for such work. Dr. Yumi Kitamura and Dr. Hirohisa Hioki wrote Chapters 4 and 13, respectively. The remaining chapters were written by Dr. Hajime Kita. In revision for 2018 edition and after, Dr. Hiroyuki Sakai has participated in the author group, and Dr. Donghui Lin has also joined for English edition 2019. The authors hope that this textbook helps you to improve your academic ICT skill set. The content included in this book is selected based on the reference course plan discussed in the course development team for informatics at the Institute for Liberal Arts and Sciences. In writing this textbook, we obtained advice and suggestions from staffs of the Network Section, Information Infrastructure Division, Department of Planning and Information Management Department, Kyoto University on Chapters 2 and 3, from Mr. Sosuke Suzuki, NTT Communications Corporation also on Chapter 3, Rumi Haratake, Machiko Sakurai and Taku Sakamoto of the User Support Division, Kyoto University Library on Chapter 4. Dr. Masako Okamoto of Center for the Promotion of Excellence in Higher Education, Kyoto University helped us in revision of 2018 Japanese Edition. The authors would like to express their sincere gratitude to the people who supported them

Inclusion of Gregorc\u27s Mind Styles Concepts in Physical Therapy Curriculum and Instruction in Selected Baccalaureate and Post-Baccalaureate Programs

Topic The topic under study in this paper was the application of Gregorc\u27s mind styles concepts in two baccalaureate and two post-baccalaureate physical therapy programs. Purpose The purpose was to determine how these concepts were used while addressing the teaching and learning theory competency of the accreditation standards. Sources I examined intra- and extra-classroom activities, noting how information on styles was given and/or modeled to the students. Gregorc\u27s Energic Model of Styles formed the basis for style determination. The research design was multiple-case study (embedded). Accreditation documents, curriculum file materials, handout materials, and videotaped classroom sessions were interpreted to determine how the teachers\u27 and students\u27 style needs were met. The students and teachers completed the Gregorc Style Delineator Research Instrument. Conclusions Including intra- and extra-classroom activities, all four programs addressed the needs and abilities of all four mind styles of Gregorc\u27s model. Within the classroom, three of the four programs addressed the four mind styles, and the remaining program addressed three of the four mind styles. Abilities of each of the four mind styles were addressed during the teaching and learning theory unit or course in the four physical therapy programs studied. It must be borne in mind that these findings are based on only four physical therapy programs when interpreting the results of this research

Англійська мова для навчання і роботи. Т. 3. Дискусії та презентації

Розглянуто всі види діяльності студентів з вивчення англійської мови, спрямовані на розвиток мовної поведінки, необхідної для ефективного спілкування в академічному та професійному середовищах. Містить завдання і вправи, типові для різноманітних академічних та професійних сфер і ситуацій. Структура організації змісту – модульна, охоплює певні мовленнєві вміння залежно від мовної поведінки. Даний модуль має на меті розвиток у студентів умінь і навичок академічного і професійно-орієнтованого мовлення, необхідних для участі в дискусіях, семінарах, конференціях та при підготовці й проведенні презентацій (виступів-доповідей). Зразки текстів – автентичні, містять цікаву та актуальну інформацію із загальнонаукової та професійної тематики. Ресурси для самостійної роботи (частина ІІ) включають завдання та вправи для розвитку словникового запасу та розширення діапазону функціональних зразків, необхідних для виконання певних функцій, та завдання, які спрямовані на організацію самостійної роботи студентів. За допомогою засобів діагностики (частина ІІІ) студенти можуть самостійно перевірити засвоєння навчального матеріалу та оцінити свої досягнення. Граматичні явища і вправи для їх засвоєння наводяться в томі 5. Призначений для студентів технічних університетів гірничого профілю. Може використовуватися для викладання вибіркових курсів англійської мови, а також у самостійному вивченні англійської мови викладачами, фахівцями і науковцями різних інженерних галузей