Proceedings of QG2010: The Third Workshop on Question Generation

These are the peer-reviewed proceedings of "QG2010, The Third Workshop on Question Generation". The workshop included a special track for "QGSTEC2010: The First Question Generation Shared Task and Evaluation Challenge". QG2010 was held as part of The Tenth International Conference on Intelligent Tutoring Systems (ITS2010)

216 Jewish Hospital of St. Louis

https://digitalcommons.wustl.edu/bjc_216/1005/thumbnail.jp

Semantic and inferencing abilities in children with communication disorders

Background: Semantic and inferencing abilities have not been fully examined in children with communication difficulties. Aims: To investigate the inferential and semantic abilities of children with communication difficulties using newly designed tasks. Methods & Procedures: Children with different types of communication disorder were compared with each other and with three groups of typically developing children: those of the same chronological age and two groups of younger children. In total, 25 children aged 11 years with specific language impairment and 22 children, also 11 years of age, with primary pragmatic difficulties were recruited. Typically developing groups aged 11 (n = 35; age‐match), and those aged 9 (n = 40) and 7 (n = 37; language similar) also participated as comparisons. Outcomes & Results: For Semantic Choices, children with specific language impairment performed significantly more poorly than 9‐ and 11‐year‐olds, whilst the pragmatic difficulties group scored significantly lower than all the typically developing groups. Borderline differences between specific language impairment and pragmatic difficulties groups were found. For inferencing, children with communication impairments performed significantly below the 11‐year‐old peers, but not poorer than 9‐ and 7‐year‐olds, suggesting that this skill is in line with language ability. Six children in the pragmatic difficulties group who met diagnosis for autism performed more poorly than the other two clinical groups on both tasks, but not statistically significantly so. Conclusions: Both tasks were more difficult for those with communication impairments compared with peers. Semantic but not inferencing abilities showed a non‐significant trend for differences between the two clinical groups and children with pragmatic difficulties performed more poorly than all typically developing groups. The tasks may relate to each other in varying ways according to type of communication difficulty

Semantic and inferencing abilities in children with communication disorders

Background: Semantic and inferencing abilities have not been fully examined in children with communication difficulties. Aims: To investigate the inferential and semantic abilities of children with communication difficulties using newly designed tasks. Methods & Procedures: Children with different types of communication disorder were compared with each other and with three groups of typically developing children: those of the same chronological age and two groups of younger children. In total, 25 children aged 11 years with specific language impairment and 22 children, also 11 years of age, with primary pragmatic difficulties were recruited. Typically developing groups aged 11 (n = 35; age‐match), and those aged 9 (n = 40) and 7 (n = 37; language similar) also participated as comparisons. Outcomes & Results: For Semantic Choices, children with specific language impairment performed significantly more poorly than 9‐ and 11‐year‐olds, whilst the pragmatic difficulties group scored significantly lower than all the typically developing groups. Borderline differences between specific language impairment and pragmatic difficulties groups were found. For inferencing, children with communication impairments performed significantly below the 11‐year‐old peers, but not poorer than 9‐ and 7‐year‐olds, suggesting that this skill is in line with language ability. Six children in the pragmatic difficulties group who met diagnosis for autism performed more poorly than the other two clinical groups on both tasks, but not statistically significantly so. Conclusions: Both tasks were more difficult for those with communication impairments compared with peers. Semantic but not inferencing abilities showed a non‐significant trend for differences between the two clinical groups and children with pragmatic difficulties performed more poorly than all typically developing groups. The tasks may relate to each other in varying ways according to type of communication difficulty

Pernicious assimilation: reframing the integration of the urban informal economy in Southern Africa

This paper argues that many of the official attempts to “integrate” the urban informal economy into the mainstream economy are fundamentally flawed. An unpacking of the “integrative” agenda as pursued by planning and other governmental practices reveals that “integration”, as currently practiced, does not herald the mainstreaming of the informal economy. Drawing on research in Zimbabwe and evidence from other countries in Southern Africa, I argue that what we witness is a sinister stripping away of the lifeblood of informality. This malicious form of integration entails crippling Faustian bargains. In the end, this pernicious assimilation insidiously does away with that which makes informality a livelihood haven for the majority of urbanites. I conclude that the duplicitous integration is unworkable and leaves the big questions of inclusion untouched, hence the persistence of the “problem” of informality

Special Libraries, September 1939

Volume 30, Issue 7https://scholarworks.sjsu.edu/sla_sl_1939/1006/thumbnail.jp

For Our Information, November 1949, Vol. II, no. 7-8

An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.