Introduction to the 28th International Conference on Logic Programming Special Issue

We are proud to introduce this special issue of the Journal of Theory and Practice of Logic Programming (TPLP), dedicated to the full papers accepted for the 28th International Conference on Logic Programming (ICLP). The ICLP meetings started in Marseille in 1982 and since then constitute the main venue for presenting and discussing work in the area of logic programming

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Rethinking Answer Set Programming Templates

In imperative programming, the Domain-Driven Design methodology helps in coping with the complexity of software development by materializing in code the invariants of a domain of interest. Code is cleaner and more secure because any implicit assumption is removed in favor of invariants, thus enabling a fail fast mindset and the immediate reporting of unexpected conditions. This article introduces a notion of template for Answer Set Programming that, in addition to the don't repeat yourself principle, enforces locality of some predicates by means of a simple naming convention. Local predicates are mapped to the usual global namespace adopted by mainstream engines, using universally unique identifiers to avoid name clashes. This way, local predicates can be used to enforce invariants on the expected outcome of a template in a possibly empty context of application, independently by other rules that can be added to such a context. Template applications transpiled this way can be processed by mainstream engines and safely shared with other knowledge designers, even when they have zero knowledge of templates

A corpus-Based comparative analysis of dedikodu and gıybet in turkish

This study compares the frequency, connotations and collocations of the words dedikodu and gıybet in Turkish. Turkish National Corpus and Spoken Turkish Corpus were utilized as the data source. Frequency analysis reveals that dedikodu is more frequently used compared to gıybet and several formulaic expressions were observed for dedikodu. With regards to the domains, gıybet is only used in written discourse and mostly in religious sources whereas dedikodu was observed in a variety of domains including prose, biography, scientific and non-scientific sources. Based on the discourse analysis that was carried out by a meticulous analysis and coding of the contexts of each occurrence, remarkable connotational differences were found out between dedikodu and gıybet. These words were also analysed with reference to their semantic prosody by an examination of their collocations. Collocational analysis unveils that gıybet always co-occurs with negative words. Although mostly negative, dedikodu is collocated with both positive and negative words

This Is Just, Like, a Random Article? : The Reading Resources of Six First-Year College Composition Students

For students enrolled in First-Year Writing courses, reading is an important aspect of the writing process; for this reason, reading has been discussed and researched in a variety of ways by composition scholars. Departing from the long and ongoing debate about what types of texts should be read by composition students, this thesis explores both the ways that students read when they arrive at their first-year composition courses and how they make sense of the new, and often difficult, things they are asked to read there. Using verbal protocols, a research method developed by Michael Pressley and Peter Afflerbach, I analyze the ways that six English 102 students make meaning in an academic text about writing. I find that, because these students are not participants in the academic discourse surrounding writing pedagogy, they must appropriate different types of knowledge and experiences to form “reading resources,” which help them build context for the ideas presented in the text. This need to create context, and the strategies these students use to do so, has implications for how reading is described and presented in composition courses

University of Alaska Magazine, Vol. 04, No. 2 (January 1986)

[Features] -- The fingers do less walking with a Dvorak / Don Frey -- Alaskans prospect for trade with Pacific Rim nations / Gloria J. Maschmeyer -- Campus challenged to provide better international skills / Karen Cedzo -- Water quality problems linked to placer mining / Alan Paulson -- New translations illuminate Russian history / Doreen Fitzgerald -- Master Basketworks / Jan Steinbright and Mike Litt -- Sun power boosts signal to Central and Circle / Frances Izzo Roth -- [Departments] -- [Publications] -- [Courier] -- [Research

The Communicator, December 6, 2004

The Communicator newspaper published on December 6, 2004