Blood pressure waveform characteristics exposed by spectral analysis and neural nets

iv+107hlm.;24c

Language external and language internal factors in the acquisition of gender: the case of Albanian-Greek and English-Greek bilingual children

© 2017 Informa UK Limited, trading as Taylor & Francis Group The aim of this experimental study is to examine the development of gender assignment and gender agreement in bilingual Albanian-Greek and English-Greek children as well as the exploitation of gender cues on the noun ending in real and pseudo-nouns. Four gender tasks were designed, two targeting gender assignment (determiner + noun production) and two gender agreement (predicate adjective production). Performance is investigated in relation to the role of (positive) L1 transfer (Albanian vs. English), the role of the bilingual’s vocabulary knowledge in Greek as well the role of input factors including the monolingual/bilingual school contexts and the role of parental education as a proxy for socioeconomic status (SES). The results show a strong interaction between the bilinguals’ performance and their Greek vocabulary development and a negative link between gender accuracy and use of the other language

Information and e-learning services for the efficient management of allergy and asthma, employingan integrated environment monitoring network, Journal of Telecommunications and Information Technology, 2005, nr 4

In this paper we present a distributed telematic platform which is implemented to support health information management and innovative services to people suffering from allergies, asthma and rhinitis. The developed system establishes a trans-European information network offering specialized services to health professionals, patients and the public, by collecting, processing and distributing specialized data and informational content. An integrated monitoring and reporting system of aero-allergens is used to collect Pan-European environmental data and produce allergy maps, forecasting and danger level alerts. Informational content and e-learning resources are also consolidated and combined with personalized health management services. Through the created network, health information is supplied to sufferers via WWW and SMS technologies, and informational and learning resources are offered to health professionals. Sets of services were implemented in pilot form and offered to real users for testing purposes. The results were encouraging towards expansion to fully blown service at a Pan-European level

Cost-effective health services for interactive lifestyle management: the PANACEIA-iTV and the e-Vital concepts, Journal of Telecommunications and Information Technology, 2005, nr 4

Information technology applications in medicine are rapidly expanding, and new methods and solutions are evolving since they are considered pivotal in the success of preventive medicine. In this paper two different concepts will be presented, the PANACEIA-iTV and the e-Vital concept. PANACEIA-iTV is a home care service provision system based on interactive TV technology and supported by the IST programme of the European Commission. The e-Vital service, supported by the eTEN programme of the European Commission, regards an integrated home care and telemonitoring service chain aimed at large sensitive parts of the European population, the "at-risk" citizens, who are usually patients with a stable medical condition that allow a near normal life but may suddenly deteriorate and put life at risk

Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL

[EN] This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing ‘communicative digital competence’ (CLIL group, n=2,152, and non-CLIL group, n=18,093) and ‘informational digital competence’ (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.This study is part of the research project APINGLO-CLM- (Ref.: FFI2014-54179-C2-2-P), funded by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), 2015-2018. I would also like to thank the Castilla-La Mancha Office of Evaluation for their invaluable help and the two blind reviewers for their comments, which helped me to significantly improve this article.Nieto Moreno De Diezmas, E. (2018). Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL. Revista de Lingüística y Lenguas Aplicadas. 13:75-85. https://doi.org/10.4995/rlyla.2018.9023SWORD758513Admiraal, W., Westhoff, G. & de Bot, K. (2006). "Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English", Educational Research and Evaluation, 12, 75-93. https://doi.org/10.1080/13803610500392160Alonso, E., Grisale-a, J., Campo, A. (2008). "Plurilingual Education in Secondary Schools: Analysis of Results", International CLIL Research Journal, 1/1, 36-49.Alwi, N.A., Adams, R. and Newton, J. (2012). "Writing to learn via text chat: Task implementation and focus on form", Journal of Second Language Writing, 21, 23-39. https://doi.org/10.1016/j.jslw.2011.12.001Badertscher, H., Bieri, T. (2009). Wissenserwerb im content-and-language integrated learning. Bern-Stuttgart- Wien, Switzerland: Haupt.Ball, Ph. (2014). "CLIL and Competences: Assessment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 76-80.Baturay, M., Yıldırım, S. & A. Daloğlu, A. (2009). "Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language Learners", Eurasian Journal of Educational Research (EJER), 34, 17-36.Bentley, B. (2014). "What are the Basic Parameters which Help CLIL to Thrive?" in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 98-100.Bergroth, M. (2006). "Immersion students in the matriculation examination Three years after immersion", in K. Björklund, M. Mård-Miettinen, M. Bergström & M. Södergård (eds.) Exploring Dual- Focussed Education. Integrating Language and Content for Individual and Societal Needs. http://www.uwasa.fi/materiaali/pdf/isbn_952-476-149-1.pdf [Accessed 15.09.2017]Cenoz, J., Genesee, F., Gorter, D. (2014). "Critical Analysis of CLIL: Taking Stock and Looking Forward", Applied Linguistics, 35/3, 243-262. https://doi.org/10.1093/applin/amt011Clegg, J. (2014). "The Role of CLIL in Developing Language and Cognitive Skills in the Curriculum", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 83-94.Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Dalton-Puffer, C. (2008). "Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe", in W. Delanoy and L. Volkmann (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.Dalton-Puffer, C. (2011). "Content-and-Language Integrated Learning: From Practice to Principles", Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092DiPietro, R. J. (1987). Strategic interaction: Learning Languages through Scenarios. New York: Cambridge University Press.Dourda, K., Bratitsis, T., Griva, E., Papadopoulou, P. (2013). "Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game", The Electronic Journal of e-Learning, 12/3, 243-258.Durán, A., Cruz, B. (2013). "How to integrate stories and ICT in content-based units of work for English learning", Porta Linguarum, 19, 219-237.European Commission (2006). Recommendation of 18 December 2006 of the European Parliament and the Council on Key Competences for lifelong learning (Official Journal of the European Union L394)Eshet-Alkalai, Y. (2004). "Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era", Journal of Educational Multimedia & Hypermedia, 13/1, 93-106.Fernández Fontecha, A. (2012). "CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Designin Language-Oriented Versions of Content and Language Integrated Learning", Alicante Journal of English Studies, 25, 317-334. https://doi.org/10.14198/raei.2012.25.22Fernández Fontecha, A. (2014). "CALL Syllabus Integration through ICT-Mediated Tasks", Didáctica. Lengua y Literatura, 26, 147-168.Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J.M. (2017). "Analysing students' content learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain", International Journal of Bilingual Education and Biligualism. Electronic publication ahead of print version. Published online: 24 February 2017. https://doi.org/10.1080/13670050.2017.1294142.Fernández Yubero, M.A., Pareja Moreno, M.I. (2009). "CLIL and ICT: expanding our borders". In E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 45-58.Gaballo, V. (2010). "Integrating Content and Language in Specialized Language Teaching and Learning with the Help of ICT", in Proceedings of the International Conference, ICT for language learning, 3rd edition.Gilleran, A. (2012). "eTwinning and CLIL", CLIL magazine, 1, 9-10.Gimeno Sanz, A. (2009). "How can CLIL benefit from the integration of Information and Communications Technologies?" in L. Carrió (ed.) Content and Language Integrated Learning Cultural Diversity. Series: Linguistic Insights Vol. 92. Frankfurt: Peter Lang. pp 77-102.Gimeno, A., Seiz, R., de Siquera J.M., Martínez, A. (2010). "Content and language integrated learning in higher technical education using inGenio online multimedia authoring tool", Procedia- Social and Behavioral Sciences, 2, 3170-3174. https://doi.org/10.1016/j.sbspro.2010.03.484Grisale-a, J., Campo, A., Alonso, E. (2009). "Ense-anza plurilingüe en centros de educación secundaria: análisis de resultados", Revista Iberoamericana de Educación, 49/1, 1-12.Halbach A. (2009). "The primary school teacher and the challenges of bilingual education", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 19-26.Housen, A. (2002). "Processes and outcomes in the European schools model of multilingual education", Bilingual Research Journal, 26/1, 45-64. https://doi.org/10.1080/15235882.2002.10668698Lasagabaster, D. (2008). "Foreign Language Competence in Content and Language Integrated Learning", Open Applied Linguistics Journal, 1, 31-42. https://doi.org/10.2174/1874913500801010030Lasagabaster, D., López Beloqui, R. (2015). "The Impact of Type of Approach (CLIL versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation", Porta Linguarum, 23/1, 41-57.Lorenzo, F. (2010). "CLIL in Andalusia", in D. Lagasabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishers, 2-11.Madrid, D. (2011). "Monolingual and Bilingual Students' Competence in Social Studies", in D. Madrid, & S. Hughes (eds.) Studies in Bilingual Education. Bern: Peter Lang, 195-222. https://doi.org/10.3726/978-3-0351-0237-6Marsh, D. (2002). CLIL/EMILE- The European dimension. Actions, trends and foresight potential. Finland: Unicom, Continuing Education Centre.Mittendorfer, F. (2014). "Competence Matters: Signposting the Road to Learner Empowerment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 95-97.Naves, T. (2011). "How Promising Are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiencyy?", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning, Bern: Peter Lang, 103-128.Nieto Moreno de Diezmas, E. (2012). "CLIL and development of emotional competence", Miscelanea. A Journal of English and American Studies, 45, 53-74.Nieto Moreno de Diezmas, E. (2016a). "The impact of CLIL on the acquisition of L2 competences and skills in primary education", International Journal of English Studies, 16/2, 81-101. https://doi.org/10.6018/ijes/2016/2/239611Nieto Moreno de Diezmas, E. (2016b). "The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha", Porta Linguarum, 25/1, 21-34.Nieto Moreno de Diezmas, E. (2017). "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education". Investigaciones sobre lectura, 8, 7-26.Nieto Moreno de Diezmas, E. (2018). "Acquisition of reading comprehension in L1 in bilingual programmes of Primary Education. A comparative study". Ocnos, 17/1, 43-54.Nieto Moreno de Diezmas, E., Ortiz Calero, C. (2017). "Bilingüismo e interculturalidad en educación infantil: aprendiendo por proyectos", Multiárea: Revista de Didáctica, 9, 1-10.Nieto Moreno de Diezmas, E., Ruiz Cordero, B. (2018). "La evaluación de los programas AICLE en Castilla-La Mancha", in J. L. Ortega Martín, S. Hughes & D. Madrid (eds.) Influencia de la política educativa de centro en la ense-anza bilingüe en Espa-a. Madrid: Ministerio de Educación, Cultura y Deporte, 93-104.Pérez Ca-ado, M. L. (2011). "The Effects of CLIL within the APPP: Lessons Learned and Ways Forward", in R. Crespo & M. García de Sola (eds.) Studies in Honour of Ángeles Linde López. Granada: Universidad de Granada, 389-406.Pérez Ca-ado, M. L., Ráez Padilla, J. (2015). "Introduction and overview", in D. Marsh, M.L. Pérez Ca-ado, & J. Ráez Padilla (eds.) CLIL in action: Voices from the classroom. Newcastle upon Tyne: Cambridge Scholars Publishing, 1-12. https://doi.org/10.3726/978-3-653-04536-9/3Prentza, A. (2013). "CLIL & ICT in English foreign language learning: the eTwinning Experience of a primary school of intercultural education", ICT for Language Learning, 6th edition, available from http://conference.pixel-online.net/ICT4LL2013/common/download/Paper_pdf/094-CLI03-FP-Prentza-ICT2013.pdf [Accessed 15.09.2017].Reilly, T., Medrano, P. (2009). "MEC/British council Bilingual project. Twelve years of bilingual education and a smooth transition into secondary", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Richmond Publishing, 59-70.Rodríguez, R., Blázquez, M., López, B., Castro, M., San Cristobal, E., Martín, S. (2014). "Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education", IEEE Frontiers in Education Conference (FIE) Proceedings, 1-8. https://doi.org/10.1109/FIE.2014.7044064Ruiz de Zarobe, Y. (2011). "Which Language Competencies Benefit from CLIL? An Insignt into Applied Linguistic Research", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Berne: Peter Lang, 129-153. https://doi.org/10.3726/978-3-0351-0171-3San Isidro, X. (2010). "An Insight into Galician CLIL: Provision and Results", in D. Lasagabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars, 55-78.Saz, O., Rodríguez, V., Lleida, E., Rodríguez, W.R., Vaquero, C. (2011). "The use of multimodal tools for pronunciation training in second language learning of preadolescents", Journal of Communications Research, 3, 1-19.Scott, D., Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: European Commission.Seikkula-Leino, J. (2007). 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Catheter-manometer system damped blood pressures detected by neural nets

AbstractwDegraded catheter-manometer systems cause distortion of blood pressure waveforms, often leading to erroneously resonant or damped waveforms, requiring waveform qua/iW control We have tried muitilayer perceptron back-propagation trained neural nets of varying architecture to detect damping on sets of normal and artificially damped brachia/ arterial pressure waves. A second-order digital simulation of a catheter-manometer system is used to cause waveform distortion. Each beat in the waveforms is represented by, an 11 parameter input vector. From a group of normotensive or (borderline) hypertensive subjects, pressure waves are used to statistically test and train the neural nets. For each patient and category 5-10 waves are available. The best neural nets correctly classify about 75-85% of the individual beats as either adequate or damped. Using a single majority vote classification per subject per damped or adequate situation, the best neural nets correctly classify at least 16 of the 18 situations in nine test subjects {binomial P = 0.001). More importantly, these neural nets can always detect damping before clinically relevant parameters such as systolic pressure and computed stroke volume are reduced by more than 2%. Neural nets seem remarkably well adapted to solving such subtle problems as detecting a slight damping of arterial pressure waves before it affects waveforms to a clinically relevant degree

Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian–Greek-speaking children in sentence repetition

Aim:The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities.Methodology:A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, complement clauses, coordinated sentences, adverbial clauses, wh-questions and relative clauses) was employed. All bilinguals additionally participated in a standardized expressive vocabulary task in Greek to measure their lexical ability.Data:Sixty 8–10-year-old children (20 monolingual, 20 simultaneous and 20 late sequential bilinguals) were tested.Findings:The analysis showed that (a) monolinguals outperform sequential bilinguals in sentence repetition, (b) clitic structures are highly problematic for all participants, (c) vocabulary and syntactic skills are closely related for simultaneous but not for sequential bilinguals, (d) home language practices in the early years affect SRT performance and (e) sequential bilinguals benefit from literacy practices that support syntactic skills in the language tested. Overall, we found that the effect of input overrides the effect of a traditionally categorical factor in bilingualism: age of onset (AoO) of exposure to L2.Originality:The contribution of this study includes (a) the examination of syntactic abilities in bilinguals in connection with language input early in life and at the time of testing, (b) the non-pervasive role of age of exposure to the L2 in SRT performance and (c) the role of literacy measures as key factors affecting syntactic skills in bilinguals.Implications:Quality of input and literacy in particular have been shown to affect bilingual syntactic skills, suggesting that enhancing literacy exposure as a language policy for bilinguals has a significantly positive impact on language development.</jats:sec