Foundations Of Language Research Articles

Dalit Histories, Pandemic Histories

Dalit Histories, Pandemic Histories

A Framework and Operational Procedures for Metaverses-Based Industrial Foundation Models

Industrial processes are typical cyber–physical–social systems (CPSSs), where the effective management of employees and the efficient control of machines play important roles. Traditional industries heavily rely on human labor and neglect the development of collection–utilization–transmission integrated information loops, thereby leading to high costs and low efficiency in operational procedures. To facilitate the natural interactions and smart operations for humans and machines, industrial foundation models (IFMs) based on metaverses are proposed in this article, serving as the operating systems of industrial parallel machines that provide sustainable data resources and scenarios for management and control experiments. On this basis, IFM comprised of vision foundation models, language foundation models, as well as operational foundation models, are constructed to manage resources in industrial parallel machines and provides comprehensive services for industrial procedures. On the one hand, IFM can efficiently manage various resources including computing power, digital assets, enterprise resources, and platform I/O via the proposed CPSS-based competing, sharing, scheduling, monitoring, allocating, and recovering mechanisms. On the other hand, imaginative intelligence, linguistic intelligence, and algorithmic intelligence can be achieved through vivid visualization of vision foundation models, natural conversations of language foundation models, and smart manipulation of operational foundation models. With the proposed IFM, cyber–physical–social intelligence (CPSI) can be achieved to enhance the efficient management and control of industrial processes.

Research on bilingual course teaching evaluation of the The Event Management Major based on decision-oriented evaluation model

The improvement of bilingual teaching can continuously enhance students' international vision and innovative ability, which is an important measure to cultivate innovative talents in the construction of double-top universities. Using the decision-oriented evaluation model, this study explores the relationship between the whole process of bilingual curriculum investment and teaching satisfaction, taking the bilingual curriculum construction of the Event Management major at Zhejiang Yuexiu University as an example. The research findings indicate that bilingual teaching is a gradual process, and the input of teaching resources, especially the supply of teaching resources and students' self-expression, have a great influence on teaching results. To improve the quality of bilingual teaching and students' interest in learning, this study suggests paying attention to students’ language foundation and the visualization of assessment results to stimulate their initiative in bilingual learning.

SPOC online video learning clustering analysis: Identifying learners' group behavior characteristics

AbstractWith the widespread ofSmall Private Online Courses(SPOC) in colleges and universities, course organizers who provide high‐quality personalized course activities need to understand learners' learning status and characteristics, and then optimize the course teaching. However, little research has been done on different learners' group behavior characteristics, such as which indicators can reflect learner groups' behavior, and what are the typical behavior characteristics of different learner groups. In this work, we established aPython Language Foundationself‐built SPOC course, and 109 undergraduates' learning behavior data were collected and analyzed. From 74‐dimensional behavior log data consisting of 72 video‐viewing, course video score, and comprehensive score, Principal Component Analysis was performed to reduce dimensionality. Agglomerative hierarchical clustering was used to divide learners into different categories, and the results showed that 15 groups are clustered. According to the analysis of the four indicators for group characteristics, which are the completion and viewing‐stability of task‐point videos, unit test excellence, and comprehensive score, it is identified into five primary types, including positive type, regular type, negative type, semi‐negative type, and a fluctuation type. Experiments conducted on a real data set across different academic years and courses show that the proposed approach has better clustering accuracy and practicability. It is expected that this work may be used to strengthen the personalized learning support services system in educational institutions and develop a tool that integrates exploration and analysis work onto the web platform.

Metaphysical Meanings and Archetypal Romanian Symbols in Today’s Romanian Music

Late 20th-century Romanian composition stood out, above all, by its ability to open itself to novelty and experiment, and virtually align itself with everything that Western Europe considered to be an avant-garde artistic movement at that time. However, as time has shown, this “synchrony” – which is sometimes translated by the terms of the binomial “national universal” or, more precisely, “local-global” – happened somewhat selectively, avoiding the excesses and the extremes specific to the radical-nihilistic attitude present in other contemporary music cultures. One of the “keys” of this reconciliation strategy brings to the fore the Romanian composers’ preference for the great philosophical themes of our traditional culture, imbued with the metaphysical meanings and archetypal symbols delivered by myths and legends that have turned into veritable universals. Liviu Glodeanu and Sigismund Toduţă are (only) two of the creators who leaned with undisguised passion on various Romanian myths that they masterfully integrated into two extremely valuable opera. The former dedicated himself to the pre-Christian age and elevated the pagan rituals revolving around Zamolxis – the feared god of our ancestors, the Dacians – to the rank of an emblematic vision. The latter resized the dimensions of the myth of the ultimate sacrifice, masoning oneself in stone in order to build the temple of God – the church, as Master Manole represents – along with the ballad of Mioriţa – one of the founding legends of the Romanian people’s spiritual identity. In our approach, we will show some of the conceptual and language foundations of the aforementioned works.

Sign Language and Multimodality as Indicators of Health for Deaf Newborns and Young Children: Guidance for Families and Medical Professionals

Sign languages are complex and intact human languages essential to the development and health of deaf children and adults. Yet, still, many families and medical professionals think the optimal option for deaf children is to be raised with spoken language, usually including a cochlear implant. Cochlear implants, however, have variable outcomes with language acquisition. Medical professionals, especially pediatricians, need to update their knowledge and understanding of best practices to ensure they more appropriately support families to protect the overall health of their deaf child. The child who does not have a firm first language foundation is at risk of poor (neuro-) cognitive, psycho-social, and socio-emotional development. Developmental delays and life-long, irreparable damages can and should be prevented. Ultimately, securing a firm first language foundation is a matter of health. It is essential to back away from the concept of one-choice-fits-all and, instead, begin with exposing the deaf child to a visually accessible sign language in a multimodal and multilingual environment as soon as it is known that the child is deaf. With a sign language as the linguistic foundation, other practices automatically make more sense –including hearing aids and/or cochlear implants – and those other practices have a greater chance of success, even the development of spoken language(s) (including speech) and written language(s), which has been shown to be supported by the presence of visually accessible sign language(s) in the child’s environment.

Грамматика. Лингвистика. Язык (ответ дискуссантам)

I discuss the criteria of defining linguistics against other science branches. Lin­guistics is not a proper part of semiotics, since the foundations of language do not necessarily rely on the theory of sign systems. Grammar always operates on sets, including the sets consisting of one element. Not all language objects can be treated as signs. The connectors, i. e. segmental means marking the levels of clause linkage are legal linguistic objects, but the analysis of in­dividual texts is a prerogative of philological and interdisciplinary research.

Theoretical and Methodological Foundations of Interactive Teaching Foreign Languages to International Relations Students

Theoretical and Methodological Foundations of Interactive Teaching Foreign Languages to International Relations Students

Self-Supervised Learning for Semi-Supervised Temporal Language Grounding

Given a text description, Temporal Language Grounding (TLG) aims to localize temporal boundaries of the segments that contain the specified semantics in an untrimmed video. TLG is inherently a challenging task, as it requires comprehensive understanding of both sentence semantics and video contents. Previous works either tackle this task in a fully-supervised setting that requires a large amount of temporal annotations or in a weakly-supervised setting that usually cannot achieve satisfactory performance. Since manual annotations are expensive, to cope with limited annotations, we tackle TLG in a semi-supervised way by incorporating self-supervised learning, and propose <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">S</b> elf- <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">S</b> upervised <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">S</b> emi- <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">S</b> upervised <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">T</b> emporal <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">L</b> anguage <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">G</b> rounding (S <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$^{4}$</tex-math></inline-formula> TLG). S <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$^{4}$</tex-math></inline-formula> TLG consists of two parts: (1) A pseudo label generation module that adaptively produces instant pseudo labels for unlabeled samples based on predictions from a teacher model; (2) A self-supervised feature learning module with inter-modal and intra-modal contrastive losses to learn video feature representations under the constraints of video content consistency and video-text alignment. We conduct extensive experiments on the ActivityNet-CD-OOD and Charades-CD-OOD datasets. The results demonstrate that our proposed S <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex-math notation="LaTeX">$^{4}$</tex-math></inline-formula> TLG can achieve competitive performance compared to fully-supervised state-of-the-art methods while only requiring a small portion of temporal annotations.

The Path of Cultivating English Core Literacy in Higher Vocational Education in the Context of New Curriculum Standard

Higher vocational students have problems such as weak English language foundation, poor independent learning, weak awareness of multicultural communication, and insufficient communication skills in the foreign-related workplace. In view of these problems, according to the requirements of English Curriculum Standard for Higher Vocational Education (2021 Edition) for cultivating English core literacy in higher vocational education, this paper has proposed the strategies of reforming the curriculum, implementing mixed teaching, constructing typical foreign-related workplace scenarios and strengthening off-campus internship practice to integrate the concept of cultivating English core literacy into the whole process of curriculum teaching, in which way the humanity and instrumentality of vocational English curriculum can be achieved.

IMPROVING HOME LITERACY SKILLS OF PARENTS DURING THE COVID-19 PANDEMIC

The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacy-related interactions. Over a semester, 11 preschool and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents’ developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing).

Perspectives on the origin of language: Infants vocalize most during independent vocal play but produce their most speech-like vocalizations during turn taking.

A growing body of research emphasizes both endogenous and social motivations in human vocal development. Our own efforts seek to establish an evolutionary and developmental perspective on the existence and usage of speech-like vocalizations ("protophones") in the first year of life. We evaluated the relative occurrence of protophones in 40 typically developing infants across the second-half year based on longitudinal all-day recordings. Infants showed strong endogenous motivation to vocalize, producing vastly more protophones during independent vocal exploration and play than during vocal turn taking. Both periods of vocal play and periods of turn-taking corresponded to elevated levels of the most advanced protophones (canonical babbling) relative to periods without vocal play or without turn-taking. Notably, periods of turn taking showed even more canonical babbling than periods of vocal play. We conclude that endogenous motivation drives infants' tendencies to explore and display a great number of speech-like vocalizations, but that social interaction drives the production of the most speech-like forms. The results inform our previously published proposal that the human infant has been naturally selected to explore protophone production and that the exploratory inclination in our hominin ancestors formed a foundation for language.

Philosophical Foundations of the Legal Language

This paper analyzes the essence of the philosophical foundations of the legal language as it is used in certain theories in the legal philosophy. The purpose of the paper is to provide a full study of the legal language theory to determine its place in modern philosophical legal thought. The paper used methods of the history of philosophy, especially the method of rational reconstruction, and is based on the interpretation of the classical philosophical and legal texts (W. Waismann, J. L. Austin, H. Kelsen, H. Hart). The main result of the paper is the justification that the unity of logic and epistemology became the ground of application of the analytical method in the field of legal knowledge from the legal language point of view. The main conclusion of this paper is that the linguistic analysis of legal concepts for the justification of the legal decisions and their consequences expands the horizons of analytical legal philosophy and allows us to reveal the essence of legal reality in a new way. The paper was carried out within the framework of the Narikbayev KAZGUU University research project “Readability of Law”.

A Critical Perspective on the (Neuro)biological Foundations of Language and Linguistic Cognition.

The biological foundations of language reflect assumptions about the way language and biology relate to one another, and with the rise of biological studies of language, we appear to have come closer to a deep understanding of linguistic cognition-the part of cognition constituted by language. This article argues that relations of neurobiological and genetic instantiation between linguistic cognition and the underlying biological substrate are ultimately irrelevant to understanding the higher-level structure and form of language. Linguistic patterns and those that make up the character of cognition constituted by language do not simply arise from the biological substrate because higher-level structures typically assume forms based on constraints that only emerge once these new levels are constructed. The goal is not to show how the mapping problem between linguistic cognition and neurobiology can be solved. Rather, the goal is to show the mapping problem ceases to exist once a different understanding of language-(neuro)biology relations is embraced. With this goal, this article first uncovers a number of logical and conceptual fallacies in strategies deployed in understanding language-(neuro)biology relations. After having shown these flaws, the article offers an alternative view of language-biology relations that shows how biological constraints shape language (nature and form), making it what it is.

Multi-Level Query Interaction for Temporal Language Grounding

Understanding what is happening in the surveillance video is important for human-machine interface in transportation systems, where temporal language grounding is one of the key tasks, targeting at localizing the desired moment in an untrimmed video with a given sentence query that is relevant to the moment. This task is challenging due to the following reasons: 1) the requirement of understanding the video contents and query semantics comprehensively, and 2) building the bridge between the cross-modal semantics. To tackle these problems, early methods first sample video clips and then match them with the sentence to find the most relevant one. To reduce the computational complexity associated with video clip sampling, recent methods directly predict the temporal boundaries of the desired moment on the fused features of the sentence and the video frames. However, all the previous methods often learn the word-level or phrase-level features of the sentence, or directly generates the global sentence representation by attention mechanisms or graph network. However, we argue that applying only word-level or phrase-level semantic information and cross-modal interactions is not enough to fully capture the correspondence between the video and the query. To this end, we proposed a novel Multi-level Query Exploration and Interaction (MQEI) model, which explores the semantics in both the word- and phrase-level and captures the multi-level interactions between the video and the query through an attention module. Extensive experiments on two public benchmark datasets ActivityNet Captions and Charades-STA demonstrate that the proposed model can outperform all the state-of-the-art methods consistently.

Exploring the expression of anxiety in the language of illustration design

Anxiety is an internal disturbance that lacks an obvious objective cause and is usually associated with mental distress and imminent potential danger, characterized by uncontrollable stress, unhappiness and even pain. By using the language of illustration design to explore the expression of anxiety, people with anxiety can perceive their psychological state more intuitively and can also resonate with the message directly to people with anxiety through illustration. This paper first introduces the concepts and theoretical foundations of anxiety and illustration design language, and then theoretically analyzes the theoretical basis for using illustration design language for anxiety with a large number of examples. The author personally drew illustration designs for anxiety and designed a reasonable experiment on anxiety to prove the expression of anxiety in illustration design language, followed by a preliminary exploration of different anxiety emotions of contemporary young people, and finally an example analysis with the design work "Gum Anxiety".

Effect of Schistosoma haematobium infection on the cognitive functions of preschool age children and benefits of treatment from an endemic area in Zimbabwe

BackgroundSchistosomiasis is known to affect the cognitive functions of children, however, but there is paucity of information on its impact on early childhood development in developing countries where the disease is endemic. This study aimed at determining the effects of schistosomiasis due to Schistosoma haematobium on early childhood development in children below 5 years old from Murewa District, Zimbabwe, including the benefits of treatment.MethodsPreschool age children (PSAC) under the age of 5 years were screened at baseline and at 6 months post-treatment for S. haematobium infections diagnosed using the urine filtration method. Cognitive domains were assessed using the Griffith Mental Developmental Scales III on 136 PSAC. Multivariate logistic regression was used to determine the level of association between S. haematobium infection and performance in the cognitive domains adjusting for confounding factors (i.e. nutrition, hemoglobin levels, gender and age). Median Development Quotient scores of each cognitive domain at baseline and at 6 months post-treatment were compared and quantified.ResultsAfter adjusting for confounding factors, PSAC infected with S. haematobium had greater odds of having lower scores in the Foundation of Learning Domain (OR = 3.9, p = 0.008), Language and Communication Domain (OR = 3.2, p = 0.017), Eye-Hand Coordination Domains (OR = 10.7, p = 0.001), Personal-Social-Emotional Domain (19.3, p = 0.001) and in the Overall General Development Domain (7.2, p = 0.011). Improvement of cognitive performance was observed at 6 months post treatment in the following Domains; Language and Communication Domain (p = 0.003), Eye-Hand Coordination Domain (p = 0.02) and General Development Domain (p = 0.006).ConclusionThe study showed that S. haematobium infection in PSAC is associated with lower cognitive scores in the Foundation of Learning, Language and Communication, Eye-Hand Coordination, Personal-Social-Emotional and in the Overall General Development domains. Our results strengthen the call for inclusion of PSAC in routine deworming programs for the control of urinary schistosomiasis and the need to develop locally validated tools to monitor early child development in endemic areas where resources are limited.

Лингвистичната шекспириада на Ранди Харис. Езиковата война за теоретичния облак на Чомски

Лингвистичната шекспириада на Ранди Харис. Езиковата война за теоретичния облак на Чомски

Directedness and engagement in chimpanzee vocal ontogeny.

Directedness and engagement during pre-verbal vocal communication play a major role in language development. What was their role in the evolution of language? This question invites us to examine these behaviours in chimpanzee vocal ontogeny. We collected observational data on infant (N=15) and juvenile (N=13) chimpanzees at Chimfunshi Wildlife Orphanage, Zambia. We examined the impact of age and vocalization type (grunts, whimpers, laughs and screams) on directed cues (gaze directedness and face directedness) and engagement (mutual face directedness) during vocal communication. We also assessed the impact of directed cues and engagement on social interactions by coding the behaviour of social partners before, during and after a vocalisation, and examining whether they contingently changed their behaviour in response to the vocalisation if it was directed or if engagement occurred. We found that face directed vocalisations showed a general increase during ontogeny and we observed call-type dependent effects of age for mutual face directedness. Only face directed vocalisations were significantly predictive of behavioural responses in social partners. We conclude that like young humans, young chimpanzees routinely exhibit directed behaviours and engagement during vocal communication. This social competency improves during ontogeny and benefits individuals by increasing the chances of eliciting behavioural responses from social partners. Directedness and engagement likely provide a foundation for language phylogenetically, as well as ontogenetically. RESEARCH HIGHLIGHTS: We show that directedness and engagement routinely occur during early chimpanzee vocalisations. Directedness increases throughout chimpanzee vocal ontogeny, similar to human infants. Directedness enhances social partner responsiveness, demonstrating a direct benefit to this style of communication. Directedness and engagement could provide a route towards language phylogenetically as well as ontogenetically.

Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students

Grammar is a foundation of language, as all languages consist of rules and usage. Learning English grammar is challenging for Thai EFL learners because of the contrastive grammatical features between Thai and English. Learning English grammar is even more difficult for Thai deaf and hard-of-hearing students since they have limited tools and cues for acquiring English grammar. This paper discusses possible challenges in teaching English grammar to deaf and hard-of-hearing students and reviews some teaching methodologies that might be effective for deaf and hard-of-hearing Thai EFL students. The authors also introduce the WebQuest instruction as a promising alternative instruction of English grammar for this group of students.&amp;nbsp;&#x0D; &amp;nbsp;