10,684 research outputs found
Support for Scotlandâs Afghan refugee people: exploring social connections in Local Authorities with little previous resettlement experience
https://static1.squarespace.com/static/63038e5312cb51595226799c/t/63d3fc37cd7c38012430c7ae/1674837055719/Afghan+Final+Report+online.pdfThis work was undertaken as part of the AMIF-funded
âNew Scots Integration â A Pathway to Social and Economic Inclusionâ ABM3 Project.pubpu
Fillers in Spoken Language Understanding: Computational and Psycholinguistic Perspectives
Disfluencies (i.e. interruptions in the regular flow of speech), are
ubiquitous to spoken discourse. Fillers ("uh", "um") are disfluencies that
occur the most frequently compared to other kinds of disfluencies. Yet, to the
best of our knowledge, there isn't a resource that brings together the research
perspectives influencing Spoken Language Understanding (SLU) on these speech
events. This aim of this article is to synthesise a breadth of perspectives in
a holistic way; i.e. from considering underlying (psycho)linguistic theory, to
their annotation and consideration in Automatic Speech Recognition (ASR) and
SLU systems, to lastly, their study from a generation standpoint. This article
aims to present the perspectives in an approachable way to the SLU and
Conversational AI community, and discuss moving forward, what we believe are
the trends and challenges in each area.Comment: To appear in TAL Journa
Wooster Magazine: Spring 2023
The spring 2023 issue of Wooster magazine features alumni influencing change in their communities around the world, including John Carwile â81, career member of the U.S. Foreign Service; Rashmi Ekka â08, international development consultant; Samira El-Adawy â13, Special Olympics youth manager in the Middle East and North Africa; Ishtiaq Ghafoor â00, a diplomat with the British Foreign Service; Sarah Haile â03, a biostatistician at University of Zurich; Kurt Russell â94, 2022 National Teacher of the Year; and Lauren Vargo â13, climate change researcher in New Zealand. Also featured are students who have attended the annual Athens Democracy Forum for the past five years and recent international graduates taking advantage of opportunities to gain experience in STEM fields. The issue also includes an interview with Woosterâs incoming 13th president, Dr. Anne McCall.https://openworks.wooster.edu/wooalumnimag_2011-present/1045/thumbnail.jp
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Meaning-Making Practices of Emergent ArabicâEnglish Bilingual Kindergarten Children in Cairo
The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making.
Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (GarcĂa and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilingualsâ wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making.
Valley Hill in Cairo, Egypt is a British school which encourages âEnglish-onlyâ as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3â4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play.
The findings of this study suggest that although there is an âEnglish-onlyâ approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young childrenâs meaning-making to enable learning
TOWARDS AN UNDERSTANDING OF EFFORTFUL FUNDRAISING EXPERIENCES: USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS IN FUNDRAISING RESEARCH
Physical-activity oriented community fundraising has experienced an exponential growth in popularity over the past 15 years. The aim of this study was to explore the value of effortful fundraising experiences, from the point of view of participants, and explore the impact that these experiences have on peopleâs lives. This study used an IPA approach to interview 23 individuals, recognising the role of participants as proxy (nonprofessional) fundraisers for charitable organisations, and the unique organisation donor dynamic that this creates. It also bought together relevant psychological theory related to physical activity fundraising experiences (through a narrative literature review) and used primary interview data to substantiate these. Effortful fundraising experiences are examined in detail to understand their significance to participants, and how such experiences influence their connection with a charity or cause. This was done with an idiographic focus at first, before examining convergences and divergences across the sample. This study found that effortful fundraising experiences can have a profound positive impact upon community fundraisers in both the short and the long term. Additionally, it found that these experiences can be opportunities for charitable organisations to create lasting meaningful relationships with participants, and foster mutually beneficial lifetime relationships with them. Further research is needed to test specific psychological theory in this context, including self-esteem theory, self determination theory, and the martyrdom effect (among others)
The Adirondack Chronology
The Adirondack Chronology is intended to be a useful resource for researchers and others interested in the Adirondacks and Adirondack history.https://digitalworks.union.edu/arlpublications/1000/thumbnail.jp
Publicizing the global town-square: social media platforms as addressees of public obligations in the United States and Germany
This dissertation analyses the legal protection the users of social media platforms, the town-squares of our times, in Germany and the United States (US) enjoy before state courts. It particularly focusses on the obligations of social networks to observe the fundamental rights of their users. The stark differences between both countries in todayâs jurisprudence and regulation are traced back to the general interpretation of the functions of fundamental rights by the US Supreme Court and the German Bundesverfassungsgericht.
The dissertation introduces in its Chapter 2 the constitutional jurisprudence on the effects of fundamental rights on private relationships in both countries. While the US Supreme Court has underlined its understanding of the state as exclusive addressee of constitutional obligations by its development of the state action-doctrine, the German Bundesverfassungsgericht has emphasised the role of fundamental rights as âobjective value orderâ which not only binds the state but also affects private relationships. Chapter 3 outlines the doctrines which are applied to limit private autonomy for the benefit of the weaker contractual party in both countries. Such doctrines are either based on the market power a private entity has, such as the common carrier-doctrine in the US and obligations to contract in Germany, or rooted in the public function an entity serves, namely the public forumdoctrine in the US and the concept of public institutions in Germany. In particular the latter were historically not designed for private relationships but deploy nonetheless effects on individuals and corporations under particular circumstances. Following that, the adoption of the doctrines to the non-physical world, e.g. communication systems, is described. These developments of the legal doctrines culminate into the different approaches courts in both countries have taken for the application of public obligations to social platforms. Chapter 4 discusses legislative proposals and current regulation in the US and Germany, including proposals made on EU level. The dissertation concludes that the varying degrees of regulation reflect the respective stances the courts in both countries have taken on applying public obligations on private entities
Conscience and Consciousness: British Theatre and Human Rights.
This research project investigates a paradigm of human rights theatre. Through the lens of performance and theatre-making, this thesis explores how we came to represent, speak about, discuss, and own human rights in Britain. My framework of âhuman rights theatreâ proposes three distinctive features: firstly, such works dramatise real-world issues and highlights the role of the state in endangering its citizens; secondly, ethical ruptures are encountered within and without the drama, and finally, these performances characteristically aspire to produce an activist effect on the collective behaviours of the audience.
This thesis interrogates the strategies theatre-makers use to articulate human rights concerns or to animate human rights intent. The selected case-studies for this investigation are ice&fireâs testimonial project, Actors for Human Rights; Badac Theatre; Jonathan Holmesâ work as director of Jericho House; Cardboard Citizensâ youth participation programme, ACT NOW; and Tony Cealyâs Black Menâs Consortium. Deliberately selecting companies and performance events that have received limited critical attention, my methodology constellates case-studies through original interviews, durational observation of creative working methods and proximate descriptions of practice.
The thesis is interested in the experience of coming to âconsciousnessâ through human rights theatre, an awakening to the impacts of rights infringements and rights claiming. I explore consciousness as a processual, procedural, and durational happening in these performance events. I explore the âĂŠffectâ of activist art and examine the ways in which makers of human rights theatre aim to amplify both affective and effective qualities in their work. My thesis also considers the articulation of activist purpose and the campaigning intent of the selected theatre-makers and explores how their activism is animated in their productions. Through the rich seam of discussion generated by the identification and exploration of the traits of a distinctive human rights theatre, I affirm the generative value of this typological enquiry
Towards better support for high-functioning autistic learners in a mainstream sixth form classroom
This conceptual Dissertation emerged from my personal professional experiences as the Head of Additional Learning Support and Inclusion at a London Sixth Form College. The study considers the ways in which support for 16 to 19-year-old autistic learners who are deemed as high functioning might be improved. Initially I analyse current educational policy and legislation, using Martha Nussbaumâs version of the Capabilities Approach as an analytical lens. I argue that an education system based on a commodified, meritocratic, standardised, and neoliberal understanding of success has had a detrimental impact on both the flourishing and working relationships of high-functioning autistic learners and their teachers in the classroom. I contend that this type of education system focuses on employability skills using narrow understandings of human flourishing and what it means to be human. I suggest that Nussbaumâs Capabilities Approach offers an alternative value system based on the recognition of human dignity and a broader and deeper understanding of what it means to be human by acknowledging and embracing different ways of thinking and being. I then discuss the difficulties high-functioning autistic learners encounter with social communication and functioning and feeling misunderstood which, I argue, are compounded by the pressures caused by the current meritocratic commodified education system. Additionally, and following Nussbaumâs work on emotions, I argue that key to the improvement of the understanding and support of high-functioning autistic learners in the classroom is a dialogical, empathetic, and compassionate working relationship between the teacher and the learner, both of whom are on a mutual learning journey. I then discuss how this relationship can be enhanced with the values of Nussbaumâs Capabilities Approach practically implemented using Armstrongâs Positive Niche Construction. I contend, in my conclusion, that this approach to education will benefit not only high functioning autistic learners but all learners
Walking with the Earth: Intercultural Perspectives on Ethics of Ecological Caring
It is commonly believed that considering nature different from us, human beings (qua rational, cultural, religious and social actors), is detrimental to our engagement for the preservation of nature. An obvious example is animal rights, a deep concern for all living beings, including non-human living creatures, which is understandable only if we approach nature, without fearing it, as something which should remain outside of our true home. âWalking with the earthâ aims at questioning any similar preconceptions in the wide sense, including allegoric-poetic contributions. We invited 14 authors from 4 continents to express all sorts of ways of saying why caring is so important, why togetherness, being-with each others, as a spiritual but also embodied ethics is important in a divided world
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