The Experts below are selected from a list of 87708 Experts worldwide ranked by ideXlab platform
Kolocotroni Vassiliki - One of the best experts on this subject based on the ideXlab platform.
-
The 'Perpetual Immunity' of the word: Joyce and World Peace
'University Press of Florida', 2019Co-Authors: Kolocotroni VassilikiAbstract:Joyce famously listed forty Languages on the final page of the Finnegans Wake manuscript, having already picked an argument with the English tongue in his earlier work. His kaleidoscopic idiom is one of the marvels of the modernist repertoire, an event in the history of novelistic form, as well as a testament to the fascination with artificial International Languages in the interwar years. Yet Joyce’s cosmopolitanism is not in direct opposition to the communitarianism he is usually seen to evade. Forged by associations with foreign nationals in diasporic communities, and fuelled by his political stance against imperialist wars, Joyce’s interest in minority Languages was fundamental to his vision of a community of speakers of non-hegemonic Languages in the world. This essay considers this communitarian vision in the light of two contrasted episodes in Joyce’s long involvement with world Languages that bookmark the project of the Wake: his enthusiasm for Zurich-based Antonio Chalas’s 1919 pamphlet on the mystical foundations of the Greek alphabet dedicated to President Wilson (which Joyce recommended to his US publisher), and his agreement to a rendition of ‘Anna Livia Plurabelle’ into Basic English by C. K. Ogden in 1932. By juxtaposing the two episodes and their immediate contexts, Chalas’s championing of the project of a sustainable world peace effected by the protection of a minority language (which Joyce was taught by members of émigré communities in Trieste and Zurich), and Ogden’s campaign of world unity through standardisation of English as lingua franca for the majority, the essay will draw out the contradictory visions of the world and word for which Joyce’s views on language can be enlisted
Vassiliki Kolocotroni - One of the best experts on this subject based on the ideXlab platform.
-
the perpetual immunity of the word joyce and world peace
2019Co-Authors: Vassiliki KolocotroniAbstract:Joyce famously listed forty Languages on the final page of the Finnegans Wake manuscript, having already picked an argument with the English tongue in his earlier work. His kaleidoscopic idiom is one of the marvels of the modernist repertoire, an event in the history of novelistic form, as well as a testament to the fascination with artificial International Languages in the interwar years. Yet Joyce’s cosmopolitanism is not in direct opposition to the communitarianism he is usually seen to evade. Forged by associations with foreign nationals in diasporic communities, and fuelled by his political stance against imperialist wars, Joyce’s interest in minority Languages was fundamental to his vision of a community of speakers of non-hegemonic Languages in the world. This essay considers this communitarian vision in the light of two contrasted episodes in Joyce’s long involvement with world Languages that bookmark the project of the Wake: his enthusiasm for Zurich-based Antonio Chalas’s 1919 pamphlet on the mystical foundations of the Greek alphabet dedicated to President Wilson (which Joyce recommended to his US publisher), and his agreement to a rendition of ‘Anna Livia Plurabelle’ into Basic English by C. K. Ogden in 1932. By juxtaposing the two episodes and their immediate contexts, Chalas’s championing of the project of a sustainable world peace effected by the protection of a minority language (which Joyce was taught by members of emigre communities in Trieste and Zurich), and Ogden’s campaign of world unity through standardisation of English as lingua franca for the majority, the essay will draw out the contradictory visions of the world and word for which Joyce’s views on language can be enlisted.
Rajnish M Rakholia - One of the best experts on this subject based on the ideXlab platform.
-
on continent and script wise divisions based statistical measures for stop words lists of International Languages
Procedia Computer Science, 2016Co-Authors: Jatinderkumar R Saini, Rajnish M RakholiaAbstract:Abstract The data for the current research work was collected for 42 different International Languages encompassing 3 continents viz. Asia, Europe and South America. The data comprised of unigram model representation of lexicons in the stop-words lists. 13 scripting systems comprising Arabic, Armenian, Bengali, Chinese, Cyrillic, Devanagari, Greek, Gurmukhi, Hanja & Hangul, Kana, Kanji, Marathi, Roman (Latin) and Thai were considered. Based on a comprehensive analysis of statistical measures for Stop-words lists, it has been concluded that Asian Languages are mostly self-scripted and that the average number of stop-words in Asian Languages is more than those in European Languages. In addition to various important and other first research results, a very important inference from the current research work is that the average number of stop-words for any given language could be predicted to be 200.
Jatinderkumar R Saini - One of the best experts on this subject based on the ideXlab platform.
-
on continent and script wise divisions based statistical measures for stop words lists of International Languages
Procedia Computer Science, 2016Co-Authors: Jatinderkumar R Saini, Rajnish M RakholiaAbstract:Abstract The data for the current research work was collected for 42 different International Languages encompassing 3 continents viz. Asia, Europe and South America. The data comprised of unigram model representation of lexicons in the stop-words lists. 13 scripting systems comprising Arabic, Armenian, Bengali, Chinese, Cyrillic, Devanagari, Greek, Gurmukhi, Hanja & Hangul, Kana, Kanji, Marathi, Roman (Latin) and Thai were considered. Based on a comprehensive analysis of statistical measures for Stop-words lists, it has been concluded that Asian Languages are mostly self-scripted and that the average number of stop-words in Asian Languages is more than those in European Languages. In addition to various important and other first research results, a very important inference from the current research work is that the average number of stop-words for any given language could be predicted to be 200.
-
emotion detection and sentiment analysis in text corpus a differential study with informal and formal writing styles
International Journal of Computer Applications, 2014Co-Authors: Jasleen Kaur, Jatinderkumar R SainiAbstract:ABSTRACT Text, either online or offline can be presented in two different writing styles: formal and informal writing style. A Piece of text may contain a lot of emotion, ideas or feelings. Various techniques and methods are present in the field of Opinion Mining and Sentiment Analysis to extract the emotions from text. This paper presents a differential analysis of Formal and Informal text pieces in the field of Sentiment Classification. This paper presents a study and analysis of differences of approaches used for Emotion Detection and Sentiment Analysis for both cases. In this study, 10 formal text pieces in form of poetry, proverbs, essay and document are analyzed. These text pieces are present in 7 different International Languages (i.e. Persian, Spanish, Chinese, Arabic, Malaysian, English, Ottoman). Informal text, in form of chats, emails, review sites and micro blogs, written in different International Languages (Korean, Persian and English) are considered in this study. Various machine learning based methods -Support Vector Machine(SVM), Naive Bayes (NB), Decision Tree are more often used in classification of literary arts especially poetry. Statistical Machine learning approach Support Vector Machine outperforms all other methods in case of poetry and NB performed well in case of Informal Writing Style.
Marion Barfurth - One of the best experts on this subject based on the ideXlab platform.
-
computer mediated communication in korean english chat rooms tandem learning in an International Languages program
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2005Co-Authors: Yanggyun Chung, Barbara Graves, Mari Wesche, Marion BarfurthAbstract:This longitudinal case study draws on sociocultural theory to investigate language learning as a socially mediated process through computer-mediated communicative tasks in an International Languages class. The study reports on the design, implementation, and outcomes of a thematic, task-based curricular innovation in which paired Korean- and English-speaking peers, each learning the other's language, collaborated on chat homework assignments. Examination of these chat interactions between experts and novices, with the tandem partners fulfilling each role in turn, reveals how on-line collaborative discourse supports knowledge building within this cross-linguistic learning environment. Data from chat exchanges show how these students were able to learn and teach contextually meaningful and appropriate linguistic and cultural behaviour through socially mediated actions, using the meaning-making resources within their own learning community. Specifically, the findings show the ways in which learners appropriated a variety of language practices, developed awareness of self in relation to others, and participated in expert and novice discursive practices in the construction of meaning. Cette etude de cas longitudinale s'appuie sur la theorie socioculturelle pour examiner l'apprentissage d'une langue comme processus mediatise au moyen de tâches communicatives a l'ordinateur realisees dans une classe de langue Internationale. Ce texte fait etat du plan d'experience, de la mise en place et des resultats de cette innovation pedagogique basee sur les tâches au cours de laquelle des Coreens ont ete jumeles a des pairs de langue anglaise, chacun apprenant la langue de l'autre et collaborant par clavardage pour faire les devoirs. L'examen de ces interactions par clavardage entre les experts et les novices, ou chaque partenaire du tandem joue respectivement son role, montre comment la collaboration en ligne contribue a la construction de la connaissance a l'interieur de cet environnement d'apprentissage inter-langagier. Les donnees issues des echanges par clavardage montrent comment les apprenants sont capables d'apprendre et d'enseigner des comportements langagiers et culturels contextuellement signifiants et appropries a travers des actions socialement mediatisees, utilisant dans la construction du sens les ressources issues de leur propre communaute d'apprentissage. Les resultats montrent en particulier les facons selon lesquelles les apprenants s'approprient une variete de pratiques langagieres, developpent leur conscience de la relation de soi aux autres et participent a des pratiques discursives expertes et novices pour la construction du sens.