Meaningful Texts

This book reflects the growing influence of corpus linguistics in a variety of areas such as lexicography, translation studies, genre analysis, and language teaching. The book is divided into two sections, the first on monolingual corpora and the second addressing multilingual corpora. The range of languages covered includes English, French and German, but also Chinese and some of the less widely known and less widely explored central and eastern European language. The chapters discuss: the relationship between methodology and theory; the importance of computers for linking textual segments, providing teaching tools, or translating texts; the significance of training corpora and human annotation; how corpus linguistic investigations can shed light on social and cultural aspects of language; Presenting fascinating research in the field, this book will be of interest to academics researching the applications of corpus linguistics in modern linguistic studies and the applications of corpus linguistics.

Originally published in 1983, this volume represents the edited proceedings of the first conference organized by the European Group for Eye Movement Research with the theme "Eye Movements: Current Research and Methodology". The conference was held at the Department of Psychology, University of Bern, Switzerland in 1981. The book is divided into four parts covering: Methods; Central and Peripheral Processing; Picture Viewing and Visual Tracking; and Cognitive Processes and Reading. Each part is introduced by one of the session chairpersons of the conference.

This volume constitutes the refereed proceedings of the following 9 international workshops: OTM Academy, OTM Industry Case Studies Program, Cloud and Trusted Computing, C&TC, Enterprise Integration, Interoperability, and Networking, EI2N, Industrial and Business Applications of Semantic Web Technologies, INBAST, Information Systems, om Distributed Environment, ISDE, Methods, Evaluation, Tools and Applications for the Creation and Consumption of Structured Data for the e-Society, META4eS, Mobile and Social Computing for collaborative interactions, MSC, and Ontology Content, OnToContent 2014. These workshops were held as associated events at OTM 2014, the federated conferences "On The Move Towards Meaningful Internet Systems and Ubiquitous Computing", in Amantea, Italy, in October 2014. The 56 full papers presented together with 8 short papers, 6 posters and 5 keynotes were carefully reviewed and selected from a total of 96 submissions. The focus of the workshops were on the following subjects models for interoperable infrastructures, applications, privacy and access control, reliability and performance, cloud and configuration management, interoperability in (System-of-)Systems, distributed information systems applications, architecture and process in distributed information system, distributed information system development and operational environment, ontology is use for eSociety, knowledge management and applications for eSociety, social networks and social services, social and mobile intelligence, and multimodal interaction and collaboration.

The two-volume set LNCS 7565 and 7566 constitutes the refereed proceedings of three confederated international conferences: Cooperative Information Systems (CoopIS 2012), Distributed Objects and Applications - Secure Virtual Infrastructures (DOA-SVI 2012), and Ontologies, DataBases and Applications of SEmantics (ODBASE 2012) held as part of OTM 2012 in September 2012 in Rome, Italy. The 53 revised full papers presented were carefully reviewed and selected from a total of 169 submissions. The 31 full papers included in the second volume constitute the proceedings of DOA-SVI 2012 with 10 full papers organized in topical sections on privacy in the cloud; resource management and assurance; context, compliance and attack; and ODBASE 2012 with 21 full papers organized in topical sections on using ontologies and semantics; applying probalistic techniques to semantic information; exploiting and querying semantic information; and managing and storing semantic information.

Digital artifacts change how we think, and metaphors are the vehicle for that change

Differentiate content, process, and product and promote content-area literacy with this dynamic kit about world cultures through time. This kit provides leveled informational texts featuring key historical themes and topics embedded within targeted literacy instruction. Teachers can assess comprehension of informational text using the included Culminating Activity. Additionally, teachers can use multimedia activities to engage students and extend learning. The 60 colorful Leveled Text Cards in this kit are written at four distinct reading levels, each card featuring subtle symbols that denote differentiated reading levels, making differentiation strategies easy to implement. Leveled Texts for Differentiated Content-Area Literacy: World Cultures Through Time Complete Kit includes: Leveled Text Cards; digital resources; Lessons; a Culminating Activity; Tiered Graphic Organizers; Assessment Tools; and audio recordings (of thematic raps and leveled texts).

This two-volume set LNCS 4803/4804 constitutes the refereed proceedings of the five confederated international conferences on Cooperative Information Systems (CoopIS 2007), Distributed Objects and Applications (DOA 2007), Ontologies, Databases and Applications of Semantics (ODBASE 2007), Grid computing, high performAnce and Distributed Applications (GADA 2007), and Information Security (IS 2007) held as OTM 2007 in Vilamoura, Portugal, in November 2007. The 95 revised full and 21 revised short papers presented together with 5 keynote talks were carefully reviewed and selected from a total of 362 submissions. Corresponding with the five OTM 2007 main conferences CoopIS, ODBASE, GADA, and DOA, the papers are organized in topical sections on process analysis and semantics, process modeling, P2P, collaboration, business transactions, dependability and security, middleware and web services, aspects and development tools, mobility and distributed algorithms, frameworks, patterns, and testbeds, ontology mapping, semantic querying, ontology development, learning and text mining, annotation and metadata management, ontology applications, data and storage, networks, collaborative grid environment and scientific grid applications, scheduling, middleware, data analysis, scheduling and management, access control and authentication, intrusion detection, system and services security, network security, malicious code and code security, as well as trust and information management.

This volume aims to stimulate interest in the under?researched role of silent partners (SPs) in multicultural education. Silent partners include formal and informal places?spaces in schools (e.g. architecture, classroom facilities, libraries, corridors, playgrounds, canteens), objects (e.g. teaching aids, furniture, wall decorations and overall interior design), interactive technologies (use of devices and applications) but also often taken?for?granted and not immediately visible patterns of thought, ideologies and assumptions. People involved in education all engage and work with a number of SPs that contribute to the delivery of curricula, but also to social life and well?being in and out of schools. The way places?spaces, objects and technologies influence the school community’s experiences of learning, well?being and social justice is rarely observed and problematised in education – hence the adjective ‘silent’ in the term ‘silent partners’. This book not only fills a significant empirical gap, but it can also inject public debate over future working environments in schools for multicultural education. It will be relevant to both researchers interested in developing their knowledge on these issues from a different perspective but also educators in search of inspiration for multicultural education. Praise for Silent Partners in Multicultural Education: “How to organize your classroom’s configuration in such a manner that all pupils feel welcome and comfortable? While most of those invested in multicultural education focus on the optimization of various linguistic aspects, Itkonen, Dervin and their colleagues give voice to the non?verbal aspects of education. In this book they elaborate how formal and informal places?spaces in schools can unintentionally reflect ideologies and cultural assumptions. They illustrate this perspective with telling examples that come from what is widely perceived as one of the best educational systems in the world. This book is an important, innovative contribution to the question of inclusion of all pupils in our school systems. It provides an eye?opening perspective to researchers in the field, teachers, principals and stakeholders willing to work for social justice in their schools”. ~ Emmanuelle Le Pichon, Vorstman, Researcher and Assistant Professor, Languages, Literature and Communication Department, Utrecht Institute of Linguistics “Congratulations are in order for this ground breaking and significant book. As the editors and authors convey convincingly and often poignantly, multicultural education is an increasingly politicised phenomenon that needs all the friends and allies that it can garner. The book's coverage of silent partners in education ? objects and technologies operating in specific places and spaces ? is therefore timely. Yet, as the book also highlights, these silent partners can exert negative power as well as positive influence on educational outcomes. The book presents a compelling account of the fundamental ambivalence framing these partners and formal educational provision more broadly. Rendering these silent educational partners visible and open to scrutiny is a significant scholarly achievement by the Education for Diversities Research Group in the Department of Teacher Education at the University of Helsinki, Finland, building on their well?deserved reputation for exploring the implicit and tacit and yet impactful dimensions of intercultural education and understanding. The book is appropriately diverse and inclusive in its concerns, with attention being directed at education in Finland, France, and the United States. Likewise the coverage traverses international and national schools, higher education, teacher education and productive methodologies for researching silent partners. This innovative and thought?provoking volume is highly recommended for its originality in helping us to see education for diversities in a new and powerful light.” ~ Patrick Alan Danaher, Professor in Educational Research in the School of Linguistics, Adult and Specialist Education, Associate Dean (Research and Research Training) in the Faculty of Business, Education, Law and Arts, Toowoomba campus of the University of Southern Queensland, Australia; Adjunct Professor in the School of Education and the Arts, Central Queensland University, Australia. “Silent partners do not only reflect the ways we conceive of education but they also influence our practices as educators. Being silent, they are often taken for granted. The strength of this book lies in its critical questioning of the notion of silent partners. The chapters enlighten about the untold and the effects they have in an educational environment. The readers, especially in the fields of education and social justice, will definitely acquire a more sensitive perception of how silent partners affect our approaches to multicultural education.” ~ Dr. Regis Machart, Senior Lecturer, Universiti Putra Malaysia; Adjunct Professor, University of Helsinki, Finland