Bahar Otcu-Grillman is an Associate Professor of TESOL/Bilingual Education in the Literacy and Multilingual Studies Department at Mercy College, New York, USA. She is the co-editor of Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City (with Ofelia García and Zeena Zakharia, 2013, Multilingual Matters).
2013) Multilanguage
Maryam Borjian is an Associate Professor of Sociolinguistics in the Department of African, Middle Eastern and South Asian Languages and Literatures at Rutgers, the State University of New Jersey, USA. She is the author of English in Post-Revolutionary Iran (2013, Multilingual Matters) and editor of Language and Globalization: An Autoethnographic Approach (2017, Routledge).
In this paper we present three term weightingapproaches for multi-lingual documentsummarization and give results onthe DUC 2002 data as well as on the2013 Multilingual Wikipedia feature articlesdata set. We introduce a new intervalboundednonnegative matrix factorization.We use this new method, latent semanticanalysis (LSA), and latent Dirichlet allocation(LDA) to give three term-weightingmethods for multi-document multi-lingualsummarization. Results on DUC and TACdata, as well as on the MultiLing 2013data, demonstrate that these methods arevery promising, since they achieve oraclecoverage scores in the range of humansfor 6 of the 10 test languages. Finally,we present three term weighting approachesfor the MultiLing13 single documentsummarization task on the Wikipediafeatured articles. Our submissions signifi-cantly outperformed the baseline in 19 outof 41 languages.
Mainstream support for Microsoft Office 2013 has already ended in October 2018. This fits the "Modern Policy" of software support, which assumes 5 years of mainstream support and 4 years of extended support. Office 2013 is at the second stage.
Microsoft already issued a notification to existing customers that after the EOS date it won't ship new security patches and bugfixes. It will also stop its tech support for customers. Finally, it is a bad idea to continue with Office 2013 after April 2023. It may become vulnerable to newly discovered threats.
In contrast to this trend, research in knowledge acquisition is heading towards the seamless integration of encyclopedic and lexicographic knowledge within structured language resources (Hovy et al., 2013), and the main representative of this new direction is undoubtedly BabelNet ( ) (Navigli and Ponzetto, 2012). Therefore these resources seem to provide a common ground for the two tasks of WSD and EL. Only very recently a joint approach, called Babelfy ( ), has been proposed for both the tasks of WSD and EL (Moro et al., 2013).
In this task, our goal is to promote research in the direction of joint word sense and named entity disambiguation, so as to focus research efforts on the aspects that differentiate these two tasks without duplicating research for common problems within the two tasks. However, we will also allow systems that perform only one of the two tasks to participate, and even systems which tackle one particular setting of WSD, such as all-words sense disambiguation or on any subset of part-of-speech tags. Moreover, given the recent upsurge of interest in multilingual approaches, we will release our dataset in three different languages (English, Italian and Spanish) on parallel corpora which will be independently and manually annotated by different native/fluent speakers. In contrast to the SemEval-2013 task 12, Multilingual Word Sense Disambiguation (Navigli et al., 2013), our focus in this task is to present a dataset focused on both kinds of inventories (i.e., named entities and word senses) in the specific domain of biomedicine, in the attempt to further mitigate the distance between research efforts regarding the dichotomy EL vs. WSD and those regarding the dichotomy open domain vs. closed domain (i.e., biomedical Information Extraction). For this reason we encourage submissions from all these lines of research, in order that we can evaluate the distance between approaches that exploit both kinds of knowledge (i.e., lexicographic and encyclopedic) and approaches that work on both kinds of domain granularity (i.e., open and closed).
The evaluation will use BabelNet 2.5, available at which contains Wikipedia pages (2012/10 dump), WordNet 3.0 synsets, OmegaWiki senses (2013/09 dump) and Open Multilingual WordNet synsets (2013/08 dump).
The purpose of the webinar is to present the multilanguage versions of Climate-ADAPT and the ongoing work on new knowledge hubs and any other update of Climate-ADAPT, implemented in the second semester of 2022. Actions, foreseen in 2023, will also be introduced. In interactive sessions, feedback will be gathered on the new content and functionalities as well as envisaged priorities from the perspective of Climate-ADAPT users and providers.
1.2 - 2013-09-241.1 - 2013-06-19
1.0 - 2013-04-16
1.0rc1 - 2013-01-26
1.0b3 2012-10-04
1.0b2 - 2012-07-08
1.0b1 - 2012-04-03
0.1a2 - 2011-12-04
0.1a1 - 2011-10-03
IntroductionTalking about multi-language support in Plone is talk aboutProducts.LinguaPlone. It has been the defacto standard for managingtranslations of Archetypes-based content types in Plone through the years.Somehow its functionality never made its way into the Plone core and today it isin legacy status. Nowadays, Plone faces the rising of Dexterity content typesand its incoming adoption into the Plone core in the near future (4.3) andcomplete the transition to Plone as default content types in Plone 5.
The Wikimedia Foundation's fundraising team published a report from the 2012-2013 fundraiser. The report reviews the evolution of banner design and includes data about the 2012 year-end English campaign and the 2013 multilingual campaign, which raised a total $35 million USD from over 2 million donors.
Translanguaging pedagogy has the potential to transform relationships between students, teachers, and the curriculum. In recognizing that students come to the classroom with linguistic knowledge that teachers may not have, translanguaging necessitates a co-learning space (Li Wei, 2013) where teachers and students learn from each other, and all language practices are equally valued.
Translanguaging transforms the conversation about the language use of bilingual and multilingual speakers, and especially emergent bilingual students and other bilingual learners. Although it holds much promise to transform multilingual subjectivities in ways that equalize opportunities to participate in society, it continues to be seen by many as suspicious. For some it legitimizes bilingual practices, the grassroots multilingualism (Mohanty, 2013) of speakers. For others it blurs the boundaries of named languages that shape traditional understandings of bilingualism. 2ff7e9595c
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