Multimodal Grammar Implementation

This paper reports on an implementation of a multimodal grammar of speech and co-speech gesture within the LKB/PET grammar engineering environment. The implementation extends the English Resource Grammar (ERG, Flickinger (2000)) with HPSG types and rules that capture the form of the linguistic signal, the form of the gestural signal and their relative timing to constrain the meaning of the multimodal action. The grammar yields a single parse tree that integrates the spoken and gestural modality thereby drawing on standard semantic composition techniques to derive the multimodal meaning representation. Using the current machinery, the main challenge for the grammar engineer is the nonlinear input: the modalities can overlap temporally. We capture this by identical speech and gesture token edges. Further, the semantic contribution of gestures is encoded by lexical rules transforming a speech phrase into a multimodal entity of conjoined spoken and gestural semantics.

The Politics of Everyday Subversion: Crisis, COVID-19, and Coming-of-Age in Córdoba, Argentina

This thesis seeks to explore the impact of converging political, economic, and public health crises in Córdoba, Argentina in the wake of the COVID-19 pandemic with a focus on youth and practices of protest and resistance. Utilizing interviews, participant observations and ethnographic data in addition to economic and public health statistics, media coverage, and government statements I establish the basis and context for this triple crisis, as well as the tactics appropriated to criticize the government and expression disillusionment — protests and subversion. Despite modifications to public health concerns, the Argentine democratic tradition of protesting returned against government wishes, and became a canvas of expression for new subversive meanings to enhance movement messages. Protests also became a place to express local culture and youth subculture, as young people appropriated private and public spaces to recreate cultural practices in an attempt to rebuild a sense of normalcy. Cognizant of the nuance and complexities of pandemic management, young people sought not to rebel and topple the government, but rather entered a state of self-governance, choosing to undermine government protocols they deemed unnecessary to return themselves to a sense of normalcy the government had failed to, and to reconstruct a semblance of the future that has been dismantled by the ensuing triple crisis

Internet-based instruction in college teaching

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University\u27s Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class;To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class;To complete the description of the Internet course experience, a qualitative examination of Internet instructors\u27 time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction;Taken as a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions

Radiation therapy for primary carcinoma of the extrahepatic biliary system. An analysis of 63 cases.

From 1976 to 1988, 63 patients received radiation therapy for primary cancers of the extrahepatic biliary system (eight gallbladder and 55 extrahepatic biliary duct). Twelve patients underwent orthotopic liver transplantation. Chemotherapy was administered to 13 patients. Three patients underwent intraluminal brachytherapy alone (range, 28 to 55 Gy). Sixty patients received megavoltage external-beam radiation therapy (range, 5.4 to 61.6 Gy; median, 45 Gy), of whom nine received additional intraluminal brachytherapy (range, 14 to 45 Gy; median, 30 Gy). The median survival of all patients was 7 months. Sixty patients died, all within 39 months of radiation therapy. One patient is alive 11 months after irradiation without surgical resection, and two are alive 50 months after liver transplantation and irradiation. Symptomatic duodenal ulcers developed after radiation therapy in seven patients but were not significantly related to any clinical variable tested. Extrahepatic biliary duct cancers, the absence of metastases, increasing calendar year of treatment, and liver transplantation with postoperative radiation therapy were factors significantly associated with improved survival