A Read-Aloud for Romantics and Realists (Read It Aloud).

Science.gov (United States)

Richardson, Judy S.; And Others

1997-01-01

Presents a read-aloud from Gustave Flaubert's "Madame Bovary." Discusses briefly the novel and the selection, and then describes specific activities for English and for language arts instruction. (SR)

Reading Aloud.

Science.gov (United States)

Giorgis, Cyndi; Johnson, Nancy J.

1999-01-01

Offers brief descriptions of 34 children's books that are excellent for reading aloud: some of them for inviting interaction, for laughing out loud, for prompting discussion, for living vicariously, for lingering over language, and for making curricular connections. (SR)

Science Language Accommodation in Elementary School Read-Alouds

Science.gov (United States)

Glass, Rory; Oliveira, Alandeom W.

2014-03-01

This study examines the pedagogical functions of accommodation (i.e. provision of simplified science speech) in science read-aloud sessions facilitated by five elementary teachers. We conceive of read-alouds as communicative events wherein teachers, faced with the task of orally delivering a science text of relatively high linguistic complexity, open up an alternate channel of communication, namely oral discussion. By doing so, teachers grant students access to a simplified linguistic input, a strategy designed to promote student comprehension of the textual contents of children's science books. It was found that nearly half (46%) of the read-aloud time was allotted to discussions with an increased percentage of less sophisticated words and reduced use of more sophisticated vocabulary than found in the books through communicative strategies such as simplified rewording, simplified definition, and simplified questioning. Further, aloud reading of more linguistically complex books required longer periods of discussion and an increased degree of teacher oral input and accommodation. We also found evidence of reversed simplification (i.e. sophistication), leading to student uptake of scientific language. The main significance of this study is that it reveals that teacher talk serves two often competing pedagogical functions (accessible communication of scientific information to students and promotion of student acquisition of the specialized language of science). It also underscores the importance of giving analytical consideration to the simplification-sophistication dimension of science classroom discourse as well as the potential of computer-based analysis of classroom discourse to inform science teaching.

Instructional Interventions for Improving Proofreading and Editing Skills of College Students

Science.gov (United States)

Enos, Marcella F.

2010-01-01

This article summarizes a dissertation study designed to determine the effectiveness of instructional interventions that focus on proofreading and editing skills of first-year college students enrolled in business communication courses. The study used a pretest-posttest quasiexperimental control group design and collected data from 56 participants…

Thinking aloud in the presence of interruptions and time constraints

DEFF Research Database (Denmark)

Hertzum, Morten; Holmegaard, Kristin Due

2013-01-01

and time constraints, two frequent elements of real-world activities. We find that the presence of auditory, visual, audiovisual, or no interruptions interacts with thinking aloud for task solution rate, task completion time, and participants’ fixation rate. Thinking-aloud participants also spend longer......Thinking aloud is widely used for usability evaluation and its reactivity is therefore important to the quality of evaluation results. This study investigates whether thinking aloud (i.e., verbalization at levels 1 and 2) affects the behaviour of users who perform tasks that involve interruptions...... responding to interruptions than control participants. Conversely, the absence or presence of time constraints does not interact with thinking aloud, suggesting that time pressure is less likely to make thinking aloud reactive than previously assumed. Our results inform practitioners faced with the decision...

Exploring two methods of usability testing: concurrent versus retrospective think-aloud protocols

NARCIS (Netherlands)

van den Haak, M.J.; de Jong, Menno D.T.

2003-01-01

Think-aloud protocols are commonly used for the usability testing of instructional documents, Web sites and interfaces. This paper addresses the benefits and drawbacks of two think-aloud variations: the traditional concurrent think-aloud method and the less familiar retrospective think-aloud

Exploring Two Methods of Usability Testing : Concurrent versus Retrospective Think-Aloud Protocols

NARCIS (Netherlands)

Van den Haak, Maaike J.; De Jong, Menno D. T.

2003-01-01

Think-aloud protocols are commonly used for the usability testing of instructional documents, web sites and interfaces. This paper addresses the benefits and drawbacks of two think-aloud variations: the traditional concurrent think-aloud method and the less familiar retrospective think-aloud

Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study

Science.gov (United States)

Wang, Yen-Hui

2016-01-01

This study explores the differences between more successful and less successful EFL readers in their comprehension performance and abilities to use reading strategies in interaction with English texts through thinking aloud while reading in pairs. Ten freshman high school students participated in pairs in four think-aloud reading tasks to think…

POLE proofreading mutations elicit an anti-tumor immune response in endometrial cancer

Science.gov (United States)

van Gool, Inge C; Eggink, Florine A; Freeman-Mills, Luke; Stelloo, Ellen; Marchi, Emanuele; de Bruyn, Marco; Palles, Claire; Nout, Remi A; de Kroon, Cor D; Osse, Elisabeth M; Klenerman, Paul; Creutzberg, Carien L; Tomlinson, Ian PM; Smit, Vincent THBM; Nijman, Hans W

2015-01-01

Purpose Recent studies have shown that 7-12% of endometrial cancers (ECs) are ultramutated due to somatic mutation in the proofreading exonuclease domain of the DNA replicase POLE. Interestingly, these tumors have an excellent prognosis. In view of the emerging data linking mutation burden, immune response and clinical outcome in cancer, we investigated whether POLE-mutant ECs showed evidence of increased immunogenicity. Experimental design We examined immune infiltration and activation according to tumor POLE proofreading mutation in a molecularly defined EC cohort including 47 POLE-mutant tumors. We sought to confirm our results by analysis of RNAseq data from the TCGA EC series and used the same series to examine whether differences in immune infiltration could be explained by an enrichment of immunogenic neoepitopes in POLE-mutant ECs. Results Compared to other ECs, POLE-mutants displayed an enhanced cytotoxic T cell response, evidenced by increased numbers of CD8+ tumor infiltrating lymphocytes and CD8A expression, enrichment for a tumor-infiltrating T cell gene signature, and strong upregulation of the T cell cytotoxic differentiation and effector markers T-bet, Eomes, IFNG, PRF and granzyme B. This was accompanied by upregulation of T cell exhaustion markers, consistent with chronic antigen exposure. In-silico analysis confirmed that POLE-mutant cancers are predicted to display more antigenic neo-epitopes than other ECs, providing a potential explanation for our findings. Conclusions Ultramutated POLE proofreading-mutant ECs are characterized by a robust intratumoral T cell response, which correlates with, and may be caused by an enrichment of antigenic neo-peptides. Our study provides a plausible mechanism for the excellent prognosis of these cancers. PMID:25878334

Proofreading in vivo: Editing of homocysteine by methionyl-tRNA synthetase in Escherichia coli

International Nuclear Information System (INIS)

Jakubowski, H.

1990-01-01

Previous in vitro studies have established a pre-transfer proofreading mechanism for editing of homocysteine by bacterial methionyl-, isoleucyl-, and valyl-tRNA synthetases. The unusual feature of the editing is the formation of a distinct compound, homocysteine thiolactone. Now, two-dimensional TLC analysis of 35S-labeled amino acids extracted from cultures of the bacterium Escherichia coli reveals that the thiolactone is also synthesized in vivo. In E. coli, the thiolactone is made from homocysteine in a reaction catalyzed by methionyl-tRNA synthetase. One molecule of homocysteine is edited as thiolactone per 109 molecules of methionine incorporated into protein in vivo. These results not only directly demonstrate that the adenylate proofreading pathway for rejection of misactivated homocysteine operates in vivo in E. coli but, in general, establish the importance of error-editing mechanisms in living cells

Lexical orthographic acquisition: Is handwriting better than spelling aloud?

Directory of Open Access Journals (Sweden)

Marie-Line eBosse

2014-02-01

Full Text Available Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words’ spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2 and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

Scrutinising usability evaluation: does thinking aloud affect behaviour and mental workload?

DEFF Research Database (Denmark)

Hertzum, Morten; Hansen, Kristin Due; Andersen, Hans Henrik

2009-01-01

thinking aloud participants took longer to solve tasks, spent a larger part of tasks on general distributed visual behaviour, issued more commands to navigate both within and between the pages of the websites used in the experiment, and experienced higher mental workload. Implications for usability......Thinking aloud is widely used for usability evaluation. The validity of the method is, however, debatable because it is generally used in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalisations of thought processes. This study investigates whether...... participants that think aloud in the classic or relaxed way behave differently compared to performing in silence. Results indicate that whereas classic thinking aloud has little or no effect on behaviour apart from prolonging tasks, relaxed thinking aloud affects behaviour in multiple ways. During relaxed...

Kinetic proofreading at single molecular level: aminoacylation of tRNA(Ile and the role of water as an editor.

Directory of Open Access Journals (Sweden)

Mantu Santra

Full Text Available Proofreading/editing in protein synthesis is essential for accurate translation of information from the genetic code. In this article we present a theoretical investigation of efficiency of a kinetic proofreading mechanism that employs hydrolysis of the wrong substrate as the discriminatory step in enzyme catalytic reactions. We consider aminoacylation of tRNA(Ile which is a crucial step in protein synthesis and for which experimental results are now available. We present an augmented kinetic scheme and then employ methods of stochastic simulation algorithm to obtain time dependent concentrations of different substances involved in the reaction and their rates of formation. We obtain the rates of product formation and ATP hydrolysis for both correct and wrong substrates (isoleucine and valine in our case, respectively, in single molecular enzyme as well as ensemble enzyme kinetics. The present theoretical scheme correctly reproduces (i the amplitude of the discrimination factor in the overall rates between isoleucine and valine which is obtained as (1.8×10(2.(4.33×10(2 = 7.8×10(4, (ii the rates of ATP hydrolysis for both Ile and Val at different substrate concentrations in the aminoacylation of tRNA(Ile. The present study shows a non-michaelis type dependence of rate of reaction on tRNA(Ile concentration in case of valine. The overall editing in steady state is found to be independent of amino acid concentration. Interestingly, the computed ATP hydrolysis rate for valine at high substrate concentration is same as the rate of formation of Ile-tRNA(Ile whereas at intermediate substrate concentration the ATP hydrolysis rate is relatively low. We find that the presence of additional editing domain in class I editing enzyme makes the kinetic proofreading more efficient through enhanced hydrolysis of wrong product at the editing CP1 domain.

Read-Alouds in Calca, Peru: A Bilingual Indigenous Context

Science.gov (United States)

Neugebauer, Sabina Rak; Currie-Rubin, Rachel

2009-01-01

A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…

Comparison of Think-Aloud and Constructive Interaction in Usability Testing with Children

DEFF Research Database (Denmark)

Als, Benedikte Skibsted; Jensen, Janne Jul; Skov, Mikael B.

2005-01-01

Constructive interaction provides natural thinking-aloud as test subjects collaborate to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing with childr......, the acquainted pairs reported that they had to put less effort into the testing than the think-aloud and non-acquainted children....

Polymerase matters: non-proofreading enzymes inflate fungal community richness estimates by up to 15 %

Science.gov (United States)

Alena K. Oliver; Shawn P. Brown; Mac A. Callaham; Ari Jumpponen

2015-01-01

Rare taxa overwhelm metabarcoding data generated using next-generation sequencing (NGS). Low frequency Operational Taxonomic Units (OTUs) may be artifacts generated by PCR-amplification errors resulting from polymerase mispairing. We analyzed two Internal Transcribed Spacer 2 (ITS2) MiSeq libraries generated with proofreading (ThermoScientific Phusion

A direct proofreader-clamp interaction stabilizes the Pol III replicase in the polymerization mode

KAUST Repository

Jergic, Slobodan; Horan, Nicholas P.; Elshenawy, Mohamed; Mason, Claire E.; Urathamakul, Thitima; Ozawa, Kiyoshi; Robinson, Andrew J.; Goudsmits, Joris M H; Wang, Yao; Pan, Xuefeng; Beck, Jennifer L.; Van Oijen, Antoine M.; Huber, Thomas L.; Hamdan, Samir; Dixon, Nicholas E.

2013-01-01

Processive DNA synthesis by the αÉ"θ core of the Escherichia coli Pol III replicase requires it to be bound to the β 2 clamp via a site in the α polymerase subunit. How the É" proofreading exonuclease subunit influences DNA synthesis by α was not previously understood. In this work, bulk assays of DNA replication were used to uncover a non-proofreading activity of É". Combination of mutagenesis with biophysical studies and single-molecule leading-strand replication assays traced this activity to a novel β-binding site in É" that, in conjunction with the site in α, maintains a closed state of the αÉ"θ-β 2 replicase in the polymerization mode of DNA synthesis. The É"-β interaction, selected during evolution to be weak and thus suited for transient disruption to enable access of alternate polymerases and other clamp binding proteins, therefore makes an important contribution to the network of protein-protein interactions that finely tune stability of the replicase on the DNA template in its various conformational states. © 2013 European Molecular Biology Organization.

A direct proofreader-clamp interaction stabilizes the Pol III replicase in the polymerization mode

KAUST Repository

Jergic, Slobodan

2013-02-22

Processive DNA synthesis by the αÉ"θ core of the Escherichia coli Pol III replicase requires it to be bound to the β 2 clamp via a site in the α polymerase subunit. How the É" proofreading exonuclease subunit influences DNA synthesis by α was not previously understood. In this work, bulk assays of DNA replication were used to uncover a non-proofreading activity of É". Combination of mutagenesis with biophysical studies and single-molecule leading-strand replication assays traced this activity to a novel β-binding site in É" that, in conjunction with the site in α, maintains a closed state of the αÉ"θ-β 2 replicase in the polymerization mode of DNA synthesis. The É"-β interaction, selected during evolution to be weak and thus suited for transient disruption to enable access of alternate polymerases and other clamp binding proteins, therefore makes an important contribution to the network of protein-protein interactions that finely tune stability of the replicase on the DNA template in its various conformational states. © 2013 European Molecular Biology Organization.

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

Directory of Open Access Journals (Sweden)

Rosa Munoz-Luna

Full Text Available Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (unconsciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-writing strategies are drafting, outlining, and proofreading.

Reading Aloud in High Schools: Students and Teachers across the Curriculum

Science.gov (United States)

Warner, Lionel; Crolla, Caroline; Goodwyn, Andy; Hyder, Eileen; Richards, Brian

2016-01-01

Reading aloud is apparently an indispensible part of teaching. Nevertheless, little is known about reading aloud across the curriculum by students and teachers in high schools. Nor do we understand teachers' attitudes towards issues such as error correction, rehearsal time, and selecting students to read. A survey of 360 teachers in England shows…

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

Science.gov (United States)

Munoz-Luna, Rosa

2015-01-01

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

Science.gov (United States)

Munoz-Luna, Rosa

2015-01-01

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

音乐表演声准校对平台的设计与实现%Design and implementation of intonation proofreading platform for music performance

Institute of Scientific and Technical Information of China (English)

韦民

2017-01-01

During the process of traditional standard proofreading using the contrast model,the same frequency tone quality is often distorted and audio response is generated to a large extent,largely affecting the effect of music performance. Therefore, an intonation proofreading platform for music performance is designed. In the hardware design,the sound data analysis server is used to effectively isolate audio data from high vibration,the MPEG-700 audio signal collector is chosen,and two types of audio classifiers(EC classifier and hidden Markov model classifier)are designed. In the software design,linear prediction encoding coefficient is introduced in the process of pre-emphasis calculation to perform multi-mode proofreading for the designed intona-tion proofreading platform for music performance,change the traditional unified proofreading mode,and realize automatic intona-tion proofreading in music performance. In order to ensure the rationality and effectiveness of the design,the comparative experi-ment was carried out in the simulated application environment. The results show that the designed intonation proofreading plat-form for music performance can perform standard proofreading for different audio data.%传统的校对方法使用的是对比模型标准校对,在校对过程中经常出现同频音质的失真现象,并且很大程度上存在音频回响,极大地影响了音乐表演的效果,对此,设计一种音乐表演声准校对平台.在硬件的设计过程中使用了声音数据分析服务器能够有效地对音频数据进行高振感隔离,音频信号采集器选用MPEG-700型号的音频信号采集器,对音频分类器的设计选用两种分类器.分别是统分类器以及隐马尔可夫模型分类器.在软件设计上对预加重处理计算过程中引入线性预测编码系数,对设计音乐表演声准校对平台进行多模式校对,改变传统统一校对模式,实现音乐表演声准自动校对.为了保证设计的合理性以及有效性,模拟应用环境进行对比试验可知,设计的音乐表演声准校对平台能对不同音频数据进行标准校对.

NeuroBlocks – Visual Tracking of Segmentation and Proofreading for Large Connectomics Projects

KAUST Repository

Al-Awami, Ali

2015-08-12

In the field of connectomics, neuroscientists acquire electron microscopy volumes at nanometer resolution in order to reconstruct a detailed wiring diagram of the neurons in the brain. The resulting image volumes, which often are hundreds of terabytes in size, need to be segmented to identify cell boundaries, synapses, and important cell organelles. However, the segmentation process of a single volume is very complex, time-intensive, and usually performed using a diverse set of tools and many users. To tackle the associated challenges, this paper presents NeuroBlocks, which is a novel visualization system for tracking the state, progress, and evolution of very large volumetric segmentation data in neuroscience. NeuroBlocks is a multi-user web-based application that seamlessly integrates the diverse set of tools that neuroscientists currently use for manual and semi-automatic segmentation, proofreading, visualization, and analysis. NeuroBlocks is the first system that integrates this heterogeneous tool set, providing crucial support for the management, provenance, accountability, and auditing of large-scale segmentations. We describe the design of NeuroBlocks, starting with an analysis of the domain-specific tasks, their inherent challenges, and our subsequent task abstraction and visual representation. We demonstrate the utility of our design based on two case studies that focus on different user roles and their respective requirements for performing and tracking the progress of segmentation and proofreading in a large real-world connectomics project.

Application, results and perceptions of a think-aloud study in listening comprehension of Spanish

DEFF Research Database (Denmark)

Nogueroles López, Marta

2017-01-01

. After listening, they completed five comprehension questions, listened one more time with the transcript, reflected on their understanding and their strategic behaviour, and evaluated the protocol itself. These interviews were recorded, transcribed, analysed, categorized and computed. Results reveal......The present article outlines the procedure and shows the outcomes of a think-aloud study intended to, first, find out what listening strategies Hong Kong students of Spanish use to comprehend a particular oral passage in the target language, and, second, understand the participants’ perceptions...... of the think-aloud protocol. Such a protocol was developed during interviews in which students listened to an unidirectional text in Spanish twice, the first time interruptedly and the second without intermediate pauses, and were asked to verbalize the processes they had been using to understand such a passage...

Characterizing preservice Teacherʼs responses to literacy: Read alouds a way to experience the joy for reading

Directory of Open Access Journals (Sweden)

Judith Castellanos

2011-04-01

Full Text Available This article reports on a small-scale project which central purpose was to incorporate read-alouds in a pre-intermediate English as a foreign language class of preservice teachers during three weeks. Students responded orally and in a written way on their journals to these readings showing understanding of the texts, relating their personal experiences and / or making connections to them. The project involved students of the undergraduate program in English teaching at Universidad Distrital Francisco José de Caldas, Bogotá. In all, 19 students were involved in the project. Data collection sources for this project include studentsʼ journals, after the fact notes on studentsʼ oral interactions and a group interview. Among the findings observed in this inquiry project include the intertextual connections (Short, 1993 students make across the texts read in class with their personal experiences. Most studentsʼ oral responses were characterized by code-switching; in general most students code switched depending on the difficulty of the answer. Students benefited from the reading-alouds in terms of opportunities to interact among themselves, practice their oral and written skills, and enjoy the pleasures of reading, thus building ground to a positive experience that may be emulated in their future teaching exercise. Finally, I discuss some implications of read-alouds with preservice teachers and teacher education programs in Colombia.

"Think aloud" and "Near live" usability testing of two complex clinical decision support tools.

Science.gov (United States)

Richardson, Safiya; Mishuris, Rebecca; O'Connell, Alexander; Feldstein, David; Hess, Rachel; Smith, Paul; McCullagh, Lauren; McGinn, Thomas; Mann, Devin

2017-10-01

Low provider adoption continues to be a significant barrier to realizing the potential of clinical decision support. "Think Aloud" and "Near Live" usability testing were conducted on two clinical decision support tools. Each was composed of an alert, a clinical prediction rule which estimated risk of either group A Streptococcus pharyngitis or pneumonia and an automatic order set based on risk. The objective of this study was to further understanding of the facilitators of usability and to evaluate the types of additional information gained from proceeding to "Near Live" testing after completing "Think Aloud". This was a qualitative observational study conducted at a large academic health care system with 12 primary care providers. During "Think Aloud" testing, participants were provided with written clinical scenarios and asked to verbalize their thought process while interacting with the tool. During "Near Live" testing participants interacted with a mock patient. Morae usability software was used to record full screen capture and audio during every session. Participant comments were placed into coding categories and analyzed for generalizable themes. Themes were compared across usability methods. "Think Aloud" and "Near Live" usability testing generated similar themes under the coding categories visibility, workflow, content, understand-ability and navigation. However, they generated significantly different themes under the coding categories usability, practical usefulness and medical usefulness. During both types of testing participants found the tool easier to use when important text was distinct in its appearance, alerts were passive and appropriately timed, content was up to date, language was clear and simple, and each component of the tool included obvious indicators of next steps. Participant comments reflected higher expectations for usability and usefulness during "Near Live" testing. For example, visit aids, such as automatically generated order sets

What do thinking-aloud participants say? A comparison of moderated and unmoderated usability sessions

DEFF Research Database (Denmark)

Hertzum, Morten; Borlund, Pia; Kristoffersen, Kristina Bonde

2015-01-01

The value of thinking aloud in usability tests depends on the content of the users’ verbalizations. We investigated moderated and unmoderated users’ verbalizations during relaxed thinking aloud (i.e., verbalization at levels 1 through 3). Verbalizations of user experience were frequent and mostly...

FINDING AND RECOMMENDATIONS ON READING ALOUD ERRORS TO BILINGUAL TURKISH STUDENT (ROMANIA SAMPLE - İKİ DİLLİ TÜRK ÇOCUKLARININ SESLİ OKUMA HATALARI ÜZERİNE TESPİT VE ÖNERİLER (ROMANYA ÖRNEĞİ

Directory of Open Access Journals (Sweden)

Mehmet KARA

2015-08-01

Full Text Available The main aim of this study is to identify reading aloud errors of the bilingual Turkish children while teaching standard Turkish to them and to show the methods and techniques that can be used to correct these reading aloud errors. Due to the contribution of reading aloud to multiple language skills, detecting of errors made during reading aloud and their eliminations will contribute greatly to the development of reading, listening, speaking and writing skills. In this study, 16 different reading aloud errors were detected. These errors were 16 different reading aloud errors under two main headings as pronunciation and posture. They were repeating words, repeating syllables, eliding syllables, eliding sounds, elision, pronunciation, crosstalk, spelling mistakes, uttering failure, adding sounds, adding syllables, adding words, uncontrolled breathing, arrest, tracking with fingers, leaning while reading. In this study, the text “Olive Cube” with 812 words was designated as an application text on the basis of students’ proficiency levels. The students were made to read aloud the text and the data was collected by video recording while the students were reading. This study is an observational, descriptive model of qualitative research built upon video recording, video decoding and observation. The data was obtained according to proficiency levels, genders and marriage types. As a result of the study, totally 4689 errors were recorded in all of the proficiency classes. In all of the classes most errors were made in repeating words. It was shown that as the students’ levels increased, their error numbers decreased. When we measured all the reading aloud errors in all the proficiency classes according to students’ genders, it was emerged that the average errors that the female students made was lower than those of male students. Female students did all errors less than male students. When we evaluated the students’ reading aloud errors

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS STRATEGY IN TEACHING READING

Directory of Open Access Journals (Sweden)

Muhammad Zuhri Dj

2015-12-01

Full Text Available This research is aim to know what extent the achievement of students’ reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy at the tenth grade students of SMKN 3 Watampone. the objectives of the research is to know what extent the achievement of student’s reading comprehension by using Think Aloud Pair Problem Solving (TAPPS strategy. The population of this research is the tenth grade students of SMKN 3 Watampone which has 149 students. The writers applied random sampling, because the school has students more than 100 students. The X Multimedia Class is taken as the sample, because it has many students who have low values in English subject based on their teacher report. This research employs an instrument based on the problem statements investigated, It is Reading comprehension test. After several meetings, this research finds out the achievement of students’ reading comprehension significantly effective to improve the student’s reading comprehension. The result of this research shows that the mean score obtained by the students through pretest was 46.545 and posttest was 88.364; the t-test value was higher than the t-table (49.385 > 2.080. It means that there is a significant difference between the result of the students’ pretest and posttest

Lexical orthography acquisition: Is handwriting better than spelling aloud?

Science.gov (United States)

Bosse, Marie-Line; Chaves, Nathalie; Valdois, Sylviane

2014-01-01

Lexical orthography acquisition is currently described as the building of links between the visual forms and the auditory forms of whole words. However, a growing body of data suggests that a motor component could further be involved in orthographic acquisition. A few studies support the idea that reading plus handwriting is a better lexical orthographic learning situation than reading alone. However, these studies did not explore which of the cognitive processes involved in handwriting enhanced lexical orthographic acquisition. Some findings suggest that the specific movements memorized when learning to write may participate in the establishment of orthographic representations in memory. The aim of the present study was to assess this hypothesis using handwriting and spelling aloud as two learning conditions. In two experiments, fifth graders were asked to read complex pseudo-words embedded in short sentences. Immediately after reading, participants had to recall the pseudo-words' spellings either by spelling them aloud or by handwriting them down. One week later, orthographic acquisition was tested using two post-tests: a pseudo-word production task (spelling by hand in Experiment 1 or spelling aloud in Experiment 2) and a pseudo-word recognition task. Results showed no significant difference in pseudo-word recognition between the two learning conditions. In the pseudo-word production task, orthography learning improved when the learning and post-test conditions were similar, thus showing a massive encoding-retrieval match effect in the two experiments. However, a mixed model analysis of the pseudo-word production results revealed a significant learning condition effect which remained after control of the encoding-retrieval match effect. This later finding suggests that orthography learning is more efficient when mediated by handwriting than by spelling aloud, whatever the post-test production task.

An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

Science.gov (United States)

Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet

2013-01-01

This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…

Does the think-aloud protocol reflect thinking? Exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud

NARCIS (Netherlands)

Durning, S.J.; Artino, A.R.; Beckman, T.J.; Graner, J.; Vleuten, C.P.M. van der; Holmboe, E.; Schuwirth, L.

2013-01-01

Background: Whether the think-aloud protocol is a valid measure of thinking remains uncertain. Therefore, we used functional magnetic resonance imaging (fMRI) to investigate potential functional neuroanatomic differences between thinking (answering multiple-choice questions in real time) versus

Which Is the Better Prompt in Thinking-Aloud Studies, "What Are You Trying to Achieve?" or "Keep Talking"?

DEFF Research Database (Denmark)

Hertzum, Morten; Hansen, Kristin Due; Sønderstrup-Andersen, Hans H. K.

2009-01-01

Thinking aloud is widely used for usability evaluation but generally in a relaxed way that conflicts with the prescriptions of the classic model for obtaining valid verbalizations of thought processes. We investigate whether participants that think aloud in the classic or relaxed way behave...... differently compared to performing in silence. Results indicate that whereas classic thinking aloud has little or no effect on behaviour apart from prolonging tasks, relaxed thinking aloud affects behaviour in multiple ways. During relaxed thinking aloud participants took longer to solve tasks, spent a larger...... part of tasks on general distributed visual behaviour, issued more commands to navigate both within and between the pages of the web sites used in the experiment, and experienced higher mental workload....

Teaching Scientific Metaphors through Informational Text Read-Alouds

Science.gov (United States)

Barnes, Erica M.; Oliveira, Alandeom W.

2018-01-01

Elementary students are expected to use various features of informational texts to build knowledge in the content areas. In science informational texts, scientific metaphors are commonly used to make sense of complex and invisible processes. Although elementary students may be familiar with literary metaphors as used in narratives, they may be…

Using Digital Texts to Promote Fluent Reading

Science.gov (United States)

Thoermer, Andrea; Williams, Lunetta

2012-01-01

Fluency is a critical skill of adept readers. As listening to read alouds and performing Readers Theatre scripts are two prevalent strategies that can increase students' fluency skills, this article provides suggestions in using these strategies with digital texts through free, online resources. Digital texts can be accessed using a desktop,…

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

Science.gov (United States)

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

Dialogic Reading Aloud to Promote Extensive Reading

Science.gov (United States)

Jacobs, George M.

2016-01-01

How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…

Using Think Aloud Interviews in Evidence-Centered Assessment Design for the AP World History Exam

Science.gov (United States)

Kaliski, Pamela; France, Megan; Huff, Kristen; Thurber, Allison

2011-01-01

Developing a cognitive model of task performance is an important and often overlooked phase in assessment design; failing to establish such a model can threaten the validity of the inferences made from the scores produced by an assessment (e.g., Leighton, 2004). Conducting think aloud interviews (TAIs), where students think aloud while completing…

How the nature of science is presented to elementary students in science read-alouds

Science.gov (United States)

Rivera, Seema

Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

The Art of Reading Aloud Day celebrated for the First time in Switzerland

CERN Document Server

Jardin des Particules

2018-01-01

Once upon a time, in the CERN Staff Association Nursery School and crèche, something very magical happened. Initiated by the ‘Institut Suisse Jeunesse et Media (ISJM) the first ever ‘Reading Aloud Day’ took place on 23 May 2018 throughout the whole of Switzerland. The goal of this nationwide event is to promote and celebrate the art of reading aloud, not only a pleasure which can be shared, but also a primary and highly useful educational aid. The nursery School and crèche was amongst the hundreds of other public and private establishments to take part. Throughout the day, a large number of the nursery schools’ children’s parents spontaneously took part in this charming event and demonstrated how important story telling aloud is for the development of infants and young children. They took it in turns reading stories to children between the ages of four months and six years old. Despite inclement weather conditions, several story-telling ...

The proofreading 3'→5' exonuclease activity of DNA polymerases: a kinetic barrier to translesion DNA synthesis

International Nuclear Information System (INIS)

Khare, Vineeta; Eckert, Kristin A.

2002-01-01

The 3'→5' exonuclease activity intrinsic to several DNA polymerases plays a primary role in genetic stability; it acts as a first line of defense in correcting DNA polymerase errors. A mismatched basepair at the primer terminus is the preferred substrate for the exonuclease activity over a correct basepair. The efficiency of the exonuclease as a proofreading activity for mispairs containing a DNA lesion varies, however, being dependent upon both the DNA polymerase/exonuclease and the type of DNA lesion. The exonuclease activities intrinsic to the T4 polymerase (family B) and DNA polymerase γ (family A) proofread DNA mispairs opposite endogenous DNA lesions, including alkylation, oxidation, and abasic adducts. However, the exonuclease of the Klenow polymerase cannot discriminate between correct and incorrect bases opposite alkylation and oxidative lesions. DNA damage alters the dynamics of the intramolecular partitioning of DNA substrates between the 3'→5' exonuclease and polymerase activities. Enzymatic idling at lesions occurs when an exonuclease activity efficiently removes the same base that is preferentially incorporated by the DNA polymerase activity. Thus, the exonuclease activity can also act as a kinetic barrier to translesion synthesis (TLS) by preventing the stable incorporation of bases opposite DNA lesions. Understanding the downstream consequences of exonuclease activity at DNA lesions is necessary for elucidating the mechanisms of translesion synthesis and damage-induced cytotoxicity

"Big Loud Voice. You Have Important Things to Say": The Nature of Student Initiations during One Teacher's Interactive Read-Alouds

Science.gov (United States)

Maloch, Beth; Beutel, Denise Duncan

2010-01-01

This qualitative study explored the nature of student initiations during interactive read alouds of fiction and non-fiction texts in a second grade, urban classroom. Data sources--including expanded field notes, video/audiotape records and transcripts, and teacher interviews--were analyzed inductively, utilizing the constant comparative method and…

The NH2-terminal php domain of the alpha subunit of the Escherichia coli replicase binds the epsilon proofreading subunit.

Science.gov (United States)

Wieczorek, Anna; McHenry, Charles S

2006-05-05

The alpha subunit of the replicase of all bacteria contains a php domain, initially identified by its similarity to histidinol phosphatase but of otherwise unknown function (Aravind, L., and Koonin, E. V. (1998) Nucleic Acids Res. 26, 3746-3752). Deletion of 60 residues from the NH2 terminus of the alpha php domain destroys epsilon binding. The minimal 255-residue php domain, estimated by sequence alignment with homolog YcdX, is insufficient for epsilon binding. However, a 320-residue segment including sequences that immediately precede the polymerase domain binds epsilon with the same affinity as the 1160-residue full-length alpha subunit. A subset of mutations of a conserved acidic residue (Asp43 in Escherichia coli alpha) present in the php domain of all bacterial replicases resulted in defects in epsilon binding. Using sequence alignments, we show that the prototypical gram+ Pol C, which contains the polymerase and proofreading activities within the same polypeptide chain, has an epsilon-like sequence inserted in a surface loop near the center of the homologous YcdX protein. These findings suggest that the php domain serves as a platform to enable coordination of proofreading and polymerase activities during chromosomal replication.

Employing think-aloud protocols and constructive interaction to test the usability of online library catalogues: A methodological comparison

NARCIS (Netherlands)

Van Den Haak, M. J.; De Jong, M. D T; Schellens, P. J.

2004-01-01

This paper describes a comparative study of three usability test approaches: concurrent think-aloud protocols, retrospective think-aloud protocols, and constructive interaction. These three methods were compared by means of an evaluation of an online library catalogue, which involved four points of

Employing think-aloud protocols and constructive interaction to test the usability of online library catalogues: a methodological comparison.

NARCIS (Netherlands)

van den Haak, M.J.; de Jong, Menno D.T.; Schellens, P.J.

2004-01-01

This paper describes a comparative study of three usability test approaches: concurrent think-aloud protocols, retrospective think-aloud protocols, and constructive interaction. These three methods were compared by means of an evaluation of an online library catalogue, which involved four points of

Neural correlates reveal sub-lexical orthography and phonology during reading aloud: A review

Directory of Open Access Journals (Sweden)

Kalinka eTimmer

2014-08-01

Full Text Available The sub-lexical conversion of graphemes-to-phonemes (GPC during reading has been investigated extensively with behavioral measures, as well as event-related potentials (ERPs. Most research utilizes silent reading (e.g., lexical decision task for which phonological activation is not a necessity. However, recent research employed reading aloud to capture sub-lexical GPC. The masked priming paradigm avoids strategic processing and is therefore well suitable for capturing sub-lexical processing instead of lexical effects. By employing ERPs, the on-line time course of sub-lexical GPC can be observed before the overt response. ERPs have revealed that besides phonological activation, as revealed by behavioral studies, there is also early orthographic activation. This review describes studies in one’s native language, in one’s second language, and in a cross-language situation. We discuss the implications the ERP results have on different (computational models. First, the ERP results show that computational models should assume an early locus of the grapheme-to-phoneme-conversion (GPC. Second, cross-language studies reveal that the phonological representations from both languages of a bilingual become activated automatically and the phonology belonging to the context is selected rapidly. Therefore, it is important to extend the scope of computational models of reading (aloud to multiple lexicons.

Quantifying Accurate Calorie Estimation Using the "Think Aloud" Method

Science.gov (United States)

Holmstrup, Michael E.; Stearns-Bruening, Kay; Rozelle, Jeffrey

2013-01-01

Objective: Clients often have limited time in a nutrition education setting. An improved understanding of the strategies used to accurately estimate calories may help to identify areas of focused instruction to improve nutrition knowledge. Methods: A "Think Aloud" exercise was recorded during the estimation of calories in a standard dinner meal…

Service Learning: Flooding Students with Vocabulary through Read Alouds

Science.gov (United States)

Holmes, Kerry; Thompson, Judith

2014-01-01

In the spirit of the Steven Stahl 600 Book Kid Challenge, 90 preservice teachers engaged children in 36 read-aloud sessions for a vocabulary improvement service learning project. This article describes how the preservice teachers used narrative and informational books as a vehicle for rare-word vocabulary exposure for children ages 8-12.

Information Book Read-Alouds as Models for Second-Grade Authors

Science.gov (United States)

Bradley, Linda Golson; Donovan, Carol A.

2010-01-01

This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…

[Reading aloud as rehabilitation method for children with dyslexia detected at the first grade in their primary school].

Science.gov (United States)

Koeda, Tatsuya; Uchiyama, Hitoshi; Seki, Ayumi

2011-09-01

We provided reading aloud instructions to a child who was diagnosed with dyslexia in a regular class of 69 first graders, comprising 33 boys and 36 girls, during a test of reading sentences aloud. The instructions consisted of a 2-step approach, i.e., decoding instruction and vocabulary instruction. First, a decoding instruction, which emphasized an important point in effortless decoding, was presented to the child. Next, a vocabulary instruction, which aimed to facilitate word-form recognition, was provided. We found that, the decoding instruction was effective in decreasing the number of reading errors, and that the vocabulary instruction was effective against reducing the time taken to read aloud.

Experimentally induced distraction impacts cognitive but not emotional processes in think-aloud cognitive assessment

Directory of Open Access Journals (Sweden)

Kean J. Hsu

2014-05-01

Full Text Available Studies have examined the impact of distraction on basic task performance (e.g., working memory, motor responses, yet research is lacking regarding its impact in the domain of think-aloud cognitive assessment, where the threat to assessment validity is high. The Articulated Thoughts in Simulated Situations think-aloud cognitive assessment paradigm was employed to address this issue. Participants listened to scenarios under three conditions (i.e., while answering trivia questions, playing a visual puzzle game, or with no experimental distractor. Their articulated thoughts were then content-analyzed both by the Linguistic Inquiry and Word Count (LIWC program and by content analysis of emotion and cognitive processes conducted by trained coders. Distraction did not impact indices of emotion but did affect cognitive processes. Specifically, with the LIWC system, the trivia questions distraction condition resulted in significantly higher proportions of insight and causal words, and higher frequencies of non-fluencies (e.g., uh or umm and filler words (e.g., like or you know. Coder-rated content analysis found more disengagement and more misunderstanding particularly in the trivia questions distraction condition. A better understanding of how distraction disrupts the amount and type of cognitive engagement holds important implications for future studies employing cognitive assessment methods.

Think Aloud in Groups: Mediating Poetry for Children with Cecília Meireles, Paulo Freire, and John Dewey

Science.gov (United States)

Diniz, Telma Franco

2018-01-01

As suggested by its title, this article reports on a Think Aloud in Group (TAG) practice in which a group of Y5 children thought aloud the poem "The Blue Boy", written in Portuguese by Cecília Meireles and translated into English by Sarah Rebecca Kersley. As a dialogical and collaborative literacy practice, TAG aims to transform the…

Does the thinking aloud condition affect the search for pulmonary nodules?

Science.gov (United States)

Littlefair, Stephen; Brennan, Patrick; Reed, Warren; Williams, Mark; Pietrzyk, Mariusz W.

2012-02-01

Aim: To measure the effect of thinking aloud on perceptual accuracy and visual search behavior during chest radiograph interpretation for pulmonary nodules. Background: Thinking Aloud (TA) is an empirical research method used by researchers in cognitive psychology and behavioural analysis. In this pilot study we wanted to examine whether TA had an effect on the perceptual accuracy and search patterns of subjects looking for pulmonary nodules on adult posterioranterior chest radiographs (PA CxR). Method: Seven academics within Medical Radiation Sciences at The University of Sydney participated in two reading sessions with and without TA. Their task was to localize pulmonary nodules on 30 PA CxR using mouse clicks and rank their confidence levels of nodule presence. Eye-tracking recordings were collected during both viewing sessions. Time to first fixation, duration of first fixation, number of fixations, cumulative time of fixation and total viewing time were analysed. In addition, ROC analysis was conducted on collected outcome using DBM methodology. Results: Time to first nodule fixation was significantly longer (p=0.001) and duration of first fixation was significantly shorter (p=0.043). No significant difference was observed in ROC AUC scores between control and TA conditions. Conclusion: Our results confirm that TA has little effect on perceptual ability or performance, except for prolonging the task. However, there were significant differences in visual search behavior. Future researchers in radio-diagnosis could use the think aloud condition rather than silence so as to more closely replicate the clinical scenario.

Processes Utilized by High School Students Reading Scientific Text

Science.gov (United States)

Clinger, Alicia Farr

2014-01-01

In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school students while reading scientific text was undertaken. A think-aloud protocol was implemented to collect data on the processes students used when not prompted while reading a magazine…

Monolingual accounting dictionaries for EFL text production

Directory of Open Access Journals (Sweden)

Sandro Nielsen

2006-10-01

Full Text Available Monolingual accounting dictionaries are important for producing financial reporting texts in English in an international setting, because of the lack of specialised bilingual dictionaries. As the intended user groups have different factual and linguistic competences, they require specific types of information. By identifying and analysing the users' factual and linguistic competences, user needs, use-situations and the stages involved in producing accounting texts in English as a foreign language, lexicographers will have a sound basis for designing the optimal English accounting dictionary for EFL text production. The monolingual accounting dictionary needs to include information about UK, US and international accounting terms, their grammatical properties, their potential for being combined with other words in collocations, phrases and sentences in order to meet user requirements. Data items that deal with these aspects are necessary for the international user group as they produce subject-field specific and register-specific texts in a foreign language, and the data items are relevant for the various stages in text production: draft writing, copyediting, stylistic editing and proofreading.

Environmental agency in read-alouds

Science.gov (United States)

Oliveira, Alandeom W.; Rogers, Patterson; Quigley, Cassie F.; Samburskiy, Denis; Barss, Kimberly; Rivera, Seema

2015-06-01

Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by examining how elementary teachers and students negotiate and attribute responsibility, credit, or blame for environmental events during three environmental read-alouds. Our verbal analysis and visual representation of meta-agentive discourse revealed varied patterns of agential attribution. First, humans were simultaneously attributed negative agentive roles (agents of endangerment and imbalance) and positive agentive roles (agents of prevention, mitigation, and balance). Second, while wolves at Yellowstone were constructed as intentional (human-like) agents when they crossed over into the human world to kill livestock in nearby farms, polar bears in the Arctic were denied any form of agential responsibility when they approached people's homes. Third, anthropogenic causation of global warming was constructed as distal and indirect chains of cause and effect (i.e., sophisticated sequences of ripple effects), whereas its mitigation and prevention assumed the form of simple and unidirectional causative links (direct and proximal causality). Fourth, the notion of balance of nature was repeatedly used as a justification for environmental conservation but its cause and dynamic nature remained unclear. And, fifth, while one teacher promoted environmental agency by encouraging students to experience positive emotions such as love of nature, freedom, and oneness with nature, the other teachers encouraged students to experience negative emotions such as self-blame and guilt. This study's main significance is that it highlights the need for environmental educators who set out to promote environmental agency to expand the focus of

Think aloud: acute stress and coping strategies during golf performances.

Science.gov (United States)

Nicholls, Adam R; Polman, Remco C J

2008-07-01

A limitation of the sport psychology coping literature is the amount of time between a stressful episode and the recall of the coping strategies used in the stressful event (Nicholls & Polman, 2007). The purpose of this study was to develop and implement a technique to measure acute stress and coping during performance. Five high-performance adolescent golfers took part in Level 2 verbalization think aloud trials (Ericsson & Simon, 1993), which involved participants verbalizing their thoughts, over six holes of golf. Verbal reports were audio-recorded during each performance, transcribed verbatim, and analyzed using protocol analysis (Ericsson & Simon, 1993). Stressors and coping strategies varied throughout the six holes, which support the proposition that stress and coping is a dynamic process that changes across phases of the same performance (Lazarus, 1999). The results also revealed information regarding the sequential patterning of stress and coping, suggesting that the golfers experienced up to five stressors before reporting a coping strategy. Think aloud appears a suitable method to collect concurrent stress and coping data.

Modified Proofreading PCR for Detection of Point Mutations, Insertions and Deletions Using a ddNTP-Blocked Primer

Science.gov (United States)

Chen, Qianqian; Chen, Xiaoxiang; Zhang, Sichao; Lan, Ke; Lu, Jian; Zhang, Chiyu

2015-01-01

The development of simple, accurate, rapid and cost-effective technologies for mutation detection is crucial to the early diagnosis and prevention of numerous genetic diseases, pharmacogenetics, and drug resistance. Proofreading PCR (PR-PCR) was developed for mutation detection in 1998 but is rarely applied due to its low efficiency in allele discrimination. Here we developed a modified PR-PCR method using a ddNTP-blocked primer and a mixture of DNA polymerases with and without the 3'-5' proofreading function. The ddNTP-blocked primer exhibited the best blocking efficiency to avoid nonspecific primer extension while the mixture of a tiny amount of high-fidelity DNA polymerase with a routine amount of Taq DNA polymerase provided the best discrimination and amplification effects. The modified PR-PCR method is quite capable of detecting various mutation types, including point mutations and insertions/deletions (indels), and allows discrimination amplification when the mismatch is located within the last eight nucleotides from the 3'-end of the ddNTP-blocked primer. The modified PR-PCR has a sensitivity of 1-5 × 102 copies and a selectivity of 5 × 10-5 mutant among 107 copies of wild-type DNA. It showed a 100% accuracy rate in the detection of P72R germ-line mutation in the TP53 gene among 60 clinical blood samples, and a high potential to detect rifampin-resistant mutations at low frequency in Mycobacterium tuberculosis using an adaptor and a fusion-blocked primer. These results suggest that the modified PR-PCR technique is effective in detection of various mutations or polymorphisms as a simple, sensitive and promising approach. PMID:25915410

Developing best practices teaching procedures for skinfold assessment: observational examination using the Think Aloud method.

Science.gov (United States)

Holmstrup, Michael E; Verba, Steven D; Lynn, Jeffrey S

2015-12-01

Skinfold assessment is valid and economical; however, it has a steep learning curve, and many programs only include one exposure to the technique. Increasing the number of exposures to skinfold assessment within an undergraduate curriculum would likely increase skill proficiency. The present study combined observational and Think Aloud methodologies to quantify procedural and cognitive characteristics of skinfold assessment. It was hypothesized that 1) increased curricular exposure to skinfold assessment would improve proficiency and 2) the combination of an observational and Think Aloud analysis would provide quantifiable areas of emphasis for instructing skinfold assessment. Seventy-five undergraduates with varied curricular exposure performed a seven-site skinfold assessment on a test subject while expressing their thoughts aloud. A trained practitioner recorded procedural observations, with transcripts generated from audio recordings to capture cognitive information. Skinfold measurements were compared with a criterion value, and bias scores were generated. Participants whose total bias fell within ±3.5% of the criterion value were proficient, with the remainder nonproficient. An independent-samples t-test was used to compare procedural and cognitive observations across experience and proficiency groups. Additional curricular exposure improved performance of skinfold assessment in areas such as the measurement of specific sites (e.g., chest, abdomen, and thigh) and procedural (e.g., landmark identification) and cognitive skills (e.g., complete site explanation). Furthermore, the Think Aloud method is a valuable tool for determining curricular strengths and weaknesses with skinfold assessment and as a pedagogical tool for individual instruction and feedback in the classroom. Copyright © 2015 The American Physiological Society.

Evaluating municipal websites: A methodological comparison of three think-aloud variants

NARCIS (Netherlands)

van den Haak, M.J.; de Jong, M.D.T.; Schellens, P.J.

2009-01-01

Usability methods have received relatively little methodological attention within the field of E-Government. This paper aims to address this gap by reporting on a usability test of the municipal website of Deventer (the Netherlands), carried out by means of three variants of the think-aloud method

Beyond the initial 140 ms, lexical decision and reading aloud are different tasks: An ERP study with topographic analysis.

Science.gov (United States)

Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina

2015-11-15

Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.

The Effect of a Read Aloud Accommodation on Test Scores of Students with and without a Learning Disability in Reading.

Science.gov (United States)

Meloy, Linda L.; Deville, Craig; Frisbie, David A.

2002-01-01

A study examined the effect of a read aloud testing accommodation on 260 middle school students with and without learning disabilities in reading. Students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant.…

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

Science.gov (United States)

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?

Science.gov (United States)

Dreher, Mariam Jean; Kletzien, Sharon B.

2016-01-01

Despite both longstanding and recent calls for more informational text in K-3 classrooms, research indicates that narrative text remains in the majority for read alouds, classroom libraries, and instruction, thus limiting children's opportunity to experience the demands of expository text. Because national associations' recommended book lists are…

[Preserved ability to read aloud kanji idioms in left handed alexia].

Science.gov (United States)

Suzuki, Taemi; Suzuki, Kyoko; Iizuka, Osamu; Endo, Keiko; Yamadori, Atushi; Mori, Eturou

2004-08-01

We report a 69-year-old left-handed man, who developed alexia after a right medial occipito-temporal lobe infarction. On admission to the rehabilitation department two months after the onset, neurological examination showed left hemianopia, left hemiparesis, decreased deep sensation on the left side, and alexia. A brain MRI demonstrated infarcts in the right medial occipito-temporal lobe and the splenium of the corpus callosum. Detailed neuropsychological examination was performed two months after the onset. The patient was alert and cooperative. His speech was fluent with some word-finding difficulty. Comprehension for spoken materials, repetition, and naming abilities were all preserved. Systematic examination for reading revealed that reading aloud was disturbed in both kanji and kana words. Reading comprehension was significantly better for kanji words than kana words. First, we examined the effects of number of characters in a word. The number of characters in a word didn't affect his reading performance. Second, his performance on reading aloud of usual kanji words was compared with that of kanji words representing idioms. A kanji idiom is different from usual kanji words, in which pronunciation of each character is selected from several options. Reading aloud kanji idioms was significantly better than usual kanji words. In addition, reaction time to complete reading a word was much shorter for kanji idioms than usual kanji. An analysis of qualitative features of errors revealed that most errors in kanji idiom reading were semantically similar to the correct answers, while many errors in usual kanji word reading were classified into "don't know" responses. These findings suggested that a kanji idiom was tightly connected to its pronunciation, which resulted in his much better performance for kanji idiom reading. Overlearning of a unique relationship between a kanji idiom and its pronunciation might modify neuronal organization for reading.

Death Discussion in Science Read-Alouds: Cognitive, Sociolinguistic, and Moral Processes

Science.gov (United States)

Oliveira, Alandeom W.; Reis, Giuliano; Chaize, Daniel O.; Snyder, Michele A.

2014-01-01

Little research has been conducted on how to address the complex topic of death when teaching science to children. The present paper addresses this issue by examining how three elementary teachers discuss the death of wild animals during science read-aloud sessions. Our findings reveal the variety of ways in which nonhuman death can be…

Stories: A List of Stories to Tell and to Read Aloud.

Science.gov (United States)

Greene, Ellin, Comp.

This booklet contains lists of folk and fairy tales, stories to be read aloud, and books of poetry for young children. It includes references to children's stories from many countries, stories of heroes and saints, and stories for special occasions. A section of source materials for the storyteller is also included along with subject and…

Reading "Daddy's Roommate": Preservice Teachers Respond to a Controversial Text.

Science.gov (United States)

Williams, Shawyn

2002-01-01

Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…

Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds

Science.gov (United States)

Justice, Laura M.; Sofka, Amy E.

2010-01-01

Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet…

Basic processes in reading aloud and colour naming: towards a better understanding of the role of spatial attention.

Science.gov (United States)

Robidoux, Serje; Rauwerda, Derek; Besner, Derek

2014-05-01

Whether or not lexical access from print requires spatial attention has been debated intensively for the last 30 years. Studies involving colour naming generally find evidence that "unattended" words are processed. In contrast, reading-based experiments do not find evidence of distractor processing. One theory ascribes the discrepancy to weaker attentional demands for colour identification. If colour naming does not capture all of a subject's attention, the remaining attentional resources can be deployed to process the distractor word. The present study combined exogenous spatial cueing with colour naming and reading aloud separately and found that colour naming is less sensitive to the validity of a spatial cue than is reading words aloud. Based on these results, we argue that colour naming studies do not effectively control attention so that no conclusions about unattended distractor processing can be drawn from them. Thus we reiterate the consistent conclusion drawn from reading aloud and lexical decision studies: There is no word identification without (spatial) attention.

SUBPAL: A Device for Reading Aloud Subtitles from Television and Cinema

DEFF Research Database (Denmark)

Nielsen, Simon; Bothe, Hans-Heinrich

2007-01-01

to participate in such social and cultural events, but if the material presented is in a non familiar language they are unable to understand it. The problem primarily arises from non English speaking countries where dubbing is not facilitated such as in Scandinavian countries and the Netherlands. A solution...... to this problem is SubPal, a text to speech device which can be connected to the television or to a video camera. The subtitle content in the presented video stream is read aloud through a multilingual speech synthesizer. Hence the solution is applicable for television and in the cinema, in several countries....... The solution comprises three major modules: The sampling of the analogue video signal into a binary image of the subtitles. The optical character recognition which converts the binary image of the subtitles into a characters that can be recognized by a computer. And finally a speech synthesizer that reads...

Reading Aloud Activities as a Way to Determine Students’ Narrative Template

Directory of Open Access Journals (Sweden)

Álvarez Valencia José Aldemar

2004-08-01

Full Text Available This article focuses on the description of a methodological innovation implemented in a beginner’s English class at university level in Bogotá, Colombia which had two aims: First, to explore the role of reading aloud activities in the teaching of English, and second, to describe the narrative template students use when retelling a story in writing. Data collection sources for this smallscale project incorporated class observation during the reading aloud activity, students’ written samples as the means for them to retell the story, and interviews that were held at the end of the research process. This experience allowed both the teacher and the learners to approach English and see themselves playing a different role in the classroom. Moreover, it helped students foster their communicative competence as well as their motivation toward English language learning. Thus, this study promotes pedagogical debate about literacy processes in English in adults and the applicability of this kind of innovation in an EFL context. Key words: Literacy, Reading Aloud, Storytelling, Narrative Template, English Innovation, Foreign Language-Innovation El objetivo de este artículo es describir una innovación que se implementó en un curso de inglés básico a nivel universitario en Bogotá, Colombia y el cual tuvo dos objetivos: primero, explorar el rol de de las actividades de lectura en voz alta para el aprendizaje del Inglés y segundo describir el modelo narrativo que usan los estudiantes cuando narran una historia. Los métodos de recolección de datos para este proyecto a menor escala incorporaron observación de clases durante las actividades de lectura en voz alta, producción escrita de los estudiantes como un medio para que ellos narraran las historias y entrevistas al final del proceso de investigación. Esta experiencia permitió al profesor y a los estudiantes acercase al inglés de una manera diferente y verse a sí mismos asumiendo

Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds

Science.gov (United States)

Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.

2012-01-01

This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…

Cognitive-linguistic performances of multilingual university students suspected of dyslexia.

Science.gov (United States)

Lindgrén, Signe-Anita; Laine, Matti

2011-05-01

High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word retrieval, phonological processing and other cognitive functions relevant for dyslexia. Reading and writing were examined in the two domestic languages, Swedish and Finnish. The most prominent group differences in reading and writing emerged on accuracy measures in both languages (reading text aloud, proofreading, writing to dictation, free writing). The dyslexia group also performed less well on speeded segmentation of written input, complex speeded naming and complex phoneme manipulation. The pattern of results fits the phonological deficit hypothesis of dyslexia and indicates the presence of pervasive underlying defects in compensated dyslexia. Copyright © 2010 John Wiley & Sons, Ltd.

Reading Aloud, Play, and Social-Emotional Development.

Science.gov (United States)

Mendelsohn, Alan L; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Berkule Johnson, Samantha; Seery, Anne M; Canfield, Caitlin F; Huberman, Harris S; Dreyer, Benard P

2018-04-09

To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ∼-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity ( P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age × VIP 3-5 interactions. Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development. Copyright © 2018 by the

Regional cerebral blood flow study of aphasic patients while reading aloud using N-isopropil-p-[123I]-iodoamphetamine SPECT

International Nuclear Information System (INIS)

Kishikawa, Yusuke

1995-01-01

N-isopropil-p-[ 123 I]-indoamphetamine SPECT (IMP-SPECT) image study was performed on seventeen aphasic patients (seven motor aphasics, seven sensory aphasics and three conduction aphasics) and eight normal controls to compare regional cerebral blood flow (rCBF) change between at rest and while reading aloud. Comparative analysis focused on the brain areas of Broca and Wernicke and their anatomically equivalent areas in the right hemisphere. The Wernicke area showed a higher rCBF change while reading aloud even in the sensory aphasic group, while the Broca area showed a lower rCBF change in the motor aphasic group compared to the normal control group. The anatomical equivalent of the Broca area in the right hemisphere appeared to play some role while reading aloud in the motor and conduction aphasic groups. As for the Wernicke area, the anatomically equivalent area in the right hemisphere showed no significant change in any aphasic group. Differences between the results obtained in these two areas suggested different functional specificities in the network of language function in the brain. (author)

Using Think-Aloud Protocols to Investigate Secondary School Chemistry Teachers' Misconceptions about Chemical Equilibrium

Science.gov (United States)

Cheung, Derek

2009-01-01

Secondary school chemistry teachers' understanding of chemical equilibrium was investigated through interviews using the think-aloud technique. The interviews were conducted with twelve volunteer chemistry teachers in Hong Kong. Their teaching experience ranged from 3 to 18 years. They were asked to predict what would happen to the equilibrium…

A Think-Aloud Protocols Investigation of Dictionary Processing Strategies among Saudi EFL Students

Science.gov (United States)

Alhaysony, Maha

2012-01-01

This paper aims to examine qualitatively how Saudi EFL female students look-up word meanings in their dictionaries while reading. We aimed to identify and describe the look-up strategies used by these students. The subjects of the study were ten third-year English major students. A think-aloud protocol was used in order to gain insights into the…

Using Digital Think-Alouds to Build Comprehension of Online Informational Texts

Science.gov (United States)

White, Amber

2016-01-01

The ability to navigate and comprehend online informational text is essential for 21st century learners. It requires orchestrating a mix of old and new reading strategies--and it's easy for teachers and students to feel overwhelmed! This column describes a way of combining student screencasting with Reciprocal Teaching to help students--and…

Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol

Science.gov (United States)

Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

2016-01-01

The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…

Reading Sacred Texts in the Classroom: The Alignment between Students and Their Teacher's Interpretive Stances When Reading the Hebrew Bible

Science.gov (United States)

Hassenfeld, Ziva R.

2016-01-01

This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given…

Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study

Science.gov (United States)

Ferguson, Leila E.; Braten, Ivar; Stromso, Helge I.

2012-01-01

This study used think-aloud methodology to investigate 51 Norwegian undergraduates' topic-specific epistemic cognition while working with six documents presenting conflicting views on the issue of cell phones and potential health risks. Results showed that students' epistemic cognition was represented by one dimension concerning the certainty and…

Mentoring for text editors: Fit for purpose in the era of freelancing ...

African Journals Online (AJOL)

Kate H

distinguishing between mentoring, coaching, counselling, teaching and training as ... Group (now Guild), Society for Editors and Proofreaders), a number of .... In essence, Bandura (1982) and others have found that an individual's ..... significant difference in the quality of learning or overall satisfaction when people engage.

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

Science.gov (United States)

Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Registered nurses' clinical reasoning in home healthcare clinical practice: A think-aloud study with protocol analysis.

Science.gov (United States)

Johnsen, Hege Mari; Slettebø, Åshild; Fossum, Mariann

2016-05-01

The home healthcare context can be unpredictable and complex, and requires registered nurses with a high level of clinical reasoning skills and professional autonomy. Thus, additional knowledge about registered nurses' clinical reasoning performance during patient home care is required. The aim of this study is to describe the cognitive processes and thinking strategies used by recently graduated registered nurses while caring for patients in home healthcare clinical practice. An exploratory qualitative think-aloud design with protocol analysis was used. Home healthcare visits to patients with stroke, diabetes, and chronic obstructive pulmonary disease in seven healthcare districts in southern Norway. A purposeful sample of eight registered nurses with one year of experience. Each nurse was interviewed using the concurrent think-aloud technique in three different patient home healthcare clinical practice visits. A total of 24 home healthcare visits occurred. Follow-up interviews were conducted with each participant. The think-aloud sessions were transcribed and analysed using three-step protocol analysis. Recently graduated registered nurses focused on both general nursing concepts and concepts specific to the domains required and tasks provided in home healthcare services as well as for different patient groups. Additionally, participants used several assertion types, cognitive processes, and thinking strategies. Our results showed that recently graduated registered nurses used both simple and complex cognitive processes involving both inductive and deductive reasoning. However, their reasoning was more reactive than proactive. The results may contribute to nursing practice in terms of developing effective nursing education programmes. Copyright © 2016 Elsevier Ltd. All rights reserved.

How word-beginnings constrain the pronunciations of word-ends in the reading aloud of English: the phenomena of head- and onset-conditioning

Directory of Open Access Journals (Sweden)

Anastasia Ulicheva

2015-12-01

Full Text Available Background. A word whose body is pronounced in different ways in different words is body-inconsistent. When we take the unit that precedes the vowel into account for the calculation of body-consistency, the proportion of English words that are body-inconsistent is considerably reduced at the level of corpus analysis, prompting the question of whether humans actually use such head/onset-conditioning when they read.Methods. Four metrics for head/onset-constrained body-consistency were calculated: by the last grapheme of the head, by the last phoneme of the onset, by place and manner of articulation of the last phoneme of the onset, and by manner of articulation of the last phoneme of the onset. Since these were highly correlated, principal component analysis was performed on them.Results. Two out of four resulting principal components explained significant variance in the reading-aloud reaction times, beyond regularity and body-consistency.Discussion. Humans read head/onset-conditioned words faster than would be predicted based on their body-consistency and regularity only. We conclude that humans are sensitive to the dependency between word-beginnings and word-ends when they read aloud, and that this dependency is phonological in nature, rather than orthographic.

Thinking aloud during idea generating and planning before written translation: Developmental changes from ages 10 to 12 in expressing and defending opinions.

Science.gov (United States)

Davidson, Matt; Berninger, Virginia

2016-01-01

This interdisciplinary research, drawing on cognitive psychology and linguistics, extended to middle childhood past research during early childhood or adulthood on thinking aloud prior to written composing. In year 5 of a longitudinal study of typical writing, when cohort 1 was in grade 5 ( n = 110 ten year-olds) and cohort 2 in grade 7 ( n = 97 twelve year-olds), a cross-sectional study was conducted. Children were first asked to think aloud while they generated ideas and second while they planned their essays to express and defend their opinions on a controversial topic in the region of the United States where they lived. Third, they wrote their essays. Their think-aloud protocols were audio-recorded and later transcribed into writing for analysis. The authors developed and applied rating scales for quality of idea generating and planning in the written transcriptions and quality of opinion expression, opinion defense, organization, and content in the essays children wrote after thinking aloud; total number of words in essays was also counted. Seventh graders scored significantly higher than fifth graders on quality of idea generation but not planning, and higher on all variables rated for quality in the written essays including length. Quality of expressing opinions and defending opinions were uncorrelated in grade 5, but moderately correlated in grade 7. Whether idea generating or planning quality explained unique variance in essays varied with coded written essay variables and grade. Educational applications of results for assessment, assessment-instruction links, instruction in social studies, and theory of mind in persuasive essay writing are discussed.

Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom

Science.gov (United States)

Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

2012-01-01

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

L2 Reading in Thailand: Vocational College Students' Application of Reading Strategies to Their Reading of English Texts

Science.gov (United States)

Kasemsap, Bharani; Lee, Hugo Yu-Hsiu

2015-01-01

This study aims to explore the application of reading strategies to the reading of English texts by Thai vocational college students. Data were collected via questionnaire surveys, think-aloud experiments and semi-structured interviews. The research results reveal different typologies of reading strategies adopted by lower and higher level English…

Literacy Access: An Examination of the Picture Plus Discussion (PPD) Intervention Using Typical and Age Appropriate Texts

Science.gov (United States)

Shurr, Jordan C.

2012-01-01

The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when read a variety of expository texts aloud. A multiple probe single subject design was employed to measure the effect of the intervention across three…

A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study

Science.gov (United States)

Schwarz, Amy Louise; van Kleeck, Anne; Beaton, Derek; Horne, Erin; MacKenzie, Heather; Abdi, Hervé

2015-01-01

Purpose: Many well-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an…

The segment as the minimal planning unit in speech production and reading aloud: evidence and implications.

Science.gov (United States)

Kawamoto, Alan H; Liu, Qiang; Kello, Christopher T

2015-01-01

Speech production and reading aloud studies have much in common, especially the last stages involved in producing a response. We focus on the minimal planning unit (MPU) in articulation. Although most researchers now assume that the MPU is the syllable, we argue that it is at least as small as the segment based on negative response latencies (i.e., response initiation before presentation of the complete target) and longer initial segment durations in a reading aloud task where the initial segment is primed. We also discuss why such evidence was not found in earlier studies. Next, we rebut arguments that the segment cannot be the MPU by appealing to flexible planning scope whereby planning units of different sizes can be used due to individual differences, as well as stimulus and experimental design differences. We also discuss why negative response latencies do not arise in some situations and why anticipatory coarticulation does not preclude the segment MPU. Finally, we argue that the segment MPU is also important because it provides an alternative explanation of results implicated in the serial vs. parallel processing debate.

The value of Retrospective and Concurrent Think Aloud in formative usability testing of a physician data query tool

NARCIS (Netherlands)

Peute, Linda W. P.; de Keizer, Nicolette F.; Jaspers, Monique W. M.

2015-01-01

To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development.

Science.gov (United States)

Todhunter, Fern

2015-06-01

Observations obtained through concurrent think-aloud and protocol analysis offer new understanding about the influence of social learning on student nurses' acquisition of Information and Communication Technology (ICT) knowledge and skills. The software used provides a permanent record of the underpinning study method, events and analyses. The emerging themes reflect the dimensions of social engagement, and the characteristics of positive and negative reactions to ICT. The evidence shows that given the right conditions, stronger learners will support and guide their peers. To explore the use of concurrent think-aloud and protocol analysis as a method to examine how student nurses approach ICT. To identify the benefits and challenges of using observational technology to capture learning behaviours. To show the influence of small group arrangement and student interactions on their ICT knowledge and skills development. Previous studies examining social interaction between students show how they work together and respond to interactive problem solving. Social interaction has been shown to enhance skills in both ICT and collaborative decision making. Structured observational analysis using concurrent think-aloud and protocol analysis. Students displayed varying degrees of pastoral support and emotional need, leadership, reflection, suggestion and experimentation skills. Encouraging student nurses to work in small mixed ability groups can be conducive for social and ICT skill and knowledge development. Observational software gives a permanent record of the proceedings. Copyright © 2015 Elsevier Ltd. All rights reserved.

Beyond single syllables: large-scale modeling of reading aloud with the Connectionist Dual Process (CDP++) model.

Science.gov (United States)

Perry, Conrad; Ziegler, Johannes C; Zorzi, Marco

2010-09-01

Most words in English have more than one syllable, yet the most influential computational models of reading aloud are restricted to processing monosyllabic words. Here, we present CDP++, a new version of the Connectionist Dual Process model (Perry, Ziegler, & Zorzi, 2007). CDP++ is able to simulate the reading aloud of mono- and disyllabic words and nonwords, and learns to assign stress in exactly the same way as it learns to associate graphemes with phonemes. CDP++ is able to simulate the monosyllabic benchmark effects its predecessor could, and therefore shows full backwards compatibility. CDP++ also accounts for a number of novel effects specific to disyllabic words, including the effects of stress regularity and syllable number. In terms of database performance, CDP++ accounts for over 49% of the reaction time variance on items selected from the English Lexicon Project, a very large database of several thousand of words. With its lexicon of over 32,000 words, CDP++ is therefore a notable example of the successful scaling-up of a connectionist model to a size that more realistically approximates the human lexical system. Copyright © 2010 Elsevier Inc. All rights reserved.

Books, Read-Alouds, and Voluntary Book Interactions: What Do We Know about Centers Serving Three-Year-Olds?

Science.gov (United States)

Mesmer, Heidi Anne

2018-01-01

This study examined the quality of books, the quality of read-alouds, and children's voluntary interactions with books in childcare centers serving low-income 3-year-olds (N = 30). Although a large percentage of centers had book areas, the features of book areas differed. The highest percentage of books was highly recommended and appropriate (39%)…

The eye-voice span during reading aloud

Directory of Open Access Journals (Sweden)

Jochen eLaubrock

2015-09-01

Full Text Available Although eye movements during reading are modulated by cognitive processing demands, they also reflect visual sampling of the input, and possibly preparation of output for speech or the inner voice. By simultaneously recording eye movements and the voice during reading aloud, we obtained an output measure that constrains the length of time spent on cognitive processing. Here we investigate the dynamics of the eye-voice span (EVS, the distance between eye and voice. We show that the EVS is regulated immediately during fixation of a word by either increasing fixation duration or programming a regressive eye movement against the reading direction. EVS size at the beginning of a fixation was positively correlated with the likelihood of regressions and refixations. Regression probability was further increased if the EVS was still large at the end of a fixation: if adjustment of fixation duration did not sufficiently reduce the EVS during a fixation, then a regression rather than a refixation followed with high probability. We further show that the EVS can help understand cognitive influences on fixation duration during reading: in mixed model analyses, the EVS was a stronger predictor of fixation durations than either word frequency or word length. The EVS modulated the influence of several other predictors on single fixation durations. For example, word-N frequency effects were larger with a large EVS, especially when word N-1 frequency was low. Finally, a comparison of single fixation durations during oral and silent reading showed that reading is governed by similar principles in both reading modes, although EVS maintenance and articulatory processing also cause some differences. In summary, the eye-voice span is regulated by adjusting fixation duration and/or by programming a regressive eye movement when the eye-voice span gets too large. Overall, the EVS appears to be directly related to updating of the working memory buffer during reading.

The Influence of Collaborative Reflection and Think-Aloud Protocols on Pre-Service Teachers' Reflection: A Mixed Methods Approach

Science.gov (United States)

Epler, Cory M.; Drape, Tiffany A.; Broyles, Thomas W.; Rudd, Rick D.

2013-01-01

The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a think-aloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The…

Using Think-Aloud Protocols to Uncover Misconceptions and Improve Developmental Math Instruction: An Exploratory Study

Directory of Open Access Journals (Sweden)

Charles Secolsky

2016-01-01

Full Text Available Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students to answer 20 basic mathematics items and, in addition, to evaluate four possible solution strategies. For each item, frequencies of selected solution strategies and the association between strategy selection and performance on the 20-question math test are presented as a means for improving instruction. Follow-up research is proposed for determining whether undoing the student misconceptions first before teaching material on a new unit of instruction may yield more positive student outcomes.

The effect of the position of atypical character-to-sound correspondences on reading kanji words aloud: Evidence for a sublexical serially operating kanji reading process.

Science.gov (United States)

Sambai, Ami; Coltheart, Max; Uno, Akira

2018-04-01

In English, the size of the regularity effect on word reading-aloud latency decreases across position of irregularity. This has been explained by a sublexical serially operating reading mechanism. It is unclear whether sublexical serial processing occurs in reading two-character kanji words aloud. To investigate this issue, we studied how the position of atypical character-to-sound correspondences influenced reading performance. When participants read inconsistent-atypical words aloud mixed randomly with nonwords, reading latencies of words with an inconsistent-atypical correspondence in the initial position were significantly longer than words with an inconsistent-atypical correspondence in the second position. The significant difference of reading latencies for inconsistent-atypical words disappeared when inconsistent-atypical words were presented without nonwords. Moreover, reading latencies for words with an inconsistent-atypical correspondence in the first position were shorter than for words with a typical correspondence in the first position. This typicality effect was absent when the atypicality was in the second position. These position-of-atypicality effects suggest that sublexical processing of kanji occurs serially and that the phonology of two-character kanji words is generated from both a lexical parallel process and a sublexical serial process.

Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

Science.gov (United States)

Ranker, Jason

2007-01-01

A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

Authors’ reply: Response to “Older cancer patients’ user experiences with web-based health information tools: A think-aloud study"

NARCIS (Netherlands)

Bolle, S.; Romijn, G.; Smets, E.M.A; Loos, E.F.; Kunneman, M.; van Weert, J.C.M.

2016-01-01

We greatly appreciate the thoughtful comments of Gokani and colleagues [1] in response to our article “Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study” [2]. We are happy to elaborate on the points for which they request further clarification.

ALOUD: Adult Learning Open University Determinants Study: Association between biological and psychological determinants and study success in adult formal distance education

NARCIS (Netherlands)

De Groot, Renate; Neroni, Joyce; Gijselaers, Jérôme; Kirschner, Paul A.

2012-01-01

De Groot, R. H. M., Neroni, J., Gijselaers, J., & Kirschner, P. A. (2012, 6 December). ALOUD: Adult Learning Open University Determinants Study: Associations between biological and psychological determinants and study success in adult formal distance education. Presented at the Open University for

Integrating usability testing and think-aloud protocol analysis with "near-live" clinical simulations in evaluating clinical decision support.

Science.gov (United States)

Li, Alice C; Kannry, Joseph L; Kushniruk, Andre; Chrimes, Dillon; McGinn, Thomas G; Edonyabo, Daniel; Mann, Devin M

2012-11-01

Usability evaluations can improve the usability and workflow integration of clinical decision support (CDS). Traditional usability testing using scripted scenarios with think-aloud protocol analysis provide a useful but incomplete assessment of how new CDS tools interact with users and clinical workflow. "Near-live" clinical simulations are a newer usability evaluation tool that more closely mimics clinical workflow and that allows for a complementary evaluation of CDS usability as well as impact on workflow. This study employed two phases of testing a new CDS tool that embedded clinical prediction rules (an evidence-based medicine tool) into primary care workflow within a commercial electronic health record. Phase I applied usability testing involving "think-aloud" protocol analysis of 8 primary care providers encountering several scripted clinical scenarios. Phase II used "near-live" clinical simulations of 8 providers interacting with video clips of standardized trained patient actors enacting the clinical scenario. In both phases, all sessions were audiotaped and had screen-capture software activated for onscreen recordings. Transcripts were coded using qualitative analysis methods. In Phase I, the impact of the CDS on navigation and workflow were associated with the largest volume of negative comments (accounting for over 90% of user raised issues) while the overall usability and the content of the CDS were associated with the most positive comments. However, usability had a positive-to-negative comment ratio of only 0.93 reflecting mixed perceptions about the usability of the CDS. In Phase II, the duration of encounters with simulated patients was approximately 12 min with 71% of the clinical prediction rules being activated after half of the visit had already elapsed. Upon activation, providers accepted the CDS tool pathway 82% of times offered and completed all of its elements in 53% of all simulation cases. Only 12.2% of encounter time was spent using the

Exploring self-rated health among adolescents: a think-aloud study

Directory of Open Access Journals (Sweden)

Junia Joffer

2016-02-01

Full Text Available Abstract Background Despite extensive use of self-rated health questions in youth studies, little is known about what such questions capture among adolescents. Hence, the aim of this study was to explore how adolescents interpret and reason when answering a question about self-rated health. Methods A qualitative study using think-aloud interviews explored the question, “How do you feel most of the time?”, using five response options (“Very good”, “Rather good”, “Neither good, nor bad”, “Rather bad”, and “Very bad”. The study involved 58 adolescents (29 boys and 29 girls in lower secondary school (7th grade and upper secondary school (12th grade in Sweden. Results Respondents’ interpretations of the question about how they felt included social, mental, and physical aspects. Gender differences were found primarily in that girls emphasized stressors, while age differences were reflected mainly in the older respondents’ inclusion of a wider variety of influences on their assessments. The five response options all demonstrated differences in self-rated health, and the respondents’ understanding of the middle option, “Neither good, nor bad”, varied widely. In the answering of potential sensitive survey questions, rationales for providing honest or biased answers were described. Conclusions The use of a self-rated health question including the word ‘feel’ captured a holistic view of health among adolescents. Differences amongst response options should be acknowledged when analyzing self-rated health questions. If anonymity is not feasible when answering questions on self-rated health, a high level of privacy is recommended to increase the likelihood of reliability.

Southern African Journal of HIV Medicine: Journal Sponsorship

African Journals Online (AJOL)

After author approval the manuscript will go to design layout. The author will be asked to proofread the final galleys before going to publishing. Proofreading is intended to correct typesetting mistakes and not to introduce new changes to the text; such changes will require new layout of the pages. If new changes are ...

Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy

Directory of Open Access Journals (Sweden)

Mutiara Ayu

2017-10-01

Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS  is an effective strategy in helping students to improve their level of English proficiency.

Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

Science.gov (United States)

Varelas, Maria; Pappas, Christine C.

2006-01-01

The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

The influence of social, individual and linguistic factors on children's performance in tasks of reading single words aloud / A Influência de fatores sociais, individuais e lingüísticos no desempenho de crianças na leitura em voz alta de palavras isoladas

Directory of Open Access Journals (Sweden)

Patrícia Silva Lúcio

2010-01-01

Full Text Available This study evaluates social, individual and linguistic factors in the performance of a single- word reading aloud task. A group of 1st to 4th grade school children from Belo Horizonte-MG (N = 333 read aloud 323 single words presented in a computer screen. Measures of reaction time (RT and error scores were collected. The Generalized Estimating Equations method exhibited the grapheme-phoneme and phoneme-grapheme regularity effect in reading and also showed an impact on the number of categories of regularity in this effect. No social factor was important to explain the results, but their mothers' education was correlated to the error scores (in opposite direction. There was no gender effect. Other factors rather than the traditional ones were also relevant, such as the age of reading acquisition and the verbal comprehension. The work brings important theoretical issues to cognitive reading assessment in Brazil.

What Do You Do With Hands Like These? Close Reading Facilitates Exploration and Text Creation

Directory of Open Access Journals (Sweden)

Lindsey Moses

2013-05-01

Full Text Available This article shares instructional ideas to enhance language and literacy experiences involving the reading and writing processes of young bilinguals (Spanish and English in Colorado, USA when engaging with informational texts. Informational texts provide language scaffolds for young bilinguals because they build on their background knowledge about the world around them. Drawing on their recognition of real-world concepts found in informational texts, teaching ideas that enrich both academic and social vocabulary are shared. These teaching ideas suggest moving beyond the read aloud and individual reading of informational texts; they suggest instead teaching young learners to ‘read like writers’ and utilize Jenkins and Page’s What Do You Do With a Tail Like This? (2003 as a mentor text. This article includes relevant research, teaching ideas and classroom examples for scaffolding a close reading, ultimately resulting in intercultural explorations as the children share their writing about their home contexts.

How Black women make sense of 'White' and 'Black' fashion magazines: a qualitative think aloud study.

Science.gov (United States)

Ogden, Jane; Russell, Sheriden

2013-12-01

This qualitative think aloud study explored how Black women (n = 32) processed information from a White or Black fashion magazine. Comments to the 'White' magazine were characterised by rejection, being critical of the media and ambivalence, whereas they responded to the 'Black' magazine with celebration, identification and a search for depth. Transcending these themes was their self-identity of being a Black woman that was brought to the fore either by a sense of exclusion (White magazine) or engagement (Black magazine). Such an identity provides resilience against the media's thin ideals by minimising the processes of social comparison and internalisation.

Using Embedded Visual Coding to Support Contextualization of Historical Texts

Science.gov (United States)

Baron, Christine

2016-01-01

This mixed-method study examines the think-aloud protocols of 48 randomly assigned undergraduate students to understand what effect embedding a visual coding system, based on reliable visual cues for establishing historical time period, would have on novice history students' ability to contextualize historic documents. Results indicate that using…

The Growing Trend of Reading Movements in Japan: Animacion a la Lectura, Ten-Minutes Reading in the Morning, and Reading Aloud by Parents.

Science.gov (United States)

Adachi, Sachiko

This study examines the growing trend of reading movements in Japan and their origins. There are three main movements: Animacion a la Lectura; Ten-Minutes Reading in the Morning; and Reading Aloud by Parents in schools. This paper reports on the three movements from a review of the literature, personal observations, and practice. The paper…

Combining multivariate statistics and the think-aloud protocol to assess Human-Computer Interaction barriers in symptom checkers.

Science.gov (United States)

Marco-Ruiz, Luis; Bønes, Erlend; de la Asunción, Estela; Gabarron, Elia; Aviles-Solis, Juan Carlos; Lee, Eunji; Traver, Vicente; Sato, Keiichi; Bellika, Johan G

2017-10-01

Symptom checkers are software tools that allow users to submit a set of symptoms and receive advice related to them in the form of a diagnosis list, health information or triage. The heterogeneity of their potential users and the number of different components in their user interfaces can make testing with end-users unaffordable. We designed and executed a two-phase method to test the respiratory diseases module of the symptom checker Erdusyk. Phase I consisted of an online test with a large sample of users (n=53). In Phase I, users evaluated the system remotely and completed a questionnaire based on the Technology Acceptance Model. Principal Component Analysis was used to correlate each section of the interface with the questionnaire responses, thus identifying which areas of the user interface presented significant contributions to the technology acceptance. In the second phase, the think-aloud procedure was executed with a small number of samples (n=15), focusing on the areas with significant contributions to analyze the reasons for such contributions. Our method was used effectively to optimize the testing of symptom checker user interfaces. The method allowed kept the cost of testing at reasonable levels by restricting the use of the think-aloud procedure while still assuring a high amount of coverage. The main barriers detected in Erdusyk were related to problems understanding time repetition patterns, the selection of levels in scales to record intensities, navigation, the quantification of some symptom attributes, and the characteristics of the symptoms. Copyright © 2017 Elsevier Inc. All rights reserved.

Examination of the suitability of collecting in event cognitive processes using Think Aloud protocol in golf.

Directory of Open Access Journals (Sweden)

Amy Elizabeth Whitehead

2015-07-01

Full Text Available Two studies examined the use of think aloud (TA protocol as a means for collecting data of cognitive processes during performance in golf. In study 1, TA was employed to examine if different verbalisation (Level 2 or Level 3 TA instructions influence performance of high and low skilled golfers. Participants performed 30 putts using TA at either Level 2, Level 3, or no verbalization condition. Although Level 3 verbalization produced a higher volume of verbal data than Level 2, TA at either level 2 or 3 did not impair putting performance compared to no verbalization. Study 2 examined the congruence between data collected via TA at Level 3 and cued retrospective recall of cognitive processes during golf performance. Experienced golfers performed six holes of golf whilst engaging in Level 3 TA. After performance, three semi-structured retrospective interviews were conducted (ten minutes after performance, 24 hours after performance and 48 hours after performance. A comparison of the themes identified large discrepancies between the information reported during TA and at interview, with only 38-41% similarity in variables reported to influence decision making on each hole. Both studies suggest TA is a valuable method for recording cognitive processes of individuals during task performance. TA provides richer verbal data regarding decisions than cued retrospective recall, and TA does not negatively impact performance.

Responding to personalised social norms feedback from a web-based alcohol reduction intervention for students: Analysis of think-aloud verbal protocols.

Science.gov (United States)

Marley, S; Bekker, H L; Bewick, B M

2016-09-01

Web-based interventions enable organisations to deliver personalised individually tailored brief feedback to individuals without the need of a third party. Web-based interventions are effective in reducing alcohol consumption among university students. There is a paucity of evidence to indicate those who access web-based personalised feedback interventions respond in a way consistent with hypothesised active ingredients. This research uses the think-aloud technique to explore how students respond to instant web-based personalised normative feedback. Between-subjects experimental design employing qualitative methods. Twenty-one UK university students generated think-aloud transcripts while completing a web-based intervention (Unitcheck). This was followed by a semi-structured interview. One coding frame was developed to classify all utterances. Narrative synthesis revealed five meta-themes: active thinking about alcohol use; comparisons with others; beliefs and knowledge about alcohol consumption; inter-relationship between personal codes and context; and engagement with Unitcheck. Students willingly engaged with the online assessment and personalised feedback. Students consciously engaged with the intervention and this engagement prompted students to actively consider their own behaviour, knowledge, perceptions, and to reflect on future behaviour. The ability of web-based personalised feedback interventions to effect change in individual's behaviours is likely related to their ability to encourage cognitive engagement and active processing of the information provided.

Older Cancer Patients' User Experiences With Web-Based Health Information Tools: A Think-Aloud Study.

Science.gov (United States)

Bolle, Sifra; Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M

2016-07-25

Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance of maintaining awareness of age-related problems

Older Cancer Patients’ User Experiences With Web-Based Health Information Tools: A Think-Aloud Study

Science.gov (United States)

Romijn, Geke; Smets, Ellen M A; Loos, Eugene F; Kunneman, Marleen; van Weert, Julia C M

2016-01-01

Background Health information is increasingly presented on the Internet. Several Web design guidelines for older Web users have been proposed; however, these guidelines are often not applied in website development. Furthermore, although we know that older individuals use the Internet to search for health information, we lack knowledge on how they use and evaluate Web-based health information. Objective This study evaluates user experiences with existing Web-based health information tools among older (≥ 65 years) cancer patients and survivors and their partners. The aim was to gain insight into usability issues and the perceived usefulness of cancer-related Web-based health information tools. Methods We conducted video-recorded think-aloud observations for 7 Web-based health information tools, specifically 3 websites providing cancer-related information, 3 Web-based question prompt lists (QPLs), and 1 values clarification tool, with colorectal cancer patients or survivors (n=15) and their partners (n=8) (median age: 73; interquartile range 70-79). Participants were asked to think aloud while performing search, evaluation, and application tasks using the Web-based health information tools. Results Overall, participants perceived Web-based health information tools as highly useful and indicated a willingness to use such tools. However, they experienced problems in terms of usability and perceived usefulness due to difficulties in using navigational elements, shortcomings in the layout, a lack of instructions on how to use the tools, difficulties with comprehensibility, and a large amount of variety in terms of the preferred amount of information. Although participants frequently commented that it was easy for them to find requested information, we observed that the large majority of the participants were not able to find it. Conclusions Overall, older cancer patients appreciate and are able to use cancer information websites. However, this study shows the importance

Taxonomies in L1 and L2 Reading Strategies: A Critical Review of Issues Surrounding Strategy-Use Definitions and Classifications in Previous Think-Aloud Research

Science.gov (United States)

Alkhaleefah, Tarek A.

2016-01-01

Considering the various classifications of L1 and L2 reading strategies in previous think-aloud studies, the present review aims to provide a comprehensive look into those various taxonomies reported in major L1 and L2 reading studies. The rationale for this review is not only to offer a comprehensive overview of the different classifications in…

The Role of Reading Fluency in Children's Text Comprehension.

Science.gov (United States)

Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando

2015-01-01

Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.

Thinking in Pharmacy Practice: A Study of Community Pharmacists' Clinical Reasoning in Medication Supply Using the Think-Aloud Method.

Science.gov (United States)

Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett-Jones, Tracy; Schneider, Jennifer

2017-12-31

Medication review and supply by pharmacists involves both cognitive and technical skills related to the safety and appropriateness of prescribed medicines. The cognitive ability of pharmacists to recall, synthesise and memorise information is a critical aspect of safe and optimal medicines use, yet few studies have investigated the clinical reasoning and decision-making processes pharmacists use when supplying prescribed medicines. The objective of this study was to examine the patterns and processes of pharmacists' clinical reasoning and to identify the information sources used, when making decisions about the safety and appropriateness of prescribed medicines. Ten community pharmacists participated in a simulation in which they were required to review a prescription and make decisions about the safety and appropriateness of supplying the prescribed medicines to the patient, whilst at the same time thinking aloud about the tasks required. Following the simulation each pharmacist was asked a series of questions to prompt retrospective thinking aloud using video-stimulated recall. The simulated consultation and retrospective interview were recorded and transcribed for thematic analysis. All of the pharmacists made a safe and appropriate supply of two prescribed medicines to the simulated patient. Qualitative analysis identified seven core thinking processes used during the supply process: considering prescription in context, retrieving information, identifying medication-related issues, processing information, collaborative planning, decision making and reflection; and align closely with other health professionals. The insights from this study have implications for enhancing awareness of decision making processes in pharmacy practice and informing teaching and assessment approaches in medication supply.

Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning

Directory of Open Access Journals (Sweden)

Iñigo Yanguas

2009-06-01

Full Text Available The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994. Ninety-four participants read a text under one of four gloss conditions while asked to think aloud. This study investigated whether any of the conditions promoted noticing and whether this noticing led to better comprehension of the text and learning of the target vocabulary words. Reading comprehension, recognition, and production measures were utilized in a pre-post test design. Results of quantitative and qualitative analyses of the data gathered showed first that all multimedia gloss groups noticed and recognized significantly more of the target words than the control group. Second, no significant differences were found among any of the groups in production of the target vocabulary items. Finally, regarding comprehension, results showed that the combination gloss group significantly outperformed all other groups. These results confirm that the multimedia glosses under investigation have a different effect on comprehension and vocabulary learning respectively.

Actual Texts, Possible Meanings: The Uses of Poetry and the Subjunctification of Experience

Science.gov (United States)

Green, Andrew; Ellis, Viv; Simecek, Karen

2016-01-01

Jerome Bruner's experiment over 30 years ago suggested that imaginative literature had greater affordances for the "subjunctification" of experience by those who heard it read aloud than did transactional prose such as a news article. By "subjunctification", Bruner meant the capacity to use the resource (the short story, for…

The role of reading fluency in children’s text comprehension

Directory of Open Access Journals (Sweden)

Marta eÁlvarez-Cañizo

2015-11-01

Full Text Available Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade. Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances, pitch and intensity changes and duration in declarative, exclamatory and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency.

Elongation Factor Tu Prevents Misediting of Gly-tRNA(Gly Caused by the Design Behind the Chiral Proofreading Site of D-Aminoacyl-tRNA Deacylase.

Directory of Open Access Journals (Sweden)

Satya Brata Routh

2016-05-01

Full Text Available D-aminoacyl-tRNA deacylase (DTD removes D-amino acids mischarged on tRNAs and is thus implicated in enforcing homochirality in proteins. Previously, we proposed that selective capture of D-aminoacyl-tRNA by DTD's invariant, cross-subunit Gly-cisPro motif forms the mechanistic basis for its enantioselectivity. We now show, using nuclear magnetic resonance (NMR spectroscopy-based binding studies followed by biochemical assays with both bacterial and eukaryotic systems, that DTD effectively misedits Gly-tRNAGly. High-resolution crystal structure reveals that the architecture of DTD's chiral proofreading site is completely porous to achiral glycine. Hence, L-chiral rejection is the only design principle on which DTD functions, unlike other chiral-specific enzymes such as D-amino acid oxidases, which are specific for D-enantiomers. Competition assays with elongation factor thermo unstable (EF-Tu and DTD demonstrate that EF-Tu precludes Gly-tRNAGly misediting at normal cellular concentrations. However, even slightly higher DTD levels overcome this protection conferred by EF-Tu, thus resulting in significant depletion of Gly-tRNAGly. Our in vitro observations are substantiated by cell-based studies in Escherichia coli that show that overexpression of DTD causes cellular toxicity, which is largely rescued upon glycine supplementation. Furthermore, we provide direct evidence that DTD is an RNA-based catalyst, since it uses only the terminal 2'-OH of tRNA for catalysis without the involvement of protein side chains. The study therefore provides a unique paradigm of enzyme action for substrate selection/specificity by DTD, and thus explains the underlying cause of DTD's activity on Gly-tRNAGly. It also gives a molecular and functional basis for the necessity and the observed tight regulation of DTD levels, thereby preventing cellular toxicity due to misediting.

Physiotherapists use a great variety of motor learning options in neurological rehabilitation, from which they choose through an iterative process: a retrospective think-aloud study.

Science.gov (United States)

Kleynen, Melanie; Moser, Albine; Haarsma, Frederike A; Beurskens, Anna J; Braun, Susy M

2017-08-01

The goal of this study was to examine which motor learning options are applied by experienced physiotherapists in neurological rehabilitation, and how they choose between the different options. A descriptive qualitative approach was used. A purposive sample of five expert physiotherapists from the neurological ward of a rehabilitation center participated. Data were collected using nine videotaped therapy situations. During retrospective think-aloud interviews, the physiotherapists were instructed to constantly "think aloud" while they were watching their own videos. Five "operators" were identified: "act", "know", "observe", "assess" and "argue". The "act" operator consisted of 34 motor learning options, which were clustered into "instruction", "feedback" and "organization". The "know", "observe", "assess" and "argue" operators explained how therapists chose one of these options. The four operators seem to be interrelated and together lead to a decision to apply a particular motor learning option. Results show that the participating physiotherapists used a great variety of motor learning options in their treatment sessions. Further, the decision-making process with regard to these motor learning options was identified. Results may support future intervention studies that match the content and process of therapy in daily practice. The study should be repeated with other physiotherapists. Implications for Rehabilitation The study provided insight into the way experienced therapist handle the great variety of possible motor learning options, including concrete ideas on how to operationalize these options in specific situations. Despite differences in patients' abilities, it seems that therapists use the same underlying clinical reasoning process when choosing a particular motor learning option. Participating physiotherapists used more than the in guidelines suggested motor learning options and considered more than the suggested factors, hence adding practice based

Establishing survey validity and reliability for American Indians through "think aloud" and test-retest methods.

Science.gov (United States)

Hauge, Cindy Horst; Jacobs-Knight, Jacque; Jensen, Jamie L; Burgess, Katherine M; Puumala, Susan E; Wilton, Georgiana; Hanson, Jessica D

2015-06-01

The purpose of this study was to use a mixed-methods approach to determine the validity and reliability of measurements used within an alcohol-exposed pregnancy prevention program for American Indian women. To develop validity, content experts provided input into the survey measures, and a "think aloud" methodology was conducted with 23 American Indian women. After revising the measurements based on this input, a test-retest was conducted with 79 American Indian women who were randomized to complete either the original measurements or the new, modified measurements. The test-retest revealed that some of the questions performed better for the modified version, whereas others appeared to be more reliable for the original version. The mixed-methods approach was a useful methodology for gathering feedback on survey measurements from American Indian participants and in indicating specific survey questions that needed to be modified for this population. © The Author(s) 2015.

Smokers’ Views on Personal Carbon Monoxide Monitors, Associated Apps, and Their Use: An Interview and Think-Aloud Study

Directory of Open Access Journals (Sweden)

Aleksandra Herbeć

2018-02-01

Full Text Available Smartphone-based personal carbon monoxide (CO monitors and associated apps, or “CO Smartphone Systems” (CSSs for short, could enable smokers to independently monitor their smoking and quitting. This study explored views and preferences regarding CSSs and their use among 16 adult, UK-based smokers. First, semi-structured interviews explored participants’ expectations of CSSs. Secondly, a think-aloud study identified participants’ reactions to a personal CO monitor and to existing or prototype apps. Framework Analysis identified five themes: (1 General views, needs, and motivation to use CSSs; (2 Views on the personal CO monitor; (3 Practicalities of CSS use; (4 Desired features in associated apps; and (5 Factors affecting preferences for CSSs and their use. Participants had high expectations of CSSs and their potential to increase motivation. Priority app features included: easy CO testing journeys, relevant and motivating feedback, and recording of contextual data. Appearance and usability of the personal CO monitor, and accuracy and relevance of CO testing were considered important for engagement. Participants differed in their motivation to use and preferences for CSSs features and use, which might have non-trivial impact on evaluation efforts. Personal CO monitors and associated apps may be attractive tools for smokers, but making CSSs easy to use and evaluating these among different groups of smokers may be challenging.

Reading aloud and solving simple arithmetic calculation intervention (Learning therapy improves inhibition, verbal episodic memory, focus attention, and processing speed in healthy elderly people: Evidence from a randomized controlled trial

Directory of Open Access Journals (Sweden)

Rui eNouchi

2016-05-01

Full Text Available BackgroundPrevious reports have described that simple cognitive training using reading aloud and solving simple arithmetic calculations, so-called learning therapy, can improve executive functions and processing speed in the older adults. Nevertheless, it is not well-known whether learning therapy improve a wide range of cognitive functions or not. We investigated the beneficial effects of learning therapy on various cognitive functions in healthy older adults.MethodsWe used a single-blinded intervention with two groups (learning therapy group: LT and waiting list control group: WL. Sixty-four elderly were randomly assigned to LT or WL. In LT, participants performed reading Japanese aloud and solving simple calculations training tasks for 6 months. WL did not participate in the intervention. We measured several cognitive functions before and after 6 months intervention periods.ResultsCompared to WL, results revealed that LT improved inhibition performance in executive functions (Stroop: LT (Mean = 3.88 vs. WL (Mean = 1.22, adjusted p =.013 and reverse Stroop LT (Mean = 3.22 vs. WL (Mean = 1.59, adjusted p =.015, verbal episodic memory (logical memory: LT (Mean = 4.59 vs. WL (Mean = 2.47, adjusted p =.015, focus attention(D-CAT: LT (Mean = 2.09 vs. WL (Mean = -0.59, adjusted p =.010 and processing speed compared to the waiting list control group (digit symbol coding: LT (Mean = 5.00 vs. WL (Mean = 1.13, adjusted p =.015 and symbol search: LT (Mean = 3.47 vs. WL (Mean = 1.81, adjusted p =.014.DiscussionThis RCT can showed the benefit of learning therapy on inhibition of executive functions, verbal episodic memory, focus attention, and processing speed in healthy elderly people. Our results were discussed under overlapping hypothesis.Trial registrationThis trial was registered in The University Hospital Medical Information Network Clinical Trials Registry (UMIN000006998.

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

Science.gov (United States)

Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

Registered nurses' clinical reasoning skills and reasoning process: A think-aloud study.

Science.gov (United States)

Lee, JuHee; Lee, Young Joo; Bae, JuYeon; Seo, Minjeong

2016-11-01

As complex chronic diseases are increasing, nurses' prompt and accurate clinical reasoning skills are essential. However, little is known about the reasoning skills of registered nurses. This study aimed to determine how registered nurses use their clinical reasoning skills and to identify how the reasoning process proceeds in the complex clinical situation of hospital setting. A qualitative exploratory design was used with a think-aloud method. A total of 13 registered nurses (mean years of experience=11.4) participated in the study, solving an ill-structured clinical problem based on complex chronic patients cases in a hospital setting. Data were analyzed using deductive content analysis. Findings showed that the registered nurses used a variety of clinical reasoning skills. The most commonly used skill was 'checking accuracy and reliability.' The reasoning process of registered nurses covered assessment, analysis, diagnosis, planning/implementation, and evaluation phase. It is critical that registered nurses apply appropriate clinical reasoning skills in complex clinical practice. The main focus of registered nurses' reasoning in this study was assessing a patient's health problem, and their reasoning process was cyclic, rather than linear. There is a need for educational strategy development to enhance registered nurses' competency in determining appropriate interventions in a timely and accurate fashion. Copyright © 2016 Elsevier Ltd. All rights reserved.

Rationalising the 'irrational': a think aloud study of discrete choice experiment responses.

Science.gov (United States)

Ryan, Mandy; Watson, Verity; Entwistle, Vikki

2009-03-01

Stated preference methods assume respondents' preferences are consistent with utility theory, but many empirical studies report evidence of preferences that violate utility theory. This evidence is often derived from quantitative tests that occur naturally within, or are added to, stated preference tasks. In this study, we use qualitative methods to explore three axioms of utility theory: completeness, monotonicity, and continuity. We take a novel approach, adopting a 'think aloud' technique to identify violations of the axioms of utility theory and to consider how well the quantitative tests incorporated within a discrete choice experiment are able to detect these. Results indicate that quantitative tests classify respondents as being 'irrational' when qualitative statements would indicate they are 'rational'. In particular, 'non-monotonic' responses can often be explained by respondents inferring additional information beyond what is presented in the task, and individuals who appear to adopt non-compensatory decision-making strategies do so because they rate particular attributes very highly (they are not attempting to simplify the task). The results also provide evidence of 'cost-based responses': respondents assumed tests with higher costs would be of higher quality. The value of including in-depth qualitative validation techniques in the development of stated preference tasks is shown.

How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

Science.gov (United States)

Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

2014-01-01

In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

The Effect of Diagrams on Online Reading Processes and Memory

Science.gov (United States)

McCrudden, Matthew T.; Magliano, Joseph P.; Schraw, Gregory

2011-01-01

This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall…

The Conformational Dynamics of Cas9 Governing DNA Cleavage Are Revealed by Single-Molecule FRET

Directory of Open Access Journals (Sweden)

Mengyi Yang

2018-01-01

Full Text Available Summary: Off-target binding and cleavage by Cas9 pose major challenges in its application. How the conformational dynamics of Cas9 govern its nuclease activity under on- and off-target conditions remains largely unknown. Here, using intra-molecular single-molecule fluorescence resonance energy transfer measurements, we revealed that Cas9 in apo, sgRNA-bound, and dsDNA/sgRNA-bound forms spontaneously transits among three major conformational states, mainly reflecting significant conformational mobility of the catalytic HNH domain. We also uncovered surprising long-range allosteric communication between the HNH domain and the RNA/DNA heteroduplex at the PAM-distal end to ensure correct positioning of the catalytic site, which demonstrated that a unique proofreading mechanism served as the last checkpoint before DNA cleavage. Several Cas9 residues were likely to mediate the allosteric communication and proofreading step. Modulating interactions between Cas9 and heteroduplex at the PAM-distal end by introducing mutations on these sites provides an alternative route to improve and optimize the CRISPR/Cas9 toolbox. : Yang et al. revealed significant conformational dynamics of Cas9 at global and local scales using single-molecule FRET. They uncovered surprising long-range allosteric communication between the HNH nuclease domain and the RNA/DNA heteroduplex at the PAM-distal end that serves as a proofreading checkpoint to govern the nuclease activity and specificity of Cas9. Keywords: CRISPR, Cas9, single-molecule, FRET, conformational dynamics, proofreading, off-target, allosteric communication, genome editing

Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

Science.gov (United States)

Croce, Keri-Anne

Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub

Teacher Survey of the Accessibility and Text Features of the Computerized Oral Reading Evaluation (CORE). Technical Report #1601

Science.gov (United States)

Kahn, Josh; Nese, Joseph T.; Alonzo, Julie

2016-01-01

There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their…

Exploring the clinical decision-making used by experienced cardiorespiratory physiotherapists: A mixed method qualitative design of simulation, video recording and think aloud techniques.

Science.gov (United States)

Thackray, Debbie; Roberts, Lisa

2017-02-01

The ability of physiotherapists to make clinical decisions is a vital component of being an autonomous practitioner, yet this complex phenomenon has been under-researched in cardiorespiratory physiotherapy. The purpose of this study was to explore clinical decision-making (CDM) by experienced physiotherapists in a scenario of a simulated patient experiencing acute deterioration of their respiratory function. The main objective of this observational study was to identify the actions, thoughts, and behaviours used by experienced cardiorespiratory physiotherapists in their clinical decision-making processes. A mixed-methods (qualitative) design employing observation and think-aloud, was adopted using a computerised manikin in a simulated environment. The participants clinically assessed the manikin programmed with the same clinical signs, under standardised conditions in the clinical skills practice suite, which was set up as a ward environment. Experienced cardiorespiratory physiotherapists, recruited from clinical practice within a 50-mile radius of the University(*). Participants were video-recorded throughout the assessment and treatment and asked to verbalise their thought processes using the 'think-aloud' method. The recordings were transcribed verbatim and managed using a Framework approach. Eight cardiorespiratory physiotherapists participated (mean 7years clinical experience, range 3.5-16years. CDM was similar to the collaborative hypothetico-deductive model, five-rights nursing model, reasoning strategies, inductive reasoning and pattern recognition. However, the CDM demonstrated by the physiotherapists was complex, interactive and iterative. Information processing occurred continuously throughout the whole interaction with the patient, and the specific cognitive skills of recognition, matching, discriminating, relating, inferring, synthesising and prediction were identified as being used sequentially. The findings from this study were used to develop a new

Mutator suppression and escape from replication error-induced extinction in yeast.

Directory of Open Access Journals (Sweden)

Alan J Herr

2011-10-01

Full Text Available Cells rely on a network of conserved pathways to govern DNA replication fidelity. Loss of polymerase proofreading or mismatch repair elevates spontaneous mutation and facilitates cellular adaptation. However, double mutants are inviable, suggesting that extreme mutation rates exceed an error threshold. Here we combine alleles that affect DNA polymerase δ (Pol δ proofreading and mismatch repair to define the maximal error rate in haploid yeast and to characterize genetic suppressors of mutator phenotypes. We show that populations tolerate mutation rates 1,000-fold above wild-type levels but collapse when the rate exceeds 10⁻³ inactivating mutations per gene per cell division. Variants that escape this error-induced extinction (eex rapidly emerge from mutator clones. One-third of the escape mutants result from second-site changes in Pol δ that suppress the proofreading-deficient phenotype, while two-thirds are extragenic. The structural locations of the Pol δ changes suggest multiple antimutator mechanisms. Our studies reveal the transient nature of eukaryotic mutators and show that mutator phenotypes are readily suppressed by genetic adaptation. This has implications for the role of mutator phenotypes in cancer.

Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

Science.gov (United States)

Shelton, Angela

Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

Testing the validity of a translated pharmaceutical therapy-related quality of life instrument, using qualitative 'think aloud' methodology.

Science.gov (United States)

Renberg, T; Kettis Lindblad, A; Tully, M P

2008-06-01

In pharmacy practice, there is a need for valid and reliable instruments to study patient-reported outcomes. One potential candidate is a pharmaceutical therapy-related quality of life (PTRQoL) instrument. This study explored the face and content validity, including cognitive aspects of question answering of a PTRQoL instrument, translated from English to Swedish. A sample of 16 customers at Swedish community pharmacies, was asked to fill in the PTRQoL instrument while constantly reporting how they reasoned. The resulting interviews and concurrent probing, were audio-taped, transcribed verbatim and analysed using constant comparison method. The relation between the measurement and its theoretical underpinning was challenged. Respondents neglected to read the instructions, used response options in an unpredictable way, and varied in their interpretations of the items. The combination of 'think-aloud', retrospective probing and qualitative analysis informed on the validity of the PTRQoL instrument and was valuable in questionnaire development. The study also identified specific problems that could be relevant for other instruments probing patients' medicines-related attitudes and behaviour.

"Seeing It on the Screen Isn't Really Seeing It": Reading Problems of Writers Using Word Processing.

Science.gov (United States)

Haas, Christina

An observational study examined computer writers' use of hard copy for reading. The study begins with a description, based on interviews, of four kinds of reading problems encountered by writers using word processing; formatting, proofreading, reorganizing, and critical reading ("getting a sense of the text"). Subjects, six freshmen…

Usability evaluation of an experimental text summarization system and three search engines: implications for the reengineering of health care interfaces.

Science.gov (United States)

Kushniruk, Andre W; Kan, Min-Yem; McKeown, Kathleen; Klavans, Judith; Jordan, Desmond; LaFlamme, Mark; Patel, Vimia L

2002-01-01

This paper describes the comparative evaluation of an experimental automated text summarization system, Centrifuser and three conventional search engines - Google, Yahoo and About.com. Centrifuser provides information to patients and families relevant to their questions about specific health conditions. It then produces a multidocument summary of articles retrieved by a standard search engine, tailored to the user's question. Subjects, consisting of friends or family of hospitalized patients, were asked to "think aloud" as they interacted with the four systems. The evaluation involved audio- and video recording of subject interactions with the interfaces in situ at a hospital. Results of the evaluation show that subjects found Centrifuser's summarization capability useful and easy to understand. In comparing Centrifuser to the three search engines, subjects' ratings varied; however, specific interface features were deemed useful across interfaces. We conclude with a discussion of the implications for engineering Web-based retrieval systems.

Functional Analysis of Cancer-Associated DNA Polymerase ε Variants in Saccharomyces cerevisiae

Directory of Open Access Journals (Sweden)

Stephanie R. Barbari

2018-03-01

Full Text Available DNA replication fidelity relies on base selectivity of the replicative DNA polymerases, exonucleolytic proofreading, and postreplicative DNA mismatch repair (MMR. Ultramutated human cancers without MMR defects carry alterations in the exonuclease domain of DNA polymerase ε (Polε. They have been hypothesized to result from defective proofreading. However, modeling of the most common variant, Polε-P286R, in yeast produced an unexpectedly strong mutator effect that exceeded the effect of proofreading deficiency by two orders of magnitude and indicated the involvement of other infidelity factors. The in vivo consequences of many additional Polε mutations reported in cancers remain poorly understood. Here, we genetically characterized 13 cancer-associated Polε variants in the yeast system. Only variants directly altering the DNA binding cleft in the exonuclease domain elevated the mutation rate. Among these, frequently recurring variants were stronger mutators than rare variants, in agreement with the idea that mutator phenotype has a causative role in tumorigenesis. In nearly all cases, the mutator effects exceeded those of an exonuclease-null allele, suggesting that mechanisms distinct from loss of proofreading may drive the genome instability in most ultramutated tumors. All mutator alleles were semidominant, supporting the view that heterozygosity for the polymerase mutations is sufficient for tumor development. In contrast to the DNA binding cleft alterations, peripherally located variants, including a highly recurrent V411L, did not significantly elevate mutagenesis. Finally, the analysis of Polε variants found in MMR-deficient tumors suggested that the majority cause no mutator phenotype alone but some can synergize with MMR deficiency to increase the mutation rate.

Didn't You Run the Spell Checker? Effects of Type of Spelling Error and Use of a Spell Checker on Perceptions of the Author

Science.gov (United States)

Figueredo, Lauren; Varnhagen, Connie K.

2005-01-01

We investigated expectations regarding a writer's responsibility to proofread text for spelling errors when using a word processor. Undergraduate students read an essay and completed a questionnaire regarding their perceptions of the author and the quality of the essay. They then manipulated type of spelling error (no error, homophone error,…

Teenage Mutant Ninja Turtles Counting Pizza Toppings: A Creative Writing Learning Strategy.

Science.gov (United States)

Buchan, Laura; And Others

1996-01-01

This article describes the application of a proofreading mnemonic learning strategy for proofreading creative writing assignments. The mnemonic--Ninja Turtles Counting Pizza Toppings--reminds students to check their work for name, title, capitalization, punctuation, and transition words. Application of the strategy, possible pitfalls, and…

Thinking in clinical nursing practice: a study of critical care nurses' thinking applying the think-aloud, protocol analysis method.

Science.gov (United States)

Han, Kyung-Ja; Kim, Hesook Suzie; Kim, Mae-Ja; Hong, Kyung-Ja; Park, Sungae; Yun, Soon-Nyoung; Song, Misoon; Jung, Yoenyi; Kim, Haewon; Kim, Dong-Oak Debbie; Choi, Heejung; Kim, Kyungae

2007-06-01

The purpose of the paper is to discover the patterns and processes of decision-making in clinical nursing practice. A set of think-aloud data from five critical care nurses during 40 to 50 minutes of caregiving in intensive care units were obtained and analyzed by applying the procedures recommended by Ericsson and Simon for protocol analysis. Four thinking processes before acting were identified to constitute various sorts of thoughts in which the nurses were engaged during patient care: reviewing, validation, consideration, rationalization, and action. In addition, three patterns of sequential streaming of thinking (short, intermediate, long) were identified to reveal various ways the nurses dealt with clinical situations involving nursing tasks and responsibilities. This study specifies the initial categories of thoughts for each of the processes and various patterns with which these processes are sequentially combined, providing insights into the ways nurses think about problems and address their concerns. The findings suggest that the thinking in clinical practice involves more than focused decision-making and reasoning, and needs to be examined from a broader perspective.

Think-Aloud Reading

DEFF Research Database (Denmark)

Bengtsson, Mette

2018-01-01

engage in the implied audience offered, others have strong negative reactions refusing to take it upon them. The study shows how readers react to the commentators postulating manner, and call for arguments to use in discussions with family and friend. About the book: This book examines the reception...... of rhetoric and the rhetoric of reception. By considering salient rhetorical traits of rhetorical utterances and texts seen in context, and relating this to different kinds of reception and/or audience use and negotiation, the authors explore the connections between rhetoric and reception. In our time, new......About the book chapter: Bengtsson investigates how selected audiences react to the implied audience in Danish political print newspaper commentary. When introducing the concept of second persona, Edwin Black only uses vague expressions like “vector of influence” and “the pull of an ideology” about...

A schema theory analysis of students' think aloud protocols in an STS biology context

Science.gov (United States)

Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

Acronyms, initialisms, and abbreviations: Fourth Revision

Energy Technology Data Exchange (ETDEWEB)

Tolman, B.J. [comp.

1994-04-01

This document lists acronyms used in technical writing. The immense list is supplemented by an appendix containing chemical elements, classified information access, common abbreviations used for functions, conversion factors for selected SI units, a flowcharting template, greek alphabet, metrix terminology, proofreader`s marks, signs and symbols, and state abbreviations.

The control of manual entry accuracy in management/engineering information systems, phase 1

Science.gov (United States)

Hays, Daniel; Nocke, Henry; Wilson, Harold; Woo, John, Jr.; Woo, June

1987-01-01

It was shown that clerical personnel can be tested for proofreading performance under simulated industrial conditions. A statistical study showed that errors in proofreading follow an extreme value probability theory. The study showed that innovative man/machine interfaces can be developed to improve and control accuracy during data entry.

A comparison of symptoms after viewing text on a computer screen and hardcopy.

Science.gov (United States)

Chu, Christina; Rosenfield, Mark; Portello, Joan K; Benzoni, Jaclyn A; Collier, Juanita D

2011-01-01

Computer vision syndrome (CVS) is a complex of eye and vision problems experienced during or related to computer use. Ocular symptoms may include asthenopia, accommodative and vergence difficulties and dry eye. CVS occurs in up to 90% of computer workers, and given the almost universal use of these devices, it is important to identify whether these symptoms are specific to computer operation, or are simply a manifestation of performing a sustained near-vision task. This study compared ocular symptoms immediately following a sustained near task. 30 young, visually-normal subjects read text aloud either from a desktop computer screen or a printed hardcopy page at a viewing distance of 50 cm for a continuous 20 min period. Identical text was used in the two sessions, which was matched for size and contrast. Target viewing angle and luminance were similar for the two conditions. Immediately following completion of the reading task, subjects completed a written questionnaire asking about their level of ocular discomfort during the task. When comparing the computer and hardcopy conditions, significant differences in median symptom scores were reported with regard to blurred vision during the task (t = 147.0; p = 0.03) and the mean symptom score (t = 102.5; p = 0.04). In both cases, symptoms were higher during computer use. Symptoms following sustained computer use were significantly worse than those reported after hard copy fixation under similar viewing conditions. A better understanding of the physiology underlying CVS is critical to allow more accurate diagnosis and treatment. This will allow practitioners to optimize visual comfort and efficiency during computer operation.

Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts

Directory of Open Access Journals (Sweden)

Jingjing Ma

2010-12-01

Full Text Available Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.Con un acercamiento a la revisión por pares (peer review en términos de proceso y desde una perspectiva contextualizada, este estudio de caso investiga (i los procesos de toma de decisiones de dos estudiantes Chinos de inglés como lengua extranjera (EFL al evaluar los textos producidos por sus compañeros, y (ii los factores que influyeron en la activación de dichos procesos. Los datos cualitativos del estudio se recogieron mediante protocolos de pensamiento en voz alta, entrevistas de recuerdo estimulado, entrevistas semi-estructuradas, observación en el aula y análisis de textos. Los análisis llevados a cabo indican que los dos aprendices con un nivel alto de inglés escrito presentaban patrones parcialmente distintos en sus procesos de toma de decisiones, y que priorizaban aspectos concretos de los textos de sus compañeros. A su vez, factores tales como (i las percepciones de los dos estudiantes sobre las características de un buen

Thermodynamics of Error Correction

Directory of Open Access Journals (Sweden)

Pablo Sartori

2015-12-01

Full Text Available Information processing at the molecular scale is limited by thermal fluctuations. This can cause undesired consequences in copying information since thermal noise can lead to errors that can compromise the functionality of the copy. For example, a high error rate during DNA duplication can lead to cell death. Given the importance of accurate copying at the molecular scale, it is fundamental to understand its thermodynamic features. In this paper, we derive a universal expression for the copy error as a function of entropy production and work dissipated by the system during wrong incorporations. Its derivation is based on the second law of thermodynamics; hence, its validity is independent of the details of the molecular machinery, be it any polymerase or artificial copying device. Using this expression, we find that information can be copied in three different regimes. In two of them, work is dissipated to either increase or decrease the error. In the third regime, the protocol extracts work while correcting errors, reminiscent of a Maxwell demon. As a case study, we apply our framework to study a copy protocol assisted by kinetic proofreading, and show that it can operate in any of these three regimes. We finally show that, for any effective proofreading scheme, error reduction is limited by the chemical driving of the proofreading reaction.

Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

Science.gov (United States)

Widuri, S. Y. S.; Almash, L.; Zuzano, F.

2018-04-01

The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ 2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H 0 was rejected and H 1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

The language of Evaluation: paralinguistic features as a phonological domain for appraisal

Directory of Open Access Journals (Sweden)

Griselda Bombelli

2013-01-01

Full Text Available In this paper we explore the relationship between the language of evaluation and the use of paralinguistic features in reading aloud, relating Eggins & Slade's (1997 categories of appraisal with Brown's (1990 taxonomy of paralinguistic features. We mainly concentrate on two categories of appraisal: (1 affect, that is the expression of emotional states, and (2 amplification, that is the reader's aloud grading of attitudes and emotions. We present an analysis of part of The Story of Tilly, a story for children beautifully read aloud by Jackie Torrence. It seems to us that this association between paralinguistic features and appraisal may constitute a phonological domain for the description of the language of evaluation beyond the lexico-grammatical level.

Smokers' Views on Personal Carbon Monoxide Monitors, Associated Apps, and Their Use: An Interview and Think-Aloud Study.

Science.gov (United States)

Herbeć, Aleksandra; Perski, Olga; Shahab, Lion; West, Robert

2018-02-07

Smartphone-based personal carbon monoxide (CO) monitors and associated apps, or "CO Smartphone Systems" (CSSs) for short, could enable smokers to independently monitor their smoking and quitting. This study explored views and preferences regarding CSSs and their use among 16 adult, UK-based smokers. First, semi-structured interviews explored participants' expectations of CSSs. Secondly, a think-aloud study identified participants' reactions to a personal CO monitor and to existing or prototype apps. Framework Analysis identified five themes: (1) General views, needs, and motivation to use CSSs; (2) Views on the personal CO monitor; (3) Practicalities of CSS use; (4) Desired features in associated apps; and (5) Factors affecting preferences for CSSs and their use. Participants had high expectations of CSSs and their potential to increase motivation. Priority app features included: easy CO testing journeys, relevant and motivating feedback, and recording of contextual data. Appearance and usability of the personal CO monitor, and accuracy and relevance of CO testing were considered important for engagement. Participants differed in their motivation to use and preferences for CSSs features and use, which might have non-trivial impact on evaluation efforts. Personal CO monitors and associated apps may be attractive tools for smokers, but making CSSs easy to use and evaluating these among different groups of smokers may be challenging.

"Even 'Daily' is Not Enough": How Well Do We Measure Domestic Violence and Abuse?-A Think-Aloud Study of a Commonly Used Self-Report Scale.

Science.gov (United States)

Evans, Maggie; Gregory, Alison; Feder, Gene; Howarth, Emma; Hegarty, Kelsey

2016-01-01

This article explores the challenges of providing a quantitative measure of domestic violence and abuse (DVA), illustrated by the Composite Abuse Scale, a validated multidimensional measure of frequency and severity of abuse, used worldwide for prevalence studies and intervention trials. Cognitive "think-aloud" and qualitative interviewing with a sample of women who had experienced DVA revealed a tendency toward underreporting their experience of abuse, particularly of coercive control, threatening behavior, restrictions to freedom, and sexual abuse. Underreporting was linked to inconsistency and uncertainty in item interpretation and response, fear of answering truthfully, and unwillingness to identify with certain forms of abuse. Suggestions are made for rewording or reconceptualizing items and the inclusion of a distress scale to measure the individual impact of abuse. The importance of including qualitative methods in questionnaire design and in the interpretation of quantitative findings is highlighted.

Enhancing the production effect in memory.

Science.gov (United States)

Quinlan, Chelsea K; Taylor, Tracy L

2013-01-01

The production effect is the finding that subsequent memory is better for words that are produced than for words that are not produced. Whereas the current literature demonstrates that reading aloud is the most effective form of production, the distinctiveness account used to explain the production effect predicts that there is nothing special about reading aloud per se: Other forms of vocal production that include an additional distinct element should produce even greater subsequent memory benefits than reading aloud. To test this, we presented participants with study words that they were instructed to read aloud loudly, read aloud, or read silently (Experiment 1); sing, read aloud, or read silently (Experiment 2); and sing, read aloud loudly, read aloud, or read silently (Experiment 3). We observed that both reading items aloud loudly (Experiments 1 and 3) and singing items (Experiments 2 and 3) at study resulted in greater subsequent recognition than reading items aloud in a normal voice; singing had a larger memory benefit than reading aloud loudly (Experiment 3). Our findings support the distinctiveness hypothesis by demonstrating that there are other forms of production, such as singing and reading aloud loudly that have a more pronounced effect on memory than reading aloud.

Consumer preferences for sustainable aquaculture products: Evidence from in-depth interviews, think aloud protocols and choice experiments.

Science.gov (United States)

Risius, Antje; Janssen, Meike; Hamm, Ulrich

2017-06-01

Fish from aquaculture is becoming more important for human consumption. Sustainable aquaculture procedures were developed as an alternative to overcome the negative environmental impacts of conventional aquaculture procedures and wild fisheries. The objective of this contribution is to determine what consumers expect from sustainable aquaculture and whether they prefer sustainable aquaculture products. A combination of qualitative research methods, with think aloud protocols and in-depth interviews, as well as quantitative methods, using choice experiments and face-to-face interviews, was applied. Data was collected in three different cities of Germany. Results revealed that sustainable aquaculture was associated with natural, traditional, local, and small scale production systems with high animal welfare standards. Overall, participants paid a lot of attention to the declaration of origin; in particular fish products from Germany and Denmark were preferred along with local products. Frequently used sustainability claims for aquaculture products were mostly criticized as being imprecise by the participants of the qualitative study; even though two claims tested in the choice experiments had a significant positive impact on the choice of purchase. Similarly, existing aquaculture-specific labels for certified sustainable aquaculture had an impact on the buying decision, but were not well recognized and even less trusted. Overall, consumers had a positive attitude towards sustainable aquaculture. However, communication measures and labelling schemes should be improved to increase consumer acceptance and make a decisive impact on consumers' buying behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

CDP++.Italian: modelling sublexical and supralexical inconsistency in a shallow orthography.

Directory of Open Access Journals (Sweden)

Conrad Perry

Full Text Available Most models of reading aloud have been constructed to explain data in relatively complex orthographies like English and French. Here, we created an Italian version of the Connectionist Dual Process Model of Reading Aloud (CDP++ to examine the extent to which the model could predict data in a language which has relatively simple orthography-phonology relationships but is relatively complex at a suprasegmental (word stress level. We show that the model exhibits good quantitative performance and accounts for key phenomena observed in naming studies, including some apparently contradictory findings. These effects include stress regularity and stress consistency, both of which have been especially important in studies of word recognition and reading aloud in Italian. Overall, the results of the model compare favourably to an alternative connectionist model that can learn non-linear spelling-to-sound mappings. This suggests that CDP++ is currently the leading computational model of reading aloud in Italian, and that its simple linear learning mechanism adequately captures the statistical regularities of the spelling-to-sound mapping both at the segmental and supra-segmental levels.

The Beneficial Effects of Cognitive Training With Simple Calculation and Reading Aloud (SCRA in the Elderly Postoperative Population: A Pilot Randomized Controlled Trial

Directory of Open Access Journals (Sweden)

Kay Kulason

2018-03-01

Full Text Available Background: There has been little research conducted regarding cognitive treatments for the elderly postsurgical population. Patients aged ≥60 years have an increased risk of postoperative cognitive decline, a condition in which cognitive functions are negatively affected. This cognitive decline can lead to a decline in quality of life. In order to maintain a high quality of life, the elderly postsurgical population may benefit from treatment to maintain and/or improve their cognitive functions. This pilot study investigates the effect of simple calculation and reading aloud (SCRA cognitive training in elderly Japanese postsurgical patients.Methods: Elderly patients undergoing non-cardiovascular thoracic surgery under general anesthesia were recruited (n = 12. Subjects were randomly divided into two groups—one that receives 12 weeks of SCRA intervention, and a waitlisted control group. Before and after the intervention, we measured cognitive function [Mini-Mental Status Exam-Japanese (MMSE-J, Frontal Assessment Battery (FAB, computerized Cogstate Brief Battery (CBB] and emotional state [General Health Questionnaire-12 (GHQ-12, Geriatric Depression Scale (GDS, Quality of Life Scale-5 (QOL-5].Results: Group difference analyses using ANCOVA with permutation test showed that the intervention SCRA group had a significant improvement in FAB motor programming sub-score, GDS, and QOL-5 compared to the control group. Within-group analyses using Wilcoxon signed-rank test to compare baseline and follow-up showed that the SCRA intervention group total FAB scores, FAB motor programming sub-scores, and QOL-5 scores were significantly improved.Discussion: This pilot study showed that there are important implications for the beneficial effects of SCRA intervention on cognitive function and emotional state in the postoperative elderly population; however, further investigations are necessary to reach any conclusions.Trial registration: This study was

Psychology of computer use: XXXII. Computer screen-savers as distractors.

Science.gov (United States)

Volk, F A; Halcomb, C G

1994-12-01

The differences in performance of 16 male and 16 female undergraduates on three cognitive tasks were investigated in the presence of visual distractors (computer-generated dynamic graphic images). These tasks included skilled and unskilled proofreading and listening comprehension. The visually demanding task of proofreading (skilled and unskilled) showed no significant decreases in performance in the distractor conditions. Results showed significant decrements, however, in performance on listening comprehension in at least one of the distractor conditions.

An experimental study on a training support system utilizing trainee's eye gaze point and think aloud protocol for diagnosing nuclear power plant anomalies

International Nuclear Information System (INIS)

Ozawa, Takahisa; Samejima, Ryouta; Shimoda, Hiroshi; Yoshikawa, Hidekazu

2003-01-01

An experimental system has been developed for aiming at supporting the simulator training of diagnosis nuclear power plant anomaly, where an expert provides the instructions to a trainee by his/her own educational and experienced point of view. This system has several characteristics as follows: (1) the expert can provide the instruction through the local area network or the Internet, (2) the training task is the detection of the primary cause of plant anomaly, which is not including the plant operation but requires only thinking, and (3) the system can automatically detects the trainee's view-point and think aloud protocols and provide these two types of information to the expert in real time for supporting his/her instruction. A laboratory experiment using this system was conducted, where an expert, who had really engaged in plant operation as a chief operator, was employed as the instructor for novice students. As the result of analyzing the experimental data, it was found that the two types of information, trainee's viewpoints and his verbal protocols, have some potential of effectiveness for supporting the instructor to estimate the trainees diagnostic thinking process and provide the instruction. (author)

Self- and rater-assessed effectiveness of "thinking-aloud" and "regular" morning report to intensify young physicians' clinical skills.

Science.gov (United States)

Hsu, Hui-Chi; Lee, Fa-Yauh; Yang, Ying-Ying; Tsao, Yen-Po; Lee, Wen-Shin; Chuang, Chiao-Lin; Chang, Ching-Chih; Huang, Chia-Chang; Huang, Chin-Chou; Ho, Shung-Tai

2015-09-01

This study compared the effects of the "thinking aloud" (TA) morning report (MR), which is characterized by sequential and interactive case discussion by all participants, with "regular" MR for clinical skill training of young physicians. Between February 2011 and February 2014, young physicians [including postgraduate year-1 (PGY1) residents, interns, and clerks) from our hospital were sequentially enrolled and followed for 3 months. The self- and rater-assessed educational values of two MR models for building up clinical skills of young physicians were compared. The junior (intern and clerk) attendees had higher self-assessed educational values scores and reported post-training application frequency of skills trained by TA MR compared with the senior (PGY1 resident) attendees. Higher average and percentage of increased overall rater-assessed OSCE scores were noted among the regular MR senior attendees and TA MR junior attendees than in their corresponding control groups (regular MR junior attendees and TA MR senior attendees). Interestingly, regular MRs provided additional beneficial effects for establishing the "professionalism, consulting skills and organization efficiency" aspects of clinical skills of senior/junior attendees. Moreover, senior and junior attendees benefited the most by participating in seven sessions of regular MR and TA MR each month, respectively. TA MR effectively trains junior attendees in basic clinical skills, whereas regular MR enhances senior attendees' "work reports, professionalism, organizational efficiency, skills in dealing with controversial and professional issues." Undoubtedly, all elements of the two MR models should be integrated together to ensure patient safety and good discipline among young physicians. Copyright © 2015. Published by Elsevier Taiwan.

Backtracking dynamics of RNA polymerase: pausing and error correction

International Nuclear Information System (INIS)

Sahoo, Mamata; Klumpp, Stefan

2013-01-01

Transcription by RNA polymerases is frequently interrupted by pauses. One mechanism of such pauses is backtracking, where the RNA polymerase translocates backward with respect to both the DNA template and the RNA transcript, without shortening the transcript. Backtracked RNA polymerases move in a diffusive fashion and can return to active transcription either by diffusive return to the position where backtracking was initiated or by cleaving the transcript. The latter process also provides a mechanism for proofreading. Here we present some exact results for a kinetic model of backtracking and analyse its impact on the speed and the accuracy of transcription. We show that proofreading through backtracking is different from the classical (Hopfield–Ninio) scheme of kinetic proofreading. Our analysis also suggests that, in addition to contributing to the accuracy of transcription, backtracking may have a second effect: it attenuates the slow down of transcription that arises as a side effect of discriminating between correct and incorrect nucleotides based on the stepping rates. (paper)

Backtracking dynamics of RNA polymerase: pausing and error correction

Science.gov (United States)

Sahoo, Mamata; Klumpp, Stefan

2013-09-01

Transcription by RNA polymerases is frequently interrupted by pauses. One mechanism of such pauses is backtracking, where the RNA polymerase translocates backward with respect to both the DNA template and the RNA transcript, without shortening the transcript. Backtracked RNA polymerases move in a diffusive fashion and can return to active transcription either by diffusive return to the position where backtracking was initiated or by cleaving the transcript. The latter process also provides a mechanism for proofreading. Here we present some exact results for a kinetic model of backtracking and analyse its impact on the speed and the accuracy of transcription. We show that proofreading through backtracking is different from the classical (Hopfield-Ninio) scheme of kinetic proofreading. Our analysis also suggests that, in addition to contributing to the accuracy of transcription, backtracking may have a second effect: it attenuates the slow down of transcription that arises as a side effect of discriminating between correct and incorrect nucleotides based on the stepping rates.

Physician satisfaction with a critical care clinical information system using a multimethod evaluation of usability.

Science.gov (United States)

Hudson, Darren; Kushniruk, Andre; Borycki, Elizabeth; Zuege, Danny J

2018-04-01

Physician satisfaction with electronic medical records has often been poor. Usability has frequently been identified as a source for decreased satisfaction. While surveys can identify many issues, and are logistically easier to administer, they may miss issues identified using other methods This study sought to understand the level of physician satisfaction and usability issues associated with a critical care clinical information system (eCritical Alberta) implemented throughout the province of Alberta, Canada. All critical care attending physicians using the system were invited to participate in an online survey. Questions included components of the User Acceptance of Information Technology and Usability Questionnaire as well as free text feedback on system components. Physicians were also invited to participate in a think aloud test using simulated scenarios. The transcribed think aloud text and questionnaire were subjected to textual analysis. 82% of all eligible physicians completed the on-line survey (n = 61). Eight physicians were invited and seven completed the think aloud test. Overall satisfaction with the system was moderate. Usability was identified as a significant factor contributing to satisfaction. The major usability factors identified were system response time and layout. The think aloud component identified additional factors beyond those identified in the on-line survey. This study found a modestly high level of physician satisfaction with a province-wide clinical critical care information system. Usability continues to be a significant factor in physician satisfaction. Using multiple methods of evaluation can capture the benefits of a large sample size and deeper understanding of the issues. Copyright © 2018 Elsevier B.V. All rights reserved.

Justify Your Answer: The Role of Written Think Aloud in Script Concordance Testing.

Science.gov (United States)

Power, Alyssa; Lemay, Jean-Francois; Cooke, Suzette

2017-01-01

Construct: Clinical reasoning assessment is a growing area of interest in the medical education literature. Script concordance testing (SCT) evaluates clinical reasoning in conditions of uncertainty and has emerged as an innovative tool in the domain of clinical reasoning assessment. SCT quantifies the degree of concordance between a learner and an experienced clinician and attempts to capture the breadth of responses of expert clinicians, acknowledging the significant yet acceptable variation in practice under situations of uncertainty. SCT has been shown to be a valid and reliable clinical reasoning assessment tool. However, as SCT provides only quantitative information, it may not provide a complete assessment of clinical reasoning. Think aloud (TA) is a qualitative research tool used in clinical reasoning assessment in which learners verbalize their thought process around an assigned task. This study explores the use of TA, in the form of written reflection, in SCT to assess resident clinical reasoning, hypothesizing that the information obtained from the written TA would enrich the quantitative data obtained through SCT. Ninety-one pediatric postgraduate trainees and 21 pediatricians from 4 Canadian training centers completed an online test consisting of 24 SCT cases immediately followed by retrospective written TA. Six of 24 cases were selected to gather TA data. These cases were chosen to allow all phases of clinical decision making (diagnosis, investigation, and treatment) to be represented in the TA data. Inductive thematic analysis was employed when systematically reviewing TA responses. Three main benefits of adding written TA to SCT were identified: (a) uncovering instances of incorrect clinical reasoning despite a correct SCT response, (b) revealing sound clinical reasoning in the context of a suboptimal SCT response, and (c) detecting question misinterpretation. Written TA can optimize SCT by demonstrating when correct examinee responses are based on

The impact of didactic read-aloud action cards on the performance of cannula cricothyroidotomy in a simulated 'can't intubate can't oxygenate' scenario.

Science.gov (United States)

Harvey, R; Foulds, L; Housden, T; Bennett, K A; Falzon, D; McNarry, A F; Graham, C

2017-03-01

Significant benefits have been demonstrated with the use of peri-operative checklists. We assessed whether a read-aloud didactic action card would improve performance of cannula cricothyroidotomy in a simulated 'can't intubate, can't oxygenate' scenario. A 17-step action card was devised by an expert panel. Participants in their first 4 years of anaesthetic training were randomly assigned into 'no-card' or 'card' groups. Scenarios were video-recorded for analysis. Fifty-three participants (27 no-card and 26 card) completed the scenario. The number of steps omitted was mean (SD) 6.7 (2.0) in the no-card group vs. 0.3 (0.5); p < 0.001 in the card group, but the no-card group was faster to oxygenation by mean (95% CI) 35.4 (6.6-64.2) s. The Kappa statistic was 0.84 (0.73-0.95). Our study demonstrated that action cards are beneficial in achieving successful front-of-neck access using a cannula cricothyroidotomy technique. Further investigation is required to determine this tool's effectiveness in other front-of-neck access situations, and its role in teaching or clinical management. © 2016 The Association of Anaesthetists of Great Britain and Ireland.

The Effect of English Verbal Songs on Connected Speech Aspects of Adult English Learners’ Speech Production

Directory of Open Access Journals (Sweden)

Farshid Tayari Ashtiani

2015-02-01

Full Text Available The present study was an attempt to investigate the impact of English verbal songs on connected speech aspects of adult English learners’ speech production. 40 participants were selected based on the results of their performance in a piloted and validated version of NELSON test given to 60 intermediate English learners in a language institute in Tehran. Then they were equally distributed in two control and experimental groups and received a validated pretest of reading aloud and speaking in English. Afterward, the treatment was performed in 18 sessions by singing preselected songs culled based on some criteria such as popularity, familiarity, amount, and speed of speech delivery, etc. In the end, the posttests of reading aloud and speaking in English were administered. The results revealed that the treatment had statistically positive effects on the connected speech aspects of English learners’ speech production at statistical .05 level of significance. Meanwhile, the results represented that there was not any significant difference between the experimental group’s mean scores on the posttests of reading aloud and speaking. It was thus concluded that providing the EFL learners with English verbal songs could positively affect connected speech aspects of both modes of speech production, reading aloud and speaking. The Findings of this study have pedagogical implications for language teachers to be more aware and knowledgeable of the benefits of verbal songs to promote speech production of language learners in terms of naturalness and fluency. Keywords: English Verbal Songs, Connected Speech, Speech Production, Reading Aloud, Speaking

Clinical reasoning in nursing, a think-aloud study using virtual patients - a base for an innovative assessment.

Science.gov (United States)

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2014-04-01

In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial for nursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatric nursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research. © 2013.

"To Gloss or Not To Gloss": An Investigation of Reading Comprehension Online.

Science.gov (United States)

Lomika, Lara L.

1998-01-01

Investigated effects of multimedia reading software on reading comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during reading of text on the computer screen. They read text under one of three conditions: full glossing, limited glossing, no glossing. Suggests computerized reading…

Science Informational Trade Books: An Exploration of Text-based Practices and Interactions in a First-grade Classroom

Science.gov (United States)

Schreier, Virginia A.

Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in

Building the Foundation for Close Reading with Developing Readers

Science.gov (United States)

Baker, Sheila F.; McEnery, Lillian

2017-01-01

Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms…

Thermodynamic framework for information in nanoscale systems with memory.

Science.gov (United States)

Arias-Gonzalez, J Ricardo

2017-11-28

Information is represented by linear strings of symbols with memory that carry errors as a result of their stochastic nature. Proofreading and edition are assumed to improve certainty although such processes may not be effective. Here, we develop a thermodynamic theory for material chains made up of nanoscopic subunits with symbolic meaning in the presence of memory. This framework is based on the characterization of single sequences of symbols constructed under a protocol and is used to derive the behavior of ensembles of sequences similarly constructed. We then analyze the role of proofreading and edition in the presence of memory finding conditions to make revision an effective process, namely, to decrease the entropy of the chain. Finally, we apply our formalism to DNA replication and RNA transcription finding that Watson and Crick hybridization energies with which nucleotides are branched to the template strand during the copying process are optimal to regulate the fidelity in proofreading. These results are important in applications of information theory to a variety of solid-state physical systems and other biomolecular processes.

Thermodynamic framework for information in nanoscale systems with memory

Science.gov (United States)

Arias-Gonzalez, J. Ricardo

2017-11-01

Information is represented by linear strings of symbols with memory that carry errors as a result of their stochastic nature. Proofreading and edition are assumed to improve certainty although such processes may not be effective. Here, we develop a thermodynamic theory for material chains made up of nanoscopic subunits with symbolic meaning in the presence of memory. This framework is based on the characterization of single sequences of symbols constructed under a protocol and is used to derive the behavior of ensembles of sequences similarly constructed. We then analyze the role of proofreading and edition in the presence of memory finding conditions to make revision an effective process, namely, to decrease the entropy of the chain. Finally, we apply our formalism to DNA replication and RNA transcription finding that Watson and Crick hybridization energies with which nucleotides are branched to the template strand during the copying process are optimal to regulate the fidelity in proofreading. These results are important in applications of information theory to a variety of solid-state physical systems and other biomolecular processes.

Production does not improve memory for face-name associations.

Science.gov (United States)

Hourihan, Kathleen L; Smith, Alexis R S

2016-06-01

Strategies for learning face-name associations are generally difficult and time-consuming. However, research has shown that saying a word aloud improves our memory for that word relative to words from the same set that were read silently. Such production effects have been shown for words, pictures, text material, and even word pairs. Can production improve memory for face-name associations? In Experiment 1, participants studied face-name pairs by reading half of the names aloud and half of the names silently, and were tested with cued recall. In Experiment 2, names were repeated aloud (or silently) for the full trial duration. Neither experiment showed a production effect in cued recall. Bayesian analyses showed positive support for the null effect. One possibility is that participants spontaneously implemented more elaborate encoding strategies that overrode any influence of production. However, a more likely explanation for the null production effect is that only half of each stimulus pair was produced-the name, but not the face. Consistent with this explanation, in Experiment 3 a production effect was not observed in cued recall of word-word pairs in which only the target words were read aloud or silently. Averaged across all 3 experiments, aloud targets were more likely to be recalled than silent targets (though not associated with the correct cue). The production effect in associative memory appears to require both members of a pair to be produced. Surprisingly, production shows little promise as a strategy for improving memory for the names of people we have just met. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

α,β-D-constrained nucleic acids are strong terminators of thermostable DNA polymerases in polymerase chain reaction.

Directory of Open Access Journals (Sweden)

Olivier Martínez

Full Text Available (S(C5', R(P α,β-D- Constrained Nucleic Acids (CNA are dinucleotide building blocks that can feature either B-type torsional angle values or non-canonical values, depending on their 5'C and P absolute stereochemistry. These CNA are modified neither on the nucleobase nor on the sugar structure and therefore represent a new class of nucleotide with specific chemical and structural characteristics. They promote marked bending in a single stranded DNA so as to preorganize it into a loop-like structure, and they have been shown to induce rigidity within oligonucleotides. Following their synthesis, studies performed on CNA have only focused on the constraints that this family of nucleotides introduced into DNA. On the assumption that bending in a DNA template may produce a terminator structure, we investigated whether CNA could be used as a new strong terminator of polymerization in PCR. We therefore assessed the efficiency of CNA as a terminator in PCR, using triethylene glycol phosphate units as a control. Analyses were performed by denaturing gel electrophoresis and several PCR products were further analysed by sequencing. The results showed that the incorporation of only one CNA was always skipped by the polymerases tested. On the other hand, two CNA units always stopped proofreading polymerases, such as Pfu DNA polymerase, as expected for a strong replication terminator. Non-proofreading enzymes, e.g. Taq DNA polymerase, did not recognize this modification as a strong terminator although it was predominantly stopped by this structure. In conclusion, this first functional use of CNA units shows that these modified nucleotides can be used as novel polymerization terminators of proofreading polymerases. Furthermore, our results lead us to propose that CNA and their derivatives could be useful tools for investigating the behaviour of different classes of polymerases.

Directed Activities Related to Text: Text Analysis and Text Reconstruction.

Science.gov (United States)

Davies, Florence; Greene, Terry

This paper describes Directed Activities Related to Text (DART), procedures that were developed and are used in the Reading for Learning Project at the University of Nottingham (England) to enhance learning from texts and that fall into two broad categories: (1) text analysis procedures, which require students to engage in some form of analysis of…

Reading L2 Russian: The Challenges of the Russian-English Dictionary

Science.gov (United States)

Comer, William J.

2014-01-01

This descriptive study examines when and how students use Russian-English dictionaries while reading informational texts in Russian and what success they have with word lookup. The study uses introspective verbal protocols (i.e., think-alouds) to follow how readers construct meaning from two texts while reading them for a limited time first…

Lexical Inferencing in Reading L2 Russian

Science.gov (United States)

Comer, William J.

2012-01-01

This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age…

Interjections in the Performance of Jane Austen's "Pride and Prejudice"

Science.gov (United States)

O'Connell, Daniel C.; Kowal, Sabine

2010-01-01

Three data sets of primary and secondary interjections were compared: (1) the original interjections written into the text of Jane Austen's (1813/1994) novel "Pride and prejudice"; (2) the interjections read aloud in commercial recordings by six professional readers of the entire text of the novel; (3) the interjections spoken by actresses and…

Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students

Directory of Open Access Journals (Sweden)

Seftirina Evina Sinambela

2017-12-01

Full Text Available The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students’ common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.

A Customizable Text Classifier for Text Mining

Directory of Open Access Journals (Sweden)

Yun-liang Zhang

2007-12-01

Full Text Available Text mining deals with complex and unstructured texts. Usually a particular collection of texts that is specified to one or more domains is necessary. We have developed a customizable text classifier for users to mine the collection automatically. It derives from the sentence category of the HNC theory and corresponding techniques. It can start with a few texts, and it can adjust automatically or be adjusted by user. The user can also control the number of domains chosen and decide the standard with which to choose the texts based on demand and abundance of materials. The performance of the classifier varies with the user's choice.

Effects of coordination of diammineplatinum(II) with DNA on the activities of Escherichia coli DNA polymerase I

International Nuclear Information System (INIS)

Bernges, F.; Holler, E.

1988-01-01

The effects of the reaction of cis- and trans-diamminedichloroplatinum(II) with DNA have been measured with regard to DNA synthesis, 3'-5' exonuclease (proofreading), and 5'-3' exonuclease (repair) activities of Escherichia coli DNA polymerase I. Both isomers inhibit DNA synthetic activity of the polymerase through an increase in K/sub m/ values and a decrease in V/sub max/ values for platinated DNA but not for the nucleoside 5'-triphosphates as the varied substrates. The inhibition is a consequence of lowered binding affinity between platinated DNA and DNA polymerase, and of a platination-induced separation of template and primer strands. Strand separation enhances initial rates of 3'-5' excision of [ 3 H]dCMP from platinated DNA (proofreading), while total excision levels of nucleotides are decreased. In contrast to proofreading activity, the 5'-3' exonuclease activity (repair) discriminates between DNA which had reacted with cis- and with trans-diamminedichloroplatinum(II). While both initial rates and total excision are inhibited for the cis isomer, they are almost not affected for the trans isomer. This differential effect could explain why bacterial growth inhibition requires much higher concentrations of trans- than cis-diamminedichloroplatinum(II)

Exploring Verbalization and Collaboration of Constructive Interaction with Children

DEFF Research Database (Denmark)

Als, Benedikte Skibsted; Jensen, Janne Jul; Skov, Mikael B.

2005-01-01

Constructive interaction provides natural thinking-aloud as test subjects collaborate in pairs to solve tasks. Since children may face difficulties in following instructions for a standard think-aloud test, constructive interaction has been suggested as evaluation method when usability testing...... with children. However, the relationship between think-aloud and constructive interaction is still poorly understood. We present an experiment that compares think-aloud and constructive interaction in usability testing. The experiment involves 60 children with three setups where children apply think......-aloud, and constructive interaction in acquainted and non-acquainted pairs. Our results show that the pairing of children had impact on how the children collaborated in pairs and how they would afterward assess the testing sessions. In some cases, we found that acquainted dyads would perform well as they would more...

EFFICIENCY OF THE USE OF AUTHENTIC WEB-RESOURCES IN TRANSLATORS TRAINING

Directory of Open Access Journals (Sweden)

Iryna M. Drobit

2013-06-01

Full Text Available The article deals with pedagogical assumptions and efficiency of the use of Information and Communication Technologies, especially authentic web-resources, while teaching language for specific purposes (translators and interpreters. Accuracy, content, and functionality of web-resource TED, which contains examples of authentic speech in English, have been outlined. It has been demonstrated that usage of multimedia and communication facilities of the TED web-resource provides favourable opportunity to involve students in such professional activities as translation and proofreading, and also to improve the level of their language skills.

Storytelling for Fluency and Flair: A Performance-Based Approach

Science.gov (United States)

Campbell, Terry; Hlusek, Michelle

2015-01-01

In the classroom experiences described in this article, grade three students were introduced to storytelling through the interactive read aloud of a mentor text and a storytelling demonstration, followed by daily collaborative activities involving listening, speaking, reading, and writing, culminating in dramatic storytelling performances. The…

Control of the parameters of attention in basketball at the stage of preliminary basic preparation

Directory of Open Access Journals (Sweden)

Olena Mitova

2015-10-01

Full Text Available Purpose: to determine the parameters of attention of basketball players aged 13–14 years old before and after the exercises of various kinds. Material and Methods: the study involved 3 teams of basketball players aged 13–14 years old from training groups. The total number of investigated people is 50. The study was carried out on the basis of Sports Children and Youth Olympic school № 5 in Dnepropetrovsk. We used the methods of theoretical analysis and synthesis of the literature, the method of analysis of documentary materials, pedagogical supervision, psychological testing, pulsometry, methods of mathematical statistics.The following techniques were used to determine the parameters of attention: «Mixed up line», proofreading test with Landoldt rings, proofreading test with letters. Results: during our research there was defined the predominantly low level of attention of basketball players at the stage of preliminary basic preparation. It was found out the specific nature of the load influences the decrease of the parameters in a greater degree, especially concentration, switching, and stability decline, the number of errors increases. Conclusions: on the basis of studies arises the necessity to improve monitoring systems in the Sports Children and Youth schools with usage of tests to determine the components of psychological readiness

Crystal structure of the FeS cluster-containing nucleotide excision repair helicase XPD.

Directory of Open Access Journals (Sweden)

Stefanie C Wolski

2008-06-01

Full Text Available DNA damage recognition by the nucleotide excision repair pathway requires an initial step identifying helical distortions in the DNA and a proofreading step verifying the presence of a lesion. This proofreading step is accomplished in eukaryotes by the TFIIH complex. The critical damage recognition component of TFIIH is the XPD protein, a DNA helicase that unwinds DNA and identifies the damage. Here, we describe the crystal structure of an archaeal XPD protein with high sequence identity to the human XPD protein that reveals how the structural helicase framework is combined with additional elements for strand separation and DNA scanning. Two RecA-like helicase domains are complemented by a 4Fe4S cluster domain, which has been implicated in damage recognition, and an alpha-helical domain. The first helicase domain together with the helical and 4Fe4S-cluster-containing domains form a central hole with a diameter sufficient in size to allow passage of a single stranded DNA. Based on our results, we suggest a model of how DNA is bound to the XPD protein, and can rationalize several of the mutations in the human XPD gene that lead to one of three severe diseases, xeroderma pigmentosum, Cockayne syndrome, and trichothiodystrophy.

Texting while driving: is speech-based text entry less risky than handheld text entry?

Science.gov (United States)

He, J; Chaparro, A; Nguyen, B; Burge, R J; Crandall, J; Chaparro, B; Ni, R; Cao, S

2014-11-01

Research indicates that using a cell phone to talk or text while maneuvering a vehicle impairs driving performance. However, few published studies directly compare the distracting effects of texting using a hands-free (i.e., speech-based interface) versus handheld cell phone, which is an important issue for legislation, automotive interface design and driving safety training. This study compared the effect of speech-based versus handheld text entries on simulated driving performance by asking participants to perform a car following task while controlling the duration of a secondary text-entry task. Results showed that both speech-based and handheld text entries impaired driving performance relative to the drive-only condition by causing more variation in speed and lane position. Handheld text entry also increased the brake response time and increased variation in headway distance. Text entry using a speech-based cell phone was less detrimental to driving performance than handheld text entry. Nevertheless, the speech-based text entry task still significantly impaired driving compared to the drive-only condition. These results suggest that speech-based text entry disrupts driving, but reduces the level of performance interference compared to text entry with a handheld device. In addition, the difference in the distraction effect caused by speech-based and handheld text entry is not simply due to the difference in task duration. Copyright © 2014 Elsevier Ltd. All rights reserved.

Thinking Allowed: Use of Egocentric Speech after Acquired Brain Injury (ABI)

Science.gov (United States)

Rees, Sian A.; Skidmore, David

2011-01-01

This paper explores the use of thinking aloud made by young people who have sustained a severe acquired brain injury (ABI). The phenomenon is compared with the concepts of egocentric speech and inner speech before the form of thinking aloud by pupils with ABI is examined. It is suggested that by using thinking aloud, this group of pupils is able…

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

OpenAIRE

Munoz-Luna, Rosa

2015-01-01

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergradua...

Important Text Characteristics for Early-Grades Text Complexity

Science.gov (United States)

Fitzgerald, Jill; Elmore, Jeff; Koons, Heather; Hiebert, Elfrieda H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson

2015-01-01

The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…

Smokers' and drinkers' choice of smartphone applications and expectations of engagement: a think aloud and interview study.

Science.gov (United States)

Perski, Olga; Blandford, Ann; Ubhi, Harveen Kaur; West, Robert; Michie, Susan

2017-02-28

Public health organisations such as the National Health Service in the United Kingdom and the National Institutes of Health in the United States provide access to online libraries of publicly endorsed smartphone applications (apps); however, there is little evidence that users rely on this guidance. Rather, one of the most common methods of finding new apps is to search an online store. As hundreds of smoking cessation and alcohol-related apps are currently available on the market, smokers and drinkers must actively choose which app to download prior to engaging with it. The influences on this choice are yet to be identified. This study aimed to investigate 1) design features that shape users' choice of smoking cessation or alcohol reduction apps, and 2) design features judged to be important for engagement. Adult smokers (n = 10) and drinkers (n = 10) interested in using an app to quit/cut down were asked to search an online store to identify and explore a smoking cessation or alcohol reduction app of their choice whilst thinking aloud. Semi-structured interview techniques were used to allow participants to elaborate on their statements. An interpretivist theoretical framework informed the analysis. Verbal reports were audio recorded, transcribed verbatim and analysed using inductive thematic analysis. Participants chose apps based on their immediate look and feel, quality as judged by others' ratings and brand recognition ('social proof'), and titles judged to be realistic and relevant. Monitoring and feedback, goal setting, rewards and prompts were identified as important for engagement, fostering motivation and autonomy. Tailoring of content, a non-judgmental communication style, privacy and accuracy were viewed as important for engagement, fostering a sense of personal relevance and trust. Sharing progress on social media and the use of craving management techniques in social settings were judged not to be engaging because of concerns about others

Mining the Text: 34 Text Features that Can Ease or Obstruct Text Comprehension and Use

Science.gov (United States)

White, Sheida

2012-01-01

This article presents 34 characteristics of texts and tasks ("text features") that can make continuous (prose), noncontinuous (document), and quantitative texts easier or more difficult for adolescents and adults to comprehend and use. The text features were identified by examining the assessment tasks and associated texts in the national…

Do Learners Notice Enhanced Forms While Interacting with the L2? An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading.

Science.gov (United States)

Leow, Ronald P.

2001-01-01

Think-aloud protocols were gathered to establish that first-year college level participants noticed targeted linguistic forms (Spanish formal imperatives) while reading an enhanced or unenhanced text. Suggests there are no significant benefits of written input enhancement over unenhanced written input for the amount of reported noticing of Spanish…

The use of think-aloud protocols to identify a decision-making process of community pharmacists aimed at improving CMS Star Ratings scores.

Science.gov (United States)

George, David L; Smith, Michael J; Draugalis, JoLaine R; Tolma, Eleni L; Keast, Shellie L; Wilson, Justin B

2018-03-01

The Center for Medicare and Medicaid Services (CMS) created the Star Rating system based on multiple measures that indicate the overall quality of health plans. Community pharmacists can impact certain Star Ratings measure scores through medication adherence and patient safety interventions. To explore methods, needs, and workflow issues of community pharmacists to improve CMS Star Ratings measures. Think-aloud protocols (TAPs) were conducted with active community retail pharmacists in Oklahoma. Each TAP was audio recorded and transcribed to documents for analysis. Analysts agreed on common themes, illuminated differences in findings, and saturation of the data gathered. Methods, needs, and workflow themes of community pharmacists associated with improving Star Ratings measures were compiled and organized to exhibit a decision-making process. Five TAPs were performed among three independent pharmacy owners, one multi-store owner, and one chain-store administrator. A thematically common 4-step process to monitor and improve CMS Star Ratings scores among participants was identified. To improve Star Ratings measures, pharmacists: 1) used technology to access scores, 2) analyzed data to strategically set goals, 3) assessed individual patient information for comprehensive assessment, and 4) decided on interventions to best impact Star Ratings scores. Participants also shared common needs, workflow issues, and benefits associated with methods used in improving Star Ratings. TAPs were useful in exploring processes of pharmacists who improve CMS Star Ratings scores. Pharmacists demonstrated and verbalized their methods, workflow issues, needs, and benefits related to performing the task. The themes and decision-making process identified to improving CMS Star Ratings scores will assist in the development of training and education programs for pharmacists in the community setting. Published by Elsevier Inc.

The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities.

Science.gov (United States)

Higgins, Eleanor L.; Raskind, Marshall H.

1997-01-01

Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Science.gov (United States)

Berg, Selinda Adelle; Hoffmann, Kristin; Dawson, Diane

2010-01-01

Academic libraries are increasingly collecting e-books, but little research has investigated how students use e-books compared to print texts. This study used a prompted think-aloud method to gain an understanding of the information retrieval behavior of students in both formats. Qualitative analysis identified themes that will inform instruction…

Fattori di organizzazione del discorso nella memoria linguistica (Factors in Organizing Speech in Linguistic Memory)

Science.gov (United States)

Baroni, Maria Rosa; And Others

1977-01-01

An experiment was carried out to study the processes of linguistic memory. Subjects were asked to read aloud brief prose passages and repeat what they had read. The "deviations" from the original passages were analyzed to determine the time of the deviation, during decoding or recall. (Text is in Italian.) (CFM)

Text and ideology: text-oriented discourse analysis

Directory of Open Access Journals (Sweden)

Maria Eduarda Gonçalves Peixoto

2018-04-01

Full Text Available The article aims to contribute to the understanding of the connection between text and ideology articulated by the text-oriented analysis of discourse (ADTO. Based on the reflections of Fairclough (1989, 2001, 2003 and Fairclough and Chouliaraki (1999, the debate presents the social ontology that ADTO uses to base its conception of social life as an open system and textually mediated; the article then explains the chronological-narrative development of the main critical theories of ideology, by virtue of which ADTO organizes the assumptions that underpin the particular use it makes of the term. Finally, the discussion presents the main aspects of the connection between text and ideology, offering a conceptual framework that can contribute to the domain of the theme according to a critical discourse analysis approach.

Partition of Ni between olivine and sulfide: the effect of temperature, f_{{text{O}}_{text{2}} } and f_{{text{S}}_{text{2}} }

Science.gov (United States)

Fleet, M. E.; Macrae, N. D.

1987-03-01

The experimental distribution coefficient for Ni/ Fe exchange between olivine and monosulfide (KD3) is 35.6±1.1 at 1385° C, f_{{text{O}}_{text{2}} } = 10^{ - 8.87} ,f_{{text{S}}_{text{2}} } = 10^{ - 1.02} , and olivine of composition Fo96 to Fo92. These are the physicochemical conditions appropriate to hypothesized sulfur-saturated komatiite magma. The present experiments equilibrated natural olivine grains with sulfide-oxide liquid in the presence of a (Mg, Fe)-alumino-silicate melt. By a variety of different experimental procedures, K D3 is shown to be essentially constant at about 30 to 35 in the temperature range 900 to 1400° C, for olivine of composition Fo97 to FoO, monosulfide composition with up to 70 mol. % NiS, and a wide range of f_{{text{O}}_{text{2}} } and f_{{text{S}}_{text{2}} }.

Metody pracy z czytelnikiem w bibliotece dziecięcej sposobem na rozbudzanie zainteresowań czytelniczych

Directory of Open Access Journals (Sweden)

Kosik Edyta

2016-12-01

Full Text Available The article shows the influence that methods of working with children in children’s libraries have on the development of reading. It explains the term ‘library for children’ (children's library. It outlines the shape of children’s library development, the evolution of work with readers and of methods applied over the years. It presents a typology of methods of working with the reader. Further, selected methods are discussed: competitions, reading aloud, and actions and events in the library. The article describes examples of specific forms of work with the reader using these methods, for example: "In the world of Marty Fox’s novels" and "In the land of fantasy," Nowa Huta Read-Aloud Day, a readership action: "I am reading in the Library" and Literary Picnics organized in Plock.

Patent documentation - comparison of two MT strategies

DEFF Research Database (Denmark)

Offersgaard, Lene; Povlsen, Claus

2007-01-01

This paper focuses on two matters: A comparison of how two different MT strategies manage translating the text type of patent documentation and a survey of what is needed to transform a MT research prototype system to a translation application for patent texts. The two MT strategies is represented....... The distinctive text type of patents pose special demands for machine translation and these aspects are discussed based on linguistic observations with focus on the users point of view. Two main demands are automatic pre processing of the documents and implementation of a module which in a flexible and user......-friendly manner offers the opportunity to extend the lexical coverage of the system. These demands and the comparison of the two MT strategies are discussed on the basis of proofread patents....

Memory Retention after Reading Alould and its Effects on the Internalization of New Items

OpenAIRE

佐藤, あずさ; Azusa, SATO; 安田女子大学大学院

2014-01-01

This paper reports the results of two studies focusing on internalization of newly learned items. In study 1, internalization was not confirmed, but reading and memory retention abilities of the reading-aloud subgroup (i.e., students with lower reading proficiency) improved significantly more than the reading-silently subgroup. In study 2 the same effects were confirmed in the reading-aloud subgroup, and internalization of newly learned items was finally confirmed in the reading-aloud group.

The value of Retrospective and Concurrent Think Aloud in formative usability testing of a physician data query tool.

Science.gov (United States)

Peute, Linda W P; de Keizer, Nicolette F; Jaspers, Monique W M

2015-06-01

To compare the performance of the Concurrent (CTA) and Retrospective (RTA) Think Aloud method and to assess their value in a formative usability evaluation of an Intensive Care Registry-physician data query tool designed to support ICU quality improvement processes. Sixteen representative intensive care physicians participated in the usability evaluation study. Subjects were allocated to either the CTA or RTA method by a matched randomized design. Each subject performed six usability-testing tasks of varying complexity in the query tool in a real-working context. Methods were compared with regard to number and type of problems detected. Verbal protocols of CTA and RTA were analyzed in depth to assess differences in verbal output. Standardized measures were applied to assess thoroughness in usability problem detection weighted per problem severity level and method overall effectiveness in detecting usability problems with regard to the time subjects spent per method. The usability evaluation of the data query tool revealed a total of 43 unique usability problems that the intensive care physicians encountered. CTA detected unique usability problems with regard to graphics/symbols, navigation issues, error messages, and the organization of information on the query tool's screens. RTA detected unique issues concerning system match with subjects' language and applied terminology. The in-depth verbal protocol analysis of CTA provided information on intensive care physicians' query design strategies. Overall, CTA performed significantly better than RTA in detecting usability problems. CTA usability problem detection effectiveness was 0.80 vs. 0.62 (pusability problems of a moderate (0.85 vs. 0.7) and severe nature (0.71 vs. 0.57). In this study, the CTA is more effective in usability-problem detection and provided clarification of intensive care physician query design strategies to inform redesign of the query tool. However, CTA does not outperform RTA. The RTA

Text-Fabric

NARCIS (Netherlands)

Roorda, Dirk

2016-01-01

Text-Fabric is a Python3 package for Text plus Annotations. It provides a data model, a text file format, and a binary format for (ancient) text plus (linguistic) annotations. The emphasis of this all is on: data processing; sharing data; and contributing modules. A defining characteristic is that

E-text

DEFF Research Database (Denmark)

Finnemann, Niels Ole

2018-01-01

text can be defined by taking as point of departure the digital format in which everything is represented in the binary alphabet. While the notion of text, in most cases, lends itself to be independent of medium and embodiment, it is also often tacitly assumed that it is, in fact, modeled around...... the print medium, rather than written text or speech. In late 20th century, the notion of text was subject to increasing criticism as in the question raised within literary text theory: is there a text in this class? At the same time, the notion was expanded by including extra linguistic sign modalities...

Playboy Entertainment for Men Braille Edition June 1996:In collaboration with Rosita McKenzie

OpenAIRE

Douglas, Caroline

2010-01-01

'Playboy Entertainment for Men' features a passage of text read aloud from an article in the 1996 Braille edition of Playboy. The work interrogates issues of femininity, gender and prevailing relations of representation. Capturing the 'female' touch reading the 'male' gaze, it prompts dialogue between touch and the spoken word; seeing and projected fantasy; and text and image. The video was the recipient of the 9th International Keller Award.

Gender Equity in Picture Books in Preschool Classrooms: An Exploratory Study.

Science.gov (United States)

Patt, Michelle B.; McBride, Brent A.

A study examined the frequency with which males and females are represented in picture books available in preschool classrooms. Three areas were examined: pronoun usage and gender of characters; the frequency of gender-neutral pronouns and characters; and written text compared to teachers' wording when reading aloud. The study involved 11 head and…

Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum: A Grounded Theory

Science.gov (United States)

Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A.

2012-01-01

Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

Science.gov (United States)

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Proficiency as a Variable in Gulf EFL Students' Employment of Reading Strategies

Science.gov (United States)

Endley, Martin J.

2016-01-01

This paper reports a study of the reading strategies used by twelve Arabic-speaking undergraduates at a major Gulf university when reading texts in English. The procedure employed was a think-aloud protocol followed by a semi-structured interview. Three research questions were addressed: (a) What are the primary comprehension problems encountered…

Monitoring interaction and collective text production through text mining

Directory of Open Access Journals (Sweden)

Macedo, Alexandra Lorandi

2014-04-01

Full Text Available This article presents the Concepts Network tool, developed using text mining technology. The main objective of this tool is to extract and relate terms of greatest incidence from a text and exhibit the results in the form of a graph. The Network was implemented in the Collective Text Editor (CTE which is an online tool that allows the production of texts in synchronized or non-synchronized forms. This article describes the application of the Network both in texts produced collectively and texts produced in a forum. The purpose of the tool is to offer support to the teacher in managing the high volume of data generated in the process of interaction amongst students and in the construction of the text. Specifically, the aim is to facilitate the teacher’s job by allowing him/her to process data in a shorter time than is currently demanded. The results suggest that the Concepts Network can aid the teacher, as it provides indicators of the quality of the text produced. Moreover, messages posted in forums can be analyzed without their content necessarily having to be pre-read.

Teaching Text Structure: Examining the Affordances of Children's Informational Texts

Science.gov (United States)

Jones, Cindy D.; Clark, Sarah K.; Reutzel, D. Ray

2016-01-01

This study investigated the affordances of informational texts to serve as model texts for teaching text structure to elementary school children. Content analysis of a random sampling of children's informational texts from top publishers was conducted on text structure organization and on the inclusion of text features as signals of text…

Text Analysis: Critical Component of Planning for Text-Based Discussion Focused on Comprehension of Informational Texts

Science.gov (United States)

Kucan, Linda; Palincsar, Annemarie Sullivan

2018-01-01

This investigation focuses on a tool used in a reading methods course to introduce reading specialist candidates to text analysis as a critical component of planning for text-based discussions. Unlike planning that focuses mainly on important text content or information, a text analysis approach focuses both on content and how that content is…

Text Maps: Helping Students Navigate Informational Texts.

Science.gov (United States)

Spencer, Brenda H.

2003-01-01

Notes that a text map is an instructional approach designed to help students gain fluency in reading content area materials. Discusses how the goal is to teach students about the important features of the material and how the maps can be used to build new understandings. Presents the procedures for preparing and using a text map. (SG)

First Impressions Matter: Navigating Graphic Novels Utilizing Linguistic, Visual, and Spatial Resources

Science.gov (United States)

Jimenez, Laura M.; Meyer, Carla K.

2016-01-01

Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how…

The Only Safe SMS Texting Is No SMS Texting.

Science.gov (United States)

Toth, Cheryl; Sacopulos, Michael J

2015-01-01

Many physicians and practice staff use short messaging service (SMS) text messaging to communicate with patients. But SMS text messaging is unencrypted, insecure, and does not meet HIPAA requirements. In addition, the short and abbreviated nature of text messages creates opportunities for misinterpretation, and can negatively impact patient safety and care. Until recently, asking patients to sign a statement that they understand and accept these risks--as well as having policies, device encryption, and cyber insurance in place--would have been enough to mitigate the risk of using SMS text in a medical practice. But new trends and policies have made SMS text messaging unsafe under any circumstance. This article explains these trends and policies, as well as why only secure texting or secure messaging should be used for physician-patient communication.

Popmuusika / Valner Valme

Index Scriptorium Estoniae

Valme, Valner, 1970-

2007-01-01

Uutest heliplaatidest The Charlatans "Forever", Young Jeezy "The Inspiration", Girls Aloud "The Sound Of Girls Aloud", Six Organs Of Admittance "The Sun Awakens", Take That "Beautiful World", Lauri Saatpalu & Katrin Mandel "Ei kunagi", "Republicafrobeat"

A patient with aphasia using the nonsemantic lexical route for Kanji reading.

Science.gov (United States)

Hashimoto, Kosei; Uno, Akira; Sambai, Ami; Mizumoto, Go

We report a patient with aphasia, caused by cerebral hemorrhage, who probably used the nonsemantic lexical route when reading words aloud. To investigate the mechanisms underlying her reading dysfunction, we analyzed her reading abilities using the Dual-Route Cascaded Model. Language tests resulted in low correct percentages for both reading comprehension and reading nonwords aloud, suggesting problems in the semantic system and the nonlexical route. Conversely, the patient showed high scores on the reading words aloud task. Although she failed to understand many inconsistent-atypical words in the reading comprehension test, she correctly read most words aloud, suggesting that she used the nonsemantic lexical route. In addition, the lexical reading route was analyzed in detail by using inconsistent-atypical Kanji words as stimuli. Finally, we analyzed her reading dysfunction compared with previous cases.

76 FR 44369 - Solicitation for a Cooperative Agreement-Training and Related Assistance for Indian Country Jails

Science.gov (United States)

2011-07-25

... proofread and edited for grammar, spelling, punctuation, formatting, and clarity. The awardee will deliver all materials in hard copy (2) and on a disk (2). The awardee must ensure that all products meet NIC's...

Text Mining.

Science.gov (United States)

Trybula, Walter J.

1999-01-01

Reviews the state of research in text mining, focusing on newer developments. The intent is to describe the disparate investigations currently included under the term text mining and provide a cohesive structure for these efforts. A summary of research identifies key organizations responsible for pushing the development of text mining. A section…

SparkText: Biomedical Text Mining on Big Data Framework.

Directory of Open Access Journals (Sweden)

Zhan Ye

Full Text Available Many new biomedical research articles are published every day, accumulating rich information, such as genetic variants, genes, diseases, and treatments. Rapid yet accurate text mining on large-scale scientific literature can discover novel knowledge to better understand human diseases and to improve the quality of disease diagnosis, prevention, and treatment.In this study, we designed and developed an efficient text mining framework called SparkText on a Big Data infrastructure, which is composed of Apache Spark data streaming and machine learning methods, combined with a Cassandra NoSQL database. To demonstrate its performance for classifying cancer types, we extracted information (e.g., breast, prostate, and lung cancers from tens of thousands of articles downloaded from PubMed, and then employed Naïve Bayes, Support Vector Machine (SVM, and Logistic Regression to build prediction models to mine the articles. The accuracy of predicting a cancer type by SVM using the 29,437 full-text articles was 93.81%. While competing text-mining tools took more than 11 hours, SparkText mined the dataset in approximately 6 minutes.This study demonstrates the potential for mining large-scale scientific articles on a Big Data infrastructure, with real-time update from new articles published daily. SparkText can be extended to other areas of biomedical research.

Boys in the Club: Exploring Positive Male Archetypes with Preschool Males

Science.gov (United States)

Hansen, Cory Cooper; Zambo, Debby

2010-01-01

Relatively unexplored by research is how young boys transact and respond to literacy experiences during read-alouds. Some teachers perceive boys to be less interested in literacy and to prefer different kinds of stories than young girls. The purpose of this study was to analyze how two groups of preschool boys responded to different texts and how…

La Gotita de Agua (The Little Drop of Water).

Science.gov (United States)

Palandra, Maria; Puigdollers, Carmen

This Spanish reader for children in kindergarten and first grade is about a drop of water that comes to life in a trip through the water cycle of evaporation, condensation, and subsequent return to a drier part of the earth's surface environment. The story is suitable for reading aloud or independent reading. The text is entirely in Spanish.…

"This Is Me": Developing Literacy and a Sense of Self through Play, Talk and Stories

Science.gov (United States)

Evans, Janet

2012-01-01

Children from literate home backgrounds, who have exposure to supportive, positive reading role models using good quality texts, are the ones who are best able to cope with the demands of learning about literacy and the transition from home to school. This study of 3-year-old children will focus on their interactions with picturebook read aloud,…

Production of [Formula: see text] and [Formula: see text] in p-Pb collisions at [Formula: see text] TeV.

Science.gov (United States)

Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahmad, S; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Albuquerque, D S D; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; An, M; Andrei, C; Andrews, H A; Andronic, A; Anguelov, V; Anson, C; Antičić, T; Antinori, F; Antonioli, P; Anwar, R; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Ball, M; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barioglio, L; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Beltran, L G E; Belyaev, V; Bencedi, G; Beole, S; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biro, G; Biswas, R; Biswas, S; Blair, J T; Blau, D; Blume, C; Boca, G; Bock, F; Bogdanov, A; Boldizsár, L; Bombara, M; Bonomi, G; Bonora, M; Book, J; Borel, H; Borissov, A; Borri, M; Botta, E; Bourjau, C; Braun-Munzinger, P; Bregant, M; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buhler, P; Buitron, S A I; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Cabala, J; Caffarri, D; Caines, H; Caliva, A; Calvo Villar, E; Camerini, P; Capon, A A; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cerello, P; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chauvin, A; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Cho, S; Chochula, P; Choi, K; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortés Maldonado, I; Cortese, P; Cosentino, M R; Costa, F; Costanza, S; Crkovská, J; Crochet, P; Cuautle, E; Cunqueiro, L; Dahms, T; Dainese, A; Danisch, M C; Danu, A; Das, D; Das, I; Das, S; Dash, A; Dash, S; De, S; De Caro, A; de Cataldo, G; de Conti, C; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; De Souza, R D; Degenhardt, H F; Deisting, A; Deloff, A; Deplano, C; Dhankher, P; Di Bari, D; Di Mauro, A; Di Nezza, P; Di Ruzza, B; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Djuvsland, Ø; Dobrin, A; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Drozhzhova, T; Dubey, A K; Dubla, A; Ducroux, L; Duggal, A K; Dupieux, P; Ehlers, R J; Elia, D; Endress, E; Engel, H; Epple, E; Erazmus, B; Erhardt, F; Espagnon, B; Esumi, S; Eulisse, G; Eum, J; Evans, D; Evdokimov, S; Fabbietti, L; Fabris, D; Faivre, J; Fantoni, A; Fasel, M; Feldkamp, L; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Feuillard, V J G; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Francisco, A; Frankenfeld, U; Fronze, G G; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gajdosova, K; Gallio, M; Galvan, C D; Gangadharan, D R; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Garg, K; Garg, P; Gargiulo, C; Gasik, P; Gauger, E F; Gay Ducati, M B; Germain, M; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Giubilato, P; Gladysz-Dziadus, E; Glässel, P; Goméz Coral, D M; Gomez Ramirez, A; Gonzalez, A S; Gonzalez, V; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Grabski, V; Graczykowski, L K; Graham, K L; Greiner, L; Grelli, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grion, N; Gronefeld, J M; Grosa, F; Grosse-Oetringhaus, J F; Grosso, R; Gruber, L; Grull, F R; Guber, F; Guernane, R; Guerzoni, B; Gulbrandsen, K; Gunji, T; Gupta, A; Gupta, R; Guzman, I B; Haake, R; Hadjidakis, C; Hamagaki, H; Hamar, G; Hamon, J C; Harris, J W; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Hellbär, E; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Herrmann, F; Hess, B A; Hetland, K F; Hillemanns, H; Hippolyte, B; Hladky, J; Horak, D; Hosokawa, R; Hristov, P; Hughes, C; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Inaba, M; Ippolitov, M; Irfan, M; Isakov, V; Islam, M S; Ivanov, M; Ivanov, V; Izucheev, V; Jacak, B; Jacazio, N; Jacobs, P M; Jadhav, M B; Jadlovska, S; Jadlovsky, J; Jahnke, C; Jakubowska, M J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jercic, M; Jimenez Bustamante, R T; Jones, P G; Jusko, A; Kalinak, P; Kalweit, A; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karayan, L; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Keil, M; Ketzer, B; Mohisin Khan, M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Khatun, A; Khuntia, A; Kielbowicz, M M; Kileng, B; Kim, D W; Kim, D J; Kim, D; Kim, H; Kim, J S; Kim, J; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, C; Klein, J; Klein-Bösing, C; Klewin, S; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Kofarago, M; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Kondratyuk, E; Konevskikh, A; Kopcik, M; Kour, M; Kouzinopoulos, C; Kovalenko, O; Kovalenko, V; Kowalski, M; Koyithatta Meethaleveedu, G; Králik, I; Kravčáková, A; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kubera, A M; Kučera, V; Kuhn, C; Kuijer, P G; Kumar, A; Kumar, J; Kumar, L; Kumar, S; Kundu, S; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; La Pointe, S L; La Rocca, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lapidus, K; Lara, C; Lardeux, A; Lattuca, A; Laudi, E; Lavicka, R; Lazaridis, L; Lea, R; Leardini, L; Lee, S; Lehas, F; Lehner, S; Lehrbach, J; Lemmon, R C; Lenti, V; Leogrande, E; León Monzón, I; Lévai, P; Li, S; Li, X; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Litichevskyi, V; Ljunggren, H M; Llope, W J; Lodato, D F; Loenne, P I; Loginov, V; Loizides, C; Loncar, P; Lopez, X; López Torres, E; Lowe, A; Luettig, P; Lunardon, M; Luparello, G; Lupi, M; Lutz, T H; Maevskaya, A; Mager, M; Mahajan, S; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manko, V; Manso, F; Manzari, V; Mao, Y; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Margutti, J; Marín, A; Markert, C; Marquard, M; Martin, N A; Martinengo, P; Martinez, J A L; Martínez, M I; Martínez García, G; Martinez Pedreira, M; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Mastroserio, A; Mathis, A M; Matyja, A; Mayer, C; Mazer, J; Mazzilli, M; Mazzoni, M A; Meddi, F; Melikyan, Y; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Mhlanga, S; Miake, Y; Mieskolainen, M M; Mihaylov, D; Mikhaylov, K; Milano, L; Milosevic, J; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mohammadi, N; Mohanty, B; Montes, E; Moreira De Godoy, D A; Moreno, L A P; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Mulligan, J D; Munhoz, M G; Münning, K; Munzer, R H; Murakami, H; Murray, S; Musa, L; Musinsky, J; Myers, C J; Naik, B; Nair, R; Nandi, B K; Nania, R; Nappi, E; Naru, M U; Natal da Luz, H; Nattrass, C; Navarro, S R; Nayak, K; Nayak, R; Nayak, T K; Nazarenko, S; Nedosekin, A; Negrao De Oliveira, R A; Nellen, L; Nesbo, S V; Ng, F; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Noferini, F; Nomokonov, P; Nooren, G; Noris, J C C; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Ohlson, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Oliver, M H; Onderwaater, J; Oppedisano, C; Orava, R; Oravec, M; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Pachmayer, Y; Pacik, V; Pagano, D; Pagano, P; Paić, G; Pal, S K; Palni, P; Pan, J; Pandey, A K; Panebianco, S; Papikyan, V; Pappalardo, G S; Pareek, P; Park, J; Park, W J; Parmar, S; Passfeld, A; Pathak, S P; Paticchio, V; Patra, R N; Paul, B; Pei, H; Peitzmann, T; Peng, X; Pereira, L G; Pereira Da Costa, H; Peresunko, D; Perez Lezama, E; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Pezzi, R P; Piano, S; Pikna, M; Pillot, P; Pimentel, L O D L; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Poppenborg, H; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Pozdniakov, V; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Rana, D B; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Ratza, V; Ravasenga, I; Read, K F; Redlich, K; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rodríguez Cahuantzi, M; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Rokita, P S; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Rotondi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Rustamov, A; Ryabinkin, E; Ryabov, Y; Rybicki, A; Saarinen, S; Sadhu, S; Sadovsky, S; Šafařík, K; Saha, S K; Sahlmuller, B; Sahoo, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Sandoval, A; Sarkar, D; Sarkar, N; Sarma, P; Sas, M H P; Scapparone, E; Scarlassara, F; Scharenberg, R P; Scheid, H S; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schmidt, M O; Schmidt, M; Schukraft, J; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sett, P; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Sheikh, A I; Shigaki, K; Shou, Q; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singhal, V; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Song, J; Song, M; Soramel, F; Sorensen, S; Sozzi, F; Spiriti, E; Sputowska, I; Srivastava, B K; Stachel, J; Stan, I; Stankus, P; Stenlund, E; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Sumowidagdo, S; Suzuki, K; Swain, S; Szabo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thakur, D; Thakur, S; Thomas, D; Tieulent, R; Tikhonov, A; Timmins, A R; Toia, A; Tripathy, S; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Trzeciak, B A; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Umaka, E N; Uras, A; Usai, G L; Utrobicic, A; Vala, M; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vande Vyvre, P; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Vázquez Doce, O; Vechernin, V; Veen, A M; Velure, A; Vercellin, E; Vergara Limón, S; Vernet, R; Vértesi, R; Vickovic, L; Vigolo, S; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Villatoro Tello, A; Vinogradov, A; Vinogradov, L; Virgili, T; Vislavicius, V; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Voscek, D; Vranic, D; Vrláková, J; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilk, G; Wilkinson, J; Willems, G A; Williams, M C S; Windelband, B; Witt, W E; Yalcin, S; Yang, P; Yano, S; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zaporozhets, S; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zimmermann, S; Zinovjev, G; Zmeskal, J

2017-01-01

The transverse momentum distributions of the strange and double-strange hyperon resonances ([Formula: see text], [Formula: see text]) produced in p-Pb collisions at [Formula: see text] TeV were measured in the rapidity range [Formula: see text] for event classes corresponding to different charged-particle multiplicity densities, [Formula: see text]d[Formula: see text]/d[Formula: see text]. The mean transverse momentum values are presented as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text], as well as a function of the particle masses and compared with previous results on hyperon production. The integrated yield ratios of excited to ground-state hyperons are constant as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text]. The equivalent ratios to pions exhibit an increase with [Formula: see text]d[Formula: see text]/d[Formula: see text], depending on their strangeness content.

The nuclear modification of charged particles in Pb-Pb at $\\sqrt{\\text{s}_\\text{NN}} = \\text{5.02}\\,\\text{TeV}$ measured with ALICE

CERN Document Server

Gronefeld, Julius

2016-09-21

The study of inclusive charged-particle production in heavy-ion collisions provides insights into the density of the medium and the energy-loss mechanisms. The observed suppression of high-$\\textit{p}_\\text{T}$ yield is generally attributed to energy loss of partons as they propagate through a deconfined state of quarks and gluons - Quark-Gluon Plasma (QGP) - predicted by QCD. Such measurements allow the characterization of the QGP by comparison with models. In these proceedings, results on high-$\\textit{p}_\\text{T}$ particle production measured by ALICE in Pb-Pb collisions at $ \\sqrt{\\text{s}_\\text{NN}}\\, = 5.02\\ \\rm{TeV}$ as well as well in pp at $\\sqrt{\\text{s}}\\,=5.02\\ \\rm{TeV}$ are presented for the first time. The nuclear modification factors ($\\text{R}_\\text{AA}$) in Pb-Pb collisions are presented and compared with model calculations.

Observation of [Formula: see text] and [Formula: see text] decays.

Science.gov (United States)

Aaij, R; Adeva, B; Adinolfi, M; Ajaltouni, Z; Akar, S; Albrecht, J; Alessio, F; Alexander, M; Ali, S; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amerio, S; Amhis, Y; An, L; Anderlini, L; Andreassi, G; Andreotti, M; Andrews, J E; Appleby, R B; Archilli, F; d'Argent, P; Arnau Romeu, J; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Baalouch, M; Babuschkin, I; Bachmann, S; Back, J J; Badalov, A; Baesso, C; Baker, S; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Baszczyk, M; Batozskaya, V; Batsukh, B; Battista, V; Bay, A; Beaucourt, L; Beddow, J; Bedeschi, F; Bediaga, I; Bel, L J; Bellee, V; Belloli, N; Belous, K; Belyaev, I; Ben-Haim, E; Bencivenni, G; Benson, S; Benton, J; Berezhnoy, A; Bernet, R; Bertolin, A; Betancourt, C; Betti, F; Bettler, M-O; van Beuzekom, M; Bezshyiko, Ia; Bifani, S; Billoir, P; Bird, T; Birnkraut, A; Bitadze, A; Bizzeti, A; Blake, T; Blanc, F; Blouw, J; Blusk, S; Bocci, V; Boettcher, T; Bondar, A; Bondar, N; Bonivento, W; Bordyuzhin, I; Borgheresi, A; Borghi, S; Borisyak, M; Borsato, M; Bossu, F; Boubdir, M; Bowcock, T J V; Bowen, E; Bozzi, C; Braun, S; Britsch, M; Britton, T; Brodzicka, J; Buchanan, E; Burr, C; Bursche, A; Buytaert, J; Cadeddu, S; Calabrese, R; Calvi, M; Calvo Gomez, M; Camboni, A; Campana, P; Campora Perez, D H; Capriotti, L; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carniti, P; Carson, L; Carvalho Akiba, K; Casse, G; Cassina, L; Castillo Garcia, L; Cattaneo, M; Cauet, Ch; Cavallero, G; Cenci, R; Charles, M; Charpentier, Ph; Chatzikonstantinidis, G; Chefdeville, M; Chen, S; Cheung, S-F; Chobanova, V; Chrzaszcz, M; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coco, V; Cogan, J; Cogneras, E; Cogoni, V; Cojocariu, L; Collazuol, G; Collins, P; Comerma-Montells, A; Contu, A; Cook, A; Coombs, G; Coquereau, S; Corti, G; Corvo, M; Costa Sobral, C M; Couturier, B; Cowan, G A; Craik, D C; Crocombe, A; Cruz Torres, M; Cunliffe, S; Currie, R; D'Ambrosio, C; Da Cunha Marinho, F; Dall'Occo, E; Dalseno, J; David, P N Y; Davis, A; De Aguiar Francisco, O; De Bruyn, K; De Capua, S; De Cian, M; De Miranda, J M; De Paula, L; De Serio, M; De Simone, P; Dean, C-T; Decamp, D; Deckenhoff, M; Del Buono, L; Demmer, M; Dendek, A; Derkach, D; Deschamps, O; Dettori, F; Dey, B; Di Canto, A; Dijkstra, H; Dordei, F; Dorigo, M; Dosil Suárez, A; Dovbnya, A; Dreimanis, K; Dufour, L; Dujany, G; Dungs, K; Durante, P; Dzhelyadin, R; Dziurda, A; Dzyuba, A; Déléage, N; Easo, S; Ebert, M; Egede, U; Egorychev, V; Eidelman, S; Eisenhardt, S; Eitschberger, U; Ekelhof, R; Eklund, L; Ely, S; Esen, S; Evans, H M; Evans, T; Falabella, A; Farley, N; Farry, S; Fay, R; Fazzini, D; Ferguson, D; Fernandez Prieto, A; Ferrari, F; Ferreira Rodrigues, F; Ferro-Luzzi, M; Filippov, S; Fini, R A; Fiore, M; Fiorini, M; Firlej, M; Fitzpatrick, C; Fiutowski, T; Fleuret, F; Fohl, K; Fontana, M; Fontanelli, F; Forshaw, D C; Forty, R; Franco Lima, V; Frank, M; Frei, C; Fu, J; Furfaro, E; Färber, C; Gallas Torreira, A; Galli, D; Gallorini, S; Gambetta, S; Gandelman, M; Gandini, P; Gao, Y; Garcia Martin, L M; García Pardiñas, J; Garra Tico, J; Garrido, L; Garsed, P J; Gascon, D; Gaspar, C; Gavardi, L; Gazzoni, G; Gerick, D; Gersabeck, E; Gersabeck, M; Gershon, T; Ghez, Ph; Gianì, S; Gibson, V; Girard, O G; Giubega, L; Gizdov, K; Gligorov, V V; Golubkov, D; Golutvin, A; Gomes, A; Gorelov, I V; Gotti, C; Govorkova, E; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graverini, E; Graziani, G; Grecu, A; Griffith, P; Grillo, L; Gruberg Cazon, B R; Grünberg, O; Gushchin, E; Guz, Yu; Gys, T; Göbel, C; Hadavizadeh, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hall, S; Hamilton, B; Han, X; Hansmann-Menzemer, S; Harnew, N; Harnew, S T; Harrison, J; Hatch, M; He, J; Head, T; Heister, A; Hennessy, K; Henrard, P; Henry, L; Hernando Morata, J A; van Herwijnen, E; Heß, M; Hicheur, A; Hill, D; Hombach, C; Hopchev, H; Hulsbergen, W; Humair, T; Hushchyn, M; Hussain, N; Hutchcroft, D; Idzik, M; Ilten, P; Jacobsson, R; Jaeger, A; Jalocha, J; Jans, E; Jawahery, A; Jiang, F; John, M; Johnson, D; Jones, C R; Joram, C; Jost, B; Jurik, N; Kandybei, S; Kanso, W; Karacson, M; Kariuki, J M; Karodia, S; Kecke, M; Kelsey, M; Kenyon, I R; Kenzie, M; Ketel, T; Khairullin, E; Khanji, B; Khurewathanakul, C; Kirn, T; Klaver, S; Klimaszewski, K; Koliiev, S; Kolpin, M; Komarov, I; Koopman, R F; Koppenburg, P; Kosmyntseva, A; Kozachuk, A; Kozeiha, M; Kravchuk, L; Kreplin, K; Kreps, M; Krokovny, P; Kruse, F; Krzemien, W; Kucewicz, W; Kucharczyk, M; Kudryavtsev, V; Kuonen, A K; Kurek, K; Kvaratskheliya, T; Lacarrere, D; Lafferty, G; Lai, A; Lanfranchi, G; Langenbruch, C; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Leflat, A; Lefrançois, J; Lefèvre, R; Lemaitre, F; Lemos Cid, E; Leroy, O; Lesiak, T; Leverington, B; Li, Y; Likhomanenko, T; Lindner, R; Linn, C; Lionetto, F; Liu, B; Liu, X; Loh, D; Longstaff, I; Lopes, J H; Lucchesi, D; Lucio Martinez, M; Luo, H; Lupato, A; Luppi, E; Lupton, O; Lusiani, A; Lyu, X; Machefert, F; Maciuc, F; Maev, O; Maguire, K; Malde, S; Malinin, A; Maltsev, T; Manca, G; Mancinelli, G; Manning, P; Maratas, J; Marchand, J F; Marconi, U; Marin Benito, C; Marino, P; Marks, J; Martellotti, G; Martin, M; Martinelli, M; Martinez Santos, D; Martinez Vidal, F; Martins Tostes, D; Massacrier, L M; Massafferri, A; Matev, R; Mathad, A; Mathe, Z; Matteuzzi, C; Mauri, A; Maurin, B; Mazurov, A; McCann, M; McCarthy, J; McNab, A; McNulty, R; Meadows, B; Meier, F; Meissner, M; Melnychuk, D; Merk, M; Merli, A; Michielin, E; Milanes, D A; Minard, M-N; Mitzel, D S; Mogini, A; Molina Rodriguez, J; Monroy, I A; Monteil, S; Morandin, M; Morawski, P; Mordà, A; Morello, M J; Moron, J; Morris, A B; Mountain, R; Muheim, F; Mulder, M; Mussini, M; Müller, D; Müller, J; Müller, K; Müller, V; Naik, P; Nakada, T; Nandakumar, R; Nandi, A; Nasteva, I; Needham, M; Neri, N; Neubert, S; Neufeld, N; Neuner, M; Nguyen, A D; Nguyen, T D; Nguyen-Mau, C; Nieswand, S; Niet, R; Nikitin, N; Nikodem, T; Novoselov, A; O'Hanlon, D P; Oblakowska-Mucha, A; Obraztsov, V; Ogilvy, S; Oldeman, R; Onderwater, C J G; Otalora Goicochea, J M; Otto, A; Owen, P; Oyanguren, A; Pais, P R; Palano, A; Palombo, F; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Pappalardo, L L; Parker, W; Parkes, C; Passaleva, G; Pastore, A; Patel, G D; Patel, M; Patrignani, C; Pearce, A; Pellegrino, A; Penso, G; Pepe Altarelli, M; Perazzini, S; Perret, P; Pescatore, L; Petridis, K; Petrolini, A; Petrov, A; Petruzzo, M; Picatoste Olloqui, E; Pietrzyk, B; Pikies, M; Pinci, D; Pistone, A; Piucci, A; Playfer, S; Plo Casasus, M; Poikela, T; Polci, F; Poluektov, A; Polyakov, I; Polycarpo, E; Pomery, G J; Popov, A; Popov, D; Popovici, B; Poslavskii, S; Potterat, C; Price, E; Price, J D; Prisciandaro, J; Pritchard, A; Prouve, C; Pugatch, V; Puig Navarro, A; Punzi, G; Qian, W; Quagliani, R; Rachwal, B; Rademacker, J H; Rama, M; Ramos Pernas, M; Rangel, M S; Raniuk, I; Ratnikov, F; Raven, G; Redi, F; Reichert, S; Dos Reis, A C; Remon Alepuz, C; Renaudin, V; Ricciardi, S; Richards, S; Rihl, M; Rinnert, K; Rives Molina, V; Robbe, P; Rodrigues, A B; Rodrigues, E; Rodriguez Lopez, J A; Rodriguez Perez, P; Rogozhnikov, A; Roiser, S; Rollings, A; Romanovskiy, V; Romero Vidal, A; Ronayne, J W; Rotondo, M; Rudolph, M S; Ruf, T; Ruiz Valls, P; Saborido Silva, J J; Sadykhov, E; Sagidova, N; Saitta, B; Salustino Guimaraes, V; Sanchez Mayordomo, C; Sanmartin Sedes, B; Santacesaria, R; Santamarina Rios, C; Santimaria, M; Santovetti, E; Sarti, A; Satriano, C; Satta, A; Saunders, D M; Savrina, D; Schael, S; Schellenberg, M; Schiller, M; Schindler, H; Schlupp, M; Schmelling, M; Schmelzer, T; Schmidt, B; Schneider, O; Schopper, A; Schubert, K; Schubiger, M; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Semennikov, A; Sergi, A; Serra, N; Serrano, J; Sestini, L; Seyfert, P; Shapkin, M; Shapoval, I; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, V; Siddi, B G; Silva Coutinho, R; Silva de Oliveira, L; Simi, G; Simone, S; Sirendi, M; Skidmore, N; Skwarnicki, T; Smith, E; Smith, I T; Smith, J; Smith, M; Snoek, H; Sokoloff, M D; Soler, F J P; Souza De Paula, B; Spaan, B; Spradlin, P; Sridharan, S; Stagni, F; Stahl, M; Stahl, S; Stefko, P; Stefkova, S; Steinkamp, O; Stemmle, S; Stenyakin, O; Stevenson, S; Stoica, S; Stone, S; Storaci, B; Stracka, S; Straticiuc, M; Straumann, U; Sun, L; Sutcliffe, W; Swientek, K; Syropoulos, V; Szczekowski, M; Szumlak, T; T'Jampens, S; Tayduganov, A; Tekampe, T; Tellarini, G; Teubert, F; Thomas, E; van Tilburg, J; Tilley, M J; Tisserand, V; Tobin, M; Tolk, S; Tomassetti, L; Tonelli, D; Topp-Joergensen, S; Toriello, F; Tournefier, E; Tourneur, S; Trabelsi, K; Traill, M; Tran, M T; Tresch, M; Trisovic, A; Tsaregorodtsev, A; Tsopelas, P; Tully, A; Tuning, N; Ukleja, A; Ustyuzhanin, A; Uwer, U; Vacca, C; Vagnoni, V; Valassi, A; Valat, S; Valenti, G; Vallier, A; Vazquez Gomez, R; Vazquez Regueiro, P; Vecchi, S; van Veghel, M; Velthuis, J J; Veltri, M; Veneziano, G; Venkateswaran, A; Vernet, M; Vesterinen, M; Viaud, B; Vieira, D; Vieites Diaz, M; Viemann, H; Vilasis-Cardona, X; Vitti, M; Volkov, V; Vollhardt, A; Voneki, B; Vorobyev, A; Vorobyev, V; Voß, C; de Vries, J A; Vázquez Sierra, C; Waldi, R; Wallace, C; Wallace, R; Walsh, J; Wang, J; Ward, D R; Wark, H M; Watson, N K; Websdale, D; Weiden, A; Whitehead, M; Wicht, J; Wilkinson, G; Wilkinson, M; Williams, M; Williams, M P; Williams, M; Williams, T; Wilson, F F; Wimberley, J; Wishahi, J; Wislicki, W; Witek, M; Wormser, G; Wotton, S A; Wraight, K; Wyllie, K; Xie, Y; Xing, Z; Xu, Z; Yang, Z; Yin, H; Yu, J; Yuan, X; Yushchenko, O; Zarebski, K A; Zavertyaev, M; Zhang, L; Zhang, Y; Zhang, Y; Zhelezov, A; Zheng, Y; Zhokhov, A; Zhu, X; Zhukov, V; Zucchelli, S

2017-01-01

The decays [Formula: see text] and [Formula: see text] are observed for the first time using a data sample corresponding to an integrated luminosity of 3.0 fb[Formula: see text], collected by the LHCb experiment in proton-proton collisions at the centre-of-mass energies of 7 and 8[Formula: see text]. The branching fractions relative to that of [Formula: see text] are measured to be [Formula: see text]where the first uncertainties are statistical and the second are systematic.

SparkText: Biomedical Text Mining on Big Data Framework.

Science.gov (United States)

Ye, Zhan; Tafti, Ahmad P; He, Karen Y; Wang, Kai; He, Max M

Many new biomedical research articles are published every day, accumulating rich information, such as genetic variants, genes, diseases, and treatments. Rapid yet accurate text mining on large-scale scientific literature can discover novel knowledge to better understand human diseases and to improve the quality of disease diagnosis, prevention, and treatment. In this study, we designed and developed an efficient text mining framework called SparkText on a Big Data infrastructure, which is composed of Apache Spark data streaming and machine learning methods, combined with a Cassandra NoSQL database. To demonstrate its performance for classifying cancer types, we extracted information (e.g., breast, prostate, and lung cancers) from tens of thousands of articles downloaded from PubMed, and then employed Naïve Bayes, Support Vector Machine (SVM), and Logistic Regression to build prediction models to mine the articles. The accuracy of predicting a cancer type by SVM using the 29,437 full-text articles was 93.81%. While competing text-mining tools took more than 11 hours, SparkText mined the dataset in approximately 6 minutes. This study demonstrates the potential for mining large-scale scientific articles on a Big Data infrastructure, with real-time update from new articles published daily. SparkText can be extended to other areas of biomedical research.

Text analysis methods, text analysis apparatuses, and articles of manufacture

Science.gov (United States)

Whitney, Paul D; Willse, Alan R; Lopresti, Charles A; White, Amanda M

2014-10-28

Text analysis methods, text analysis apparatuses, and articles of manufacture are described according to some aspects. In one aspect, a text analysis method includes accessing information indicative of data content of a collection of text comprising a plurality of different topics, using a computing device, analyzing the information indicative of the data content, and using results of the analysis, identifying a presence of a new topic in the collection of text.

Measurement of [Formula: see text] polarisation in [Formula: see text] collisions at [Formula: see text] = 7 TeV.

Science.gov (United States)

Aaij, R; Adeva, B; Adinolfi, M; Affolder, A; Ajaltouni, Z; Albrecht, J; Alessio, F; Alexander, M; Ali, S; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amerio, S; Amhis, Y; An, L; Anderlini, L; Anderson, J; Andreassen, R; Andreotti, M; Andrews, J E; Appleby, R B; Aquines Gutierrez, O; Archilli, F; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Baalouch, M; Bachmann, S; Back, J J; Badalov, A; Balagura, V; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Batozskaya, V; Bauer, Th; Bay, A; Beddow, J; Bedeschi, F; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Bencivenni, G; Benson, S; Benton, J; Berezhnoy, A; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blouw, J; Blusk, S; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Borsato, M; Bowcock, T J V; Bowen, E; Bozzi, C; Brambach, T; van den Brand, J; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brook, N H; Brown, H; Bursche, A; Busetto, G; Buytaert, J; Cadeddu, S; Calabrese, R; Callot, O; Calvi, M; Calvo Gomez, M; Camboni, A; Campana, P; Campora Perez, D; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carranza-Mejia, H; Carson, L; Carvalho Akiba, K; Casse, G; Cassina, L; Castillo Garcia, L; Cattaneo, M; Cauet, Ch; Cenci, R; Charles, M; Charpentier, Ph; Cheung, S-F; Chiapolini, N; Chrzaszcz, M; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coca, C; Coco, V; Cogan, J; Cogneras, E; Collins, P; Comerma-Montells, A; Contu, A; Cook, A; Coombes, M; Coquereau, S; Corti, G; Corvo, M; Counts, I; Couturier, B; Cowan, G A; Craik, D C; Cruz Torres, M; Cunliffe, S; Currie, R; D'Ambrosio, C; Dalseno, J; David, P; David, P N Y; Davis, A; De Bruyn, K; De Capua, S; De Cian, M; De Miranda, J M; De Paula, L; De Silva, W; De Simone, P; Decamp, D; Deckenhoff, M; Del Buono, L; Déléage, N; Derkach, D; Deschamps, O; Dettori, F; Di Canto, A; Dijkstra, H; Donleavy, S; Dordei, F; Dorigo, M; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dupertuis, F; Durante, P; Dzhelyadin, R; Dziurda, A; Dzyuba, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; Eisenhardt, S; Eitschberger, U; Ekelhof, R; Eklund, L; El Rifai, I; Elsasser, Ch; Esen, S; Evans, T; Falabella, A; Färber, C; Farinelli, C; Farry, S; Ferguson, D; Fernandez Albor, V; Ferreira Rodrigues, F; Ferro-Luzzi, M; Filippov, S; Fiore, M; Fiorini, M; Firlej, M; Fitzpatrick, C; Fiutowski, T; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Fu, J; Furfaro, E; Gallas Torreira, A; Galli, D; Gandelman, M; Gandini, P; Gao, Y; Garofoli, J; Garra Tico, J; Garrido, L; Gaspar, C; Gauld, R; Gavardi, L; Gersabeck, E; Gersabeck, M; Gershon, T; Ghez, Ph; Gianelle, A; Giani, S; Gibson, V; Giubega, L; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gordon, H; Gotti, C; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Griffith, P; Grillo, L; Grünberg, O; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hall, S; Hamilton, B; Hampson, T; Han, X; Hansmann-Menzemer, S; Harnew, N; Harnew, S T; Harrison, J; Hartmann, T; He, J; Head, T; Heijne, V; Hennessy, K; Henrard, P; Henry, L; Hernando Morata, J A; van Herwijnen, E; Heß, M; Hicheur, A; Hill, D; Hoballah, M; Hombach, C; Hulsbergen, W; Hunt, P; Hussain, N; Hutchcroft, D; Hynds, D; Iakovenko, V; Idzik, M; Ilten, P; Jacobsson, R; Jaeger, A; Jalocha, J; Jans, E; Jaton, P; Jawahery, A; Jezabek, M; Jing, F; John, M; Johnson, D; Jones, C R; Joram, C; Jost, B; Jurik, N; Kaballo, M; Kandybei, S; Kanso, W; Karacson, M; Karbach, T M; Kelsey, M; Kenyon, I R; Ketel, T; Khanji, B; Khurewathanakul, C; Klaver, S; Kochebina, O; Kolpin, M; Komarov, I; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kucharczyk, M; Kudryavtsev, V; Kurek, K; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanciotti, E; Lanfranchi, G; Langenbruch, C; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leo, S; Leroy, O; Lesiak, T; Leverington, B; Li, Y; Liles, M; Lindner, R; Linn, C; Lionetto, F; Liu, B; Liu, G; Lohn, S; Longstaff, I; Longstaff, I; Lopes, J H; Lopez-March, N; Lowdon, P; Lu, H; Lucchesi, D; Luisier, J; Luo, H; Lupato, A; Luppi, E; Lupton, O; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Malde, S; Manca, G; Mancinelli, G; Manzali, M; Maratas, J; Marchand, J F; Marconi, U; Marino, P; Märki, R; Marks, J; Martellotti, G; Martens, A; Martín Sánchez, A; Martinelli, M; Martinez Santos, D; Martinez Vidal, F; Martins Tostes, D; Massafferri, A; Matev, R; Mathe, Z; Matteuzzi, C; Mazurov, A; McCann, M; McCarthy, J; McNab, A; McNulty, R; McSkelly, B; Meadows, B; Meier, F; Meissner, M; Merk, M; Milanes, D A; Minard, M-N; Molina Rodriguez, J; Monteil, S; Moran, D; Morandin, M; Morawski, P; Mordà, A; Morello, M J; Moron, J; Mountain, R; Muheim, F; Müller, K; Muresan, R; Muster, B; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Needham, M; Neri, N; Neubert, S; Neufeld, N; Neuner, M; Nguyen, A D; Nguyen, T D; Nguyen-Mau, C; Nicol, M; Niess, V; Niet, R; Nikitin, N; Nikodem, T; Novoselov, A; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Onderwater, G; Orlandea, M; Otalora Goicochea, J M; Owen, P; Oyanguren, A; Pal, B K; Palano, A; Palombo, F; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Patrignani, C; Pazos Alvarez, A; Pearce, A; Pellegrino, A; Penso, G; Pepe Altarelli, M; Perazzini, S; Perez Trigo, E; Perret, P; Perrin-Terrin, M; Pescatore, L; Pesen, E; Petridis, K; Petrolini, A; Picatoste Olloqui, E; Pietrzyk, B; Pilař, T; Pinci, D; Pistone, A; Playfer, S; Plo Casasus, M; Polci, F; Polok, G; Poluektov, A; Polycarpo, E; Popov, A; Popov, D; Popovici, B; Potterat, C; Powell, A; Prisciandaro, J; Pritchard, A; Prouve, C; Pugatch, V; Puig Navarro, A; Punzi, G; Qian, W; Rachwal, B; Rademacker, J H; Rakotomiaramanana, B; Rama, M; Rangel, M S; Raniuk, I; Rauschmayr, N; Raven, G; Redford, S; Reichert, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, A; Rinnert, K; Rives Molina, V; Roa Romero, D A; Robbe, P; Rodrigues, A B; Rodrigues, E; Rodriguez Perez, P; Roiser, S; Romanovsky, V; Romero Vidal, A; Rotondo, M; Rouvinet, J; Ruf, T; Ruffini, F; Ruiz, H; Ruiz Valls, P; Sabatino, G; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salustino Guimaraes, V; Sanchez Mayordomo, C; Sanmartin Sedes, B; Santacesaria, R; Santamarina Rios, C; Santovetti, E; Sapunov, M; Sarti, A; Satriano, C; Satta, A; Savrie, M; Savrina, D; Schiller, M; Schindler, H; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Senderowska, K; Sepp, I; Serra, N; Serrano, J; Sestini, L; Seyfert, P; Shapkin, M; Shapoval, I; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, V; Shires, A; Silva Coutinho, R; Simi, G; Sirendi, M; Skidmore, N; Skwarnicki, T; Smith, N A; Smith, E; Smith, E; Smith, J; Smith, M; Snoek, H; Sokoloff, M D; Soler, F J P; Soomro, F; Souza, D; Souza De Paula, B; Spaan, B; Sparkes, A; Spinella, F; Spradlin, P; Stagni, F; Stahl, S; Steinkamp, O; Stenyakin, O; Stevenson, S; Stoica, S; Stone, S; Storaci, B; Stracka, S; Straticiuc, M; Straumann, U; Stroili, R; Subbiah, V K; Sun, L; Sutcliffe, W; Swientek, K; Swientek, S; Syropoulos, V; Szczekowski, M; Szczypka, P; Szilard, D; Szumlak, T; T'Jampens, S; Teklishyn, M; Tellarini, G; Teodorescu, E; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Tolk, S; Tomassetti, L; Tonelli, D; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tresch, M; Tsaregorodtsev, A; Tsopelas, P; Tuning, N; Ubeda Garcia, M; Ukleja, A; Ustyuzhanin, A; Uwer, U; Vagnoni, V; Valenti, G; Vallier, A; Vazquez Gomez, R; Vazquez Regueiro, P; Vázquez Sierra, C; Vecchi, S; Velthuis, J J; Veltri, M; Veneziano, G; Vesterinen, M; Viaud, B; Vieira, D; Vieites Diaz, M; Vilasis-Cardona, X; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Vorobyev, V; Voß, C; Voss, H; de Vries, J A; Waldi, R; Wallace, C; Wallace, R; Walsh, J; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Webber, A D; Websdale, D; Whitehead, M; Wicht, J; Wiedner, D; Wiggers, L; Wilkinson, G; Williams, M P; Williams, M; Wilson, F F; Wimberley, J; Wishahi, J; Wislicki, W; Witek, M; Wormser, G; Wotton, S A; Wright, S; Wu, S; Wyllie, K; Xie, Y; Xing, Z; Xu, Z; Yang, Z; Yuan, X; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, F; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhokhov, A; Zhong, L; Zvyagin, A

The polarisation of prompt [Formula: see text] mesons is measured by performing an angular analysis of [Formula: see text] decays using proton-proton collision data, corresponding to an integrated luminosity of 1.0[Formula: see text], collected by the LHCb detector at a centre-of-mass energy of 7 TeV. The polarisation is measured in bins of transverse momentum [Formula: see text] and rapidity [Formula: see text] in the kinematic region [Formula: see text] and [Formula: see text], and is compared to theoretical models. No significant polarisation is observed.

Getting Access to What Goes on in People´s Heads?

DEFF Research Database (Denmark)

Nielsen, Janni; Clemmensen, Torkil; Yssing, Carsten

2002-01-01

people to think aloud? We answer it by discussing the classical work of Ericsson and Simon(1984), in particular their distinction between vocalisation, verbalisation and retrospective reports and the relation to short term memory. Reintroducing the psychological perspective and the focus on higher order......One of the basic usability testing techniques the HCI community draws on, and which stands out as unique, is thinking aloud. We introduce the many names, uses and modifications of the classical think aloud technique, and ask the rhetorical question: What do researchers think they get when they ask...... cognitive processes, we argue that access to subjective experience is possible in terms of introspection and describe a technique that invites the user to become a participant in the analysis of his or her own cognitive processes. We suggest that use of think aloud has as a prerequisite explicit...

Cross cultural usability testing

DEFF Research Database (Denmark)

Clemmensen, Torkil; Goyal, Shivam

2005-01-01

In this paper, we present the results of a pilot study in Denmark of cross cultural effects on Think Aloud usability testing. We provide an overview of previous research on cross cultural usability evaluation with a special focus on the relationship between the evaluator and the test user....... This relation was studied in an experiment with usability testing of a localized clipart application in which eight participants from Denmark and India formed pairs of evaluator-test user. The test users were asked to think aloud and the evaluators' role were to facilitate the test users thinking aloud...... and hereby identify usability problems with the clipart application. Data on the evaluators' and test users' behaviour were recorded and analyzed by coding and summarizing statistics on these behavioural events. The results show that Think Aloud Usability Test of a localized application is most effectively...

Production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) in p-Pb collisions at [Formula: see text] = 5.02 TeV.

Science.gov (United States)

Adam, J; Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahmad, S; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Almaraz, J R M; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; Andrei, C; Andronic, A; Anguelov, V; Antičić, T; Antinori, F; Antonioli, P; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Balasubramanian, S; Baldisseri, A; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Belmont, R; Belmont-Moreno, E; Belyaev, V; Benacek, P; Bencedi, G; Beole, S; Berceanu, I; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biro, G; Biswas, R; Biswas, S; Bjelogrlic, S; Blair, J T; Blau, D; Blume, C; Bock, F; Bogdanov, A; Bøggild, H; Boldizsár, L; Bombara, M; Book, J; Borel, H; Borissov, A; Borri, M; Bossú, F; Botta, E; Bourjau, C; Braun-Munzinger, P; Bregant, M; Breitner, T; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Caffarri, D; Cai, X; Caines, H; Calero Diaz, L; Caliva, A; Calvo Villar, E; Camerini, P; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cerello, P; Cerkala, J; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chauvin, A; Chelnokov, V; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Cho, S; Chochula, P; Choi, K; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortés Maldonado, I; Cortese, P; Cosentino, M R; Costa, F; Crochet, P; Cruz Albino, R; Cuautle, E; Cunqueiro, L; Dahms, T; Dainese, A; Danisch, M C; Danu, A; Das, D; Das, I; Das, S; Dash, A; Dash, S; De, S; De Caro, A; de Cataldo, G; de Conti, C; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; Deisting, A; Deloff, A; Dénes, E; Deplano, C; Dhankher, P; Di Bari, D; Di Mauro, A; Di Nezza, P; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Djuvsland, Ø; Dobrin, A; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Drozhzhova, T; Dubey, A K; Dubla, A; Ducroux, L; Dupieux, P; Ehlers, R J; Elia, D; Endress, E; Engel, H; Epple, E; Erazmus, B; Erdemir, I; Erhardt, F; Espagnon, B; Estienne, M; Esumi, S; Eum, J; Evans, D; Evdokimov, S; Eyyubova, G; Fabbietti, L; Fabris, D; Faivre, J; Fantoni, A; Fasel, M; Feldkamp, L; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Feuillard, V J G; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Fleck, M G; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Frankenfeld, U; Fronze, G G; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gallio, M; Gangadharan, D R; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Gargiulo, C; Gasik, P; Gauger, E F; Germain, M; Gheata, A; Gheata, M; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Giubilato, P; Gladysz-Dziadus, E; Glässel, P; Goméz Coral, D M; Gomez Ramirez, A; Gonzalez, V; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Grabski, V; Grachov, O A; Graczykowski, L K; Graham, K L; Grelli, A; Grigoras, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grinyov, B; Grion, N; Gronefeld, J M; Grosse-Oetringhaus, J F; Grossiord, J-Y; Grosso, R; Guber, F; Guernane, R; Guerzoni, B; Gulbrandsen, K; Gunji, T; Gupta, A; Gupta, R; Haake, R; Haaland, Ø; Hadjidakis, C; Haiduc, M; Hamagaki, H; Hamar, G; Hamon, J C; Harris, J W; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Hellbär, E; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Hess, B A; Hetland, K F; Hillemanns, H; Hippolyte, B; Horak, D; Hosokawa, R; Hristov, P; Huang, M; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Inaba, M; Incani, E; Ippolitov, M; Irfan, M; Ivanov, M; Ivanov, V; Izucheev, V; Jacazio, N; Jacobs, P M; Jadhav, M B; Jadlovska, S; Jadlovsky, J; Jahnke, C; Jakubowska, M J; Jang, H J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jimenez Bustamante, R T; Jones, P G; Jusko, A; Kalinak, P; Kalweit, A; Kamin, J; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karayan, L; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Keil, M; Mohisin Khan, M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, D W; Kim, D J; Kim, D; Kim, H; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, C; Klein, J; Klein-Bösing, C; Klewin, S; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Kofarago, M; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Kondratyuk, E; Konevskikh, A; Kopcik, M; Kostarakis, P; Kour, M; Kouzinopoulos, C; Kovalenko, O; Kovalenko, V; Kowalski, M; Koyithatta Meethaleveedu, G; Králik, I; Kravčáková, A; Kretz, M; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kubera, A M; Kučera, V; Kuhn, C; Kuijer, P G; Kumar, A; Kumar, J; Kumar, L; Kumar, S; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kweon, M J; Kwon, Y; La Pointe, S L; La Rocca, P; Ladron de Guevara, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; Laudi, E; Lea, R; Leardini, L; Lee, G R; Lee, S; Lehas, F; Lemmon, R C; Lenti, V; Leogrande, E; León Monzón, I; León Vargas, H; Leoncino, M; Lévai, P; Li, S; Li, X; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Ljunggren, H M; Lodato, D F; Loenne, P I; Loginov, V; Loizides, C; Lopez, X; López Torres, E; Lowe, A; Luettig, P; Lunardon, M; Luparello, G; Lutz, T H; Maevskaya, A; Mager, M; Mahajan, S; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manko, V; Manso, F; Manzari, V; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Margutti, J; Marín, A; Markert, C; Marquard, M; Martin, N A; Martin Blanco, J; Martinengo, P; Martínez, M I; Martínez García, G; Martinez Pedreira, M; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Massacrier, L; Mastroserio, A; Matyja, A; Mayer, C; Mazer, J; Mazzoni, M A; Mcdonald, D; Meddi, F; Melikyan, Y; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Miake, Y; Mieskolainen, M M; Mikhaylov, K; Milano, L; Milosevic, J; Minervini, L M; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mohammadi, N; Mohanty, B; Molnar, L; Montaño Zetina, L; Montes, E; Moreira De Godoy, D A; Moreno, L A P; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Mulligan, J D; Munhoz, M G; Munzer, R H; Murakami, H; Murray, S; Musa, L; Musinsky, J; Naik, B; Nair, R; Nandi, B K; Nania, R; Nappi, E; Naru, M U; Natal da Luz, H; Nattrass, C; Navarro, S R; Nayak, K; Nayak, R; Nayak, T K; Nazarenko, S; Nedosekin, A; Nellen, L; Ng, F; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Noferini, F; Nomokonov, P; Nooren, G; Noris, J C C; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Ohlson, A; Okatan, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Oliver, M H; Onderwaater, J; Oppedisano, C; Orava, R; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Pachmayer, Y; Pagano, P; Paić, G; Pal, S K; Pan, J; Pandey, A K; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Paticchio, V; Patra, R N; Paul, B; Pei, H; Peitzmann, T; Pereira Da Costa, H; Peresunko, D; Pérez Lara, C E; Perez Lezama, E; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pimentel, L O D L; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Read, K F; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Šándor, L; Sandoval, A; Sano, M; Sarkar, D; Sarma, P; Scapparone, E; Scarlassara, F; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Søgaard, C; Song, J; Song, M; Song, Z; Soramel, F; Sorensen, S; Souza, R D de; Sozzi, F; Spacek, M; Spiriti, E; Sputowska, I; Spyropoulou-Stassinaki, M; Stachel, J; Stan, I; Stankus, P; Stefanek, G; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Szabo, A; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tangaro, M A; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Uras, A; Usai, G L; Utrobicic, A; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vande Vyvre, P; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Vechernin, V; Veen, A M; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Villatoro Tello, A; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Vislavicius, V; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Yang, H; Yang, P; Yano, S; Yasar, C; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Yushmanov, I; Zaborowska, A; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zaporozhets, S; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zyzak, M

The production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) mesons has been measured in p-Pb collisions at [Formula: see text][Formula: see text] 5.02 TeV. K[Formula: see text] and [Formula: see text] are reconstructed via their decay into charged hadrons with the ALICE detector in the rapidity range [Formula: see text]. The transverse momentum spectra, measured as a function of the multiplicity, have a p[Formula: see text] range from 0 to 15 GeV/ c for K[Formula: see text] and from 0.3 to 21 GeV/ c for [Formula: see text]. Integrated yields, mean transverse momenta and particle ratios are reported and compared with results in pp collisions at [Formula: see text][Formula: see text] 7 TeV and Pb-Pb collisions at [Formula: see text][Formula: see text] 2.76 TeV. In Pb-Pb and p-Pb collisions, K[Formula: see text] and [Formula: see text] probe the hadronic phase of the system and contribute to the study of particle formation mechanisms by comparison with other identified hadrons. For this purpose, the mean transverse momenta and the differential proton-to-[Formula: see text] ratio are discussed as a function of the multiplicity of the event. The short-lived K[Formula: see text] is measured to investigate re-scattering effects, believed to be related to the size of the system and to the lifetime of the hadronic phase.

SparkText: Biomedical Text Mining on Big Data Framework

Science.gov (United States)

He, Karen Y.; Wang, Kai

2016-01-01

Background Many new biomedical research articles are published every day, accumulating rich information, such as genetic variants, genes, diseases, and treatments. Rapid yet accurate text mining on large-scale scientific literature can discover novel knowledge to better understand human diseases and to improve the quality of disease diagnosis, prevention, and treatment. Results In this study, we designed and developed an efficient text mining framework called SparkText on a Big Data infrastructure, which is composed of Apache Spark data streaming and machine learning methods, combined with a Cassandra NoSQL database. To demonstrate its performance for classifying cancer types, we extracted information (e.g., breast, prostate, and lung cancers) from tens of thousands of articles downloaded from PubMed, and then employed Naïve Bayes, Support Vector Machine (SVM), and Logistic Regression to build prediction models to mine the articles. The accuracy of predicting a cancer type by SVM using the 29,437 full-text articles was 93.81%. While competing text-mining tools took more than 11 hours, SparkText mined the dataset in approximately 6 minutes. Conclusions This study demonstrates the potential for mining large-scale scientific articles on a Big Data infrastructure, with real-time update from new articles published daily. SparkText can be extended to other areas of biomedical research. PMID:27685652

Text against Text: Counterbalancing the Hegemony of Assessment.

Science.gov (United States)

Cosgrove, Cornelius

A study examined whether composition specialists can counterbalance the potential privileging of the assessment perspective, or of self-appointed interpreters of that perspective, through the study of assessment discourse as text. Fourteen assessment texts were examined, most of them journal articles and most of them featuring the common…

A principled relation between reading and naming in acquired and developmental anomia: Surface dyslexia following impairment in the phonological output lexicon

Directory of Open Access Journals (Sweden)

Naama eFriedmann

2016-03-01

Full Text Available Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate--they share components.This study assessed the effect of an impairment in a shared component, the phonological output lexicon,on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia.To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, 8 with acquired anomia following brain damage and 8 with developmental-anomia.We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and nonword repetition, and phonological working memory.After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension.We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words,words with ambiguous conversion to phonemes,and potentiophones (words like now that, when read via the sublexical-route,can be sounded out as another word, know. Importantly, all the participants performed flawlessly on pseudohomophone lexical-decision and on homophone/potentiophone reading comprehension, indicating spared orthographic-input-lexicon and spared access to it and

The Beneficial Effects of Cognitive Training With Simple Calculation and Reading Aloud (SCRA) in the Elderly Postoperative Population: A Pilot Randomized Controlled Trial.

Science.gov (United States)

Kulason, Kay; Nouchi, Rui; Hoshikawa, Yasushi; Noda, Masafumi; Okada, Yoshinori; Kawashima, Ryuta

2018-01-01

Background: There has been little research conducted regarding cognitive treatments for the elderly postsurgical population. Patients aged ≥60 years have an increased risk of postoperative cognitive decline, a condition in which cognitive functions are negatively affected. This cognitive decline can lead to a decline in quality of life. In order to maintain a high quality of life, the elderly postsurgical population may benefit from treatment to maintain and/or improve their cognitive functions. This pilot study investigates the effect of simple calculation and reading aloud (SCRA) cognitive training in elderly Japanese postsurgical patients. Methods: Elderly patients undergoing non-cardiovascular thoracic surgery under general anesthesia were recruited ( n = 12). Subjects were randomly divided into two groups-one that receives 12 weeks of SCRA intervention, and a waitlisted control group. Before and after the intervention, we measured cognitive function [Mini-Mental Status Exam-Japanese (MMSE-J), Frontal Assessment Battery (FAB), computerized Cogstate Brief Battery (CBB)] and emotional state [General Health Questionnaire-12 (GHQ-12), Geriatric Depression Scale (GDS), Quality of Life Scale-5 (QOL-5)]. Results: Group difference analyses using ANCOVA with permutation test showed that the intervention SCRA group had a significant improvement in FAB motor programming sub-score, GDS, and QOL-5 compared to the control group. Within-group analyses using Wilcoxon signed-rank test to compare baseline and follow-up showed that the SCRA intervention group total FAB scores, FAB motor programming sub-scores, and QOL-5 scores were significantly improved. Discussion: This pilot study showed that there are important implications for the beneficial effects of SCRA intervention on cognitive function and emotional state in the postoperative elderly population; however, further investigations are necessary to reach any conclusions. Trial registration: This study was registered with

Predicting Prosody from Text for Text-to-Speech Synthesis

CERN Document Server

Rao, K Sreenivasa

2012-01-01

Predicting Prosody from Text for Text-to-Speech Synthesis covers the specific aspects of prosody, mainly focusing on how to predict the prosodic information from linguistic text, and then how to exploit the predicted prosodic knowledge for various speech applications. Author K. Sreenivasa Rao discusses proposed methods along with state-of-the-art techniques for the acquisition and incorporation of prosodic knowledge for developing speech systems. Positional, contextual and phonological features are proposed for representing the linguistic and production constraints of the sound units present in the text. This book is intended for graduate students and researchers working in the area of speech processing.

VisualUrText: A Text Analytics Tool for Unstructured Textual Data

Science.gov (United States)

Zainol, Zuraini; Jaymes, Mohd T. H.; Nohuddin, Puteri N. E.

2018-05-01

The growing amount of unstructured text over Internet is tremendous. Text repositories come from Web 2.0, business intelligence and social networking applications. It is also believed that 80-90% of future growth data is available in the form of unstructured text databases that may potentially contain interesting patterns and trends. Text Mining is well known technique for discovering interesting patterns and trends which are non-trivial knowledge from massive unstructured text data. Text Mining covers multidisciplinary fields involving information retrieval (IR), text analysis, natural language processing (NLP), data mining, machine learning statistics and computational linguistics. This paper discusses the development of text analytics tool that is proficient in extracting, processing, analyzing the unstructured text data and visualizing cleaned text data into multiple forms such as Document Term Matrix (DTM), Frequency Graph, Network Analysis Graph, Word Cloud and Dendogram. This tool, VisualUrText, is developed to assist students and researchers for extracting interesting patterns and trends in document analyses.

Layout-aware text extraction from full-text PDF of scientific articles

Directory of Open Access Journals (Sweden)

Ramakrishnan Cartic

2012-05-01

Full Text Available Abstract Background The Portable Document Format (PDF is the most commonly used file format for online scientific publications. The absence of effective means to extract text from these PDF files in a layout-aware manner presents a significant challenge for developers of biomedical text mining or biocuration informatics systems that use published literature as an information source. In this paper we introduce the ‘Layout-Aware PDF Text Extraction’ (LA-PDFText system to facilitate accurate extraction of text from PDF files of research articles for use in text mining applications. Results Our paper describes the construction and performance of an open source system that extracts text blocks from PDF-formatted full-text research articles and classifies them into logical units based on rules that characterize specific sections. The LA-PDFText system focuses only on the textual content of the research articles and is meant as a baseline for further experiments into more advanced extraction methods that handle multi-modal content, such as images and graphs. The system works in a three-stage process: (1 Detecting contiguous text blocks using spatial layout processing to locate and identify blocks of contiguous text, (2 Classifying text blocks into rhetorical categories using a rule-based method and (3 Stitching classified text blocks together in the correct order resulting in the extraction of text from section-wise grouped blocks. We show that our system can identify text blocks and classify them into rhetorical categories with Precision1 = 0.96% Recall = 0.89% and F1 = 0.91%. We also present an evaluation of the accuracy of the block detection algorithm used in step 2. Additionally, we have compared the accuracy of the text extracted by LA-PDFText to the text from the Open Access subset of PubMed Central. We then compared this accuracy with that of the text extracted by the PDF2Text system, 2commonly used to extract text from PDF

Working with text tools, techniques and approaches for text mining

CERN Document Server

Tourte, Gregory J L

2016-01-01

Text mining tools and technologies have long been a part of the repository world, where they have been applied to a variety of purposes, from pragmatic aims to support tools. Research areas as diverse as biology, chemistry, sociology and criminology have seen effective use made of text mining technologies. Working With Text collects a subset of the best contributions from the 'Working with text: Tools, techniques and approaches for text mining' workshop, alongside contributions from experts in the area. Text mining tools and technologies in support of academic research include supporting research on the basis of a large body of documents, facilitating access to and reuse of extant work, and bridging between the formal academic world and areas such as traditional and social media. Jisc have funded a number of projects, including NaCTem (the National Centre for Text Mining) and the ResDis programme. Contents are developed from workshop submissions and invited contributions, including: Legal considerations in te...

Layout-aware text extraction from full-text PDF of scientific articles.

Science.gov (United States)

Ramakrishnan, Cartic; Patnia, Abhishek; Hovy, Eduard; Burns, Gully Apc

2012-05-28

The Portable Document Format (PDF) is the most commonly used file format for online scientific publications. The absence of effective means to extract text from these PDF files in a layout-aware manner presents a significant challenge for developers of biomedical text mining or biocuration informatics systems that use published literature as an information source. In this paper we introduce the 'Layout-Aware PDF Text Extraction' (LA-PDFText) system to facilitate accurate extraction of text from PDF files of research articles for use in text mining applications. Our paper describes the construction and performance of an open source system that extracts text blocks from PDF-formatted full-text research articles and classifies them into logical units based on rules that characterize specific sections. The LA-PDFText system focuses only on the textual content of the research articles and is meant as a baseline for further experiments into more advanced extraction methods that handle multi-modal content, such as images and graphs. The system works in a three-stage process: (1) Detecting contiguous text blocks using spatial layout processing to locate and identify blocks of contiguous text, (2) Classifying text blocks into rhetorical categories using a rule-based method and (3) Stitching classified text blocks together in the correct order resulting in the extraction of text from section-wise grouped blocks. We show that our system can identify text blocks and classify them into rhetorical categories with Precision1 = 0.96% Recall = 0.89% and F1 = 0.91%. We also present an evaluation of the accuracy of the block detection algorithm used in step 2. Additionally, we have compared the accuracy of the text extracted by LA-PDFText to the text from the Open Access subset of PubMed Central. We then compared this accuracy with that of the text extracted by the PDF2Text system, 2commonly used to extract text from PDF. Finally, we discuss preliminary error analysis for

Text mining from ontology learning to automated text processing applications

CERN Document Server

Biemann, Chris

2014-01-01

This book comprises a set of articles that specify the methodology of text mining, describe the creation of lexical resources in the framework of text mining and use text mining for various tasks in natural language processing (NLP). The analysis of large amounts of textual data is a prerequisite to build lexical resources such as dictionaries and ontologies and also has direct applications in automated text processing in fields such as history, healthcare and mobile applications, just to name a few. This volume gives an update in terms of the recent gains in text mining methods and reflects

Available Methods in Farsi-English Cross Language Information Retrieval Using Machine-readable, Bilingual Glossary

Directory of Open Access Journals (Sweden)

Hamid Alizadeh

2009-12-01

Full Text Available In this paper the impact scope of Natural Language Processing (NLP on translating search statements was determined by testing out research hypotheses. The NLP techniques employed for search statement processing included text parsing, linguistic forms identification, stopword removal, morphological analysis, and tokenization. Examination of the hypotheses indicated that using the method of translating the first equivalent term selected versus the method of selecting all equivalent terms, would contribute to increased efficiency of the review that while morphological analysis of the terms not translated by the glossary, would increase the retrieval precision cutoff, there would be no significant difference established by the lack of such analysis thereof that sentence translation as opposed to term by term translation, would increase the efficiency of Farsi-English proofreading. Other findings are also represented.

Whole-Word Phonological Representations of Disyllabic Words in the Chinese Lexicon: Data From Acquired Dyslexia

Directory of Open Access Journals (Sweden)

Sam-Po Law

2005-01-01

Full Text Available This study addresses the issue of the existence of whole-word phonological representations of disyllabic and multisyllabic words in the Chinese mental lexicon. A Cantonese brain-injured dyslexic individual with semantic deficits, YKM, was assessed on his abilities to read aloud and to comprehend disyllabic words containing homographic heterophonous characters, the pronunciation of which can only be disambiguated in word context. Superior performance on reading to comprehension was found. YKM could produce the target phonological forms without understanding the words. The dissociation is taken as evidence for whole-word representations for these words at the phonological level. The claim is consistent with previous account for discrepancy of the frequencies of tonal errors between reading aloud and object naming in Cantonese reported of another case study of similar deficits. Theoretical arguments for whole-word form representations for all multisyllabic Chinese words are also discussed.

PCR performance of a thermostable heterodimeric archaeal DNA polymerase

Directory of Open Access Journals (Sweden)

Tom eKillelea

2014-05-01

Full Text Available DNA polymerases are versatile tools used in numerous important molecular biological core technologies like the ubiquitous polymerase chain reaction (PCR, cDNA cloning, genome sequencing and nucleic acid based diagnostics. Taking into account the multiple DNA amplification techniques in use, different DNA polymerases must be optimized for each type of application. One of the current tendencies is to reengineer or to discover new DNA polymerases with increased performance and broadened substrate spectra. At present, there is a great demand for such enzymes in applications, e.g., forensics or paleogenomics. Current major limitations hinge on the inability of conventional PCR enzymes, such as Taq, to amplify degraded or low amounts of template DNA. Besides, a wide range of PCR inhibitors can also impede reactions of nucleic acid amplification. Here we looked at the PCR performances of the proof-reading D-type DNA polymerase from P. abyssi, Pab-polD. Fragments, 3 kilobases in length, were specifically PCR-amplified in its optimized reaction buffer. Pab-polD showed not only a greater resistance to high denaturation temperatures than Taq during cycling, but also a superior tolerance to the presence of potential inhibitors. Proficient proof-reading Pab-polD enzyme could also extend a primer containing up to two mismatches at the 3’ primer termini. Overall, we found valuable biochemical properties in Pab-polD compared to the conventional Taq, which makes the enzyme ideally suited for cutting-edge PCR-applications.

Correction to: Extreme Precipitation, Public Health Emergencies, and Safe Drinking Water in the USA.

Science.gov (United States)

Exum, Natalie G; Betanzo, Elin; Schwab, Kellogg J; Chen, Thomas Y J; Guikema, Seth; Harvey, David E

2018-06-01

Unfortunately, the original publication of this article contained mistakes. The publisher introduced an error after proofreading where the name of the co-author was mistakenly captured as "David P. E. Harvey". The correct name should be "David E. Harvey".

From Text to Political Positions: Text analysis across disciplines

NARCIS (Netherlands)

Kaal, A.R.; Maks, I.; van Elfrinkhof, A.M.E.

2014-01-01

ABSTRACT From Text to Political Positions addresses cross-disciplinary innovation in political text analysis for party positioning. Drawing on political science, computational methods and discourse analysis, it presents a diverse collection of analytical models including pure quantitative and

LocText

DEFF Research Database (Denmark)

Cejuela, Juan Miguel; Vinchurkar, Shrikant; Goldberg, Tatyana

2018-01-01

trees and was trained and evaluated on a newly improved LocTextCorpus. Combined with an automatic named-entity recognizer, LocText achieved high precision (P = 86%±4). After completing development, we mined the latest research publications for three organisms: human (Homo sapiens), budding yeast...

Contextual Text Mining

Science.gov (United States)

Mei, Qiaozhu

2009-01-01

With the dramatic growth of text information, there is an increasing need for powerful text mining systems that can automatically discover useful knowledge from text. Text is generally associated with all kinds of contextual information. Those contexts can be explicit, such as the time and the location where a blog article is written, and the…

Systematic characterizations of text similarity in full text biomedical publications.

Science.gov (United States)

Sun, Zhaohui; Errami, Mounir; Long, Tara; Renard, Chris; Choradia, Nishant; Garner, Harold

2010-09-15

Computational methods have been used to find duplicate biomedical publications in MEDLINE. Full text articles are becoming increasingly available, yet the similarities among them have not been systematically studied. Here, we quantitatively investigated the full text similarity of biomedical publications in PubMed Central. 72,011 full text articles from PubMed Central (PMC) were parsed to generate three different datasets: full texts, sections, and paragraphs. Text similarity comparisons were performed on these datasets using the text similarity algorithm eTBLAST. We measured the frequency of similar text pairs and compared it among different datasets. We found that high abstract similarity can be used to predict high full text similarity with a specificity of 20.1% (95% CI [17.3%, 23.1%]) and sensitivity of 99.999%. Abstract similarity and full text similarity have a moderate correlation (Pearson correlation coefficient: -0.423) when the similarity ratio is above 0.4. Among pairs of articles in PMC, method sections are found to be the most repetitive (frequency of similar pairs, methods: 0.029, introduction: 0.0076, results: 0.0043). In contrast, among a set of manually verified duplicate articles, results are the most repetitive sections (frequency of similar pairs, results: 0.94, methods: 0.89, introduction: 0.82). Repetition of introduction and methods sections is more likely to be committed by the same authors (odds of a highly similar pair having at least one shared author, introduction: 2.31, methods: 1.83, results: 1.03). There is also significantly more similarity in pairs of review articles than in pairs containing one review and one nonreview paper (frequency of similar pairs: 0.0167 and 0.0023, respectively). While quantifying abstract similarity is an effective approach for finding duplicate citations, a comprehensive full text analysis is necessary to uncover all potential duplicate citations in the scientific literature and is helpful when

Production of [Formula: see text] and [Formula: see text] in proton-proton collisions at [Formula: see text] 7 TeV.

Science.gov (United States)

Abelev, B; Adam, J; Adamová, D; Aggarwal, M M; Rinella, G Aglieri; Agnello, M; Agostinelli, A; Agrawal, N; Ahammed, Z; Ahmad, N; Ahmed, I; Ahn, S U; Ahn, S A; Aimo, I; Aiola, S; Ajaz, M; Akindinov, A; Alam, S N; Aleksandrov, D; Alessandro, B; Alexandre, D; Alici, A; Alkin, A; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; Andrei, C; Andronic, A; Anguelov, V; Anielski, J; Antičić, T; Antinori, F; Antonioli, P; Aphecetche, L; Appelshäuser, H; Arcelli, S; Armesto, N; Arnaldi, R; Aronsson, T; Arsene, I C; Arslandok, M; Augustinus, A; Averbeck, R; Awes, T C; Azmi, M D; Bach, M; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Baltasar Dos Santos Pedrosa, F; Baral, R C; Barbera, R; Barile, F; Barnaföldi, G G; Barnby, L S; Barret, V; Bartke, J; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Baumann, C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bellwied, R; Belmont-Moreno, E; Belmont, R; Belyaev, V; Bencedi, G; Beole, S; Berceanu, I; Bercuci, A; Berdnikov, Y; Berenyi, D; Berger, M E; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Bjelogrlic, S; Blanco, F; Blau, D; Blume, C; Bock, F; Bogdanov, A; Bøggild, H; Bogolyubsky, M; Böhmer, F V; Boldizsár, L; Bombara, M; Book, J; Borel, H; Borissov, A; Bossú, F; Botje, M; Botta, E; Böttger, S; Braun-Munzinger, P; Bregant, M; Breitner, T; Broker, T A; Browning, T A; Broz, M; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buncic, P; Busch, O; Buthelezi, Z; Caffarri, D; Cai, X; Caines, H; Calero Diaz, L; Caliva, A; Calvo Villar, E; Camerini, P; Carena, F; Carena, W; Castillo Castellanos, J; Casula, E A R; Catanescu, V; Cavicchioli, C; Ceballos Sanchez, C; Cepila, J; Cerello, P; Chang, B; Chapeland, S; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chelnokov, V; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Chochula, P; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortese, P; Cortés Maldonado, I; Cosentino, M R; Costa, F; Crochet, P; Cruz Albino, R; Cuautle, E; Cunqueiro, L; Dainese, A; Dang, R; Danu, A; Das, D; Das, I; Das, K; Das, S; Dash, A; Dash, S; De, S; Delagrange, H; Deloff, A; Dénes, E; D'Erasmo, G; De Caro, A; de Cataldo, G; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; de Rooij, R; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Di Bari, D; Di Liberto, S; Di Mauro, A; Di Nezza, P; Djuvsland, Ø; Dobrin, A; Dobrowolski, T; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Dørheim, S; Dubey, A K; Dubla, A; Ducroux, L; Dupieux, P; Dutta Majumdar, A K; Hilden, T E; Ehlers, R J; Elia, D; Engel, H; Erazmus, B; Erdal, H A; Eschweiler, D; Espagnon, B; Esposito, M; Estienne, M; Esumi, S; Evans, D; Evdokimov, S; Fabris, D; Faivre, J; Falchieri, D; Fantoni, A; Fasel, M; Fehlker, D; Feldkamp, L; Felea, D; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Floratos, E; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Frankenfeld, U; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gallio, M; Gangadharan, D R; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Gargiulo, C; Garishvili, I; Gerhard, J; Germain, M; Gheata, A; Gheata, M; Ghidini, B; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Gladysz-Dziadus, E; Glässel, P; Gomez Ramirez, A; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Graczykowski, L K; Grelli, A; Grigoras, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grinyov, B; Grion, N; Grosse-Oetringhaus, J F; Grossiord, J-Y; Grosso, R; Guber, F; Guernane, R; Guerzoni, B; Guilbaud, M; Gulbrandsen, K; Gulkanyan, H; Gumbo, M; Gunji, T; Gupta, A; Gupta, R; Khan, K H; Haake, R; Haaland, Ø; Hadjidakis, C; Haiduc, M; Hamagaki, H; Hamar, G; Hanratty, L D; Hansen, A; Harris, J W; Hartmann, H; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Heide, M; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Hess, B A; Hetland, K F; Hippolyte, B; Hladky, J; Hristov, P; Huang, M; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Ilkiv, I; Inaba, M; Innocenti, G M; Ionita, C; Ippolitov, M; Irfan, M; Ivanov, M; Ivanov, V; Jachołkowski, A; Jacobs, P M; Jahnke, C; Jang, H J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jimenez Bustamante, R T; Jones, P G; Jung, H; Jusko, A; Kadyshevskiy, V; Kalinak, P; Kalweit, A; Kamin, J; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Svn, M Keil; Khan, M M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, B; Kim, D W; Kim, D J; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, J; Klein-Bösing, C; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Kofarago, M; Köhler, M K; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Konevskikh, A; Kovalenko, V; Kowalski, M; Kox, S; Koyithatta Meethaleveedu, G; Kral, J; Králik, I; Kravčáková, A; Krelina, M; Kretz, M; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kučera, V; Kucheriaev, Y; Kugathasan, T; Kuhn, C; Kuijer, P G; Kulakov, I; Kumar, J; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; Ladron de Guevara, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; La Pointe, S L; La Rocca, P; Lea, R; Leardini, L; Lee, G R; Legrand, I; Lehnert, J; Lemmon, R C; Lenti, V; Leogrande, E; Leoncino, M; León Monzón, I; Lévai, P; Li, S; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Ljunggren, H M; Lodato, D F; Loenne, P I; Loggins, V R; Loginov, V; Lohner, D; Loizides, C; Lopez, X; López Torres, E; Lu, X-G; Luettig, P; Lunardon, M; Luparello, G; Ma, R; Maevskaya, A; Mager, M; Mahapatra, D P; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manceau, L; Manko, V; Manso, F; Manzari, V; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Marín, A; Markert, C; Marquard, M; Martashvili, I; Martin, N A; Martinengo, P; Martínez, M I; Martínez García, G; Martin Blanco, J; Martynov, Y; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Massacrier, L; Mastroserio, A; Matyja, A; Mayer, C; Mazer, J; Mazzoni, M A; Meddi, F; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Miake, Y; Mikhaylov, K; Milano, L; Milosevic, J; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mlynarz, J; Mohammadi, N; Mohanty, B; Molnar, L; Montaño Zetina, L; Montes, E; Morando, M; Moreira De Godoy, D A; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Müller, H; Munhoz, M G; Murray, S; Musa, L; Musinsky, J; Nandi, B K; Nania, R; Nappi, E; Nattrass, C; Nayak, K; Nayak, T K; Nazarenko, S; Nedosekin, A; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Nilsen, B S; Noferini, F; Nomokonov, P; Nooren, G; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Okatan, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Onderwaater, J; Oppedisano, C; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Sahoo, P; Pachmayer, Y; Pachr, M; Pagano, P; Paić, G; Pajares, C; Pal, S K; Palmeri, A; Pant, D; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Patalakha, D I; Paticchio, V; Paul, B; Pawlak, T; Peitzmann, T; Pereira Da Costa, H; Pereira De Oliveira Filho, E; Peresunko, D; Pérez Lara, C E; Pesci, A; Peskov, V; Pestov, Y; Petráček, V; Petran, M; Petris, M; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Pohjoisaho, E H O; Polichtchouk, B; Poljak, N; Pop, A; Porteboeuf-Houssais, S; Porter, J; Potukuchi, B; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Rauf, A W; Razazi, V; Read, K F; Real, J S; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reicher, M; Reidt, F; Renfordt, R; Reolon, A R; Reshetin, A; Rettig, F; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Rivetti, A; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohni, S; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, R; Sahu, P K; Saini, J; Sakai, S; Salgado, C A; Salzwedel, J; Sambyal, S; Samsonov, V; Sanchez Castro, X; Sánchez Rodríguez, F J; Šándor, L; Sandoval, A; Sano, M; Santagati, G; Sarkar, D; Scapparone, E; Scarlassara, F; Scharenberg, R P; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Segato, G; Seger, J E; Sekiguchi, Y; Selyuzhenkov, I; Senosi, K; Seo, J; Serradilla, E; Sevcenco, A; Shabetai, A; Shabratova, G; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, N; Sharma, S; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Skjerdal, K; Slupecki, M; Smirnov, N; Snellings, R J M; Søgaard, C; Soltz, R; Song, J; Song, M; Soramel, F; Sorensen, S; Spacek, M; Spiriti, E; Sputowska, I; Spyropoulou-Stassinaki, M; Srivastava, B K; Stachel, J; Stan, I; Stefanek, G; Steinpreis, M; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Stolpovskiy, M; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Sultanov, R; Šumbera, M; Symons, T J M; Szabo, A; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Takahashi, J; Tangaro, M A; Tapia Takaki, J D; Tarantola Peloni, A; Tarazona Martinez, A; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Uras, A; Usai, G L; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Vande Vyvre, P; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vechernin, V; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Vislavicius, V; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Vyushin, A; Wagner, B; Wagner, J; Wagner, V; Wang, M; Wang, Y; Watanabe, D; Weber, M; Weber, S G; Wessels, J P; Westerhoff, U; Wiechula, J; Wikne, J; Wilde, M; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Yaldo, C G; Yamaguchi, Y; Yang, H; Yang, P; Yang, S; Yano, S; Yasnopolskiy, S; Yi, J; Yin, Z; Yoo, I-K; Yushmanov, I; Zaccolo, V; Zach, C; Zaman, A; Zampolli, C; Zaporozhets, S; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhao, C; Zhigareva, N; Zhou, D; Zhou, F; Zhou, Y; Zhuo, Zhou; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zoccarato, Y; Zyzak, M

The production of the strange and double-strange baryon resonances ([Formula: see text], [Formula: see text]) has been measured at mid-rapidity ([Formula: see text][Formula: see text]) in proton-proton collisions at [Formula: see text] [Formula: see text] 7 TeV with the ALICE detector at the LHC. Transverse momentum spectra for inelastic collisions are compared to QCD-inspired models, which in general underpredict the data. A search for the [Formula: see text] pentaquark, decaying in the [Formula: see text] channel, has been carried out but no evidence is seen.

A rapidly growing electronic publishing trend: audiobooks for leisure and education

OpenAIRE

J.J. Engelen

2008-01-01

This contribution focuses on the relatively new phenomenon of the purely commercial availability of audiobooks, sometimes also called “spoken books”, “talking books” or “narrated books”. Having the text of a book read aloud and recorded has been for a very long time the favourite solution to make books and other texts accessible for persons with a serious reading impairment such as blindness or low vision. Specialised production centres do exist in most countries of the world for producing th...

"The Path is Open": The Herskovitz Legacy. In African Narrative Analysis And Beyond.

Directory of Open Access Journals (Sweden)

Joseph Yaï Olabiyi Babalola

2011-08-01

Full Text Available An unresolved tragedy is inherent in the task of translation. The translator knows that translation is at once impossible and necessary. That tragedy attains heroic proportions with anthropologists insofar as they are translators of entire cultures. Thus, anthropologists, at least the most honest and perceptive among them, are tragic heroes. This proposition became crystallized in my mind as an aphorism as I read the last sentence of Melville and Frances Herskovits's lengthy and challenging introduction to their Dahomean Narrative: “As spoken forms, the stories should preferably be read aloud.” It is not by chance that this sentence concludes 122 pages of substantial analytical discourse in cultural anthropology. I see it as an impassioned call upon readers to displace themselves, as an invitation to leave their own world and inhabit the Fon cultural world. We are invited to read aloud, in English, Fon texts of various genres that were supposed to have been performed orally, then translated into French by Dahomean interpreters, and finally translated into English by the anthropologist authors. Only a hero indeed could cross so many borders.

A "proof-reading" of Some Issues in Cryptography

DEFF Research Database (Denmark)

Damgård, Ivan Bjerre

2007-01-01

In this paper, we identify some issues in the interplay between practice and theory in cryptography, issues that have repeatedly appeared in different incarnations over the years. These issues are related to fundamental concepts in the eld, e.g., to what extent we can prove that a system is secure...

Texting Styles and Information Change of SMS Text Messages in Filipino

Science.gov (United States)

Cabatbat, Josephine Jill T.; Tapang, Giovanni A.

2013-02-01

We identify the different styles of texting in Filipino short message service (SMS) texts and analyze the change in unigram and bigram frequencies due to these styles. Style preference vectors for sample texts were calculated and used to identify the style combination used by an average individual. The change in Shannon entropy of the SMS text is explained in light of a coding process.

Affordances in Mobile Augmented Reality Applications

Directory of Open Access Journals (Sweden)

Tor Gjøsæter

2014-10-01

Full Text Available This paper explores the affordances of augmented reality content in a mobile augmented reality application. A user study was conducted by performing a multi-camera video recording of seven think aloud sessions. The think aloud sessions consisted of individual users performing tasks, exploring and experiencing a mobile augmented reality (MAR application we developed for the iOS platform named ARad. We discuss the instrumental affordances we observed when users interacted with augmented reality content, as well as more complex affordances rising from conventions from media content, AR and the traditional WIMP paradigm. We find that remediation of traditional newspaper content through the MAR medium can provide engaging, pleasing and exciting user experiences. However, the some of the content still suffers from being shoveled onto the MAR platform without adapting it properly. Finally, we discuss what content was most successfully mediated to the user and how the content impacts the user experience.

Single-Molecule View of Small RNA-Guided Target Search and Recognition.

Science.gov (United States)

Globyte, Viktorija; Kim, Sung Hyun; Joo, Chirlmin

2018-05-20

Most everyday processes in life involve a necessity for an entity to locate its target. On a cellular level, many proteins have to find their target to perform their function. From gene-expression regulation to DNA repair to host defense, numerous nucleic acid-interacting proteins use distinct target search mechanisms. Several proteins achieve that with the help of short RNA strands known as guides. This review focuses on single-molecule advances studying the target search and recognition mechanism of Argonaute and CRISPR (clustered regularly interspaced short palindromic repeats) systems. We discuss different steps involved in search and recognition, from the initial complex prearrangement into the target-search competent state to the final proofreading steps. We focus on target search mechanisms that range from weak interactions, to one- and three-dimensional diffusion, to conformational proofreading. We compare the mechanisms of Argonaute and CRISPR with a well-studied target search system, RecA.

Theoretical Synthesis of Mixed Materials for CO2 Capture Applications

Energy Technology Data Exchange (ETDEWEB)

Duan, Yuhua

2015-01-01

These pages provide an example of the layout and style required for the preparation of four-page papers for the TechConnect World 2015 technical proceedings.Documents must be submitted in electronic (Adobe PDFfile) format. Please study the enclosed materials beforebeginning the final preparation of your paper. Proofread your paper carefully before submitting (it will appear in the published volume in exactly the same form). Your PDF manuscript must be uploaded online by April 11th, 2015.You will receive no proofs. Begin your paper with an abstract of no more than 18 lines. Thoroughly summarize your article in this section since this text will be used for on-line listing and classification of the publication.

Visualizing the semantic content of large text databases using text maps

Science.gov (United States)

Combs, Nathan

1993-01-01

A methodology for generating text map representations of the semantic content of text databases is presented. Text maps provide a graphical metaphor for conceptualizing and visualizing the contents and data interrelationships of large text databases. Described are a set of experiments conducted against the TIPSTER corpora of Wall Street Journal articles. These experiments provide an introduction to current work in the representation and visualization of documents by way of their semantic content.

Click, Clack, Moo: Designing Effective Reading Instruction for Children in Preschool and Early Primary Grades

Science.gov (United States)

Barclay, Kathy

2009-01-01

As teachers have struggled to implement scientifically based instructional practices in reading, some researchers have begun to focus on ways to "boost the value of reading aloud to young children". Such studies seek ways to promote oral language as well as comprehension and vocabulary through read-aloud experiences. Interactive read-alouds…

English Metafunction Analysis in Chemistry Text: Characterization of Scientific Text

Directory of Open Access Journals (Sweden)

Ahmad Amin Dalimunte, M.Hum

2013-09-01

Full Text Available The objectives of this research are to identify what Metafunctions are applied in chemistry text and how they characterize a scientific text. It was conducted by applying content analysis. The data for this research was a twelve-paragraph chemistry text. The data were collected by applying a documentary technique. The document was read and analyzed to find out the Metafunction. The data were analyzed by some procedures: identifying the types of process, counting up the number of the processes, categorizing and counting up the cohesion devices, classifying the types of modulation and determining modality value, finally counting up the number of sentences and clauses, then scoring the grammatical intricacy index. The findings of the research show that Material process (71of 100 is mostly used, circumstance of spatial location (26 of 56 is more dominant than the others. Modality (5 is less used in order to avoid from subjectivity. Impersonality is implied through less use of reference either pronouns (7 or demonstrative (7, conjunctions (60 are applied to develop ideas, and the total number of the clauses are found much more dominant (109 than the total number of the sentences (40 which results high grammatical intricacy index. The Metafunction found indicate that the chemistry text has fulfilled the characteristics of scientific or academic text which truly reflects it as a natural science.

“Girls Text Really Weird”: Gender, Texting and Identity Among Teens

DEFF Research Database (Denmark)

Ling, Richard; Baron, Naomi; Lenhart, Amanda

2014-01-01

This article examines the strategies used by teenagers for interacting with members of the opposite sex when texting. This article uses material from a series of nine focus groups from 2009 in four US cities. It reports on the strategies they use and the problems they encounter as they negotiate...... this portion of their lives. Texting is a direct, person-to-person venue where they can develop their gendered identity and also investigate romantic interaction. In this activity, both genders show the ability to make fine-grained interpretations of texts, often interpreting the meaning of punctuation...... and other paralinguistic devices. In addition, they use texts to characterize the opposite sex. Teen boys' texts are seen as short and perhaps brisk when viewed by girls. Boys see teen girls' texts as being overly long, prying and containing unneeded elements. The discussion of these practices shows how...

WORD PROCESSING AND SECOND LANGUAGE WRITING: A LONGITUDINAL CASE STUDY

Directory of Open Access Journals (Sweden)

Alister Cumming

2001-12-01

Full Text Available The purpose of this study was to determine whether word processing might change a second language (L2 leamer's writing processes and improve the quality of his essays over a relatively long period of time. We worked from the assumption that research comparing word-processing to pen and paper composing tends to show positive results when studies include lengthy terms of data collection and when appropriate instruction and training are provided. We compared the processes and products of L2 composing displayed by a 29-year-old, male Mandarin leamer of English with intermediate proficiency in English while he wrote, over 8 months, 14 compositions grouped into 7 comparable pairs of topics altemating between uses of a lap-top computer and of pen and paper. Al1 keystrokes were recorded electronically in the computer environrnent; visual records of al1 text changes were made for the pen-and paper writing. Think-aloud protocols were recorded in al1 sessions. Analyses indicate advantages for the word-processing medium over the pen-and-paper medium in terms ofi a greater frequency of revisions made at the discourse level and at the syntactical level; higher scores for content on analytic ratings of the completed compositions; and more extensive evaluation ofwritten texts in think-aloud verbal reports.

CDP++.Italian: modelling sublexical and supralexical inconsistency in a shallow orthography.

Science.gov (United States)

Perry, Conrad; Ziegler, Johannes C; Zorzi, Marco

2014-01-01

Most models of reading aloud have been constructed to explain data in relatively complex orthographies like English and French. Here, we created an Italian version of the Connectionist Dual Process Model of Reading Aloud (CDP++) to examine the extent to which the model could predict data in a language which has relatively simple orthography-phonology relationships but is relatively complex at a suprasegmental (word stress) level. We show that the model exhibits good quantitative performance and accounts for key phenomena observed in naming studies, including some apparently contradictory findings. These effects include stress regularity and stress consistency, both of which have been especially important in studies of word recognition and reading aloud in Italian. Overall, the results of the model compare favourably to an alternative connectionist model that can learn non-linear spelling-to-sound mappings. This suggests that CDP++ is currently the leading computational model of reading aloud in Italian, and that its simple linear learning mechanism adequately captures the statistical regularities of the spelling-to-sound mapping both at the segmental and supra-segmental levels.

Acquired dyslexia in Serbian speakers with Broca's and Wernicke's aphasia.

Science.gov (United States)

Vuković, Mile; Vuković, Irena; Miller, Nick

2016-01-01

This study examined patterns of acquired dyslexia in Serbian aphasic speakers, comparing profiles of groups with Broca's versus Wernicke's aphasia. The study also looked at the relationship of reading and auditory comprehension and between reading comprehension and reading aloud in these groups. Participants were 20 people with Broca's and 20 with Wernicke's aphasia. They were asked to read aloud and to understand written material from the Serbian adaptation of the Boston Diagnostic Aphasia Examination. A Serbian Word Reading Aloud Test was also used. The people with Broca's aphasia achieved better results in reading aloud and in reading comprehension than those with Wernicke's aphasia. Those with Wernicke's aphasia showed significantly more semantic errors than those with Broca's aphasia who had significantly more morphological and phonological errors. From the data we inferred that lesion sites accorded with previous work on networks associated with Broca's and Wernicke's aphasia and with a posterior-anterior axis for reading processes centred on (left) parietal-temporal-frontal lobes. Copyright © 2016 Elsevier Inc. All rights reserved.

An improved method of studying user-system interaction by combining transaction log analysis and protocol analysis

Directory of Open Access Journals (Sweden)

Jillian R. Griffiths

2002-01-01

Full Text Available The paper reports a novel approach to studying user-system interaction that captures a complete record of the searcher's actions, the system responses and synchronised talk-aloud comments from the searcher. The data is recorded unobtrusively and is available for later analysis. The approach is set in context by a discussion of transaction logging and protocol analysis and examples of the search logging in operation are presented

Computational text analysis and reading comprehension exam complexity towards automatic text classification

CERN Document Server

Liontou, Trisevgeni

2014-01-01

This book delineates a range of linguistic features that characterise the reading texts used at the B2 (Independent User) and C1 (Proficient User) levels of the Greek State Certificate of English Language Proficiency exams in order to help define text difficulty per level of competence. In addition, it examines whether specific reader variables influence test takers' perceptions of reading comprehension difficulty. The end product is a Text Classification Profile per level of competence and a formula for automatically estimating text difficulty and assigning levels to texts consistently and re

Balancing the Scholarship Demands of Forensics and Graduate Study.

Science.gov (United States)

Kuper, Glenn

It is difficult to strike a balance between the demands placed on graduate students and those placed on graduate forensics assistants. The combination of duties as Graduate Forensics Assistants (GFAs)--baby sitters, confidants, teachers, travel agents, administrators, clerical workers, psychologists, proofreaders, authority figures, and finally,…

EMP Interaction: Principles, Techniques and Reference Data (A Compleat concatenation of Technology from the EMP Interaction Notes). EMP Interaction 2-1

Science.gov (United States)

1980-12-01

staff of Dikewood, Santa Monica, no. only has contributed a large amount of material to this document, but also proofread the typescript . In...assistance and skills in the preparation of the entire typescript . Dikewood Industries, Inc. K.S.H. LEE Santa Monica, California September, 1979 xJ

Additive and Interactive Effects of Stimulus Degradation: No Challenge for CDP+

Science.gov (United States)

Ziegler, Johannes C.; Perry, Conrad; Zorzi, Marco

2009-01-01

S. O'Malley and D. Besner (2008) showed that additive effects of stimulus degradation and word frequency in reading aloud occur in the presence of nonwords but not in pure word lists. They argued that this dissociation presents a major challenge to interactive computational models of reading aloud and claimed that no currently implemented model is…

A Psycholinguistic Description of the Oral and Written Language of a Selected Group of Middle School Children.

Science.gov (United States)

Martellock, Helen Anna

Six highly skilled middle school readers read aloud a story from a basal reader, then orally retold the story in their own words, wrote a version of the story, and finally read their own version aloud. Typescripts made from audio tape were compared with typescripts of the written compositions. The oral and written retellings were analyzed for…

The Production Effect: Delineation of a Phenomenon

Science.gov (United States)

MacLeod, Colin M.; Gopie, Nigel; Hourihan, Kathleen L.; Neary, Karen R.; Ozubko, Jason D.

2010-01-01

In 8 recognition experiments, we investigated the "production effect"--the fact that producing a word aloud during study, relative to simply reading a word silently, improves explicit memory. Experiments 1, 2, and 3 showed the effect to be restricted to within-subject, mixed-list designs in which some individual words are spoken aloud at study.…

Sequence spaces [Formula: see text] and [Formula: see text] with application in clustering.

Science.gov (United States)

Khan, Mohd Shoaib; Alamri, Badriah As; Mursaleen, M; Lohani, Qm Danish

2017-01-01

Distance measures play a central role in evolving the clustering technique. Due to the rich mathematical background and natural implementation of [Formula: see text] distance measures, researchers were motivated to use them in almost every clustering process. Beside [Formula: see text] distance measures, there exist several distance measures. Sargent introduced a special type of distance measures [Formula: see text] and [Formula: see text] which is closely related to [Formula: see text]. In this paper, we generalized the Sargent sequence spaces through introduction of [Formula: see text] and [Formula: see text] sequence spaces. Moreover, it is shown that both spaces are BK -spaces, and one is a dual of another. Further, we have clustered the two-moon dataset by using an induced [Formula: see text]-distance measure (induced by the Sargent sequence space [Formula: see text]) in the k-means clustering algorithm. The clustering result established the efficacy of replacing the Euclidean distance measure by the [Formula: see text]-distance measure in the k-means algorithm.

WRN Exonuclease Structure, Molecular Mechanism, and DNA EndProcessing Role

Energy Technology Data Exchange (ETDEWEB)

Perry, J. Jefferson P.; Yannone, Steven M.; Holden, Lauren G.; Hitomi, Chiharu; Asaithamby, Aroumougame; Han, Seungil; Cooper, PriscillaK.; Chen, David J.; Tainer, John A.

2006-02-15

WRN is unique among the five human RecQ DNA helicases by having a functional exonuclease domain (WRN-exo) and being defective in the premature aging and cancer-related disorder Werner syndrome. Here, we characterize WRN-exo crystal structures, biochemical activity and participation in DNA end-joining. Metal ion complex structures, active site mutations and activity assays reveal a two-metal-ion mediated nuclease mechanism. The DNA end-binding Ku70/80 complex specifically stimulates WRN-exo activity, and structure-based mutational inactivation of WRN-exo alters DNA end-joining in human cells. We furthermore establish structural and biochemical similarities of WRN-exo to DnaQ family replicative proofreading exonucleases, with WRN-specific adaptations consistent with dsDNA specificity and functionally important conformational changes. These results indicate WRN-exo is a human DnaQ family member and support analogous proof-reading activities that are stimulated by Ku70/80 with implications for WRN functions in age related pathologies and maintenance of genomic integrity.

Selective RNA targeting and regulated signaling by RIG-I is controlled by coordination of RNA and ATP binding.

Science.gov (United States)

Fitzgerald, Megan E; Rawling, David C; Potapova, Olga; Ren, Xiaoming; Kohlway, Andrew; Pyle, Anna Marie

2017-02-17

RIG-I is an innate immune receptor that detects and responds to infection by deadly RNA viruses such as influenza, and Hepatitis C. In the cytoplasm, RIG-I is faced with a difficult challenge: it must sensitively detect viral RNA while ignoring the abundance of host RNA. It has been suggested that RIG-I has a ‘proof-reading’ mechanism for rejecting host RNA targets, and that disruptions of this selectivity filter give rise to autoimmune diseases. Here, we directly monitor RNA proof-reading by RIG-I and we show that it is controlled by a set of conserved amino acids that couple RNA and ATP binding to the protein (Motif III). Mutations of this motif directly modulate proof-reading by eliminating or enhancing selectivity for viral RNA, with major implications for autoimmune disease and cancer. More broadly, the results provide a physical explanation for the ATP-gated behavior of SF2 RNA helicases and receptor proteins.

Replicative DNA polymerase mutations in cancer☆

Science.gov (United States)

Heitzer, Ellen; Tomlinson, Ian

2014-01-01

Three DNA polymerases — Pol α, Pol δ and Pol ɛ — are essential for DNA replication. After initiation of DNA synthesis by Pol α, Pol δ or Pol ɛ take over on the lagging and leading strand respectively. Pol δ and Pol ɛ perform the bulk of replication with very high fidelity, which is ensured by Watson–Crick base pairing and 3′exonuclease (proofreading) activity. Yeast models have shown that mutations in the exonuclease domain of Pol δ and Pol ɛ homologues can cause a mutator phenotype. Recently, we identified germline exonuclease domain mutations (EDMs) in human POLD1 and POLE that predispose to ‘polymerase proofreading associated polyposis’ (PPAP), a disease characterised by multiple colorectal adenomas and carcinoma, with high penetrance and dominant inheritance. Moreover, somatic EDMs in POLE have also been found in sporadic colorectal and endometrial cancers. Tumors with EDMs are microsatellite stable and show an ‘ultramutator’ phenotype, with a dramatic increase in base substitutions. PMID:24583393

The pimeloyl-CoA synthetase BioW defines a new fold for adenylate-forming enzymes

Energy Technology Data Exchange (ETDEWEB)

Estrada, Paola; Manandhar, Miglena; Dong, Shi-Hui; Deveryshetty, Jaigeeth; Agarwal, Vinayak; Cronan, John E.; Nair, Satish K.

2017-04-17

Reactions that activate carboxylates through acyl-adenylate intermediates are found throughout biology and include acyl- and aryl-CoA synthetases and tRNA synthetases. Here we describe the characterization of Aquifex aeolicus BioW, which represents a new protein fold within the superfamily of adenylating enzymes. Substrate-bound structures identified the enzyme active site and elucidated the mechanistic strategy for conjugating CoA to the seven-carbon α,ω-dicarboxylate pimelate, a biotin precursor. Proper position of reactive groups for the two half-reactions is achieved solely through movements of active site residues, as confirmed by site-directed mutational analysis. The ability of BioW to hydrolyze adenylates of noncognate substrates is reminiscent of pre-transfer proofreading observed in some tRNA synthetases, and we show that this activity can be abolished by mutation of a single residue. These studies illustrate how BioW can carry out three different biologically prevalent chemical reactions (adenylation, thioesterification, and proofreading) in the context of a new protein fold.

Vocabulary Constraint on Texts

Directory of Open Access Journals (Sweden)

C. Sutarsyah

2008-01-01

Full Text Available This case study was carried out in the English Education Department of State University of Malang. The aim of the study was to identify and describe the vocabulary in the reading text and to seek if the text is useful for reading skill development. A descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used to find the description of vocabulary in the texts. It was found that the 20 texts containing 7,945 words are dominated by low frequency words which account for 16.97% of the words in the texts. The high frequency words occurring in the texts were dominated by function words. In the case of word levels, it was found that the texts have very limited number of words from GSL (General Service List of English Words (West, 1953. The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL. These words account for 26.44% of the running words in the texts.  It is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts. This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. It could also defeat the development of students' reading skills and vocabulary enrichment.

Stemming Malay Text and Its Application in Automatic Text Categorization

Science.gov (United States)

Yasukawa, Michiko; Lim, Hui Tian; Yokoo, Hidetoshi

In Malay language, there are no conjugations and declensions and affixes have important grammatical functions. In Malay, the same word may function as a noun, an adjective, an adverb, or, a verb, depending on its position in the sentence. Although extensively simple root words are used in informal conversations, it is essential to use the precise words in formal speech or written texts. In Malay, to make sentences clear, derivative words are used. Derivation is achieved mainly by the use of affixes. There are approximately a hundred possible derivative forms of a root word in written language of the educated Malay. Therefore, the composition of Malay words may be complicated. Although there are several types of stemming algorithms available for text processing in English and some other languages, they cannot be used to overcome the difficulties in Malay word stemming. Stemming is the process of reducing various words to their root forms in order to improve the effectiveness of text processing in information systems. It is essential to avoid both over-stemming and under-stemming errors. We have developed a new Malay stemmer (stemming algorithm) for removing inflectional and derivational affixes. Our stemmer uses a set of affix rules and two types of dictionaries: a root-word dictionary and a derivative-word dictionary. The use of set of rules is aimed at reducing the occurrence of under-stemming errors, while that of the dictionaries is believed to reduce the occurrence of over-stemming errors. We performed an experiment to evaluate the application of our stemmer in text mining software. For the experiment, text data used were actual web pages collected from the World Wide Web to demonstrate the effectiveness of our Malay stemming algorithm. The experimental results showed that our stemmer can effectively increase the precision of the extracted Boolean expressions for text categorization.

Voicing Strategies Employed in Narrow Listening Among Iranian Female Freshmen

Directory of Open Access Journals (Sweden)

Mohsen Shahrokhi

2013-05-01

Full Text Available This study discusses the findings of a qualitative study on the strategies used by Iranian female freshmen in narrow listening. The data collected through semi-structured interview with 12 female freshmen (four learners as  advanced, four as intermediate and four as low chosen purposefully based on their scores in the Oxford Placement Test administered. Six out of 12 freshmen were identified for the think-aloud protocol to draw out the strategies they used. The data collected were analyzed using open, axial, and selective-coding. The analysis of the participants’ interview and think-aloud protocol data generated 12 major themes. Five themes (attention, readiness, evaluating, autonomous learning, and change the speech rate described meta-cognitive; five themes (imitating and repeating, references, visualization, making notes while listening and word-by-word and sentence-by-sentence attention described cognitive strategies and two themes (asking for help, self-talk described socio-affective strategies. These strategies need to be taught explicitly to increase learners’ understanding of the spoken texts in the second/foreign language. This study recommends that Iranian EFL female freshman university learners’ top-down, bottom-up processing and listening strategy awareness should be cultivated and integrated into the teaching of listening to improve the learners’ listening ability.

Language-Centered Social Studies: A Natural Integration.

Science.gov (United States)

Barrera, Rosalinda B.; Aleman, Magdalena

1983-01-01

Described is a newspaper project in which elementary students report life as it was in the Middle Ages. Students are involved in a variety of language-centered activities. For example, they gather and evaluate information about medieval times and write, edit, and proofread articles for the newspaper. (RM)

Let Them Have Their Cell Phone (And Let Them Read to It Too): Technology, Writing Instruction and Textual Obsolescence

Science.gov (United States)

Shahar, Jed

2012-01-01

Cell phone ubiquity enables students to record and share audio file versions of their essays for proofreading purposes. Adopting this practice in community college developmental writing classes leads to an investigation of both writing as a technology and the influence of modern technology on composition and composition pedagogy.

Israel & Jordan: Paving a Path for the Future through Understanding the Peoples and Cultures of the Middle East. Fulbright-Hays Summer Seminars Abroad, 1998 (Israel and Jordan).

Science.gov (United States)

Moore, Ilene

This curriculum project on the cultures of the Middle Eastern countries of Israel and Jordan stresses the language arts and focuses on objectives for elementary-age students to attain. The project states that children will: locate, list, identify, label, demonstrate, research, organize, compose, conference, rewrite, proofread, rewrite again,…

XML and Free Text.

Science.gov (United States)

Riggs, Ken Roger

2002-01-01

Discusses problems with marking free text, text that is either natural language or semigrammatical but unstructured, that prevent well-formed XML from marking text for readily available meaning. Proposes a solution to mark meaning in free text that is consistent with the intended simplicity of XML versus SGML. (Author/LRW)

Text File Comparator

Science.gov (United States)

Kotler, R. S.

1983-01-01

File Comparator program IFCOMP, is text file comparator for IBM OS/VScompatable systems. IFCOMP accepts as input two text files and produces listing of differences in pseudo-update form. IFCOMP is very useful in monitoring changes made to software at the source code level.

A structural role for the PHP domain in E. coli DNA polymerase III.

Science.gov (United States)

Barros, Tiago; Guenther, Joel; Kelch, Brian; Anaya, Jordan; Prabhakar, Arjun; O'Donnell, Mike; Kuriyan, John; Lamers, Meindert H

2013-05-14

In addition to the core catalytic machinery, bacterial replicative DNA polymerases contain a Polymerase and Histidinol Phosphatase (PHP) domain whose function is not entirely understood. The PHP domains of some bacterial replicases are active metal-dependent nucleases that may play a role in proofreading. In E. coli DNA polymerase III, however, the PHP domain has lost several metal-coordinating residues and is likely to be catalytically inactive. Genomic searches show that the loss of metal-coordinating residues in polymerase PHP domains is likely to have coevolved with the presence of a separate proofreading exonuclease that works with the polymerase. Although the E. coli Pol III PHP domain has lost metal-coordinating residues, the structure of the domain has been conserved to a remarkable degree when compared to that of metal-binding PHP domains. This is demonstrated by our ability to restore metal binding with only three point mutations, as confirmed by the metal-bound crystal structure of this mutant determined at 2.9 Å resolution. We also show that Pol III, a large multi-domain protein, unfolds cooperatively and that mutations in the degenerate metal-binding site of the PHP domain decrease the overall stability of Pol III and reduce its activity. While the presence of a PHP domain in replicative bacterial polymerases is strictly conserved, its ability to coordinate metals and to perform proofreading exonuclease activity is not, suggesting additional non-enzymatic roles for the domain. Our results show that the PHP domain is a major structural element in Pol III and its integrity modulates both the stability and activity of the polymerase.

"Ah, I Know Why…": Children Developing Understandings through Engaging with a Picture Book

Science.gov (United States)

Braid, Christine; Finch, Brian

2015-01-01

This article describes part of a study that explored the responses of nine- and ten-year-old children during a picture book read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a…

Ombud’s corner: Do you believe in ghosts?

CERN Multimedia

Sudeshna Datta-Cockerill

2014-01-01

“Ghosting” is the common term used to describe situations when a piece of work is done by somebody but credited to somebody else. Ghosting often occurs in creative fields, such as writing texts, music, developing graphic charters or translating. Let’s celebrate Halloween this year by acknowledging the contributions of all the CERN ghosts who work tirelessly behind the scenes in all areas of the Organization.   “Ghosting” is a recognised job with international professional associations, particularly in the field of text writing. The role requires strict anonymity, good reciprocal trust and understanding between the people involved, and the professional flexibility to be able to adapt to different situations and different styles of expression as needed. At CERN there are many ghosts: you can find them in the Translation and Minute-writing service, whose members also provide valuable editing and proof-reading skills; in the Communications group w...

Measurement of the [Formula: see text] meson lifetime using [Formula: see text] decays.

Science.gov (United States)

Aaij, R; Adeva, B; Adinolfi, M; Affolder, A; Ajaltouni, Z; Albrecht, J; Alessio, F; Alexander, M; Ali, S; Alkhazov, G; Cartelle, P Alvarez; Alves, A A; Amato, S; Amerio, S; Amhis, Y; Anderlini, L; Anderson, J; Andreassen, R; Andreotti, M; Andrews, J E; Appleby, R B; Gutierrez, O Aquines; Archilli, F; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Baalouch, M; Bachmann, S; Back, J J; Badalov, A; Balagura, V; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Batozskaya, V; Bauer, Th; Bay, A; Beddow, J; Bedeschi, F; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Bencivenni, G; Benson, S; Benton, J; Berezhnoy, A; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blouw, J; Blusk, S; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Borsato, M; Bowcock, T J V; Bowen, E; Bozzi, C; Brambach, T; van den Brand, J; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brook, N H; Brown, H; Bursche, A; Busetto, G; Buytaert, J; Cadeddu, S; Calabrese, R; Callot, O; Calvi, M; Calvo Gomez, M; Camboni, A; Campana, P; Campora Perez, D; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carranza-Mejia, H; Carson, L; Carvalho Akiba, K; Casse, G; Castillo Garcia, L; Cattaneo, M; Cauet, Ch; Cenci, R; Charles, M; Charpentier, Ph; Cheung, S-F; Chiapolini, N; Chrzaszcz, M; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coca, C; Coco, V; Cogan, J; Cogneras, E; Collins, P; Comerma-Montells, A; Contu, A; Cook, A; Coombes, M; Coquereau, S; Corti, G; Counts, I; Couturier, B; Cowan, G A; Craik, D C; Cruz Torres, M; Cunliffe, S; Currie, R; D'Ambrosio, C; Dalseno, J; David, P; David, P N Y; Davis, A; De Bonis, I; De Bruyn, K; De Capua, S; De Cian, M; De Miranda, J M; De Paula, L; De Silva, W; De Simone, P; Decamp, D; Deckenhoff, M; Del Buono, L; Déléage, N; Derkach, D; Deschamps, O; Dettori, F; Di Canto, A; Dijkstra, H; Donleavy, S; Dordei, F; Dorigo, M; Dorosz, P; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dupertuis, F; Durante, P; Dzhelyadin, R; Dziurda, A; Dzyuba, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; Eisenhardt, S; Eitschberger, U; Ekelhof, R; Eklund, L; El Rifai, I; Elsasser, Ch; Falabella, A; Färber, C; Farinelli, C; Farry, S; Ferguson, D; Fernandez Albor, V; Ferreira Rodrigues, F; Ferro-Luzzi, M; Filippov, S; Fiore, M; Fiorini, M; Fitzpatrick, C; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Furfaro, E; Gallas Torreira, A; Galli, D; Gandelman, M; Gandini, P; Gao, Y; Garofoli, J; Garra Tico, J; Garrido, L; Gaspar, C; Gauld, R; Gersabeck, E; Gersabeck, M; Gershon, T; Ghez, Ph; Gianelle, A; Gibson, V; Giubega, L; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gordon, H; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Griffith, P; Grillo, L; Grünberg, O; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Hafkenscheid, T W; Haines, S C; Hall, S; Hamilton, B; Hampson, T; Hansmann-Menzemer, S; Harnew, N; Harnew, S T; Harrison, J; Hartmann, T; He, J; Head, T; Heijne, V; Hennessy, K; Henrard, P; Hernando Morata, J A; van Herwijnen, E; Heß, M; Hicheur, A; Hill, D; Hoballah, M; Hombach, C; Hulsbergen, W; Hunt, P; Huse, T; Hussain, N; Hutchcroft, D; Hynds, D; Iakovenko, V; Idzik, M; Ilten, P; Jacobsson, R; Jaeger, A; Jans, E; Jaton, P; Jawahery, A; Jing, F; John, M; Johnson, D; Jones, C R; Joram, C; Jost, B; Jurik, N; Kaballo, M; Kandybei, S; Kanso, W; Karacson, M; Karbach, T M; Kenyon, I R; Ketel, T; Khanji, B; Khurewathanakul, C; Klaver, S; Kochebina, O; Komarov, I; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kucharczyk, M; Kudryavtsev, V; Kurek, K; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanciotti, E; Lanfranchi, G; Langenbruch, C; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leo, S; Leroy, O; Lesiak, T; Leverington, B; Li, Y; Liles, M; Lindner, R; Linn, C; Lionetto, F; Liu, B; Liu, G; Lohn, S; Longstaff, I; Lopes, J H; Lopez-March, N; Lowdon, P; Lu, H; Lucchesi, D; Luisier, J; Luo, H; Luppi, E; Lupton, O; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Malde, S; Manca, G; Mancinelli, G; Manzali, M; Maratas, J; Marconi, U; Marino, P; Märki, R; Marks, J; Martellotti, G; Martens, A; Martín Sánchez, A; Martinelli, M; Martinez Santos, D; Martins Tostes, D; Massafferri, A; Matev, R; Mathe, Z; Matteuzzi, C; Mazurov, A; McCann, M; McCarthy, J; McNab, A; McNulty, R; McSkelly, B; Meadows, B; Meier, F; Meissner, M; Merk, M; Milanes, D A; Minard, M-N; Molina Rodriguez, J; Monteil, S; Moran, D; Morandin, M; Morawski, P; Mordà, A; Morello, M J; Mountain, R; Mous, I; Muheim, F; Müller, K; Muresan, R; Muryn, B; Muster, B; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Needham, M; Neubert, S; Neufeld, N; Nguyen, A D; Nguyen, T D; Nguyen-Mau, C; Nicol, M; Niess, V; Niet, R; Nikitin, N; Nikodem, T; Novoselov, A; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Onderwater, G; Orlandea, M; Otalora Goicochea, J M; Owen, P; Oyanguren, A; Pal, B K; Palano, A; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Pappalardo, L; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Patrignani, C; Pavel-Nicorescu, C; Pazos Alvarez, A; Pearce, A; Pellegrino, A; Penso, G; Pepe Altarelli, M; Perazzini, S; Perez Trigo, E; Perret, P; Perrin-Terrin, M; Pescatore, L; Pesen, E; Pessina, G; Petridis, K; Petrolini, A; Picatoste Olloqui, E; Pietrzyk, B; Pilař, T; Pinci, D; Pistone, A; Playfer, S; Plo Casasus, M; Polci, F; Polok, G; Poluektov, A; Polycarpo, E; Popov, A; Popov, D; Popovici, B; Potterat, C; Powell, A; Prisciandaro, J; Pritchard, A; Prouve, C; Pugatch, V; Puig Navarro, A; Punzi, G; Qian, W; Rachwal, B; Rademacker, J H; Rakotomiaramanana, B; Rama, M; Rangel, M S; Raniuk, I; Rauschmayr, N; Raven, G; Redford, S; Reichert, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, A; Rinnert, K; Rives Molina, V; Roa Romero, D A; Robbe, P; Roberts, D A; Rodrigues, A B; Rodrigues, E; Rodriguez Perez, P; Roiser, S; Romanovsky, V; Romero Vidal, A; Rotondo, M; Rouvinet, J; Ruf, T; Ruffini, F; Ruiz, H; Ruiz Valls, P; Sabatino, G; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salustino Guimaraes, V; Sanmartin Sedes, B; Santacesaria, R; Santamarina Rios, C; Santovetti, E; Sapunov, M; Sarti, A; Satriano, C; Satta, A; Savrie, M; Savrina, D; Schiller, M; Schindler, H; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Senderowska, K; Sepp, I; Serra, N; Serrano, J; Seyfert, P; Shapkin, M; Shapoval, I; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, O; Shevchenko, V; Shires, A; Silva Coutinho, R; Simi, G; Sirendi, M; Skidmore, N; Skwarnicki, T; Smith, N A; Smith, E; Smith, E; Smith, J; Smith, M; Snoek, H; Sokoloff, M D; Soler, F J P; Soomro, F; Souza, D; Souza De Paula, B; Spaan, B; Sparkes, A; Spinella, F; Spradlin, P; Stagni, F; Stahl, S; Steinkamp, O; Stevenson, S; Stoica, S; Stone, S; Storaci, B; Stracka, S; Straticiuc, M; Straumann, U; Stroili, R; Subbiah, V K; Sun, L; Sutcliffe, W; Swientek, S; Syropoulos, V; Szczekowski, M; Szczypka, P; Szilard, D; Szumlak, T; T'Jampens, S; Teklishyn, M; Tellarini, G; Teodorescu, E; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Tolk, S; Tomassetti, L; Tonelli, D; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tresch, M; Tsaregorodtsev, A; Tsopelas, P; Tuning, N; Ubeda Garcia, M; Ukleja, A; Ustyuzhanin, A; Uwer, U; Vagnoni, V; Valenti, G; Vallier, A; Vazquez Gomez, R; Vazquez Regueiro, P; Vázquez Sierra, C; Vecchi, S; Velthuis, J J; Veltri, M; Veneziano, G; Vesterinen, M; Viaud, B; Vieira, D; Vilasis-Cardona, X; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Vorobyev, V; Voß, C; Voss, H; de Vries, J A; Waldi, R; Wallace, C; Wallace, R; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Webber, A D; Websdale, D; Whitehead, M; Wicht, J; Wiechczynski, J; Wiedner, D; Wiggers, L; Wilkinson, G; Williams, M P; Williams, M; Wilson, F F; Wimberley, J; Wishahi, J; Wislicki, W; Witek, M; Wormser, G; Wotton, S A; Wright, S; Wu, S; Wyllie, K; Xie, Y; Xing, Z; Yang, Z; Yuan, X; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, F; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhokhov, A; Zhong, L; Zvyagin, A

The lifetime of the [Formula: see text] meson is measured using semileptonic decays having a [Formula: see text] meson and a muon in the final state. The data, corresponding to an integrated luminosity of [Formula: see text], are collected by the LHCb detector in [Formula: see text] collisions at a centre-of-mass energy of 8 TeV. The measured lifetime is [Formula: see text]where the first uncertainty is statistical and the second is systematic.

Systematic text condensation

DEFF Research Database (Denmark)

Malterud, Kirsti

2012-01-01

To present background, principles, and procedures for a strategy for qualitative analysis called systematic text condensation and discuss this approach compared with related strategies.......To present background, principles, and procedures for a strategy for qualitative analysis called systematic text condensation and discuss this approach compared with related strategies....

The effects of generative testing on text retention and text comprehension

NARCIS (Netherlands)

Dirkx, Kim; Kester, Liesbeth; Kirschner, Paul A.

2011-01-01

Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, 30 August). The effects of generative testing methods on text retention and text comprehension. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction, Exeter, United Kingdom.

PathText: a text mining integrator for biological pathway visualizations

Science.gov (United States)

Kemper, Brian; Matsuzaki, Takuya; Matsuoka, Yukiko; Tsuruoka, Yoshimasa; Kitano, Hiroaki; Ananiadou, Sophia; Tsujii, Jun'ichi

2010-01-01

Motivation: Metabolic and signaling pathways are an increasingly important part of organizing knowledge in systems biology. They serve to integrate collective interpretations of facts scattered throughout literature. Biologists construct a pathway by reading a large number of articles and interpreting them as a consistent network, but most of the models constructed currently lack direct links to those articles. Biologists who want to check the original articles have to spend substantial amounts of time to collect relevant articles and identify the sections relevant to the pathway. Furthermore, with the scientific literature expanding by several thousand papers per week, keeping a model relevant requires a continuous curation effort. In this article, we present a system designed to integrate a pathway visualizer, text mining systems and annotation tools into a seamless environment. This will enable biologists to freely move between parts of a pathway and relevant sections of articles, as well as identify relevant papers from large text bases. The system, PathText, is developed by Systems Biology Institute, Okinawa Institute of Science and Technology, National Centre for Text Mining (University of Manchester) and the University of Tokyo, and is being used by groups of biologists from these locations. Contact: brian@monrovian.com. PMID:20529930

Measurement of the [Formula: see text] and [Formula: see text] production cross sections in multilepton final states using 3.2 fb[Formula: see text] of [Formula: see text] collisions at [Formula: see text] = 13 TeV with the ATLAS detector.

Science.gov (United States)

Aaboud, M; Aad, G; Abbott, B; Abdallah, J; Abdinov, O; Abeloos, B; Aben, R; AbouZeid, O S; Abraham, N L; Abramowicz, H; Abreu, H; Abreu, R; Abulaiti, Y; Acharya, B S; Adamczyk, L; Adams, D L; Adelman, J; Adomeit, S; Adye, T; Affolder, A A; Agatonovic-Jovin, T; Agricola, J; Aguilar-Saavedra, J A; Ahlen, S P; Ahmadov, F; Aielli, G; Akerstedt, H; Åkesson, T P A; Akimov, A V; Alberghi, G L; Albert, J; Albrand, S; Alconada Verzini, M J; Aleksa, M; Aleksandrov, I N; Alexa, C; Alexander, G; Alexopoulos, T; Alhroob, M; Ali, B; Aliev, M; Alimonti, G; Alison, J; Alkire, S P; Allbrooke, B M M; Allen, B W; Allport, P P; Aloisio, A; Alonso, A; Alonso, F; Alpigiani, C; Alstaty, M; Alvarez Gonzalez, B; Álvarez Piqueras, D; Alviggi, M G; Amadio, B T; Amako, K; Amaral Coutinho, Y; Amelung, C; Amidei, D; Amor Dos Santos, S P; Amorim, A; Amoroso, S; Amundsen, G; Anastopoulos, C; Ancu, L S; Andari, N; Andeen, T; Anders, C F; Anders, G; Anders, J K; Anderson, K J; Andreazza, A; Andrei, V; Angelidakis, S; Angelozzi, I; Anger, P; Angerami, A; Anghinolfi, F; Anisenkov, A V; Anjos, N; Annovi, A; Antel, C; Antonelli, M; Antonov, A; Anulli, F; Aoki, M; Aperio Bella, L; Arabidze, G; Arai, Y; Araque, J P; Arce, A T H; Arduh, F A; Arguin, J-F; Argyropoulos, S; Arik, M; Armbruster, A J; Armitage, L J; Arnaez, O; Arnold, H; Arratia, M; Arslan, O; Artamonov, A; Artoni, G; Artz, S; Asai, S; Asbah, N; Ashkenazi, A; Åsman, B; Asquith, L; Assamagan, K; Astalos, R; Atkinson, M; Atlay, N B; Augsten, K; Avolio, G; Axen, B; Ayoub, M K; Azuelos, G; Baak, M A; Baas, A E; Baca, M J; Bachacou, H; Bachas, K; Backes, M; Backhaus, M; Bagiacchi, P; Bagnaia, P; Bai, Y; Baines, J T; Baker, O K; Baldin, E M; Balek, P; Balestri, T; Balli, F; Balunas, W K; Banas, E; Banerjee, Sw; Bannoura, A A E; Barak, L; Barberio, E L; Barberis, D; Barbero, M; Barillari, T; Barklow, T; Barlow, N; Barnes, S L; Barnett, B M; Barnett, R M; Barnovska-Blenessy, Z; Baroncelli, A; Barone, G; Barr, A J; Barranco Navarro, L; Barreiro, F; Barreiro Guimarães da Costa, J; Bartoldus, R; Barton, A E; Bartos, P; Basalaev, A; Bassalat, A; Bates, R L; Batista, S J; Batley, J R; Battaglia, M; Bauce, M; Bauer, F; Bawa, H S; Beacham, J B; Beattie, M D; Beau, T; Beauchemin, P H; Bechtle, P; Beck, H P; Becker, K; Becker, M; Beckingham, M; Becot, C; Beddall, A J; Beddall, A; Bednyakov, V A; Bedognetti, M; Bee, C P; Beemster, L J; Beermann, T A; Begel, M; Behr, J K; Belanger-Champagne, C; Bell, A S; Bella, G; Bellagamba, L; Bellerive, A; Bellomo, M; Belotskiy, K; Beltramello, O; Belyaev, N L; Benary, O; Benchekroun, D; Bender, M; Bendtz, K; Benekos, N; Benhammou, Y; Benhar Noccioli, E; Benitez, J; Benjamin, D P; Bensinger, J R; Bentvelsen, S; Beresford, L; Beretta, M; Berge, D; Bergeaas Kuutmann, E; Berger, N; Beringer, J; Berlendis, S; Bernard, N R; Bernius, C; Bernlochner, F U; Berry, T; Berta, P; Bertella, C; Bertoli, G; Bertolucci, F; Bertram, I A; Bertsche, C; Bertsche, D; Besjes, G J; Bessidskaia Bylund, O; Bessner, M; Besson, N; Betancourt, C; Bethke, S; Bevan, A J; Bhimji, W; Bianchi, R M; Bianchini, L; Bianco, M; Biebel, O; Biedermann, D; Bielski, R; Biesuz, N V; Biglietti, M; De Mendizabal, J Bilbao; Bilokon, H; Bindi, M; Binet, S; Bingul, A; Bini, C; Biondi, S; Bjergaard, D M; Black, C W; Black, J E; Black, K M; Blackburn, D; Blair, R E; Blanchard, J-B; Blanco, J E; Blazek, T; Bloch, I; Blocker, C; Blum, W; Blumenschein, U; Blunier, S; Bobbink, G J; Bobrovnikov, V S; Bocchetta, S S; Bocci, A; Bock, C; Boehler, M; Boerner, D; Bogaerts, J A; Bogavac, D; Bogdanchikov, A G; Bohm, C; Boisvert, V; Bokan, P; Bold, T; Boldyrev, A S; Bomben, M; Bona, M; Boonekamp, M; Borisov, A; Borissov, G; Bortfeldt, J; Bortoletto, D; Bortolotto, V; Bos, K; Boscherini, D; Bosman, M; Bossio Sola, J D; Boudreau, J; Bouffard, J; Bouhova-Thacker, E V; Boumediene, D; Bourdarios, C; Boutle, S K; Boveia, A; Boyd, J; Boyko, I R; Bracinik, J; Brandt, A; Brandt, G; Brandt, O; Bratzler, U; Brau, B; Brau, J E; Braun, H M; Breaden Madden, W D; Brendlinger, K; Brennan, A J; Brenner, L; Brenner, R; Bressler, S; Bristow, T M; Britton, D; Britzger, D; Brochu, F M; Brock, I; Brock, R; Brooijmans, G; Brooks, T; Brooks, W K; Brosamer, J; Brost, E; Broughton, J H; de Renstrom, P A Bruckman; Bruncko, D; Bruneliere, R; Bruni, A; Bruni, G; Bruni, L S; Brunt, B H; Bruschi, M; Bruscino, N; Bryant, P; Bryngemark, L; Buanes, T; Buat, Q; Buchholz, P; Buckley, A G; Budagov, I A; Buehrer, F; Bugge, M K; Bulekov, O; Bullock, D; Burckhart, H; Burdin, S; Burgard, C D; Burghgrave, B; Burka, K; Burke, S; Burmeister, I; Burr, J T P; Busato, E; Büscher, D; Büscher, V; Bussey, P; Butler, J M; Buttar, C M; Butterworth, J M; Butti, P; Buttinger, W; Buzatu, A; Buzykaev, A R; Cabrera Urbán, S; Caforio, D; Cairo, V M; Cakir, O; Calace, N; Calafiura, P; Calandri, A; Calderini, G; Calfayan, P; Caloba, L P; Lopez, S Calvente; Calvet, D; Calvet, S; Calvet, T P; Toro, R Camacho; Camarda, S; Camarri, P; Cameron, D; Caminal Armadans, R; Camincher, C; Campana, S; Campanelli, M; Camplani, A; Campoverde, A; Canale, V; Canepa, A; Cano Bret, M; Cantero, J; Cantrill, R; Cao, T; Capeans Garrido, M D M; Caprini, I; Caprini, M; Capua, M; Caputo, R; Carbone, R M; Cardarelli, R; Cardillo, F; Carli, I; Carli, T; Carlino, G; Carminati, L; Caron, S; Carquin, E; Carrillo-Montoya, G D; Carter, J R; Carvalho, J; Casadei, D; Casado, M P; Casolino, M; Casper, D W; Castaneda-Miranda, E; Castelijn, R; Castelli, A; Gimenez, V Castillo; Castro, N F; Catinaccio, A; Catmore, J R; Cattai, A; Caudron, J; Cavaliere, V; Cavallaro, E; Cavalli, D; Cavalli-Sforza, M; Cavasinni, V; Ceradini, F; Cerda Alberich, L; Cerio, B C; Cerqueira, A S; Cerri, A; Cerrito, L; Cerutti, F; Cerv, M; Cervelli, A; Cetin, S A; Chafaq, A; Chakraborty, D; Chan, S K; Chan, Y L; Chang, P; Chapman, J D; Charlton, D G; Chatterjee, A; Chau, C C; Chavez Barajas, C A; Che, S; Cheatham, S; Chegwidden, A; Chekanov, S; Chekulaev, S V; Chelkov, G A; Chelstowska, M A; Chen, C; Chen, H; Chen, K; Chen, S; Chen, S; Chen, X; Chen, Y; Cheng, H C; Cheng, H J; Cheng, Y; Cheplakov, A; Cheremushkina, E; Moursli, R Cherkaoui El; Chernyatin, V; Cheu, E; Chevalier, L; Chiarella, V; Chiarelli, G; Chiodini, G; Chisholm, A S; Chitan, A; Chizhov, M V; Choi, K; Chomont, A R; Chouridou, S; Chow, B K B; Christodoulou, V; Chromek-Burckhart, D; Chudoba, J; Chuinard, A J; Chwastowski, J J; Chytka, L; Ciapetti, G; Ciftci, A K; Cinca, D; Cindro, V; Cioara, I A; Ciocca, C; Ciocio, A; Cirotto, F; Citron, Z H; Citterio, M; Ciubancan, M; Clark, A; Clark, B L; Clark, M R; Clark, P J; Clarke, R N; Clement, C; Coadou, Y; Cobal, M; Coccaro, A; Cochran, J; Coffey, L; Colasurdo, L; Cole, B; Colijn, A P; Collot, J; Colombo, T; Compostella, G; Conde Muiño, P; Coniavitis, E; Connell, S H; Connelly, I A; Consorti, V; Constantinescu, S; Conti, G; Conventi, F; Cooke, M; Cooper, B D; Cooper-Sarkar, A M; Cormier, K J R; Cornelissen, T; Corradi, M; Corriveau, F; Corso-Radu, A; Cortes-Gonzalez, A; Cortiana, G; Costa, G; Costa, M J; Costanzo, D; Cottin, G; Cowan, G; Cox, B E; Cranmer, K; Crawley, S J; Cree, G; Crépé-Renaudin, S; Crescioli, F; Cribbs, W A; Crispin Ortuzar, M; Cristinziani, M; Croft, V; Crosetti, G; Cuhadar Donszelmann, T; Cummings, J; Curatolo, M; Cúth, J; Cuthbert, C; Czirr, H; Czodrowski, P; D'amen, G; D'Auria, S; D'Onofrio, M; De Sousa, M J Da Cunha Sargedas; Da Via, C; Dabrowski, W; Dado, T; Dai, T; Dale, O; Dallaire, F; Dallapiccola, C; Dam, M; Dandoy, J R; Dang, N P; Daniells, A C; Dann, N S; Danninger, M; Dano Hoffmann, M; Dao, V; Darbo, G; Darmora, S; Dassoulas, J; Dattagupta, A; Davey, W; David, C; Davidek, T; Davies, M; Davison, P; Dawe, E; Dawson, I; Daya-Ishmukhametova, R K; De, K; de Asmundis, R; De Benedetti, A; De Castro, S; De Cecco, S; De Groot, N; de Jong, P; De la Torre, H; De Lorenzi, F; De Maria, A; De Pedis, D; De Salvo, A; De Sanctis, U; De Santo, A; De Regie, J B De Vivie; Dearnaley, W J; Debbe, R; Debenedetti, C; Dedovich, D V; Dehghanian, N; Deigaard, I; Del Gaudio, M; Del Peso, J; Del Prete, T; Delgove, D; Deliot, F; Delitzsch, C M; Deliyergiyev, M; Dell'Acqua, A; Dell'Asta, L; Dell'Orso, M; Della Pietra, M; Della Volpe, D; Delmastro, M; Delsart, P A; DeMarco, D A; Demers, S; Demichev, M; Demilly, A; Denisov, S P; Denysiuk, D; Derendarz, D; Derkaoui, J E; Derue, F; Dervan, P; Desch, K; Deterre, C; Dette, K; Deviveiros, P O; Dewhurst, A; Dhaliwal, S; Di Ciaccio, A; Di Ciaccio, L; Di Clemente, W K; Di Donato, C; Di Girolamo, A; Di Girolamo, B; Di Micco, B; Di Nardo, R; Di Simone, A; Di Sipio, R; Di Valentino, D; Diaconu, C; Diamond, M; Dias, F A; Diaz, M A; Diehl, E B; Dietrich, J; Diglio, S; Dimitrievska, A; Dingfelder, J; Dita, P; Dita, S; Dittus, F; Djama, F; Djobava, T; Djuvsland, J I; do Vale, M A B; Dobos, D; Dobre, M; Doglioni, C; Dohmae, T; Dolejsi, J; Dolezal, Z; Dolgoshein, B A; Donadelli, M; Donati, S; Dondero, P; Donini, J; Dopke, J; Doria, A; Dova, M T; Doyle, A T; Drechsler, E; Dris, M; Du, Y; Duarte-Campderros, J; Duchovni, E; Duckeck, G; Ducu, O A; Duda, D; Dudarev, A; Duffield, E M; Duflot, L; Duguid, L; Dührssen, M; Dumancic, M; Dunford, M; Duran Yildiz, H; Düren, M; Durglishvili, A; Duschinger, D; Dutta, B; Dyndal, M; Eckardt, C; Ecker, K M; Edgar, R C; Edwards, N C; Eifert, T; Eigen, G; Einsweiler, K; Ekelof, T; El Kacimi, M; Ellajosyula, V; Ellert, M; Elles, S; Ellinghaus, F; Elliot, A A; Ellis, N; Elmsheuser, J; Elsing, M; Emeliyanov, D; Enari, Y; Endner, O C; Endo, M; Ennis, J S; Erdmann, J; Ereditato, A; Ernis, G; Ernst, J; Ernst, M; Errede, S; Ertel, E; Escalier, M; Esch, H; Escobar, C; Esposito, B; Etienvre, A I; Etzion, E; Evans, H; Ezhilov, A; Fabbri, F; Fabbri, L; Facini, G; Fakhrutdinov, R M; Falciano, S; Falla, R J; Faltova, J; Fang, Y; Fanti, M; Farbin, A; Farilla, A; Farina, C; Farina, E M; Farooque, T; Farrell, S; Farrington, S M; Farthouat, P; Fassi, F; Fassnacht, P; Fassouliotis, D; Faucci Giannelli, M; Favareto, A; Fawcett, W J; Fayard, L; Fedin, O L; Fedorko, W; Feigl, S; Feligioni, L; Feng, C; Feng, E J; Feng, H; Fenyuk, A B; Feremenga, L; Fernandez Martinez, P; Fernandez Perez, S; Ferrando, J; Ferrari, A; Ferrari, P; Ferrari, R; de Lima, D E Ferreira; Ferrer, A; Ferrere, D; Ferretti, C; Ferretto Parodi, A; Fiedler, F; Filipčič, A; Filipuzzi, M; Filthaut, F; Fincke-Keeler, M; Finelli, K D; Fiolhais, M C N; Fiorini, L; Firan, A; Fischer, A; Fischer, C; Fischer, J; Fisher, W C; Flaschel, N; Fleck, I; Fleischmann, P; Fletcher, G T; Fletcher, R R M; Flick, T; Floderus, A; Flores Castillo, L R; Flowerdew, M J; Forcolin, G T; Formica, A; Forti, A; Foster, A G; Fournier, D; Fox, H; Fracchia, S; Francavilla, P; Franchini, M; Francis, D; Franconi, L; Franklin, M; Frate, M; Fraternali, M; Freeborn, D; Fressard-Batraneanu, S M; Friedrich, F; Froidevaux, D; Frost, J A; Fukunaga, C; Fullana Torregrosa, E; Fusayasu, T; Fuster, J; Gabaldon, C; Gabizon, O; Gabrielli, A; Gabrielli, A; Gach, G P; Gadatsch, S; Gadomski, S; Gagliardi, G; Gagnon, L G; Gagnon, P; Galea, C; Galhardo, B; Gallas, E J; Gallop, B J; Gallus, P; Galster, G; Gan, K K; Gao, J; Gao, Y; Gao, Y S; Garay Walls, F M; García, C; García Navarro, J E; Garcia-Sciveres, M; Gardner, R W; Garelli, N; Garonne, V; Gascon Bravo, A; Gatti, C; Gaudiello, A; Gaudio, G; Gaur, B; Gauthier, L; Gavrilenko, I L; Gay, C; Gaycken, G; Gazis, E N; Gecse, Z; Gee, C N P; Geich-Gimbel, Ch; Geisen, M; Geisler, M P; Gemme, C; Genest, M H; Geng, C; Gentile, S; George, S; Gerbaudo, D; Gershon, A; Ghasemi, S; Ghazlane, H; Ghneimat, M; Giacobbe, B; Giagu, S; Giannetti, P; Gibbard, B; Gibson, S M; Gignac, M; Gilchriese, M; Gillam, T P S; Gillberg, D; Gilles, G; Gingrich, D M; Giokaris, N; Giordani, M P; Giorgi, F M; Giorgi, F M; Giraud, P F; Giromini, P; Giugni, D; Giuli, F; Giuliani, C; Giulini, M; Gjelsten, B K; Gkaitatzis, S; Gkialas, I; Gkougkousis, E L; Gladilin, L K; Glasman, C; Glatzer, J; Glaysher, P C F; Glazov, A; Goblirsch-Kolb, M; Godlewski, J; Goldfarb, S; Golling, T; Golubkov, D; Gomes, A; Gonçalo, R; Costa, J Goncalves Pinto Firmino Da; Gonella, G; Gonella, L; Gongadze, A; de la Hoz, S González; Gonzalez Parra, G; Gonzalez-Sevilla, S; Goossens, L; Gorbounov, P A; Gordon, H A; Gorelov, I; Gorini, B; Gorini, E; Gorišek, A; Gornicki, E; Goshaw, A T; Gössling, C; Gostkin, M I; Goudet, C R; Goujdami, D; Goussiou, A G; Govender, N; Gozani, E; Graber, L; Grabowska-Bold, I; Gradin, P O J; Grafström, P; Gramling, J; Gramstad, E; Grancagnolo, S; Gratchev, V; Gravila, P M; Gray, H M; Graziani, E; Greenwood, Z D; Grefe, C; Gregersen, K; Gregor, I M; Grenier, P; Grevtsov, K; Griffiths, J; Grillo, A A; Grimm, K; Grinstein, S; Gris, Ph; Grivaz, J-F; Groh, S; Grohs, J P; Gross, E; Grosse-Knetter, J; Grossi, G C; Grout, Z J; Guan, L; Guan, W; Guenther, J; Guescini, F; Guest, D; Gueta, O; Guido, E; Guillemin, T; Guindon, S; Gul, U; Gumpert, C; Guo, J; Guo, Y; Gupta, S; Gustavino, G; Gutierrez, P; Gutierrez Ortiz, N G; Gutschow, C; Guyot, C; Gwenlan, C; Gwilliam, C B; Haas, A; Haber, C; Hadavand, H K; Haddad, N; Hadef, A; Haefner, P; Hageböck, S; Hajduk, Z; Hakobyan, H; Haleem, M; Haley, J; Halladjian, G; Hallewell, G D; Hamacher, K; Hamal, P; Hamano, K; Hamilton, A; Hamity, G N; Hamnett, P G; Han, L; Hanagaki, K; Hanawa, K; Hance, M; Haney, B; Hanke, P; Hanna, R; Hansen, J B; Hansen, J D; Hansen, M C; Hansen, P H; Hara, K; Hard, A S; Harenberg, T; Hariri, F; Harkusha, S; Harrington, R D; Harrison, P F; Hartjes, F; Hartmann, N M; Hasegawa, M; Hasegawa, Y; Hasib, A; Hassani, S; Haug, S; Hauser, R; Hauswald, L; Havranek, M; Hawkes, C M; Hawkings, R J; Hayden, D; Hays, C P; Hays, J M; Hayward, H S; Haywood, S J; Head, S J; Heck, T; Hedberg, V; Heelan, L; Heim, S; Heim, T; Heinemann, B; Heinrich, J J; Heinrich, L; Heinz, C; Hejbal, J; Helary, L; Hellman, S; Helsens, C; Henderson, J; Henderson, R C W; Heng, Y; Henkelmann, S; Henriques Correia, A M; Henrot-Versille, S; Herbert, G H; Hernández Jiménez, Y; Herten, G; Hertenberger, R; Hervas, L; Hesketh, G G; Hessey, N P; Hetherly, J W; Hickling, R; Higón-Rodriguez, E; Hill, E; Hill, J C; Hiller, K H; Hillier, S J; Hinchliffe, I; Hines, E; Hinman, R R; Hirose, M; Hirschbuehl, D; Hobbs, J; Hod, N; Hodgkinson, M C; Hodgson, P; Hoecker, A; Hoeferkamp, M R; Hoenig, F; Hohn, D; Holmes, T R; Homann, M; Hong, T M; Hooberman, B H; Hopkins, W H; Horii, Y; Horton, A J; Hostachy, J-Y; Hou, S; Hoummada, A; Howarth, J; Hrabovsky, M; Hristova, I; Hrivnac, J; Hryn'ova, T; Hrynevich, A; Hsu, C; Hsu, P J; Hsu, S-C; Hu, D; Hu, Q; Huang, Y; Hubacek, Z; Hubaut, F; Huegging, F; Huffman, T B; Hughes, E W; Hughes, G; Huhtinen, M; Huo, P; Huseynov, N; Huston, J; Huth, J; Iacobucci, G; Iakovidis, G; Ibragimov, I; Iconomidou-Fayard, L; Ideal, E; Idrissi, Z; Iengo, P; Igonkina, O; Iizawa, T; Ikegami, Y; Ikeno, M; Ilchenko, Y; Iliadis, D; Ilic, N; Ince, T; Introzzi, G; Ioannou, P; Iodice, M; Iordanidou, K; Ippolito, V; Ishijima, N; Ishino, M; Ishitsuka, M; Ishmukhametov, R; Issever, C; Istin, S; Ito, F; Iturbe Ponce, J M; Iuppa, R; Iwanski, W; Iwasaki, H; Izen, J M; Izzo, V; Jabbar, S; Jackson, B; Jackson, M; Jackson, P; Jain, V; Jakobi, K B; Jakobs, K; Jakobsen, S; Jakoubek, T; Jamin, D O; Jana, D K; Jansen, E; Jansky, R; Janssen, J; Janus, M; Jarlskog, G; Javadov, N; Javůrek, T; Jeanneau, F; Jeanty, L; Jeng, G-Y; Jennens, D; Jenni, P; Jentzsch, J; Jeske, C; Jézéquel, S; Ji, H; Jia, J; Jiang, H; Jiang, Y; Jiggins, S; Jimenez Pena, J; Jin, S; Jinaru, A; Jinnouchi, O; Johansson, P; Johns, K A; Johnson, W J; Jon-And, K; Jones, G; Jones, R W L; Jones, S; Jones, T J; Jongmanns, J; Jorge, P M; Jovicevic, J; Ju, X; Juste Rozas, A; Köhler, M K; Kaczmarska, A; Kado, M; Kagan, H; Kagan, M; Kahn, S J; Kajomovitz, E; Kalderon, C W; Kaluza, A; Kama, S; Kamenshchikov, A; Kanaya, N; Kaneti, S; Kanjir, L; Kantserov, V A; Kanzaki, J; Kaplan, B; Kaplan, L S; Kapliy, A; Kar, D; Karakostas, K; Karamaoun, A; Karastathis, N; Kareem, M J; Karentzos, E; Karnevskiy, M; Karpov, S N; Karpova, Z M; Karthik, K; Kartvelishvili, V; Karyukhin, A N; Kasahara, K; Kashif, L; Kass, R D; Kastanas, A; Kataoka, Y; Kato, C; Katre, A; Katzy, J; Kawade, K; Kawagoe, K; Kawamoto, T; Kawamura, G; Kazama, S; Kazanin, V F; Keeler, R; Kehoe, R; Keller, J S; Kempster, J J; Keoshkerian, H; Kepka, O; Kerševan, B P; Kersten, S; Keyes, R A; Khader, M; Khalil-Zada, F; Khanov, A; Kharlamov, A G; Khoo, T J; Khovanskiy, V; Khramov, E; Khubua, J; Kido, S; Kim, H Y; Kim, S H; Kim, Y K; Kimura, N; Kind, O M; King, B T; King, M; King, S B; Kirk, J; Kiryunin, A E; Kishimoto, T; Kisielewska, D; Kiss, F; Kiuchi, K; Kivernyk, O; Kladiva, E; Klein, M H; Klein, M; Klein, U; Kleinknecht, K; Klimek, P; Klimentov, A; Klingenberg, R; Klinger, J A; Klioutchnikova, T; Kluge, E-E; Kluit, P; Kluth, S; Knapik, J; Kneringer, E; Knoops, E B F G; Knue, A; Kobayashi, A; Kobayashi, D; Kobayashi, T; Kobel, M; Kocian, M; Kodys, P; Koffas, T; Koffeman, E; Koi, T; Kolanoski, H; Kolb, M; Koletsou, I; Komar, A A; Komori, Y; Kondo, T; Kondrashova, N; Köneke, K; König, A C; Kono, T; Konoplich, R; Konstantinidis, N; Kopeliansky, R; Koperny, S; Köpke, L; Kopp, A K; Korcyl, K; Kordas, K; Korn, A; Korol, A A; Korolkov, I; Korolkova, E V; Kortner, O; Kortner, S; Kosek, T; Kostyukhin, V V; Kotwal, A; Kourkoumeli-Charalampidi, A; Kourkoumelis, C; Kouskoura, V; Kowalewska, A B; Kowalewski, R; Kowalski, T Z; Kozakai, C; Kozanecki, W; Kozhin, A S; Kramarenko, V A; Kramberger, G; Krasnopevtsev, D; Krasny, M W; Krasznahorkay, A; Kraus, J K; Kravchenko, A; Kretz, M; Kretzschmar, J; Kreutzfeldt, K; Krieger, P; Krizka, K; Kroeninger, K; Kroha, H; Kroll, J; Kroseberg, J; Krstic, J; Kruchonak, U; Krüger, H; Krumnack, N; Kruse, A; Kruse, M C; Kruskal, M; Kubota, T; Kucuk, H; Kuday, S; Kuechler, J T; Kuehn, S; Kugel, A; Kuger, F; Kuhl, A; Kuhl, T; Kukhtin, V; Kukla, R; Kulchitsky, Y; Kuleshov, S; Kuna, M; Kunigo, T; Kupco, A; Kurashige, H; Kurochkin, Y A; Kus, V; Kuwertz, E S; Kuze, M; Kvita, J; Kwan, T; Kyriazopoulos, D; La Rosa, A; La Rosa Navarro, J L; La Rotonda, L; Lacasta, C; Lacava, F; Lacey, J; Lacker, H; Lacour, D; Lacuesta, V R; Ladygin, E; Lafaye, R; Laforge, B; Lagouri, T; Lai, S; Lammers, S; Lampl, W; Lançon, E; Landgraf, U; Landon, M P J; Lang, V S; Lange, J C; Lankford, A J; Lanni, F; Lantzsch, K; Lanza, A; Laplace, S; Lapoire, C; Laporte, J F; Lari, T; Lasagni Manghi, F; Lassnig, M; Laurelli, P; Lavrijsen, W; Law, A T; Laycock, P; Lazovich, T; Lazzaroni, M; Le, B; Le Dortz, O; Le Guirriec, E; Quilleuc, E P Le; LeBlanc, M; LeCompte, T; Ledroit-Guillon, F; Lee, C A; Lee, S C; Lee, L; Lefebvre, G; Lefebvre, M; Legger, F; Leggett, C; Lehan, A; Lehmann Miotto, G; Lei, X; Leight, W A; Leisos, A; Leister, A G; Leite, M A L; Leitner, R; Lellouch, D; Lemmer, B; Leney, K J C; Lenz, T; Lenzi, B; Leone, R; Leone, S; Leonidopoulos, C; Leontsinis, S; Lerner, G; Leroy, C; Lesage, A A J; Lester, C G; Levchenko, M; Levêque, J; Levin, D; Levinson, L J; Levy, M; Lewis, D; Leyko, A M; Leyton, M; Li, B; Li, H; Li, H L; Li, L; Li, L; Li, Q; Li, S; Li, X; Li, Y; Liang, Z; Liberti, B; Liblong, A; Lichard, P; Lie, K; Liebal, J; Liebig, W; Limosani, A; Lin, S C; Lin, T H; Lindquist, B E; Lionti, A E; Lipeles, E; Lipniacka, A; Lisovyi, M; Liss, T M; Lister, A; Litke, A M; Liu, B; Liu, D; Liu, H; Liu, H; Liu, J; Liu, J B; Liu, K; Liu, L; Liu, M; Liu, M; Liu, Y L; Liu, Y; Livan, M; Lleres, A; Llorente Merino, J; Lloyd, S L; Lo Sterzo, F; Lobodzinska, E M; Loch, P; Lockman, W S; Loebinger, F K; Loevschall-Jensen, A E; Loew, K M; Loginov, A; Lohse, T; Lohwasser, K; Lokajicek, M; Long, B A; Long, J D; Long, R E; Longo, L; Looper, K A; Lopes, L; Lopez Mateos, D; Lopez Paredes, B; Lopez Paz, I; Lopez Solis, A; Lorenz, J; Lorenzo Martinez, N; Losada, M; Lösel, P J; Lou, X; Lounis, A; Love, J; Love, P A; Lu, H; Lu, N; Lubatti, H J; Luci, C; Lucotte, A; Luedtke, C; Luehring, F; Lukas, W; Luminari, L; Lundberg, O; Lund-Jensen, B; Luzi, P M; Lynn, D; Lysak, R; Lytken, E; Lyubushkin, V; Ma, H; Ma, L L; Ma, Y; Maccarrone, G; Macchiolo, A; Macdonald, C M; Maček, B; Machado Miguens, J; Madaffari, D; Madar, R; Maddocks, H J; Mader, W F; Madsen, A; Maeda, J; Maeland, S; Maeno, T; Maevskiy, A; Magradze, E; Mahlstedt, J; Maiani, C; Maidantchik, C; Maier, A A; Maier, T; Maio, A; Majewski, S; Makida, Y; Makovec, N; Malaescu, B; Malecki, Pa; Maleev, V P; Malek, F; Mallik, U; Malon, D; Malone, C; Maltezos, S; Malyukov, S; Mamuzic, J; Mancini, G; Mandelli, B; Mandelli, L; Mandić, I; Maneira, J; Filho, L Manhaes de Andrade; Manjarres Ramos, J; Mann, A; Manousos, A; Mansoulie, B; Mansour, J D; Mantifel, R; Mantoani, M; Manzoni, S; Mapelli, L; Marceca, G; March, L; Marchiori, G; Marcisovsky, M; Marjanovic, M; Marley, D E; Marroquim, F; Marsden, S P; Marshall, Z; Marti-Garcia, S; Martin, B; Martin, T A; Martin, V J; Latour, B Martin Dit; Martinez, M; Martinez Outschoorn, V I; Martin-Haugh, S; Martoiu, V S; Martyniuk, A C; Marx, M; Marzin, A; Masetti, L; Mashimo, T; Mashinistov, R; Masik, J; Maslennikov, A L; Massa, I; Massa, L; Mastrandrea, P; Mastroberardino, A; Masubuchi, T; Mättig, P; Mattmann, J; Maurer, J; Maxfield, S J; Maximov, D A; Mazini, R; Mazza, S M; Mc Fadden, N C; Goldrick, G Mc; Mc Kee, S P; McCarn, A; McCarthy, R L; McCarthy, T G; McClymont, L I; McDonald, E F; McFarlane, K W; Mcfayden, J A; Mchedlidze, G; McMahon, S J; McPherson, R A; Medinnis, M; Meehan, S; Mehlhase, S; Mehta, A; Meier, K; Meineck, C; Meirose, B; Melini, D; Mellado Garcia, B R; Melo, M; Meloni, F; Mengarelli, A; Menke, S; Meoni, E; Mergelmeyer, S; Mermod, P; Merola, L; Meroni, C; Merritt, F S; Messina, A; Metcalfe, J; Mete, A S; Meyer, C; Meyer, C; Meyer, J-P; Meyer, J; Meyer Zu Theenhausen, H; Miano, F; Middleton, R P; Miglioranzi, S; Mijović, L; Mikenberg, G; Mikestikova, M; Mikuž, M; Milesi, M; Milic, A; Miller, D W; Mills, C; Milov, A; Milstead, D A; Minaenko, A A; Minami, Y; Minashvili, I A; Mincer, A I; Mindur, B; Mineev, M; Ming, Y; Mir, L M; Mistry, K P; Mitani, T; Mitrevski, J; Mitsou, V A; Miucci, A; Miyagawa, P S; Mjörnmark, J U; Moa, T; Mochizuki, K; Mohapatra, S; Molander, S; Moles-Valls, R; Monden, R; Mondragon, M C; Mönig, K; Monk, J; Monnier, E; Montalbano, A; Montejo Berlingen, J; Monticelli, F; Monzani, S; Moore, R W; Morange, N; Moreno, D; Moreno Llácer, M; Morettini, P; Morgenstern, S; Mori, D; Mori, T; Morii, M; Morinaga, M; Morisbak, V; Moritz, S; Morley, A K; Mornacchi, G; Morris, J D; Mortensen, S S; Morvaj, L; Mosidze, M; Moss, J; Motohashi, K; Mount, R; Mountricha, E; Mouraviev, S V; Moyse, E J W; Muanza, S; Mudd, R D; Mueller, F; Mueller, J; Mueller, R S P; Mueller, T; Muenstermann, D; Mullen, P; Mullier, G A; Munoz Sanchez, F J; Murillo Quijada, J A; Murray, W J; Musheghyan, H; Muškinja, M; Myagkov, A G; Myska, M; Nachman, B P; Nackenhorst, O; Nagai, K; Nagai, R; Nagano, K; Nagasaka, Y; Nagata, K; Nagel, M; Nagy, E; Nairz, A M; Nakahama, Y; Nakamura, K; Nakamura, T; Nakano, I; Namasivayam, H; Naranjo Garcia, R F; Narayan, R; Narrias Villar, D I; Naryshkin, I; Naumann, T; Navarro, G; Nayyar, R; Neal, H A; Nechaeva, P Yu; Neep, T J; Nef, P D; Negri, A; Negrini, M; Nektarijevic, S; Nellist, C; Nelson, A; Nemecek, S; Nemethy, P; Nepomuceno, A A; Nessi, M; Neubauer, M S; Neumann, M; Neves, R M; Nevski, P; Newman, P R; Nguyen, D H; Manh, T Nguyen; Nickerson, R B; Nicolaidou, R; Nielsen, J; Nikiforov, A; Nikolaenko, V; Nikolic-Audit, I; Nikolopoulos, K; Nilsen, J K; Nilsson, P; Ninomiya, Y; Nisati, A; Nisius, R; Nobe, T; Nodulman, L; Nomachi, M; Nomidis, I; Nooney, T; Norberg, S; Nordberg, M; Norjoharuddeen, N; Novgorodova, O; Nowak, S; Nozaki, M; Nozka, L; Ntekas, K; Nurse, E; Nuti, F; O'grady, F; O'Neil, D C; O'Rourke, A A; O'Shea, V; Oakham, F G; Oberlack, H; Obermann, T; Ocariz, J; Ochi, A; Ochoa, I; Ochoa-Ricoux, J P; Oda, S; Odaka, S; Ogren, H; Oh, A; Oh, S H; Ohm, C C; Ohman, H; Oide, H; Okawa, H; Okumura, Y; Okuyama, T; Olariu, A; Oleiro Seabra, L F; Olivares Pino, S A; Oliveira Damazio, D; Olszewski, A; Olszowska, J; Onofre, A; Onogi, K; Onyisi, P U E; Oreglia, M J; Oren, Y; Orestano, D; Orlando, N; Orr, R S; Osculati, B; Ospanov, R; Garzon, G Otero Y; Otono, H; Ouchrif, M; Ould-Saada, F; Ouraou, A; Oussoren, K P; Ouyang, Q; Owen, M; Owen, R E; Ozcan, V E; Ozturk, N; Pachal, K; Pacheco Pages, A; Pacheco Rodriguez, L; Padilla Aranda, C; Pagáčová, M; Pagan Griso, S; Paige, F; Pais, P; Pajchel, K; Palacino, G; Palazzo, S; Palestini, S; Palka, M; Pallin, D; Palma, A; St Panagiotopoulou, E; Pandini, C E; Panduro Vazquez, J G; Pani, P; Panitkin, S; Pantea, D; Paolozzi, L; Papadopoulou, Th D; Papageorgiou, K; Paramonov, A; Paredes Hernandez, D; Parker, A J; Parker, M A; Parker, K A; Parodi, F; Parsons, J A; Parzefall, U; Pascuzzi, V R; Pasqualucci, E; Passaggio, S; Pastore, Fr; Pásztor, G; Pataraia, S; Pater, J R; Pauly, T; Pearce, J; Pearson, B; Pedersen, L E; Pedersen, M; Lopez, S Pedraza; Pedro, R; Peleganchuk, S V; Pelikan, D; Penc, O; Peng, C; Peng, H; Penwell, J; Peralva, B S; Perego, M M; Perepelitsa, D V; Perez Codina, E; Perini, L; Pernegger, H; Perrella, S; Peschke, R; Peshekhonov, V D; Peters, K; Peters, R F Y; Petersen, B A; Petersen, T C; Petit, E; Petridis, A; Petridou, C; Petroff, P; Petrolo, E; Petrov, M; Petrucci, F; Pettersson, N E; Peyaud, A; Pezoa, R; Phillips, P W; Piacquadio, G; Pianori, E; Picazio, A; Piccaro, E; Piccinini, M; Pickering, M A; Piegaia, R; Pilcher, J E; Pilkington, A D; Pin, A W J; Pinamonti, M; Pinfold, J L; Pingel, A; Pires, S; Pirumov, H; Pitt, M; Plazak, L; Pleier, M-A; Pleskot, V; Plotnikova, E; Plucinski, P; Pluth, D; Poettgen, R; Poggioli, L; Pohl, D; Polesello, G; Poley, A; Policicchio, A; Polifka, R; Polini, A; Pollard, C S; Polychronakos, V; Pommès, K; Pontecorvo, L; Pope, B G; Popeneciu, G A; Popovic, D S; Poppleton, A; Pospisil, S; Potamianos, K; Potrap, I N; Potter, C J; Potter, C T; Poulard, G; Poveda, J; Pozdnyakov, V; Pozo Astigarraga, M E; Pralavorio, P; Pranko, A; Prell, S; Price, D; Price, L E; Primavera, M; Prince, S; Proissl, M; Prokofiev, K; Prokoshin, F; Protopopescu, S; Proudfoot, J; Przybycien, M; Puddu, D; Purohit, M; Puzo, P; Qian, J; Qin, G; Qin, Y; Quadt, A; Quayle, W B; Queitsch-Maitland, M; Quilty, D; Raddum, S; Radeka, V; Radescu, V; Radhakrishnan, S K; Radloff, P; Rados, P; Ragusa, F; Rahal, G; Raine, J A; Rajagopalan, S; Rammensee, M; Rangel-Smith, C; Ratti, M G; Rauscher, F; Rave, S; Ravenscroft, T; Ravinovich, I; Raymond, M; Read, A L; Readioff, N P; Reale, M; Rebuzzi, D M; Redelbach, A; Redlinger, G; Reece, R; Reeves, K; Rehnisch, L; Reichert, J; Reisin, H; Rembser, C; Ren, H; Rescigno, M; Resconi, S; Rezanova, O L; Reznicek, P; Rezvani, R; Richter, R; Richter, S; Richter-Was, E; Ricken, O; Ridel, M; Rieck, P; Riegel, C J; Rieger, J; Rifki, O; Rijssenbeek, M; Rimoldi, A; Rimoldi, M; Rinaldi, L; Ristić, B; Ritsch, E; Riu, I; Rizatdinova, F; Rizvi, E; Rizzi, C; Robertson, S H; Robichaud-Veronneau, A; Robinson, D; Robinson, J E M; Robson, A; Roda, C; Rodina, Y; Rodriguez Perez, A; Rodriguez Rodriguez, D; Roe, S; Rogan, C S; Røhne, O; Romaniouk, A; Romano, M; Romano Saez, S M; Romero Adam, E; Rompotis, N; Ronzani, M; Roos, L; Ros, E; Rosati, S; Rosbach, K; Rose, P; Rosenthal, O; Rosien, N-A; Rossetti, V; Rossi, E; Rossi, L P; Rosten, J H N; Rosten, R; Rotaru, M; Roth, I; Rothberg, J; Rousseau, D; Royon, C R; Rozanov, A; Rozen, Y; Ruan, X; Rubbo, F; Rudolph, M S; Rühr, F; Ruiz-Martinez, A; Rurikova, Z; Rusakovich, N A; Ruschke, A; Russell, H L; Rutherfoord, J P; Ruthmann, N; Ryabov, Y F; Rybar, M; Rybkin, G; Ryu, S; Ryzhov, A; Rzehorz, G F; Saavedra, A F; Sabato, G; Sacerdoti, S; Sadrozinski, H F-W; Sadykov, R; Safai Tehrani, F; Saha, P; Sahinsoy, M; Saimpert, M; Saito, T; Sakamoto, H; Sakurai, Y; Salamanna, G; Salamon, A; Loyola, J E Salazar; Salek, D; De Bruin, P H Sales; Salihagic, D; Salnikov, A; Salt, J; Salvatore, D; Salvatore, F; Salvucci, A; Salzburger, A; Sammel, D; Sampsonidis, D; Sanchez, A; Sánchez, J; Sanchez Martinez, V; Sandaker, H; Sandbach, R L; Sander, H G; Sandhoff, M; Sandoval, C; Sandstroem, R; Sankey, D P C; Sannino, M; Sansoni, A; Santoni, C; Santonico, R; Santos, H; Santoyo Castillo, I; Sapp, K; Sapronov, A; Saraiva, J G; Sarrazin, B; Sasaki, O; Sasaki, Y; Sato, K; Sauvage, G; Sauvan, E; Savage, G; Savard, P; Sawyer, C; Sawyer, L; Saxon, J; Sbarra, C; Sbrizzi, A; Scanlon, T; Scannicchio, D A; Scarcella, M; Scarfone, V; Schaarschmidt, J; Schacht, P; Schachtner, B M; Schaefer, D; Schaefer, R; Schaeffer, J; Schaepe, S; Schaetzel, S; Schäfer, U; Schaffer, A C; Schaile, D; Schamberger, R D; Scharf, V; Schegelsky, V A; Scheirich, D; Schernau, M; Schiavi, C; Schier, S; Schillo, C; Schioppa, M; Schlenker, S; Schmidt-Sommerfeld, K R; Schmieden, K; Schmitt, C; Schmitt, S; Schmitz, S; Schneider, B; Schnoor, U; Schoeffel, L; Schoening, A; Schoenrock, B D; Schopf, E; Schott, M; Schovancova, J; Schramm, S; Schreyer, M; Schuh, N; Schulte, A; Schultens, M J; Schultz-Coulon, H-C; Schulz, H; Schumacher, M; Schumm, B A; Schune, Ph; Schwartzman, A; Schwarz, T A; Schwegler, Ph; Schweiger, H; Schwemling, Ph; Schwienhorst, R; Schwindling, J; Schwindt, T; Sciolla, G; Scuri, F; Scutti, F; Searcy, J; Seema, P; Seidel, S C; Seiden, A; Seifert, F; Seixas, J M; Sekhniaidze, G; Sekhon, K; Sekula, S J; Seliverstov, D M; Semprini-Cesari, N; Serfon, C; Serin, L; Serkin, L; Sessa, M; Seuster, R; Severini, H; Sfiligoj, T; Sforza, F; Sfyrla, A; Shabalina, E; Shaikh, N W; Shan, L Y; Shang, R; Shank, J T; Shapiro, M; Shatalov, P B; Shaw, K; Shaw, S M; Shcherbakova, A; Shehu, C Y; Sherwood, P; Shi, L; Shimizu, S; Shimmin, C O; Shimojima, M; Shiyakova, M; Shmeleva, A; Shoaleh Saadi, D; Shochet, M J; Shojaii, S; Shrestha, S; Shulga, E; Shupe, M A; Sicho, P; Sickles, A M; Sidebo, P E; Sidiropoulou, O; Sidorov, D; Sidoti, A; Siegert, F; Sijacki, Dj; Silva, J; Silverstein, S B; Simak, V; Simard, O; Simic, Lj; Simion, S; Simioni, E; Simmons, B; Simon, D; Simon, M; Sinervo, P; Sinev, N B; Sioli, M; Siragusa, G; Sivoklokov, S Yu; Sjölin, J; Skinner, M B; Skottowe, H P; Skubic, P; Slater, M; Slavicek, T; Slawinska, M; Sliwa, K; Slovak, R; Smakhtin, V; Smart, B H; Smestad, L; Smiesko, J; Smirnov, S Yu; Smirnov, Y; Smirnova, L N; Smirnova, O; Smith, M N K; Smith, R W; Smizanska, M; Smolek, K; Snesarev, A A; Snyder, S; Sobie, R; Socher, F; Soffer, A; Soh, D A; Sokhrannyi, G; Sanchez, C A Solans; Solar, M; Soldatov, E Yu; Soldevila, U; Solodkov, A A; Soloshenko, A; Solovyanov, O V; Solovyev, V; Sommer, P; Son, H; Song, H Y; Sood, A; Sopczak, A; Sopko, V; Sorin, V; Sosa, D; Sotiropoulou, C L; Soualah, R; Soukharev, A M; South, D; Sowden, B C; Spagnolo, S; Spalla, M; Spangenberg, M; Spanò, F; Sperlich, D; Spettel, F; Spighi, R; Spigo, G; Spiller, L A; Spousta, M; Denis, R D St; Stabile, A; Stamen, R; Stamm, S; Stanecka, E; Stanek, R W; Stanescu, C; Stanescu-Bellu, M; Stanitzki, M M; Stapnes, S; Starchenko, E A; Stark, G H; Stark, J; Staroba, P; Starovoitov, P; Stärz, S; Staszewski, R; Steinberg, P; Stelzer, B; Stelzer, H J; Stelzer-Chilton, O; Stenzel, H; Stewart, G A; Stillings, J A; Stockton, M C; Stoebe, M; Stoicea, G; Stolte, P; Stonjek, S; Stradling, A R; Straessner, A; Stramaglia, M E; Strandberg, J; Strandberg, S; Strandlie, A; Strauss, M; Strizenec, P; Ströhmer, R; Strom, D M; Stroynowski, R; Strubig, A; Stucci, S A; Stugu, B; Styles, N A; Su, D; Su, J; Subramaniam, R; Suchek, S; Sugaya, Y; Suk, M; Sulin, V V; Sultansoy, S; Sumida, T; Sun, S; Sun, X; Sundermann, J E; Suruliz, K; Susinno, G; Sutton, M R; Suzuki, S; Svatos, M; Swiatlowski, M; Sykora, I; Sykora, T; Ta, D; Taccini, C; Tackmann, K; Taenzer, J; Taffard, A; Tafirout, R; Taiblum, N; Takai, H; Takashima, R; Takeshita, T; Takubo, Y; Talby, M; Talyshev, A A; Tan, K G; Tanaka, J; Tanaka, R; Tanaka, S; Tannenwald, B B; Araya, S Tapia; Tapprogge, S; Tarem, S; Tartarelli, G F; Tas, P; Tasevsky, M; Tashiro, T; Tassi, E; Tavares Delgado, A; Tayalati, Y; Taylor, A C; Taylor, G N; Taylor, P T E; Taylor, W; Teischinger, F A; Teixeira-Dias, P; Temming, K K; Temple, D; Ten Kate, H; Teng, P K; Teoh, J J; Tepel, F; Terada, S; Terashi, K; Terron, J; Terzo, S; Testa, M; Teuscher, R J; Theveneaux-Pelzer, T; Thomas, J P; Thomas-Wilsker, J; Thompson, E N; Thompson, P D; Thompson, A S; Thomsen, L A; Thomson, E; Thomson, M; Tibbetts, M J; Ticse Torres, R E; Tikhomirov, V O; Tikhonov, Yu A; Timoshenko, S; Tipton, P; Tisserant, S; Todome, K; Todorov, T; Todorova-Nova, S; Tojo, J; Tokár, S; Tokushuku, K; Tolley, E; Tomlinson, L; Tomoto, M; Tompkins, L; Toms, K; Tong, B; Torrence, E; Torres, H; Torró Pastor, E; Toth, J; Touchard, F; Tovey, D R; Trefzger, T; Tricoli, A; Trigger, I M; Trincaz-Duvoid, S; Tripiana, M F; Trischuk, W; Trocmé, B; Trofymov, A; Troncon, C; Trottier-McDonald, M; Trovatelli, M; Truong, L; Trzebinski, M; Trzupek, A; Tseng, J C-L; Tsiareshka, P V; Tsipolitis, G; Tsirintanis, N; Tsiskaridze, S; Tsiskaridze, V; Tskhadadze, E G; Tsui, K M; Tsukerman, I I; Tsulaia, V; Tsuno, S; Tsybychev, D; Tudorache, A; Tudorache, V; Tuna, A N; Tupputi, S A; Turchikhin, S; Turecek, D; Turgeman, D; Turra, R; Turvey, A J; Tuts, P M; Tyndel, M; Ucchielli, G; Ueda, I; Ughetto, M; Ukegawa, F; Unal, G; Undrus, A; Unel, G; Ungaro, F C; Unno, Y; Unverdorben, C; Urban, J; Urquijo, P; Urrejola, P; Usai, G; Usanova, A; Vacavant, L; Vacek, V; Vachon, B; Valderanis, C; Valdes Santurio, E; Valencic, N; Valentinetti, S; Valero, A; Valery, L; Valkar, S; Vallecorsa, S; Valls Ferrer, J A; Van Den Wollenberg, W; Van Der Deijl, P C; van der Geer, R; van der Graaf, H; van Eldik, N; van Gemmeren, P; Van Nieuwkoop, J; van Vulpen, I; van Woerden, M C; Vanadia, M; Vandelli, W; Vanguri, R; Vaniachine, A; Vankov, P; Vardanyan, G; Vari, R; Varnes, E W; Varol, T; Varouchas, D; Vartapetian, A; Varvell, K E; Vasquez, J G; Vazeille, F; Vazquez Schroeder, T; Veatch, J; Veloce, L M; Veloso, F; Veneziano, S; Ventura, A; Venturi, M; Venturi, N; Venturini, A; Vercesi, V; Verducci, M; Verkerke, W; Vermeulen, J C; Vest, A; Vetterli, M C; Viazlo, O; Vichou, I; Vickey, T; Vickey Boeriu, O E; Viehhauser, G H A; Viel, S; Vigani, L; Vigne, R; Villa, M; Villaplana Perez, M; Vilucchi, E; Vincter, M G; Vinogradov, V B; Vittori, C; Vivarelli, I; Vlachos, S; Vlasak, M; Vogel, M; Vokac, P; Volpi, G; Volpi, M; von der Schmitt, H; von Toerne, E; Vorobel, V; Vorobev, K; Vos, M; Voss, R; Vossebeld, J H; Vranjes, N; Vranjes Milosavljevic, M; Vrba, V; Vreeswijk, M; Vuillermet, R; Vukotic, I; Vykydal, Z; Wagner, P; Wagner, W; Wahlberg, H; Wahrmund, S; Wakabayashi, J; Walder, J; Walker, R; Walkowiak, W; Wallangen, V; Wang, C; Wang, C; Wang, F; Wang, H; Wang, H; Wang, J; Wang, J; Wang, K; Wang, R; Wang, S M; Wang, T; Wang, T; Wang, W; Wang, X; Wanotayaroj, C; Warburton, A; Ward, C P; Wardrope, D R; Washbrook, A; Watkins, P M; Watson, A T; Watson, M F; Watts, G; Watts, S; Waugh, B M; Webb, S; Weber, M S; Weber, S W; Webster, J S; Weidberg, A R; Weinert, B; Weingarten, J; Weiser, C; Weits, H; Wells, P S; Wenaus, T; Wengler, T; Wenig, S; Wermes, N; Werner, M; Werner, M D; Werner, P; Wessels, M; Wetter, J; Whalen, K; Whallon, N L; Wharton, A M; White, A; White, M J; White, R; Whiteson, D; Wickens, F J; Wiedenmann, W; Wielers, M; Wienemann, P; Wiglesworth, C; Wiik-Fuchs, L A M; Wildauer, A; Wilk, F; Wilkens, H G; Williams, H H; Williams, S; Willis, C; Willocq, S; Wilson, J A; Wingerter-Seez, I; Winklmeier, F; Winston, O J; Winter, B T; Wittgen, M; Wittkowski, J; Wolter, M W; Wolters, H; Worm, S D; Wosiek, B K; Wotschack, J; Woudstra, M J; Wozniak, K W; Wu, M; Wu, M; Wu, S L; Wu, X; Wu, Y; Wyatt, T R; Wynne, B M; Xella, S; Xu, D; Xu, L; Yabsley, B; Yacoob, S; Yakabe, R; Yamaguchi, D; Yamaguchi, Y; Yamamoto, A; Yamamoto, S; Yamanaka, T; Yamauchi, K; Yamazaki, Y; Yan, Z; Yang, H; Yang, H; Yang, Y; Yang, Z; Yao, W-M; Yap, Y C; Yasu, Y; Yatsenko, E; Wong, K H Yau; Ye, J; Ye, S; Yeletskikh, I; Yen, A L; Yildirim, E; Yorita, K; Yoshida, R; Yoshihara, K; Young, C; Young, C J S; Youssef, S; Yu, D R; Yu, J; Yu, J M; Yu, J; Yuan, L; Yuen, S P Y; Yusuff, I; Zabinski, B; Zaidan, R; Zaitsev, A M; Zakharchuk, N; Zalieckas, J; Zaman, A; Zambito, S; Zanello, L; Zanzi, D; Zeitnitz, C; Zeman, M; Zemla, A; Zeng, J C; Zeng, Q; Zengel, K; Zenin, O; Ženiš, T; Zerwas, D; Zhang, D; Zhang, F; Zhang, G; Zhang, H; Zhang, J; Zhang, L; Zhang, R; Zhang, R; Zhang, X; Zhang, Z; Zhao, X; Zhao, Y; Zhao, Z; Zhemchugov, A; Zhong, J; Zhou, B; Zhou, C; Zhou, L; Zhou, L; Zhou, M; Zhou, N; Zhu, C G; Zhu, H; Zhu, J; Zhu, Y; Zhuang, X; Zhukov, K; Zibell, A; Zieminska, D; Zimine, N I; Zimmermann, C; Zimmermann, S; Zinonos, Z; Zinser, M; Ziolkowski, M; Živković, L; Zobernig, G; Zoccoli, A; Zur Nedden, M; Zwalinski, L

2017-01-01

A measurement of the [Formula: see text] and [Formula: see text] production cross sections in final states with either two same-charge muons, or three or four leptons (electrons or muons) is presented. The analysis uses a data sample of proton-proton collisions at [Formula: see text] TeV recorded with the ATLAS detector at the Large Hadron Collider in 2015, corresponding to a total integrated luminosity of 3.2 fb[Formula: see text]. The inclusive cross sections are extracted using likelihood fits to signal and control regions, resulting in [Formula: see text] pb and [Formula: see text] pb, in agreement with the Standard Model predictions.

Newspaper Editing: English, Journalism.

Science.gov (United States)

Bullock, Johanna

A course designed to groom editors for the newspaper is presented. Editing copy, copyreading and proofreading, principles of headlining, responsibility of the press, libel and slander laws, and problems of censorship are covered. Course objectives include the following: (1) The student will recognize and correct all newspaper items that do not…

Cooperative Business Education - 7725 (Reinforcing Knowledge of Grammar): Department 48 - Course 7725.08.

Science.gov (United States)

Dade County Public Schools, Miami, FL.

The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…

The impact of different background noises on the Production Effect.

Science.gov (United States)

Mama, Yaniv; Fostick, Leah; Icht, Michal

2018-04-01

The presence of background noise has been previously shown to disrupt cognitive performance, especially memory. The amount of interference is derived from the acoustic characteristics of the noise; energetic vs. informational, steady-state vs. fluctuating. However, the literature is inconsistent concerning the effects of different types of noise on long-term memory free recall. In the present study, we tested the impact of different noises on recall of items that were learned under two conditions - silent or aloud reading, a Production Effect (PE) paradigm. As the PE represents enhanced memory for words read aloud relative to words read silently during study, we focused on the effect of noise on this robust memory phenomenon. The results showed that (a) steady-state energetic noise did not affect memory, with a recall advantage for aloud words (PE), comparable to a no-noise condition, (b) fluctuating-energetic noise and fluctuating-informational (eight-talkers babble) noise eliminated the PE, with similar recall for aloud and silent items. These results are discussed in light of their theoretical implications, stressing the role of attention in the PE. Ecological implications regarding studying in noisy environments are suggested. Copyright © 2018 Elsevier B.V. All rights reserved.

Connected text reading and differences in text reading fluency in adult readers.

Directory of Open Access Journals (Sweden)

Sebastian Wallot

Full Text Available The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency do not capture text reading very well, and that classical measures of reading fluency (such as average reading time distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.

Dictionaries for text production

DEFF Research Database (Denmark)

Fuertes-Olivera, Pedro; Bergenholtz, Henning

2018-01-01

Dictionaries for Text Production are information tools that are designed and constructed for helping users to produce (i.e. encode) texts, both oral and written texts. These can be broadly divided into two groups: (a) specialized text production dictionaries, i.e., dictionaries that only offer...... a small amount of lexicographic data, most or all of which are typically used in a production situation, e.g. synonym dictionaries, grammar and spelling dictionaries, collocation dictionaries, concept dictionaries such as the Longman Language Activator, which is advertised as the World’s First Production...... Dictionary; (b) general text production dictionaries, i.e., dictionaries that offer all or most of the lexicographic data that are typically used in a production situation. A review of existing production dictionaries reveals that there are many specialized text production dictionaries but only a few general...

The Perfect Text.

Science.gov (United States)

Russo, Ruth

1998-01-01

A chemistry teacher describes the elements of the ideal chemistry textbook. The perfect text is focused and helps students draw a coherent whole out of the myriad fragments of information and interpretation. The text would show chemistry as the central science necessary for understanding other sciences and would also root chemistry firmly in the…

'The ICECAP-SCM tells you more about what I'm going through': A think-aloud study measuring quality of life among patients receiving supportive and palliative care.

Science.gov (United States)

Bailey, Cara; Kinghorn, Philip; Orlando, Rosanna; Armour, Kathy; Perry, Rachel; Jones, Louise; Coast, Joanna

2016-07-01

The ICECAP-Supportive Care Measure is a self-complete questionnaire developed to aid economic evaluation of supportive care interventions. To determine the feasibility of completing ICECAP-Supportive Care Measure alongside EQ-5D-5L and ICECAP-A (generic measures used in economic evaluation) among patients receiving hospice care, close persons and healthcare professionals. Participants were asked to 'think aloud' while completing ICECAP-Supportive Care Measure and two other generic measures used in economic evaluation, EQ-5D-5L and ICECAP-A, and then participate in a semi-structured interview. From verbatim transcripts, five raters identified the frequency of errors in comprehension, retrieval, judgement and response. Qualitative data were analysed using constant comparison. Eligible patients were identified from one UK hospice by a research nurse. Close persons and healthcare professionals were identified by the patient. In all, 72 semi-structured interviews were conducted with patients (n = 33), close persons (n = 22) and healthcare professionals (n = 17). Patients and close persons reported that the ICECAP-Supportive Care Measure was most appropriate for measuring their quality of life. It appeared more meaningful, easier to complete and had fewest errors (3.9% among patients, 4.5% among close persons) compared to EQ-5D-5L (9.7% among patients, 5.5% among close persons). Healthcare professionals acknowledged the value of the ICECAP-Supportive Care Measure but had fewer errors in completing the EQ-5D-5L (3.5% versus 6.7%). They found it easier to complete because it focuses on observable health states. The ICECAP-Supportive Care Measure is feasible to use and perceived as appropriate for evaluating palliative care interventions. Healthcare professionals with limited knowledge of the patient who act as proxy completers may find the measure difficult to complete. © The Author(s) 2016.

Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

Science.gov (United States)

Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza

2015-01-01

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

Social Media Text Classification by Enhancing Well-Formed Text Trained Model

Directory of Open Access Journals (Sweden)

Phat Jotikabukkana

2016-09-01

Full Text Available Social media are a powerful communication tool in our era of digital information. The large amount of user-generated data is a useful novel source of data, even though it is not easy to extract the treasures from this vast and noisy trove. Since classification is an important part of text mining, many techniques have been proposed to classify this kind of information. We developed an effective technique of social media text classification by semi-supervised learning utilizing an online news source consisting of well-formed text. The computer first automatically extracts news categories, well-categorized by publishers, as classes for topic classification. A bag of words taken from news articles provides the initial keywords related to their category in the form of word vectors. The principal task is to retrieve a set of new productive keywords. Term Frequency-Inverse Document Frequency weighting (TF-IDF and Word Article Matrix (WAM are used as main methods. A modification of WAM is recomputed until it becomes the most effective model for social media text classification. The key success factor was enhancing our model with effective keywords from social media. A promising result of 99.50% accuracy was achieved, with more than 98.5% of Precision, Recall, and F-measure after updating the model three times.

A Guide Text or Many Texts? "That is the Question”

Directory of Open Access Journals (Sweden)

Delgado de Valencia Sonia

2001-08-01

Full Text Available The use of supplementary materials in the classroom has always been an essential part of the teaching and learning process. To restrict our teaching to the scope of one single textbook means to stand behind the advances of knowledge, in any area and context. Young learners appreciate any new and varied support that expands their knowledge of the world: diaries, letters, panels, free texts, magazines, short stories, poems or literary excerpts, and articles taken from Internet are materials that will allow learnersto share more and work more collaboratively. In this article we are going to deal with some of these materials, with the criteria to select, adapt, and create them that may be of interest to the learner and that may promote reading and writing processes. Since no text can entirely satisfy the needs of students and teachers, the creativity of both parties will be necessary to improve the quality of teaching through the adequate use and adaptation of supplementary materials.

Text Character Extraction Implementation from Captured Handwritten Image to Text Conversionusing Template Matching Technique

Directory of Open Access Journals (Sweden)

Barate Seema

2016-01-01

Full Text Available Images contain various types of useful information that should be extracted whenever required. A various algorithms and methods are proposed to extract text from the given image, and by using that user will be able to access the text from any image. Variations in text may occur because of differences in size, style,orientation, alignment of text, and low image contrast, composite backgrounds make the problem during extraction of text. If we develop an application that extracts and recognizes those texts accurately in real time, then it can be applied to many important applications like document analysis, vehicle license plate extraction, text- based image indexing, etc and many applications have become realities in recent years. To overcome the above problems we develop such application that will convert the image into text by using algorithms, such as bounding box, HSV model, blob analysis,template matching, template generation.

Basic Test Framework for the Evaluation of Text Line Segmentation and Text Parameter Extraction

Directory of Open Access Journals (Sweden)

Darko Brodić

2010-05-01

Full Text Available Text line segmentation is an essential stage in off-line optical character recognition (OCR systems. It is a key because inaccurately segmented text lines will lead to OCR failure. Text line segmentation of handwritten documents is a complex and diverse problem, complicated by the nature of handwriting. Hence, text line segmentation is a leading challenge in handwritten document image processing. Due to inconsistencies in measurement and evaluation of text segmentation algorithm quality, some basic set of measurement methods is required. Currently, there is no commonly accepted one and all algorithm evaluation is custom oriented. In this paper, a basic test framework for the evaluation of text feature extraction algorithms is proposed. This test framework consists of a few experiments primarily linked to text line segmentation, skew rate and reference text line evaluation. Although they are mutually independent, the results obtained are strongly cross linked. In the end, its suitability for different types of letters and languages as well as its adaptability are its main advantages. Thus, the paper presents an efficient evaluation method for text analysis algorithms.

Zum Bildungspotenzial biblischer Texte

Directory of Open Access Journals (Sweden)

Theis, Joachim

2017-11-01

Full Text Available Biblical education as a holistic process goes far beyond biblical learning. It must be understood as a lifelong process, in which both biblical texts and their understanders operate appropriating their counterpart in a dialogical way. – Neither does the recipient’s horizon of understanding appear as an empty room, which had to be filled with the text only, nor is the latter a dead material one could only examine cognitively. The recipient discovers the meaning of the biblical text recomposing it by existential appropriation. So the text is brought to live in each individual reality. Both scientific insights and subjective structures as well as the understanders’ community must be included to avoid potential one-sidednesses. Unfortunately, a special negative association obscures the approach of the bible very often: Still biblical work as part of religious education appears in a cognitively oriented habit, which is neither regarding the vitality and sovereignty of the biblical texts nor the students’ desire for meaning. Moreover, the bible is getting misused for teaching moral terms or pontifications. Such downfalls can be disrupted by biblical didactics which are empowerment didactics. Regarding the sovereignty of biblical texts, these didactics assist the understander with his/her individuation by opening the texts with focus on the understander’s otherness. Thus each the text and the recipient become subjects in a dialogue. The approach of the Biblical-Enabling-Didactics leads the Bible to become always new a book of life. Understanding them from within their hermeneutics, empowerment didactics could be raised to the principle of biblical didactics in general and grow into an essential element of holistic education.

The socio-demographics of texting

DEFF Research Database (Denmark)

Ling, Richard; Bertel, Troels Fibæk; Sundsøy, Pål

2012-01-01

Who texts, and with whom do they text? This article examines the use of texting using metered traffic data from a large dataset (nearly 400 million anonymous text messages). We ask 1) How much do different age groups use mobile phone based texting (SMS)? 2) How wide is the circle of texting...

Instant Sublime Text starter

CERN Document Server

Haughee, Eric

2013-01-01

A starter which teaches the basic tasks to be performed with Sublime Text with the necessary practical examples and screenshots. This book requires only basic knowledge of the Internet and basic familiarity with any one of the three major operating systems, Windows, Linux, or Mac OS X. However, as Sublime Text 2 is primarily a text editor for writing software, many of the topics discussed will be specifically relevant to software development. That being said, the Sublime Text 2 Starter is also suitable for someone without a programming background who may be looking to learn one of the tools of

THINKING ALOUD, TALKING, AND LEAThinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups Thinking aloud, talking, and learning to read: esl reading comprehension training in small cooperative groups

Directory of Open Access Journals (Sweden)

Yael Bejanaro

2008-04-01

Full Text Available Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness. Training students to become independent skillful readers is a major concern of the EFL reading teacher. How can we best train students in selecting and applying reading strategies so that they become more efficient readers? Can we ensure that an increase in students’ awareness of the need to use strategies will help them become more skillful readers? These questions served as a trigger for this study. The aim of this study was to investigate whether verbal articulation of reading behavior in a small group will improve foreign language comprehension. It is our contention that using verbalization in small groups will raise metacognitive awareness which will in turn enhance effective use of skills and strategies and result in improvement in reading comprehension. We assume that the special features that characterize small group interactions can provide an appropriate setting for raising metacognitive awareness.

Classroom Texting in College Students

Science.gov (United States)

Pettijohn, Terry F.; Frazier, Erik; Rieser, Elizabeth; Vaughn, Nicholas; Hupp-Wilds, Bobbi

2015-01-01

A 21-item survey on texting in the classroom was given to 235 college students. Overall, 99.6% of students owned a cellphone and 98% texted daily. Of the 138 students who texted in the classroom, most texted friends or significant others, and indicate the reason for classroom texting is boredom or work. Students who texted sent a mean of 12.21…

The words children hear: Picture books and the statistics for language learning

OpenAIRE

Montag, Jessica L.; Jones, Michael N.; Smith, Linda B.

2015-01-01

Young children learn language from the speech they hear. Previous work suggests that the statistical diversity of words and of linguistic contexts is associated with better language outcomes. One potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many children. We constructed a corpus of 100 children’s pict...

Text Coherence in Translation

Science.gov (United States)

Zheng, Yanping

2009-01-01

In the thesis a coherent text is defined as a continuity of senses of the outcome of combining concepts and relations into a network composed of knowledge space centered around main topics. And the author maintains that in order to obtain the coherence of a target language text from a source text during the process of translation, a translator can…

Text Skimming: The Process and Effectiveness of Foraging through Text under Time Pressure

Science.gov (United States)

Duggan, Geoffrey B.; Payne, Stephen J.

2009-01-01

Is Skim reading effective? How do readers allocate their attention selectively? The authors report 3 experiments that use expository texts and allow readers only enough time to read half of each document. Experiment 1 found that, relative to reading half the text, skimming improved memory for important ideas from a text but did not improve memory…

[Symbol: see text]2 Optimized predictive image coding with [Symbol: see text]∞ bound.

Science.gov (United States)

Chuah, Sceuchin; Dumitrescu, Sorina; Wu, Xiaolin

2013-12-01

In many scientific, medical, and defense applications of image/video compression, an [Symbol: see text]∞ error bound is required. However, pure[Symbol: see text]∞-optimized image coding, colloquially known as near-lossless image coding, is prone to structured errors such as contours and speckles if the bit rate is not sufficiently high; moreover, most of the previous [Symbol: see text]∞-based image coding methods suffer from poor rate control. In contrast, the [Symbol: see text]2 error metric aims for average fidelity and hence preserves the subtlety of smooth waveforms better than the ∞ error metric and it offers fine granularity in rate control, but pure [Symbol: see text]2-based image coding methods (e.g., JPEG 2000) cannot bound individual errors as the [Symbol: see text]∞-based methods can. This paper presents a new compression approach to retain the benefits and circumvent the pitfalls of the two error metrics. A common approach of near-lossless image coding is to embed into a DPCM prediction loop a uniform scalar quantizer of residual errors. The said uniform scalar quantizer is replaced, in the proposed new approach, by a set of context-based [Symbol: see text]2-optimized quantizers. The optimization criterion is to minimize a weighted sum of the [Symbol: see text]2 distortion and the entropy while maintaining a strict [Symbol: see text]∞ error bound. The resulting method obtains good rate-distortion performance in both [Symbol: see text]2 and [Symbol: see text]∞ metrics and also increases the rate granularity. Compared with JPEG 2000, the new method not only guarantees lower [Symbol: see text]∞ error for all bit rates, but also it achieves higher PSNR for relatively high bit rates.

What can measures of text comprehension tell us about creative text production?

NARCIS (Netherlands)

Bos, Lisanne T.; de Koning, Bjorn; van Wesel, F.; Boonstra, Marije; van der Schoot, Menno

2015-01-01

Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

What can measures of text comprehension tell us about creative text production?

NARCIS (Netherlands)

Bos, L.T.; de Koning, B.B.; van Wesel, F.; Boonstra, A. M.; van der Schoot, M.

2015-01-01

Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child’s mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

Crystal structure of Pfu, the high fidelity DNA polymerase from Pyrococcus furiosus.

Science.gov (United States)

Kim, Suhng Wook; Kim, Dong-Uk; Kim, Jin Kwang; Kang, Lin-Woo; Cho, Hyun-Soo

2008-05-01

We have determined a 2.6A resolution crystal structure of Pfu DNA polymerase, the most commonly used high fidelity PCR enzyme, from Pyrococcus furiosus. Although the structures of Pfu and KOD1 are highly similar, the structure of Pfu elucidates the electron density of the interface between the exonuclease and thumb domains, which has not been previously observed in the KOD1 structure. The interaction of these two domains is known to coordinate the proofreading and polymerization activity of DNA polymerases, especially via H147 that is present within the loop (residues 144-158) of the exonuclease domain. In our structure of Pfu, however, E148 rather than H147 is located at better position to interact with the thumb domain. In addition, the structural analysis of Pfu and KOD1 shows that both the Y-GG/A and beta-hairpin motifs of Pfu are found to differ with that of KOD1, and may explain differences in processivity. This information enables us to better understand the mechanisms of polymerization and proofreading of DNA polymerases.

The Conformational Dynamics of Cas9 Governing DNA Cleavage Are Revealed by Single-Molecule FRET.

Science.gov (United States)

Yang, Mengyi; Peng, Sijia; Sun, Ruirui; Lin, Jingdi; Wang, Nan; Chen, Chunlai

2018-01-09

Off-target binding and cleavage by Cas9 pose major challenges in its application. How the conformational dynamics of Cas9 govern its nuclease activity under on- and off-target conditions remains largely unknown. Here, using intra-molecular single-molecule fluorescence resonance energy transfer measurements, we revealed that Cas9 in apo, sgRNA-bound, and dsDNA/sgRNA-bound forms spontaneously transits among three major conformational states, mainly reflecting significant conformational mobility of the catalytic HNH domain. We also uncovered surprising long-range allosteric communication between the HNH domain and the RNA/DNA heteroduplex at the PAM-distal end to ensure correct positioning of the catalytic site, which demonstrated that a unique proofreading mechanism served as the last checkpoint before DNA cleavage. Several Cas9 residues were likely to mediate the allosteric communication and proofreading step. Modulating interactions between Cas9 and heteroduplex at the PAM-distal end by introducing mutations on these sites provides an alternative route to improve and optimize the CRISPR/Cas9 toolbox. Copyright © 2017 The Author(s). Published by Elsevier Inc. All rights reserved.

Replicative DNA polymerase mutations in cancer.

Science.gov (United States)

Heitzer, Ellen; Tomlinson, Ian

2014-02-01

Three DNA polymerases - Pol α, Pol δ and Pol ɛ - are essential for DNA replication. After initiation of DNA synthesis by Pol α, Pol δ or Pol ɛ take over on the lagging and leading strand respectively. Pol δ and Pol ɛ perform the bulk of replication with very high fidelity, which is ensured by Watson-Crick base pairing and 3'exonuclease (proofreading) activity. Yeast models have shown that mutations in the exonuclease domain of Pol δ and Pol ɛ homologues can cause a mutator phenotype. Recently, we identified germline exonuclease domain mutations (EDMs) in human POLD1 and POLE that predispose to 'polymerase proofreading associated polyposis' (PPAP), a disease characterised by multiple colorectal adenomas and carcinoma, with high penetrance and dominant inheritance. Moreover, somatic EDMs in POLE have also been found in sporadic colorectal and endometrial cancers. Tumors with EDMs are microsatellite stable and show an 'ultramutator' phenotype, with a dramatic increase in base substitutions. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Automation of 3D reconstruction of neural tissue from large volume of conventional serial section transmission electron micrographs.

Science.gov (United States)

Mishchenko, Yuriy

2009-01-30

We describe an approach for automation of the process of reconstruction of neural tissue from serial section transmission electron micrographs. Such reconstructions require 3D segmentation of individual neuronal processes (axons and dendrites) performed in densely packed neuropil. We first detect neuronal cell profiles in each image in a stack of serial micrographs with multi-scale ridge detector. Short breaks in detected boundaries are interpolated using anisotropic contour completion formulated in fuzzy-logic framework. Detected profiles from adjacent sections are linked together based on cues such as shape similarity and image texture. Thus obtained 3D segmentation is validated by human operators in computer-guided proofreading process. Our approach makes possible reconstructions of neural tissue at final rate of about 5 microm3/manh, as determined primarily by the speed of proofreading. To date we have applied this approach to reconstruct few blocks of neural tissue from different regions of rat brain totaling over 1000microm3, and used these to evaluate reconstruction speed, quality, error rates, and presence of ambiguous locations in neuropil ssTEM imaging data.

The 3R study strategy to improve text retention and text comprehension

NARCIS (Netherlands)

Reijners, Pauline; Kester, Liesbeth; Wetzels, Sandra; Kirschner, Paul A.

2013-01-01

Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning.

Developing Evaluation Skills with Legal Translation Trainees

Directory of Open Access Journals (Sweden)

Vîlceanu Titela

2015-12-01

Full Text Available Axiomatically, translation is twofold: an activity/process (more accurately designated by the term translating and a product (the term translation can be restricted to the product. It seems that the product dimension has gained increased importance, being the most visible part of translation as market-driven, design-oriented, precise and measurable - complying with specifications. Translation engenders a sequence: identification of text type and of end users’ needs (experts or non-experts in the field, evaluation of the complexity of the source text via global reading, followed by a close reading of its parts, the translating of the document, the translator’s checking of final version, editing and proofreading. The translator’s choices are accountable in point of cost-effectiveness (efficiency and effectiveness. Therefore, the legal translator should master the methodological toolkit, conceptual frame and related terminology, and adopt an inward-looking perspective (intuition, subjectivity, ingrained habits, insights deriving from his/her expertise and experience alongside an outward-looking one (working against objective criteria, standards of quality, benchmarks, etc.

Texting on the Move

Science.gov (United States)

... text. What's the Big Deal? The problem is multitasking. No matter how young and agile we are, ... on something other than the road. In fact, driving while texting (DWT) can be more dangerous than ...

Affordances in Mobile Augmented Reality Applications

OpenAIRE

Gjøsæter, Tor

2014-01-01

This paper explores the affordances of augmented reality content in a mobile augmented reality application. A user study was conducted by performing a multi-camera video recording of seven think aloud sessions. The think aloud sessions consisted of individual users performing tasks, exploring and experiencing a mobile augmented reality (MAR) application we developed for the iOS platform named ARad. We discuss the instrumental affordances we observed when users interacted with augmented realit...

Writing in APA Style: Faculty Perspectives of Competence and Importance

Science.gov (United States)

Landrum, R. Eric

2013-01-01

A US sample (N = 360) of psychology educators assessed 73 writing skills and competencies with regard to (a) the importance of each and (b) the typical performance of the top half of local psychology majors. An analysis of gap scores yielded results showing that specific skills, such as supporting claims with citations and proofreading ability,…

New challenges for text mining: mapping between text and manually curated pathways

Science.gov (United States)

Oda, Kanae; Kim, Jin-Dong; Ohta, Tomoko; Okanohara, Daisuke; Matsuzaki, Takuya; Tateisi, Yuka; Tsujii, Jun'ichi

2008-01-01

Background Associating literature with pathways poses new challenges to the Text Mining (TM) community. There are three main challenges to this task: (1) the identification of the mapping position of a specific entity or reaction in a given pathway, (2) the recognition of the causal relationships among multiple reactions, and (3) the formulation and implementation of required inferences based on biological domain knowledge. Results To address these challenges, we constructed new resources to link the text with a model pathway; they are: the GENIA pathway corpus with event annotation and NF-kB pathway. Through their detailed analysis, we address the untapped resource, ‘bio-inference,’ as well as the differences between text and pathway representation. Here, we show the precise comparisons of their representations and the nine classes of ‘bio-inference’ schemes observed in the pathway corpus. Conclusions We believe that the creation of such rich resources and their detailed analysis is the significant first step for accelerating the research of the automatic construction of pathway from text. PMID:18426550

TEXT DEIXIS IN NARRATIVE SEQUENCES

Directory of Open Access Journals (Sweden)

Josep Rivera

2007-06-01

Full Text Available This study looks at demonstrative descriptions, regarding them as text-deictic procedures which contribute to weave discourse reference. Text deixis is thought of as a metaphorical referential device which maps the ground of utterance onto the text itself. Demonstrative expressions with textual antecedent-triggers, considered as the most important text-deictic units, are identified in a narrative corpus consisting of J. M. Barrie’s Peter Pan and its translation into Catalan. Some linguistic and discourse variables related to DemNPs are analysed to characterise adequately text deixis. It is shown that this referential device is usually combined with abstract nouns, thus categorising and encapsulating (non-nominal complex discourse entities as nouns, while performing a referential cohesive function by means of the text deixis + general noun type of lexical cohesion.

Learning to read aloud: A neural network approach using sparse distributed memory

Science.gov (United States)

Joglekar, Umesh Dwarkanath

1989-01-01

An attempt to solve a problem of text-to-phoneme mapping is described which does not appear amenable to solution by use of standard algorithmic procedures. Experiments based on a model of distributed processing are also described. This model (sparse distributed memory (SDM)) can be used in an iterative supervised learning mode to solve the problem. Additional improvements aimed at obtaining better performance are suggested.

Usability testing of e-learning: an approach incorporating co-discovery and think-aloud

CSIR Research Space (South Africa)

Adebesin, TF

2009-06-01

Full Text Available Computer applications developed to support learning in the cognitive domains are quite different from commercial transaction processing applications. The unique nature of such applications calls for different methods for evaluating their usability...

Text 2 Mind Map

OpenAIRE

Iona, John

2017-01-01

This is a review of the web resource 'Text 2 Mind Map' www.Text2MindMap.com. It covers what the resource is, and how it might be used in Library and education context, in particular for School Librarians.

Learning from Conflicting Texts: The Role of Intertextual Conflict Resolution in Between-Text Integration

Science.gov (United States)

Kobayashi, Keiichi

2015-01-01

The present study examined the effect of intertextual conflict resolution on learning from conflicting texts. In two experiments, participants read sets of two texts under the condition of being encouraged either to resolve a conflict between the texts' arguments (the resolution condition) or to comprehend the arguments (the comprehension…

GPU-Accelerated Text Mining

International Nuclear Information System (INIS)

Cui, X.; Mueller, F.; Zhang, Y.; Potok, Thomas E.

2009-01-01

Accelerating hardware devices represent a novel promise for improving the performance for many problem domains but it is not clear for which domains what accelerators are suitable. While there is no room in general-purpose processor design to significantly increase the processor frequency, developers are instead resorting to multi-core chips duplicating conventional computing capabilities on a single die. Yet, accelerators offer more radical designs with a much higher level of parallelism and novel programming environments. This present work assesses the viability of text mining on CUDA. Text mining is one of the key concepts that has become prominent as an effective means to index the Internet, but its applications range beyond this scope and extend to providing document similarity metrics, the subject of this work. We have developed and optimized text search algorithms for GPUs to exploit their potential for massive data processing. We discuss the algorithmic challenges of parallelization for text search problems on GPUs and demonstrate the potential of these devices in experiments by reporting significant speedups. Our study may be one of the first to assess more complex text search problems for suitability for GPU devices, and it may also be one of the first to exploit and report on atomic instruction usage that have recently become available in NVIDIA devices

New mathematical cuneiform texts

CERN Document Server

Friberg, Jöran

2016-01-01

This monograph presents in great detail a large number of both unpublished and previously published Babylonian mathematical texts in the cuneiform script. It is a continuation of the work A Remarkable Collection of Babylonian Mathematical Texts (Springer 2007) written by Jöran Friberg, the leading expert on Babylonian mathematics. Focussing on the big picture, Friberg explores in this book several Late Babylonian arithmetical and metro-mathematical table texts from the sites of Babylon, Uruk and Sippar, collections of mathematical exercises from four Old Babylonian sites, as well as a new text from Early Dynastic/Early Sargonic Umma, which is the oldest known collection of mathematical exercises. A table of reciprocals from the end of the third millennium BC, differing radically from well-documented but younger tables of reciprocals from the Neo-Sumerian and Old-Babylonian periods, as well as a fragment of a Neo-Sumerian clay tablet showing a new type of a labyrinth are also discussed. The material is presen...

Knowledge Representation in Travelling Texts

DEFF Research Database (Denmark)

Mousten, Birthe; Locmele, Gunta

2014-01-01

Today, information travels fast. Texts travel, too. In a corporate context, the question is how to manage which knowledge elements should travel to a new language area or market and in which form? The decision to let knowledge elements travel or not travel highly depends on the limitation...... and the purpose of the text in a new context as well as on predefined parameters for text travel. For texts used in marketing and in technology, the question is whether culture-bound knowledge representation should be domesticated or kept as foreign elements, or should be mirrored or moulded—or should not travel...... at all! When should semantic and pragmatic elements in a text be replaced and by which other elements? The empirical basis of our work is marketing and technical texts in English, which travel into the Latvian and Danish markets, respectively....

Bengali text summarization by sentence extraction

OpenAIRE

Sarkar, Kamal

2012-01-01

Text summarization is a process to produce an abstract or a summary by selecting significant portion of the information from one or more texts. In an automatic text summarization process, a text is given to the computer and the computer returns a shorter less redundant extract or abstract of the original text(s). Many techniques have been developed for summarizing English text(s). But, a very few attempts have been made for Bengali text summarization. This paper presents a method for Bengali ...

Text recycling: acceptable or misconduct?

Science.gov (United States)

Harriman, Stephanie; Patel, Jigisha

2014-08-16

Text recycling, also referred to as self-plagiarism, is the reproduction of an author's own text from a previous publication in a new publication. Opinions on the acceptability of this practice vary, with some viewing it as acceptable and efficient, and others as misleading and unacceptable. In light of the lack of consensus, journal editors often have difficulty deciding how to act upon the discovery of text recycling. In response to these difficulties, we have created a set of guidelines for journal editors on how to deal with text recycling. In this editorial, we discuss some of the challenges of developing these guidelines, and how authors can avoid undisclosed text recycling.

Integrating conflicting information from multiple texts: Effects of prior attitudes and text format

NARCIS (Netherlands)

Van Strien, Johan; Brand-Gruwel, Saskia; Boshuizen, Els

2011-01-01

Van Strien, J. L. H., Brand-Gruwel, S., & Boshuizen, H. P. A. (2011, August). Integrating conflicting information from multiple texts: Effects of prior attitudes and text format. Round table session presented at the Junior Researchers pre-conference of the biannual meeting of the European

Theory-Based Design and Development of a Socially Connected, Gamified Mobile App for Men About Breastfeeding (Milk Man).

Science.gov (United States)

White, Becky K; Martin, Annegret; White, James A; Burns, Sharyn K; Maycock, Bruce R; Giglia, Roslyn C; Scott, Jane A

2016-06-27

Despite evidence of the benefits of breastfeeding, Man app through stages of formative research, testing, and iteration. We held focus groups with new and expectant fathers (n=18), as well as health professionals (n=16), and used qualitative data to inform the design and development of the app. We tested a prototype with fathers (n=4) via a think-aloud study and the completion of the Mobile Application Rating Scale (MARS). Fathers and health professionals provided input through the focus groups that informed the app development. The think-aloud walkthroughs identified 6 areas of functionality and usability to be addressed, including the addition of a tutorial, increased size of text and icons, and greater personalization. Testers rated the app highly, and the average MARS score for the app was 4.3 out of 5. To our knowledge, Milk Man is the first breastfeeding app targeted specifically at men. The development of Milk Man followed a best practice approach, including the involvement of a multidisciplinary team and grounding in behavior change theory. It tested well with end users during development. Milk Man is currently being trialed as part of the Parent Infant Feeding Initiative (ACTRN12614000605695).

To master or perform? Exploring relations between achievement goals and conceptual change learning.

Science.gov (United States)

Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Directory of Open Access Journals (Sweden)

Nataša Erceg

2016-11-01

Full Text Available In this study, we investigated students’ understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into multiple-choice questions, whereby distractors were based on the results of the think alouds. Thus, we obtained a set of 22 questions, which constitutes our current version of the kinetic molecular theory of gases concept inventory. The inventory has been administered to 250 students from different universities in Croatia, and its content validity has been investigated trough physics teacher surveys. The results of our study not only corroborate the existence of some already known student misconceptions, but also reveal new insights about a great spectrum of students’ misconceptions that had not been reported in earlier research (e.g., misconceptions about intermolecular potential energy and molecular velocity distribution. Moreover, we identified similar distribution of students’ responses across the surveyed student groups, despite the fact that they had been enrolled in different curricular environments.

Linguistics in Text Interpretation

DEFF Research Database (Denmark)

Togeby, Ole

2011-01-01

A model for how text interpretation proceeds from what is pronounced, through what is said to what is comunicated, and definition of the concepts 'presupposition' and 'implicature'.......A model for how text interpretation proceeds from what is pronounced, through what is said to what is comunicated, and definition of the concepts 'presupposition' and 'implicature'....

Strategies for Translating Vocative Texts

Directory of Open Access Journals (Sweden)

Olga COJOCARU

2014-12-01

Full Text Available The paper deals with the linguistic and cultural elements of vocative texts and the techniques used in translating them by giving some examples of texts that are typically vocative (i.e. advertisements and instructions for use. Semantic and communicative strategies are popular in translation studies and each of them has its own advantages and disadvantages in translating vocative texts. The advantage of semantic translation is that it takes more account of the aesthetic value of the SL text, while communicative translation attempts to render the exact contextual meaning of the original text in such a way that both content and language are readily acceptable and comprehensible to the readership. Focus is laid on the strategies used in translating vocative texts, strategies that highlight and introduce a cultural context to the target audience, in order to achieve their overall purpose, that is to sell or persuade the reader to behave in a certain way. Thus, in order to do that, a number of advertisements from the field of cosmetics industry and electronic gadgets were selected for analysis. The aim is to gather insights into vocative text translation and to create new perspectives on this field of research, now considered a process of innovation and diversion, especially in areas as important as economy and marketing.

Linguistic Dating of Biblical Texts

DEFF Research Database (Denmark)

Ehrensvärd, Martin Gustaf

2003-01-01

For two centuries, scholars have pointed to consistent differences in the Hebrew of certain biblical texts and interpreted these differences as reflecting the date of composition of the texts. Until the 1980s, this was quite uncontroversial as the linguistic findings largely confirmed the chronol......For two centuries, scholars have pointed to consistent differences in the Hebrew of certain biblical texts and interpreted these differences as reflecting the date of composition of the texts. Until the 1980s, this was quite uncontroversial as the linguistic findings largely confirmed...... the chronology of the texts established by other means: the Hebrew of Genesis-2 Kings was judged to be early and that of Esther, Daniel, Ezra, Nehemiah, and Chronicles to be late. In the current debate where revisionists have questioned the traditional dating, linguistic arguments in the dating of texts have...... come more into focus. The study critically examines some linguistic arguments adduced to support the traditional position, and reviewing the arguments it points to weaknesses in the linguistic dating of EBH texts to pre-exilic times. When viewing the linguistic evidence in isolation it will be clear...

Informational Text and the CCSS

Science.gov (United States)

Aspen Institute, 2012

2012-01-01

What constitutes an informational text covers a broad swath of different types of texts. Biographies & memoirs, speeches, opinion pieces & argumentative essays, and historical, scientific or technical accounts of a non-narrative nature are all included in what the Common Core State Standards (CCSS) envisions as informational text. Also included…

Figure text extraction in biomedical literature.

Directory of Open Access Journals (Sweden)

Daehyun Kim

2011-01-01

Full Text Available Figures are ubiquitous in biomedical full-text articles, and they represent important biomedical knowledge. However, the sheer volume of biomedical publications has made it necessary to develop computational approaches for accessing figures. Therefore, we are developing the Biomedical Figure Search engine (http://figuresearch.askHERMES.org to allow bioscientists to access figures efficiently. Since text frequently appears in figures, automatically extracting such text may assist the task of mining information from figures. Little research, however, has been conducted exploring text extraction from biomedical figures.We first evaluated an off-the-shelf Optical Character Recognition (OCR tool on its ability to extract text from figures appearing in biomedical full-text articles. We then developed a Figure Text Extraction Tool (FigTExT to improve the performance of the OCR tool for figure text extraction through the use of three innovative components: image preprocessing, character recognition, and text correction. We first developed image preprocessing to enhance image quality and to improve text localization. Then we adapted the off-the-shelf OCR tool on the improved text localization for character recognition. Finally, we developed and evaluated a novel text correction framework by taking advantage of figure-specific lexicons.The evaluation on 382 figures (9,643 figure texts in total randomly selected from PubMed Central full-text articles shows that FigTExT performed with 84% precision, 98% recall, and 90% F1-score for text localization and with 62.5% precision, 51.0% recall and 56.2% F1-score for figure text extraction. When limiting figure texts to those judged by domain experts to be important content, FigTExT performed with 87.3% precision, 68.8% recall, and 77% F1-score. FigTExT significantly improved the performance of the off-the-shelf OCR tool we used, which on its own performed with 36.6% precision, 19.3% recall, and 25.3% F1-score for

Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

Science.gov (United States)

Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia

2016-01-01

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…

Text Mining in Organizational Research.

Science.gov (United States)

Kobayashi, Vladimer B; Mol, Stefan T; Berkers, Hannah A; Kismihók, Gábor; Den Hartog, Deanne N

2018-07-01

Despite the ubiquity of textual data, so far few researchers have applied text mining to answer organizational research questions. Text mining, which essentially entails a quantitative approach to the analysis of (usually) voluminous textual data, helps accelerate knowledge discovery by radically increasing the amount data that can be analyzed. This article aims to acquaint organizational researchers with the fundamental logic underpinning text mining, the analytical stages involved, and contemporary techniques that may be used to achieve different types of objectives. The specific analytical techniques reviewed are (a) dimensionality reduction, (b) distance and similarity computing, (c) clustering, (d) topic modeling, and (e) classification. We describe how text mining may extend contemporary organizational research by allowing the testing of existing or new research questions with data that are likely to be rich, contextualized, and ecologically valid. After an exploration of how evidence for the validity of text mining output may be generated, we conclude the article by illustrating the text mining process in a job analysis setting using a dataset composed of job vacancies.

The differential production cross section of the [Formula: see text](1020) meson in [Formula: see text] = 7 TeV [Formula: see text] collisions measured with the ATLAS detector.

Science.gov (United States)

Aad, G; Abajyan, T; Abbott, B; Abdallah, J; Abdel Khalek, S; Abdelalim, A A; Abdinov, O; Aben, R; Abi, B; Abolins, M; AbouZeid, O S; Abramowicz, H; Abreu, H; Acharya, B S; Adamczyk, L; Adams, D L; Addy, T N; Adelman, J; Adomeit, S; Adragna, P; Adye, T; Aefsky, S; Aguilar-Saavedra, J A; Agustoni, M; Aharrouche, M; Ahlen, S P; Ahles, F; Ahmad, A; Ahsan, M; Aielli, G; Åkesson, T P A; Akimoto, G; Akimov, A V; Alam, M S; Alam, M A; Albert, J; Albrand, S; Aleksa, M; Aleksandrov, I N; Alessandria, F; Alexa, C; Alexander, G; Alexandre, G; Alexopoulos, T; Alhroob, M; Aliev, M; Alimonti, G; Alison, J; Allbrooke, B M M; Allport, P P; Allwood-Spiers, S E; Almond, J; Aloisio, A; Alon, R; Alonso, A; Alonso, F; Altheimer, A; Alvarez Gonzalez, B; Alviggi, M G; Amako, K; Amelung, C; Ammosov, V V; Amor Dos Santos, S P; Amorim, A; Amram, N; Anastopoulos, C; Ancu, L S; Andari, N; Andeen, T; Anders, C F; Anders, G; Anderson, K J; Andreazza, A; Andrei, V; Andrieux, M-L; Anduaga, X S; Angelidakis, S; Anger, P; Angerami, A; Anghinolfi, F; Anisenkov, A; Anjos, N; Annovi, A; Antonaki, A; Antonelli, M; Antonov, A; Antos, J; Anulli, F; Aoki, M; Aoun, S; Aperio Bella, L; Apolle, R; Arabidze, G; Aracena, I; Arai, Y; Arce, A T H; Arfaoui, S; Arguin, J-F; Argyropoulos, S; Arik, E; Arik, M; Armbruster, A J; Arnaez, O; Arnal, V; Arnault, C; Artamonov, A; Artoni, G; Arutinov, D; Asai, S; Ask, S; Åsman, B; Asquith, L; Assamagan, K; Astbury, A; Atkinson, M; Aubert, B; Auge, E; Augsten, K; Aurousseau, M; Avolio, G; Avramidou, R; Axen, D; Azuelos, G; Azuma, Y; Baak, M A; Baccaglioni, G; Bacci, C; Bach, A M; Bachacou, H; Bachas, K; Backes, M; Backhaus, M; Backus Mayes, J; Badescu, E; Bagnaia, P; Bahinipati, S; Bai, Y; Bailey, D C; Bain, T; Baines, J T; Baker, O K; Baker, M D; Baker, S; Balek, P; Banas, E; Banerjee, P; Banerjee, Sw; Banfi, D; Bangert, A; Bansal, V; Bansil, H S; Barak, L; Baranov, S P; Barbaro Galtieri, A; Barber, T; Barberio, E L; Barberis, D; Barbero, M; Bardin, D Y; Barillari, T; Barisonzi, M; Barklow, T; Barlow, N; Barnett, B M; Barnett, R M; Baroncelli, A; Barone, G; Barr, A J; Barreiro, F; Barreiro Guimarães da Costa, J; Barrillon, P; Bartoldus, R; Barton, A E; Bartsch, V; Basye, A; Bates, R L; Batkova, L; Batley, J R; Battaglia, A; Battistin, M; Bauer, F; Bawa, H S; Beale, S; Beau, T; Beauchemin, P H; Beccherle, R; Bechtle, P; Beck, H P; Becker, A K; Becker, S; Beckingham, M; Becks, K H; Beddall, A J; Beddall, A; Bedikian, S; Bednyakov, V A; Bee, C P; Beemster, L J; Begel, M; Behar Harpaz, S; Behera, P K; Beimforde, M; Belanger-Champagne, C; Bell, P J; Bell, W H; Bella, G; Bellagamba, L; Bellomo, M; Belloni, A; Beloborodova, O; Belotskiy, K; Beltramello, O; Benary, O; Benchekroun, D; Bendtz, K; Benekos, N; Benhammou, Y; Benhar Noccioli, E; Benitez Garcia, J A; Benjamin, D P; Benoit, M; Bensinger, J R; Benslama, K; Bentvelsen, S; Berge, D; Bergeaas Kuutmann, E; Berger, N; Berghaus, F; Berglund, E; Beringer, J; Bernat, P; Bernhard, R; Bernius, C; Berry, T; Bertella, C; Bertin, A; Bertolucci, F; Besana, M I; Besjes, G J; Besson, N; Bethke, S; Bhimji, W; Bianchi, R M; Bianchini, L; Bianco, M; Biebel, O; Bieniek, S P; Bierwagen, K; Biesiada, J; Biglietti, M; Bilokon, H; Bindi, M; Binet, S; Bingul, A; Bini, C; Biscarat, C; Bittner, B; Black, C W; Black, K M; Blair, R E; Blanchard, J-B; Blanchot, G; Blazek, T; Bloch, I; Blocker, C; Blocki, J; Blondel, A; Blum, W; Blumenschein, U; Bobbink, G J; Bobrovnikov, V B; Bocchetta, S S; Bocci, A; Boddy, C R; Boehler, M; Boek, J; Boelaert, N; Bogaerts, J A; Bogdanchikov, A; Bogouch, A; Bohm, C; Bohm, J; Boisvert, V; Bold, T; Boldea, V; Bolnet, N M; Bomben, M; Bona, M; Boonekamp, M; Bordoni, S; Borer, C; Borisov, A; Borissov, G; Borjanovic, I; Borri, M; Borroni, S; Bortfeldt, J; Bortolotto, V; Bos, K; Boscherini, D; Bosman, M; Boterenbrood, H; Bouchami, J; Boudreau, J; Bouhova-Thacker, E V; Boumediene, D; Bourdarios, C; Bousson, N; Boveia, A; Boyd, J; Boyko, I R; Bozovic-Jelisavcic, I; Bracinik, J; Branchini, P; Brandt, A; Brandt, G; Brandt, O; Bratzler, U; Brau, B; Brau, J E; Braun, H M; Brazzale, S F; Brelier, B; Bremer, J; Brendlinger, K; Brenner, R; Bressler, S; Britton, D; Brochu, F M; Brock, I; Brock, R; Broggi, F; Bromberg, C; Bronner, J; Brooijmans, G; Brooks, T; Brooks, W K; Brown, G; Brown, H; Bruckman de Renstrom, P A; Bruncko, D; Bruneliere, R; Brunet, S; Bruni, A; Bruni, G; Bruschi, M; Buanes, T; Buat, Q; Bucci, F; Buchanan, J; Buchholz, P; Buckingham, R M; Buckley, A G; Buda, S I; Budagov, I A; Budick, B; Büscher, V; Bugge, L; Bulekov, O; Bundock, A C; Bunse, M; Buran, T; Burckhart, H; Burdin, S; Burgess, T; Burke, S; Busato, E; Bussey, P; Buszello, C P; Butler, B; Butler, J M; Buttar, C M; Butterworth, J M; Buttinger, W; Byszewski, M; Cabrera Urbán, S; Caforio, D; Cakir, O; Calafiura, P; Calderini, G; Calfayan, P; Calkins, R; Caloba, L P; Caloi, R; Calvet, D; Calvet, S; Camacho Toro, R; Camarri, P; Cameron, D; Caminada, L M; Caminal Armadans, R; Campana, S; Campanelli, M; Canale, V; Canelli, F; Canepa, A; Cantero, J; Cantrill, R; Capasso, L; Capeans Garrido, M D M; Caprini, I; Caprini, M; Capriotti, D; Capua, M; Caputo, R; Cardarelli, R; Carli, T; Carlino, G; Carminati, L; Caron, B; Caron, S; Carquin, E; Carrillo-Montoya, G D; Carter, A A; Carter, J R; Carvalho, J; Casadei, D; Casado, M P; Cascella, M; Caso, C; Castaneda Hernandez, A M; Castaneda-Miranda, E; Castillo Gimenez, V; Castro, N F; Cataldi, G; Catastini, P; Catinaccio, A; Catmore, J R; Cattai, A; Cattani, G; Caughron, S; Cavaliere, V; Cavalleri, P; Cavalli, D; Cavalli-Sforza, M; Cavasinni, V; Ceradini, F; Cerqueira, A S; Cerri, A; Cerrito, L; Cerutti, F; Cetin, S A; Chafaq, A; Chakraborty, D; Chalupkova, I; Chan, K; Chang, P; Chapleau, B; Chapman, J D; Chapman, J W; Chareyre, E; Charlton, D G; Chavda, V; Chavez Barajas, C A; Cheatham, S; Chekanov, S; Chekulaev, S V; Chelkov, G A; Chelstowska, M A; Chen, C; Chen, H; Chen, S; Chen, X; Chen, Y; Cheng, Y; Cheplakov, A; Cherkaoui El Moursli, R; Chernyatin, V; Cheu, E; Cheung, S L; Chevalier, L; Chiefari, G; Chikovani, L; Childers, J T; Chilingarov, A; Chiodini, G; Chisholm, A S; Chislett, R T; Chitan, A; Chizhov, M V; Choudalakis, G; Chouridou, S; Christidi, I A; Christov, A; Chromek-Burckhart, D; Chu, M L; Chudoba, J; Ciapetti, G; Ciftci, A K; Ciftci, R; Cinca, D; Cindro, V; Ciocca, C; Ciocio, A; Cirilli, M; Cirkovic, P; Citron, Z H; Citterio, M; Ciubancan, M; Clark, A; Clark, P J; Clarke, R N; Cleland, W; Clemens, J C; Clement, B; Clement, C; Coadou, Y; Cobal, M; Coccaro, A; Cochran, J; Coffey, L; Cogan, J G; Coggeshall, J; Cogneras, E; Colas, J; Cole, S; Colijn, A P; Collins, N J; Collins-Tooth, C; Collot, J; Colombo, T; Colon, G; Compostella, G; Conde Muiño, P; Coniavitis, E; Conidi, M C; Consonni, S M; Consorti, V; Constantinescu, S; Conta, C; Conti, G; Conventi, F; Cooke, M; Cooper, B D; Cooper-Sarkar, A M; Copic, K; Cornelissen, T; Corradi, M; Corriveau, F; Cortes-Gonzalez, A; Cortiana, G; Costa, G; Costa, M J; Costanzo, D; Côté, D; Courneyea, L; Cowan, G; Cowden, C; Cox, B E; Cranmer, K; Crescioli, F; Cristinziani, M; Crosetti, G; Crépé-Renaudin, S; Cuciuc, C-M; Cuenca Almenar, C; Cuhadar Donszelmann, T; Cummings, J; Curatolo, M; Curtis, C J; Cuthbert, C; Cwetanski, P; Czirr, H; Czodrowski, P; Czyczula, Z; D'Auria, S; D'Onofrio, M; D'Orazio, A; Da Cunha Sargedas De Sousa, M J; Da Via, C; Dabrowski, W; Dafinca, A; Dai, T; Dallapiccola, C; Dam, M; Dameri, M; Damiani, D S; Danielsson, H O; Dao, V; Darbo, G; Darlea, G L; Dassoulas, J A; Davey, W; Davidek, T; Davidson, N; Davidson, R; Davies, E; Davies, M; Davignon, O; Davison, A R; Davygora, Y; Dawe, E; Dawson, I; Daya-Ishmukhametova, R K; De, K; de Asmundis, R; De Castro, S; De Cecco, S; de Graat, J; De Groot, N; de Jong, P; De La Taille, C; De la Torre, H; De Lorenzi, F; de Mora, L; De Nooij, L; De Pedis, D; De Salvo, A; De Sanctis, U; De Santo, A; De Vivie De Regie, J B; De Zorzi, G; Dearnaley, W J; Debbe, R; Debenedetti, C; Dechenaux, B; Dedovich, D V; Degenhardt, J; Del Peso, J; Del Prete, T; Delemontex, T; Deliyergiyev, M; Dell'Acqua, A; Dell'Asta, L; Della Pietra, M; Della Volpe, D; Delmastro, M; Delsart, P A; Deluca, C; Demers, S; Demichev, M; Demirkoz, B; Denisov, S P; Derendarz, D; Derkaoui, J E; Derue, F; Dervan, P; Desch, K; Devetak, E; Deviveiros, P O; Dewhurst, A; DeWilde, B; Dhaliwal, S; Dhullipudi, R; Di Ciaccio, A; Di Ciaccio, L; Di Donato, C; Di Girolamo, A; Di Girolamo, B; Di Luise, S; Di Mattia, A; Di Micco, B; Di Nardo, R; Di Simone, A; Di Sipio, R; Diaz, M A; Diehl, E B; Dietrich, J; Dietzsch, T A; Diglio, S; Dindar Yagci, K; Dingfelder, J; Dinut, F; Dionisi, C; Dita, P; Dita, S; Dittus, F; Djama, F; Djobava, T; do Vale, M A B; Do Valle Wemans, A; Doan, T K O; Dobbs, M; Dobos, D; Dobson, E; Dodd, J; Doglioni, C; Doherty, T; Doi, Y; Dolejsi, J; Dolenc, I; Dolezal, Z; Dolgoshein, B A; Dohmae, T; Donadelli, M; Donini, J; Dopke, J; Doria, A; Dos Anjos, A; Dotti, A; Dova, M T; Doxiadis, A D; Doyle, A T; Dressnandt, N; Dris, M; Dubbert, J; Dube, S; Duchovni, E; Duckeck, G; Duda, D; Dudarev, A; Dudziak, F; Dührssen, M; Duerdoth, I P; Duflot, L; Dufour, M-A; Duguid, L; Dunford, M; Duran Yildiz, H; Duxfield, R; Dwuznik, M; Düren, M; Ebenstein, W L; Ebke, J; Eckweiler, S; Edmonds, K; Edson, W; Edwards, C A; Edwards, N C; Ehrenfeld, W; Eifert, T; Eigen, G; Einsweiler, K; Eisenhandler, E; Ekelof, T; El Kacimi, M; Ellert, M; Elles, S; Ellinghaus, F; Ellis, K; Ellis, N; Elmsheuser, J; Elsing, M; Emeliyanov, D; Engelmann, R; Engl, A; Epp, B; Erdmann, J; Ereditato, A; Eriksson, D; Ernst, J; Ernst, M; Ernwein, J; Errede, D; Errede, S; Ertel, E; Escalier, M; Esch, H; Escobar, C; Espinal Curull, X; Esposito, B; Etienne, F; Etienvre, A I; Etzion, E; Evangelakou, D; Evans, H; Fabbri, L; Fabre, C; Fakhrutdinov, R M; Falciano, S; Fang, Y; Fanti, M; Farbin, A; Farilla, A; Farley, J; Farooque, T; Farrell, S; Farrington, S M; Farthouat, P; Fassi, F; Fassnacht, P; Fassouliotis, D; Fatholahzadeh, B; Favareto, A; Fayard, L; Fazio, S; Febbraro, R; Federic, P; Fedin, O L; Fedorko, W; Fehling-Kaschek, M; Feligioni, L; Feng, C; Feng, E J; Fenyuk, A B; Ferencei, J; Fernando, W; Ferrag, S; Ferrando, J; Ferrara, V; Ferrari, A; Ferrari, P; Ferrari, R; Ferreira de Lima, D E; Ferrer, A; Ferrere, D; Ferretti, C; Ferretto Parodi, A; Fiascaris, M; Fiedler, F; Filipčič, A; Filthaut, F; Fincke-Keeler, M; Fiolhais, M C N; Fiorini, L; Firan, A; Fischer, G; Fisher, M J; Flechl, M; Fleck, I; Fleckner, J; Fleischmann, P; Fleischmann, S; Flick, T; Floderus, A; Flores Castillo, L R; Flowerdew, M J; Fonseca Martin, T; Formica, A; Forti, A; Fortin, D; Fournier, D; Fowler, A J; Fox, H; Francavilla, P; Franchini, M; Franchino, S; Francis, D; Frank, T; Franklin, M; Franz, S; Fraternali, M; Fratina, S; French, S T; Friedrich, C; Friedrich, F; Froeschl, R; Froidevaux, D; Frost, J A; Fukunaga, C; Fullana Torregrosa, E; Fulsom, B G; Fuster, J; Gabaldon, C; Gabizon, O; Gadfort, T; Gadomski, S; Gagliardi, G; Gagnon, P; Galea, C; Galhardo, B; Gallas, E J; Gallo, V; Gallop, B J; Gallus, P; Gan, K K; Gao, Y S; Gaponenko, A; Garberson, F; Garcia-Sciveres, M; García, C; García Navarro, J E; Gardner, R W; Garelli, N; Garitaonandia, H; Garonne, V; Gatti, C; Gaudio, G; Gaur, B; Gauthier, L; Gauzzi, P; Gavrilenko, I L; Gay, C; Gaycken, G; Gazis, E N; Ge, P; Gecse, Z; Gee, C N P; Geerts, D A A; Geich-Gimbel, Ch; Gellerstedt, K; Gemme, C; Gemmell, A; Genest, M H; Gentile, S; George, M; George, S; Gerlach, P; Gershon, A; Geweniger, C; Ghazlane, H; Ghodbane, N; Giacobbe, B; Giagu, S; Giakoumopoulou, V; Giangiobbe, V; Gianotti, F; Gibbard, B; Gibson, A; Gibson, S M; Gilchriese, M; Gillberg, D; Gillman, A R; Gingrich, D M; Ginzburg, J; Giokaris, N; Giordani, M P; Giordano, R; Giorgi, F M; Giovannini, P; Giraud, P F; Giugni, D; Giunta, M; Gjelsten, B K; Gladilin, L K; Glasman, C; Glatzer, J; Glazov, A; Glitza, K W; Glonti, G L; Goddard, J R; Godfrey, J; Godlewski, J; Goebel, M; Göpfert, T; Goeringer, C; Gössling, C; Goldfarb, S; Golling, T; Gomes, A; Gomez Fajardo, L S; Gonçalo, R; Goncalves Pinto Firmino Da Costa, J; Gonella, L; González de la Hoz, S; Gonzalez Parra, G; Gonzalez Silva, M L; Gonzalez-Sevilla, S; Goodson, J J; Goossens, L; Gorbounov, P A; Gordon, H A; Gorelov, I; Gorfine, G; Gorini, B; Gorini, E; Gorišek, A; Gornicki, E; Goshaw, A T; Gosselink, M; Gostkin, M I; Gough Eschrich, I; Gouighri, M; Goujdami, D; Goulette, M P; Goussiou, A G; Goy, C; Gozpinar, S; Grabowska-Bold, I; Grafström, P; Grahn, K-J; Gramstad, E; Grancagnolo, F; Grancagnolo, S; Grassi, V; Gratchev, V; Grau, N; Gray, H M; Gray, J A; Graziani, E; Grebenyuk, O G; Greenshaw, T; Greenwood, Z D; Gregersen, K; Gregor, I M; Grenier, P; Griffiths, J; Grigalashvili, N; Grillo, A A; Grinstein, S; Gris, Ph; Grishkevich, Y V; Grivaz, J-F; Gross, E; Grosse-Knetter, J; Groth-Jensen, J; Grybel, K; Guest, D; Guicheney, C; Guido, E; Guindon, S; Gul, U; Gunther, J; Guo, B; Guo, J; Gutierrez, P; Guttman, N; Gutzwiller, O; Guyot, C; Gwenlan, C; Gwilliam, C B; Haas, A; Haas, S; Haber, C; Hadavand, H K; Hadley, D R; Haefner, P; Hahn, F; Hajduk, Z; Hakobyan, H; Hall, D; Hamacher, K; Hamal, P; Hamano, K; Hamer, M; Hamilton, A; Hamilton, S; Han, L; Hanagaki, K; Hanawa, K; Hance, M; Handel, C; Hanke, P; Hansen, J R; Hansen, J B; Hansen, J D; Hansen, P H; Hansson, P; Hara, K; Harenberg, T; Harkusha, S; Harper, D; Harrington, R D; Harris, O M; Hartert, J; Hartjes, F; Haruyama, T; Harvey, A; Hasegawa, S; Hasegawa, Y; Hassani, S; Haug, S; Hauschild, M; Hauser, R; Havranek, M; Hawkes, C M; Hawkings, R J; Hawkins, A D; Hayakawa, T; Hayashi, T; Hayden, D; Hays, C P; Hayward, H S; Haywood, S J; Head, S J; Hedberg, V; Heelan, L; Heim, S; Heinemann, B; Heisterkamp, S; Helary, L; Heller, C; Heller, M; Hellman, S; Hellmich, D; Helsens, C; Henderson, R C W; Henke, M; Henrichs, A; Henriques Correia, A M; Henrot-Versille, S; Hensel, C; Henß, T; Hernandez, C M; Hernández Jiménez, Y; Herrberg, R; Herten, G; Hertenberger, R; Hervas, L; Hesketh, G G; Hessey, N P; Higón-Rodriguez, E; Hill, J C; Hiller, K H; Hillert, S; Hillier, S J; Hinchliffe, I; Hines, E; Hirose, M; Hirsch, F; Hirschbuehl, D; Hobbs, J; Hod, N; Hodgkinson, M C; Hodgson, P; Hoecker, A; Hoeferkamp, M R; Hoffman, J; Hoffmann, D; Hohlfeld, M; Holder, M; Holmgren, S O; Holy, T; Holzbauer, J L; Hong, T M; Hooft van Huysduynen, L; Horner, S; Hostachy, J-Y; Hou, S; Hoummada, A; Howard, J; Howarth, J; Hristova, I; Hrivnac, J; Hryn'ova, T; Hsu, P J; Hsu, S-C; Hu, D; Hubacek, Z; Hubaut, F; Huegging, F; Huettmann, A; Huffman, T B; Hughes, E W; Hughes, G; Huhtinen, M; Hurwitz, M; Huseynov, N; Huston, J; Huth, J; Iacobucci, G; Iakovidis, G; Ibbotson, M; Ibragimov, I; Iconomidou-Fayard, L; Idarraga, J; Iengo, P; Igonkina, O; Ikegami, Y; Ikeno, M; Iliadis, D; Ilic, N; Ince, T; Ioannou, P; Iodice, M; Iordanidou, K; Ippolito, V; Irles Quiles, A; Isaksson, C; Ishino, M; Ishitsuka, M; Ishmukhametov, R; Issever, C; Istin, S; Ivashin, A V; Iwanski, W; Iwasaki, H; Izen, J M; Izzo, V; Jackson, B; Jackson, J N; Jackson, P; Jaekel, M R; Jain, V; Jakobs, K; Jakobsen, S; Jakoubek, T; Jakubek, J; Jamin, D O; Jana, D K; Jansen, E; Jansen, H; Janssen, J; Jantsch, A; Janus, M; Jared, R C; Jarlskog, G; Jeanty, L; Jen-La Plante, I; Jennens, D; Jenni, P; Loevschall-Jensen, A E; Jež, P; Jézéquel, S; Jha, M K; Ji, H; Ji, W; Jia, J; Jiang, Y; Jimenez Belenguer, M; Jin, S; Jinnouchi, O; Joergensen, M D; Joffe, D; Johansen, M; Johansson, K E; Johansson, P; Johnert, S; Johns, K A; Jon-And, K; Jones, G; Jones, R W L; Jones, T J; Joram, C; Jorge, P M; Joshi, K D; Jovicevic, J; Jovin, T; Ju, X; Jung, C A; Jungst, R M; Juranek, V; Jussel, P; Juste Rozas, A; Kabana, S; Kaci, M; Kaczmarska, A; Kadlecik, P; Kado, M; Kagan, H; Kagan, M; Kajomovitz, E; Kalinin, S; Kalinovskaya, L V; Kama, S; Kanaya, N; Kaneda, M; Kaneti, S; Kanno, T; Kantserov, V A; Kanzaki, J; Kaplan, B; Kapliy, A; Kaplon, J; Kar, D; Karagounis, M; Karakostas, K; Karnevskiy, M; Kartvelishvili, V; Karyukhin, A N; Kashif, L; Kasieczka, G; Kass, R D; Kastanas, A; Kataoka, M; Kataoka, Y; Katsoufis, E; Katzy, J; Kaushik, V; Kawagoe, K; Kawamoto, T; Kawamura, G; Kayl, M S; Kazama, S; Kazanin, V A; Kazarinov, M Y; Keeler, R; Keener, P T; Kehoe, R; Keil, M; Kekelidze, G D; Keller, J S; Kenyon, M; Kepka, O; Kerschen, N; Kerševan, B P; Kersten, S; Kessoku, K; Keung, J; Khalil-Zada, F; Khandanyan, H; Khanov, A; Kharchenko, D; Khodinov, A; Khomich, A; Khoo, T J; Khoriauli, G; Khoroshilov, A; Khovanskiy, V; Khramov, E; Khubua, J; Kim, H; Kim, S H; Kimura, N; Kind, O; King, B T; King, M; King, R S B; Kirk, J; Kiryunin, A E; Kishimoto, T; Kisielewska, D; Kitamura, T; Kittelmann, T; Kiuchi, K; Kladiva, E; Klein, M; Klein, U; Kleinknecht, K; Klemetti, M; Klier, A; Klimek, P; Klimentov, A; Klingenberg, R; Klinger, J A; Klinkby, E B; Klioutchnikova, T; Klok, P F; Klous, S; Kluge, E-E; Kluge, T; Kluit, P; Kluth, S; Kneringer, E; Knoops, E B F G; Knue, A; Ko, B R; Kobayashi, T; Kobel, M; Kocian, M; Kodys, P; Köneke, K; König, A C; Koenig, S; Köpke, L; Koetsveld, F; Koevesarki, P; Koffas, T; Koffeman, E; Kogan, L A; Kohlmann, S; Kohn, F; Kohout, Z; Kohriki, T; Koi, T; Kolachev, G M; Kolanoski, H; Kolesnikov, V; Koletsou, I; Koll, J; Komar, A A; Komori, Y; Kondo, T; Kono, T; Kononov, A I; Konoplich, R; Konstantinidis, N; Kopeliansky, R; Koperny, S; Korcyl, K; Kordas, K; Korn, A; Korol, A; Korolkov, I; Korolkova, E V; Korotkov, V A; Kortner, O; Kortner, S; Kostyukhin, V V; Kotov, S; Kotov, V M; Kotwal, A; Kourkoumelis, C; Kouskoura, V; Koutsman, A; Kowalewski, R; Kowalski, T Z; Kozanecki, W; Kozhin, A S; Kral, V; Kramarenko, V A; Kramberger, G; Krasny, M W; Krasznahorkay, A; Kraus, J K; Kreiss, S; Krejci, F; Kretzschmar, J; Krieger, N; Krieger, P; Kroeninger, K; Kroha, H; Kroll, J; Kroseberg, J; Krstic, J; Kruchonak, U; Krüger, H; Kruker, T; Krumnack, N; Krumshteyn, Z V; Kruse, M K; Kubota, T; Kuday, S; Kuehn, S; Kugel, A; Kuhl, T; Kuhn, D; Kukhtin, V; Kulchitsky, Y; Kuleshov, S; Kummer, C; Kuna, M; Kunkle, J; Kupco, A; Kurashige, H; Kurata, M; Kurochkin, Y A; Kus, V; Kuwertz, E S; Kuze, M; Kvita, J; Kwee, R; La Rosa, A; La Rotonda, L; Labarga, L; Labbe, J; Lablak, S; Lacasta, C; Lacava, F; Lacey, J; Lacker, H; Lacour, D; Lacuesta, V R; Ladygin, E; Lafaye, R; Laforge, B; Lagouri, T; Lai, S; Laisne, E; Lambourne, L; Lampen, C L; Lampl, W; Lancon, E; Landgraf, U; Landon, M P J; Lang, V S; Lange, C; Lankford, A J; Lanni, F; Lantzsch, K; Laplace, S; Lapoire, C; Laporte, J F; Lari, T; Larner, A; Lassnig, M; Laurelli, P; Lavorini, V; Lavrijsen, W; Laycock, P; Le Dortz, O; Le Guirriec, E; Le Menedeu, E; LeCompte, T; Ledroit-Guillon, F; Lee, H; Lee, J S H; Lee, S C; Lee, L; Lefebvre, M; Legendre, M; Legger, F; Leggett, C; Lehmacher, M; Lehmann Miotto, G; Leister, A G; Leite, M A L; Leitner, R; Lellouch, D; Lemmer, B; Lendermann, V; Leney, K J C; Lenz, T; Lenzen, G; Lenzi, B; Leonhardt, K; Leontsinis, S; Lepold, F; Leroy, C; Lessard, J-R; Lester, C G; Lester, C M; Levêque, J; Levin, D; Levinson, L J; Lewis, A; Lewis, G H; Leyko, A M; Leyton, M; Li, B; Li, B; Li, H; Li, H L; Li, S; Li, X; Liang, Z; Liao, H; Liberti, B; Lichard, P; Lichtnecker, M; Lie, K; Liebig, W; Limbach, C; Limosani, A; Limper, M; Lin, S C; Linde, F; Linnemann, J T; Lipeles, E; Lipniacka, A; Liss, T M; Lissauer, D; Lister, A; Litke, A M; Liu, C; Liu, D; Liu, H; Liu, J B; Liu, L; Liu, M; Liu, Y; Livan, M; Livermore, S S A; Lleres, A; Llorente Merino, J; Lloyd, S L; Lobodzinska, E; Loch, P; Lockman, W S; Loddenkoetter, T; Loebinger, F K; Loginov, A; Loh, C W; Lohse, T; Lohwasser, K; Lokajicek, M; Lombardo, V P; Long, R E; Lopes, L; Lopez Mateos, D; Lorenz, J; Lorenzo Martinez, N; Losada, M; Loscutoff, P; Lo Sterzo, F; Losty, M J; Lou, X; Lounis, A; Loureiro, K F; Love, J; Love, P A; Lowe, A J; Lu, F; Lubatti, H J; Luci, C; Lucotte, A; Ludwig, A; Ludwig, D; Ludwig, I; Ludwig, J; Luehring, F; Luijckx, G; Lukas, W; Luminari, L; Lund, E; Lund-Jensen, B; Lundberg, B; Lundberg, J; Lundberg, O; Lundquist, J; Lungwitz, M; Lynn, D; Lytken, E; Ma, H; Ma, L L; Maccarrone, G; Macchiolo, A; Maček, B; Machado Miguens, J; Macina, D; Mackeprang, R; Madaras, R J; Maddocks, H J; Mader, W F; Maenner, R; Maeno, T; Mättig, P; Mättig, S; Magnoni, L; Magradze, E; Mahboubi, K; Mahlstedt, J; Mahmoud, S; Mahout, G; Maiani, C; Maidantchik, C; Maio, A; Majewski, S; Makida, Y; Makovec, N; Mal, P; Malaescu, B; Malecki, Pa; Malecki, P; Maleev, V P; Malek, F; Mallik, U; Malon, D; Malone, C; Maltezos, S; Malyshev, V; Malyukov, S; Mameghani, R; Mamuzic, J; Manabe, A; Mandelli, L; Mandić, I; Mandrysch, R; Maneira, J; Manfredini, A; Manhaes de Andrade Filho, L; Manjarres Ramos, J A; Mann, A; Manning, P M; Manousakis-Katsikakis, A; Mansoulie, B; Mapelli, A; Mapelli, L; March, L; Marchand, J F; Marchese, F; Marchiori, G; Marcisovsky, M; Marino, C P; Marroquim, F; Marshall, Z; Marti, L F; Marti-Garcia, S; Martin, B; Martin, B; Martin, J P; Martin, T A; Martin, V J; Martin Dit Latour, B; Martin-Haugh, S; Martinez, M; Martinez Outschoorn, V; Martyniuk, A C; Marx, M; Marzano, F; Marzin, A; Masetti, L; Mashimo, T; Mashinistov, R; Masik, J; Maslennikov, A L; Massa, I; Massaro, G; Massol, N; Mastrandrea, P; Mastroberardino, A; Masubuchi, T; Matricon, P; Matsunaga, H; Matsushita, T; Mattravers, C; Maurer, J; Maxfield, S J; Maximov, D A; Mayne, A; Mazini, R; Mazur, M; Mazzaferro, L; Mazzanti, M; Mc Donald, J; Mc Kee, S P; McCarn, A; McCarthy, R L; McCarthy, T G; McCubbin, N A; McFarlane, K W; Mcfayden, J A; Mchedlidze, G; Mclaughlan, T; McMahon, S J; McPherson, R A; Meade, A; Mechnich, J; Mechtel, M; Medinnis, M; Meehan, S; Meera-Lebbai, R; Meguro, T; Mehlhase, S; Mehta, A; Meier, K; Meirose, B; Melachrinos, C; Mellado Garcia, B R; Meloni, F; Mendoza Navas, L; Meng, Z; Mengarelli, A; Menke, S; Meoni, E; Mercurio, K M; Mermod, P; Merola, L; Meroni, C; Merritt, F S; Merritt, H; Messina, A; Metcalfe, J; Mete, A S; Meyer, C; Meyer, C; Meyer, J-P; Meyer, J; Meyer, J; Michal, S; Micu, L; Middleton, R P; Migas, S; Mijović, L; Mikenberg, G; Mikestikova, M; Mikuž, M; Miller, D W; Miller, R J; Mills, W J; Mills, C; Milov, A; Milstead, D A; Milstein, D; Minaenko, A A; Miñano Moya, M; Minashvili, I A; Mincer, A I; Mindur, B; Mineev, M; Ming, Y; Mir, L M; Mirabelli, G; Mitrevski, J; Mitsou, V A; Mitsui, S; Miyagawa, P S; Mjörnmark, J U; Moa, T; Moeller, V; Mönig, K; Möser, N; Mohapatra, S; Mohr, W; Moles-Valls, R; Molfetas, A; Monk, J; Monnier, E; Montejo Berlingen, J; Monticelli, F; Monzani, S; Moore, R W; Moorhead, G F; Mora Herrera, C; Moraes, A; Morange, N; Morel, J; Morello, G; Moreno, D; Moreno Llácer, M; Morettini, P; Morgenstern, M; Morii, M; Morley, A K; Mornacchi, G; Morris, J D; Morvaj, L; Moser, H G; Mosidze, M; Moss, J; Mount, R; Mountricha, E; Mouraviev, S V; Moyse, E J W; Mueller, F; Mueller, J; Mueller, K; Müller, T A; Mueller, T; Muenstermann, D; Munwes, Y; Murray, W J; Mussche, I; Musto, E; Myagkov, A G; Myska, M; Nackenhorst, O; Nadal, J; Nagai, K; Nagai, R; Nagano, K; Nagarkar, A; Nagasaka, Y; Nagel, M; Nairz, A M; Nakahama, Y; Nakamura, K; Nakamura, T; Nakano, I; Nanava, G; Napier, A; Narayan, R; Nash, M; Nattermann, T; Naumann, T; Navarro, G; Neal, H A; Nechaeva, P Yu; Neep, T J; Negri, A; Negri, G; Negrini, M; Nektarijevic, S; Nelson, A; Nelson, T K; Nemecek, S; Nemethy, P; Nepomuceno, A A; Nessi, M; Neubauer, M S; Neumann, M; Neusiedl, A; Neves, R M; Nevski, P; Newcomer, F M; Newman, P R; Nguyen Thi Hong, V; Nickerson, R B; Nicolaidou, R; Nicquevert, B; Niedercorn, F; Nielsen, J; Nikiforou, N; Nikiforov, A; Nikolaenko, V; Nikolic-Audit, I; Nikolics, K; Nikolopoulos, K; Nilsen, H; Nilsson, P; Ninomiya, Y; Nisati, A; Nisius, R; Nobe, T; Nodulman, L; Nomachi, M; Nomidis, I; Norberg, S; Nordberg, M; Norton, P R; Novakova, J; Nozaki, M; Nozka, L; Nugent, I M; Nuncio-Quiroz, A-E; Nunes Hanninger, G; Nunnemann, T; Nurse, E; O'Brien, B J; O'Neil, D C; O'Shea, V; Oakes, L B; Oakham, F G; Oberlack, H; Ocariz, J; Ochi, A; Oda, S; Odaka, S; Odier, J; Ogren, H; Oh, A; Oh, S H; Ohm, C C; Ohshima, T; Okamura, W; Okawa, H; Okumura, Y; Okuyama, T; Olariu, A; Olchevski, A G; Olivares Pino, S A; Oliveira, M; Oliveira Damazio, D; Oliver Garcia, E; Olivito, D; Olszewski, A; Olszowska, J; Onofre, A; Onyisi, P U E; Oram, C J; Oreglia, M J; Oren, Y; Orestano, D; Orlando, N; Orlov, I; Oropeza Barrera, C; Orr, R S; Osculati, B; Ospanov, R; Osuna, C; Otero Y Garzon, G; Ottersbach, J P; Ouchrif, M; Ouellette, E A; Ould-Saada, F; Ouraou, A; Ouyang, Q; Ovcharova, A; Owen, M; Owen, S; Ozcan, V E; Ozturk, N; Pacheco Pages, A; Padilla Aranda, C; Pagan Griso, S; Paganis, E; Pahl, C; Paige, F; Pais, P; Pajchel, K; Palacino, G; Paleari, C P; Palestini, S; Pallin, D; Palma, A; Palmer, J D; Pan, Y B; Panagiotopoulou, E; Panduro Vazquez, J G; Pani, P; Panikashvili, N; Panitkin, S; Pantea, D; Papadelis, A; Papadopoulou, Th D; Paramonov, A; Paredes Hernandez, D; Park, W; Parker, M A; Parodi, F; Parsons, J A; Parzefall, U; Pashapour, S; Pasqualucci, E; Passaggio, S; Passeri, A; Pastore, F; Pastore, Fr; Pásztor, G; Pataraia, S; Patel, N; Pater, J R; Patricelli, S; Pauly, T; Pecsy, M; Pedraza Lopez, S; Pedraza Morales, M I; Peleganchuk, S V; Pelikan, D; Peng, H; Penning, B; Penson, A; Penwell, J; Perantoni, M; Perez, K; Perez Cavalcanti, T; Perez Codina, E; Pérez García-Estañ, M T; Perez Reale, V; Perini, L; Pernegger, H; Perrino, R; Perrodo, P; Peshekhonov, V D; Peters, K; Petersen, B A; Petersen, J; Petersen, T C; Petit, E; Petridis, A; Petridou, C; Petrolo, E; Petrucci, F; Petschull, D; Petteni, M; Pezoa, R; Phan, A; Phillips, P W; Piacquadio, G; Picazio, A; Piccaro, E; Piccinini, M; Piec, S M; Piegaia, R; Pignotti, D T; Pilcher, J E; Pilkington, A D; Pina, J; Pinamonti, M; Pinder, A; Pinfold, J L; Pinto, B; Pizio, C; Plamondon, M; Pleier, M-A; Plotnikova, E; Poblaguev, A; Poddar, S; Podlyski, F; Poggioli, L; Pohl, D; Pohl, M; Polesello, G; Policicchio, A; Polini, A; Poll, J; Polychronakos, V; Pomeroy, D; Pommès, K; Pontecorvo, L; Pope, B G; Popeneciu, G A; Popovic, D S; Poppleton, A; Portell Bueso, X; Pospelov, G E; Pospisil, S; Potrap, I N; Potter, C J; Potter, C T; Poulard, G; Poveda, J; Pozdnyakov, V; Prabhu, R; Pralavorio, P; Pranko, A; Prasad, S; Pravahan, R; Prell, S; Pretzl, K; Price, D; Price, J; Price, L E; Prieur, D; Primavera, M; Prokofiev, K; Prokoshin, F; Protopopescu, S; Proudfoot, J; Prudent, X; Przybycien, M; Przysiezniak, H; Psoroulas, S; Ptacek, E; Pueschel, E; Purdham, J; Purohit, M; Puzo, P; Pylypchenko, Y; Qian, J; Quadt, A; Quarrie, D R; Quayle, W B; Quinonez, F; Raas, M; Radeka, V; Radescu, V; Radloff, P; Ragusa, F; Rahal, G; Rahimi, A M; Rahm, D; Rajagopalan, S; Rammensee, M; Rammes, M; Randle-Conde, A S; Randrianarivony, K; Rauscher, F; Rave, T C; Raymond, M; Read, A L; Rebuzzi, D M; Redelbach, A; Redlinger, G; Reece, R; Reeves, K; Reinsch, A; Reisinger, I; Rembser, C; Ren, Z L; Renaud, A; Rescigno, M; Resconi, S; Resende, B; Reznicek, P; Rezvani, R; Richter, R; Richter-Was, E; Ridel, M; Rijpstra, M; Rijssenbeek, M; Rimoldi, A; Rinaldi, L; Rios, R R; Riu, I; Rivoltella, G; Rizatdinova, F; Rizvi, E; Robertson, S H; Robichaud-Veronneau, A; Robinson, D; Robinson, J E M; Robson, A; Rocha de Lima, J G; Roda, C; Roda Dos Santos, D; Roe, A; Roe, S; Røhne, O; Rolli, S; Romaniouk, A; Romano, M; Romeo, G; Romero Adam, E; Rompotis, N; Roos, L; Ros, E; Rosati, S; Rosbach, K; Rose, A; Rose, M; Rosenbaum, G A; Rosenberg, E I; Rosendahl, P L; Rosenthal, O; Rosselet, L; Rossetti, V; Rossi, E; Rossi, L P; Rotaru, M; Roth, I; Rothberg, J; Rousseau, D; Royon, C R; Rozanov, A; Rozen, Y; Ruan, X; Rubbo, F; Rubinskiy, I; Ruckstuhl, N; Rud, V I; Rudolph, C; Rudolph, G; Rühr, F; Ruiz-Martinez, A; Rumyantsev, L; Rurikova, Z; Rusakovich, N A; Ruschke, A; Rutherfoord, J P; Ruzicka, P; Ryabov, Y F; Rybar, M; Rybkin, G; Ryder, N C; Saavedra, A F; Sadeh, I; Sadrozinski, H F-W; Sadykov, R; Safai Tehrani, F; Sakamoto, H; Salamanna, G; Salamon, A; Saleem, M; Salek, D; Salihagic, D; Salnikov, A; Salt, J; Salvachua Ferrando, B M; Salvatore, D; Salvatore, F; Salvucci, A; Salzburger, A; Sampsonidis, D; Samset, B H; Sanchez, A; Sanchez Martinez, V; Sandaker, H; Sander, H G; Sanders, M P; Sandhoff, M; Sandoval, T; Sandoval, C; Sandstroem, R; Sankey, D P C; Sansoni, A; Santamarina Rios, C; Santoni, C; Santonico, R; Santos, H; Santoyo Castillo, I; Saraiva, J G; Sarangi, T; Sarkisyan-Grinbaum, E; Sarri, F; Sartisohn, G; Sasaki, O; Sasaki, Y; Sasao, N; Satsounkevitch, I; Sauvage, G; Sauvan, E; Sauvan, J B; Savard, P; Savinov, V; Savu, D O; Sawyer, L; Saxon, D H; Saxon, J; Sbarra, C; Sbrizzi, A; Scannicchio, D A; Scarcella, M; Schaarschmidt, J; Schacht, P; Schaefer, D; Schäfer, U; Schaelicke, A; Schaepe, S; Schaetzel, S; Schaffer, A C; Schaile, D; Schamberger, R D; Schamov, A G; Scharf, V; Schegelsky, V A; Scheirich, D; Schernau, M; Scherzer, M I; Schiavi, C; Schieck, J; Schioppa, M; Schlenker, S; Schmidt, E; Schmieden, K; Schmitt, C; Schmitt, S; Schneider, B; Schnoor, U; Schoeffel, L; Schoening, A; Schorlemmer, A L S; Schott, M; Schouten, D; Schovancova, J; Schram, M; Schroeder, C; Schroer, N; Schultens, M J; Schultes, J; Schultz-Coulon, H-C; Schulz, H; Schumacher, M; Schumm, B A; Schune, Ph; Schwanenberger, C; Schwartzman, A; Schwegler, Ph; Schwemling, Ph; Schwienhorst, R; Schwierz, R; Schwindling, J; Schwindt, T; Schwoerer, M; Sciacca, F G; Sciolla, G; Scott, W G; Searcy, J; Sedov, G; Sedykh, E; Seidel, S C; Seiden, A; Seifert, F; Seixas, J M; Sekhniaidze, G; Sekula, S J; Selbach, K E; Seliverstov, D M; Sellden, B; Sellers, G; Seman, M; Semprini-Cesari, N; Serfon, C; Serin, L; Serkin, L; Seuster, R; Severini, H; Sfyrla, A; Shabalina, E; Shamim, M; Shan, L Y; Shank, J T; Shao, Q T; Shapiro, M; Shatalov, P B; Shaw, K; Sherman, D; Sherwood, P; Shimizu, S; Shimojima, M; Shin, T; Shiyakova, M; Shmeleva, A; Shochet, M J; Short, D; Shrestha, S; Shulga, E; Shupe, M A; Sicho, P; Sidoti, A; Siegert, F; Sijacki, Dj; Silbert, O; Silva, J; Silver, Y; Silverstein, D; Silverstein, S B; Simak, V; Simard, O; Simic, Lj; Simion, S; Simioni, E; Simmons, B; Simoniello, R; Simonyan, M; Sinervo, P; Sinev, N B; Sipica, V; Siragusa, G; Sircar, A; Sisakyan, A N; Sivoklokov, S Yu; Sjölin, J; Sjursen, T B; Skinnari, L A; Skottowe, H P; Skovpen, K; Skubic, P; Slater, M; Slavicek, T; Sliwa, K; Smakhtin, V; Smart, B H; Smestad, L; Smirnov, S Yu; Smirnov, Y; Smirnova, L N; Smirnova, O; Smith, B C; Smith, D; Smith, K M; Smizanska, M; Smolek, K; Snesarev, A A; Snow, S W; Snow, J; Snyder, S; Sobie, R; Sodomka, J; Soffer, A; Solans, C A; Solar, M; Solc, J; Soldatov, E Yu; Soldevila, U; Solfaroli Camillocci, E; Solodkov, A A; Solovyanov, O V; Solovyev, V; Soni, N; Sopko, V; Sopko, B; Sosebee, M; Soualah, R; Soukharev, A; Spagnolo, S; Spanò, F; Spighi, R; Spigo, G; Spiwoks, R; Spousta, M; Spreitzer, T; Spurlock, B; St Denis, R D; Stahlman, J; Stamen, R; Stanecka, E; Stanek, R W; Stanescu, C; Stanescu-Bellu, M; Stanitzki, M M; Stapnes, S; Starchenko, E A; Stark, J; Staroba, P; Starovoitov, P; Staszewski, R; Staude, A; Stavina, P; Steele, G; Steinbach, P; Steinberg, P; Stekl, I; Stelzer, B; Stelzer, H J; Stelzer-Chilton, O; Stenzel, H; Stern, S; Stewart, G A; Stillings, J A; Stockton, M C; Stoerig, K; Stoicea, G; Stonjek, S; Strachota, P; Stradling, A R; Straessner, A; Strandberg, J; Strandberg, S; Strandlie, A; Strang, M; Strauss, E; Strauss, M; Strizenec, P; Ströhmer, R; Strom, D M; Strong, J A; Stroynowski, R; Stugu, B; Stumer, I; Stupak, J; Sturm, P; Styles, N A; Soh, D A; Su, D; Subramania, H S; Subramaniam, R; Succurro, A; Sugaya, Y; Suhr, C; Suk, M; Sulin, V V; Sultansoy, S; Sumida, T; Sun, X; Sundermann, J E; Suruliz, K; Susinno, G; Sutton, M R; Suzuki, Y; Suzuki, Y; Svatos, M; Swedish, S; Sykora, I; Sykora, T; Sánchez, J; Ta, D; Tackmann, K; Taffard, A; Tafirout, R; Taiblum, N; Takahashi, Y; Takai, H; Takashima, R; Takeda, H; Takeshita, T; Takubo, Y; Talby, M; Talyshev, A; Tamsett, M C; Tan, K G; Tanaka, J; Tanaka, R; Tanaka, S; Tanaka, S; Tanasijczuk, A J; Tani, K; Tannoury, N; Tapprogge, S; Tardif, D; Tarem, S; Tarrade, F; Tartarelli, G F; Tas, P; Tasevsky, M; Tassi, E; Tayalati, Y; Taylor, C; Taylor, F E; Taylor, G N; Taylor, W; Teinturier, M; Teischinger, F A; Teixeira Dias Castanheira, M; Teixeira-Dias, P; Temming, K K; Ten Kate, H; Teng, P K; Terada, S; Terashi, K; Terron, J; Testa, M; Teuscher, R J; Therhaag, J; Theveneaux-Pelzer, T; Thoma, S; Thomas, J P; Thompson, E N; Thompson, P D; Thompson, P D; Thompson, A S; Thomsen, L A; Thomson, E; Thomson, M; Thong, W M; Thun, R P; Tian, F; Tibbetts, M J; Tic, T; Tikhomirov, V O; Tikhonov, Y A; Timoshenko, S; Tiouchichine, E; Tipton, P; Tisserant, S; Todorov, T; Todorova-Nova, S; Toggerson, B; Tojo, J; Tokár, S; Tokushuku, K; Tollefson, K; Tomoto, M; Tompkins, L; Toms, K; Tonoyan, A; Topfel, C; Topilin, N D; Torrence, E; Torres, H; Torró Pastor, E; Toth, J; Touchard, F; Tovey, D R; Trefzger, T; Tremblet, L; Tricoli, A; Trigger, I M; Trincaz-Duvoid, S; Tripiana, M F; Triplett, N; Trischuk, W; Trocmé, B; Troncon, C; Trottier-McDonald, M; True, P; Trzebinski, M; Trzupek, A; Tsarouchas, C; Tseng, J C-L; Tsiakiris, M; Tsiareshka, P V; Tsionou, D; Tsipolitis, G; Tsiskaridze, S; Tsiskaridze, V; Tskhadadze, E G; Tsukerman, I I; Tsulaia, V; Tsung, J-W; Tsuno, S; Tsybychev, D; Tua, A; Tudorache, A; Tudorache, V; Tuggle, J M; Turala, M; Turecek, D; Turk Cakir, I; Turlay, E; Turra, R; Tuts, P M; Tykhonov, A; Tylmad, M; Tyndel, M; Tzanakos, G; Uchida, K; Ueda, I; Ueno, R; Ugland, M; Uhlenbrock, M; Uhrmacher, M; Ukegawa, F; Unal, G; Undrus, A; Unel, G; Unno, Y; Urbaniec, D; Urquijo, P; Usai, G; Uslenghi, M; Vacavant, L; Vacek, V; Vachon, B; Vahsen, S; Valenta, J; Valentinetti, S; Valero, A; Valkar, S; Valladolid Gallego, E; Vallecorsa, S; Valls Ferrer, J A; Van Berg, R; Van Der Deijl, P C; van der Geer, R; van der Graaf, H; Van Der Leeuw, R; van der Poel, E; van der Ster, D; van Eldik, N; van Gemmeren, P; van Vulpen, I; Vanadia, M; Vandelli, W; Vaniachine, A; Vankov, P; Vannucci, F; Vari, R; Varnes, E W; Varol, T; Varouchas, D; Vartapetian, A; Varvell, K E; Vassilakopoulos, V I; Vazeille, F; Vazquez Schroeder, T; Vegni, G; Veillet, J J; Veloso, F; Veness, R; Veneziano, S; Ventura, A; Ventura, D; Venturi, M; Venturi, N; Vercesi, V; Verducci, M; Verkerke, W; Vermeulen, J C; Vest, A; Vetterli, M C; Vichou, I; Vickey, T; Vickey Boeriu, O E; Viehhauser, G H A; Viel, S; Villa, M; Villaplana Perez, M; Vilucchi, E; Vincter, M G; Vinek, E; Vinogradov, V B; Virchaux, M; Virzi, J; Vitells, O; Viti, M; Vivarelli, I; Vives Vaque, F; Vlachos, S; Vladoiu, D; Vlasak, M; Vogel, A; Vokac, P; Volpi, G; Volpi, M; Volpini, G; von der Schmitt, H; von Radziewski, H; von Toerne, E; Vorobel, V; Vorwerk, V; Vos, M; Voss, R; Voss, T T; Vossebeld, J H; Vranjes, N; Vranjes Milosavljevic, M; Vrba, V; Vreeswijk, M; Vu Anh, T; Vuillermet, R; Vukotic, I; Wagner, W; Wagner, P; Wahlen, H; Wahrmund, S; Wakabayashi, J; Walch, S; Walder, J; Walker, R; Walkowiak, W; Wall, R; Waller, P; Walsh, B; Wang, C; Wang, H; Wang, H; Wang, J; Wang, J; Wang, R; Wang, S M; Wang, T; Warburton, A; Ward, C P; Wardrope, D R; Warsinsky, M; Washbrook, A; Wasicki, C; Watanabe, I; Watkins, P M; Watson, A T; Watson, I J; Watson, M F; Watts, G; Watts, S; Waugh, A T; Waugh, B M; Weber, M S; Webster, J S; Weidberg, A R; Weigell, P; Weingarten, J; Weiser, C; Wells, P S; Wenaus, T; Wendland, D; Weng, Z; Wengler, T; Wenig, S; Wermes, N; Werner, M; Werner, P; Werth, M; Wessels, M; Wetter, J; Weydert, C; Whalen, K; White, A; White, M J; White, S; Whitehead, S R; Whiteson, D; Whittington, D; Wicek, F; Wicke, D; Wickens, F J; Wiedenmann, W; Wielers, M; Wienemann, P; Wiglesworth, C; Wiik-Fuchs, L A M; Wijeratne, P A; Wildauer, A; Wildt, M A; Wilhelm, I; Wilkens, H G; Will, J Z; Williams, E; Williams, H H; Willis, W; Willocq, S; Wilson, J A; Wilson, M G; Wilson, A; Wingerter-Seez, I; Winkelmann, S; Winklmeier, F; Wittgen, M; Wollstadt, S J; Wolter, M W; Wolters, H; Wong, W C; Wooden, G; Wosiek, B K; Wotschack, J; Woudstra, M J; Wozniak, K W; Wraight, K; Wright, M; Wrona, B; Wu, S L; Wu, X; Wu, Y; Wulf, E; Wynne, B M; Xella, S; Xiao, M; Xie, S; Xu, C; Xu, D; Xu, L; Yabsley, B; Yacoob, S; Yamada, M; Yamaguchi, H; Yamamoto, A; Yamamoto, K; Yamamoto, S; Yamamura, T; Yamanaka, T; Yamazaki, T; Yamazaki, Y; Yan, Z; Yang, H; Yang, U K; Yang, Y; Yang, Z; Yanush, S; Yao, L; Yao, Y; Yasu, Y; Ybeles Smit, G V; Ye, J; Ye, S; Yilmaz, M; Yoosoofmiya, R; Yorita, K; Yoshida, R; Yoshihara, K; Young, C; Young, C J; Youssef, S; Yu, D; Yu, J; Yu, J; Yuan, L; Yurkewicz, A; Zabinski, B; Zaidan, R; Zaitsev, A M; Zajacova, Z; Zanello, L; Zanzi, D; Zaytsev, A; Zeitnitz, C; Zeman, M; Zemla, A; Zendler, C; Zenin, O; Ženiš, T; Zinonos, Z; Zerwas, D; Zevi Della Porta, G; Zhang, D; Zhang, H; Zhang, J; Zhang, X; Zhang, Z; Zhao, L; Zhao, Z; Zhemchugov, A; Zhong, J; Zhou, B; Zhou, N; Zhou, Y; Zhu, C G; Zhu, H; Zhu, J; Zhu, Y; Zhuang, X; Zhuravlov, V; Zibell, A; Zieminska, D; Zimin, N I; Zimmermann, R; Zimmermann, S; Zimmermann, S; Ziolkowski, M; Zitoun, R; Živković, L; Zmouchko, V V; Zobernig, G; Zoccoli, A; Zur Nedden, M; Zutshi, V; Zwalinski, L

A measurement is presented of the [Formula: see text] production cross section at [Formula: see text] = 7 TeV using [Formula: see text] collision data corresponding to an integrated luminosity of 383 [Formula: see text], collected with the ATLAS experiment at the LHC. Selection of [Formula: see text](1020) mesons is based on the identification of charged kaons by their energy loss in the pixel detector. The differential cross section is measured as a function of the transverse momentum, [Formula: see text], and rapidity, [Formula: see text], of the [Formula: see text](1020) meson in the fiducial region 500 [Formula: see text] 1200 MeV, [Formula: see text] 0.8, kaon [Formula: see text] 230 MeV and kaon momentum [Formula: see text] 800 MeV. The integrated [Formula: see text]-meson production cross section in this fiducial range is measured to be [Formula: see text] = 570 [Formula: see text] 8 (stat) [Formula: see text] 66 (syst) [Formula: see text] 20 (lumi) [Formula: see text].

Environmental Agency in Read-Alouds

Science.gov (United States)

Oliveira, Alandeom W.; Rogers, Patterson; Quigley, Cassie F.; Samburskiy, Denis; Barss, Kimberly; Rivera, Seema

2015-01-01

Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by…

Production improves memory equivalently following elaborative vs non-elaborative processing.

Science.gov (United States)

Forrin, Noah D; Jonker, Tanya R; MacLeod, Colin M

2014-01-01

Words that are read aloud are better remembered than those read silently. Recent research has suggested that, rather than reflecting a benefit for produced items, this production effect may reflect a cost to reading silently in a list containing both aloud and silent items (Bodner, Taikh, & Fawcett, 2013). This cost is argued to occur because silent items are lazily read, receiving less attention than aloud items which require an overt response. We examined the possible role of lazy reading in the production effect by testing whether the effect would be reduced under elaborative encoding, which precludes lazy reading of silent items. Contrary to a lazy reading account, we found that production benefited generated words as much as read words (Experiment 1) and deeply imagined words as much as shallowly imagined words (Experiment 2). We conclude that production stands out as equally distinct-and consequently as equally memorable-regardless of whether it accompanies deep or shallow processing, evidence that is inconsistent with a lazy reading account.

Motor cortex hand area and speech: implications for the development of language.

Science.gov (United States)

Meister, Ingo Gerrit; Boroojerdi, Babak; Foltys, Henrik; Sparing, Roland; Huber, Walter; Töpper, Rudolf

2003-01-01

Recently a growing body of evidence has suggested that a functional link exists between the hand motor area of the language dominant hemisphere and the regions subserving language processing. We examined the excitability of the hand motor area and the leg motor area during reading aloud and during non-verbal oral movements using transcranial magnetic stimulation (TMS). During reading aloud, but not before or afterwards, excitability was increased in the hand motor area of the dominant hemisphere. This reading effect was found to be independent of the duration of speech. No such effect could be found in the contralateral hemisphere. The excitability of the leg area of the motor cortex remained unchanged during reading aloud. The excitability during non-verbal oral movements was slightly increased in both hemispheres. Our results are consistent with previous findings and may indicate a specific functional connection between the hand motor area and the cortical language network.

Measurement of quarkonium production at forward rapidity in [Formula: see text] collisions at [Formula: see text]TeV.

Science.gov (United States)

Abelev, B; Adam, J; Adamová, D; Aggarwal, M M; Agnello, M; Agostinelli, A; Agrawal, N; Ahammed, Z; Ahmad, N; Ahmad Masoodi, A; Ahmed, I; Ahn, S U; Ahn, S A; Aimo, I; Aiola, S; Ajaz, M; Akindinov, A; Aleksandrov, D; Alessandro, B; Alexandre, D; Alici, A; Alkin, A; Alme, J; Alt, T; Altini, V; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; Andrei, C; Andronic, A; Anguelov, V; Anielski, J; Antičić, T; Antinori, F; Antonioli, P; Aphecetche, L; Appelshäuser, H; Arbor, N; Arcelli, S; Armesto, N; Arnaldi, R; Aronsson, T; Arsene, I C; Arslandok, M; Augustinus, A; Averbeck, R; Awes, T C; Azmi, M D; Bach, M; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Baltasar Dos Santos Pedrosa, F; Baral, R C; Barbera, R; Barile, F; Barnaföldi, G G; Barnby, L S; Barret, V; Bartke, J; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batyunya, B; Batzing, P C; Baumann, C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bellwied, R; Belmont-Moreno, E; Bencedi, G; Beole, S; Berceanu, I; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Bjelogrlic, S; Blanco, F; Blau, D; Blume, C; Bock, F; Bogdanov, A; Bøggild, H; Bogolyubsky, M; Boldizsár, L; Bombara, M; Book, J; Borel, H; Borissov, A; Bossú, F; Botje, M; Botta, E; Böttger, S; Braun-Munzinger, P; Bregant, M; Breitner, T; Broker, T A; Browning, T A; Broz, M; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buncic, P; Busch, O; Buthelezi, Z; Caffarri, D; Cai, X; Caines, H; Caliva, A; Calvo Villar, E; Camerini, P; Carena, F; Carena, W; Castillo Castellanos, J; Casula, E A R; Catanescu, V; Cavicchioli, C; Ceballos Sanchez, C; Cepila, J; Cerello, P; Chang, B; Chapeland, S; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chelnokov, V; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Chochula, P; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortese, P; Cortés Maldonado, I; Cosentino, M R; Costa, F; Crochet, P; Cruz Albino, R; Cuautle, E; Cunqueiro, L; Dainese, A; Dang, R; Danu, A; Das, D; Das, I; Das, K; Das, S; Dash, A; Dash, S; De, S; Delagrange, H; Deloff, A; Dénes, E; D'Erasmo, G; De Caro, A; de Cataldo, G; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; de Rooij, R; Diaz Corchero, M A; Dietel, T; Divià, R; Di Bari, D; Di Liberto, S; Di Mauro, A; Di Nezza, P; Djuvsland, Ø; Dobrin, A; Dobrowolski, T; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Dubey, A K; Dubla, A; Ducroux, L; Dupieux, P; Dutta Majumdar, A K; Ehlers, R J; Elia, D; Engel, H; Erazmus, B; Erdal, H A; Eschweiler, D; Espagnon, B; Esposito, M; Estienne, M; Esumi, S; Evans, D; Evdokimov, S; Fabris, D; Faivre, J; Falchieri, D; Fantoni, A; Fasel, M; Fehlker, D; Feldkamp, L; Felea, D; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Floratos, E; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Frankenfeld, U; Fuchs, U; Furget, C; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gallio, M; Gangadharan, D R; Ganoti, P; Garabatos, C; Garcia-Solis, E; Gargiulo, C; Garishvili, I; Gerhard, J; Germain, M; Gheata, A; Gheata, M; Ghidini, B; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Gladysz-Dziadus, E; Glässel, P; Gomez Ramirez, A; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Graczykowski, L K; Grelli, A; Grigoras, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grinyov, B; Grion, N; Grosse-Oetringhaus, J F; Grossiord, J-Y; Grosso, R; Guber, F; Guernane, R; Guerzoni, B; Guilbaud, M; Gulbrandsen, K; Gulkanyan, H; Gunji, T; Gupta, A; Gupta, R; Khan, K H; Haake, R; Haaland, Ø; Hadjidakis, C; Haiduc, M; Hamagaki, H; Hamar, G; Hanratty, L D; Hansen, A; Harris, J W; Hartmann, H; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Heide, M; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Hess, B A; Hetland, K F; Hicks, B; Hippolyte, B; Hladky, J; Hristov, P; Huang, M; Humanic, T J; Hutter, D; Hwang, D S; Ilkaev, R; Ilkiv, I; Inaba, M; Innocenti, G M; Ionita, C; Ippolitov, M; Irfan, M; Ivanov, M; Ivanov, V; Ivanytskyi, O; Jachołkowski, A; Jacobs, P M; Jahnke, C; Jang, H J; Janik, M A; Jayarathna, P H S Y; Jena, S; Jimenez Bustamante, R T; Jones, P G; Jung, H; Jusko, A; Kadyshevskiy, V; Kalcher, S; Kalinak, P; Kalweit, A; Kamin, J; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karpechev, E; Kebschull, U; Keidel, R; Khan, M M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, B; Kim, D W; Kim, D J; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, J; Klein-Bösing, C; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Köhler, M K; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Konevskikh, A; Kovalenko, V; Kowalski, M; Kox, S; Koyithatta Meethaleveedu, G; Kral, J; Králik, I; Kramer, F; Kravčáková, A; Krelina, M; Kretz, M; Krivda, M; Krizek, F; Krus, M; Kryshen, E; Krzewicki, M; Kučera, V; Kucheriaev, Y; Kugathasan, T; Kuhn, C; Kuijer, P G; Kulakov, I; Kumar, J; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; Ladron de Guevara, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; La Pointe, S L; La Rocca, P; Lea, R; Lee, G R; Legrand, I; Lehnert, J; Lemmon, R C; Lenti, V; Leogrande, E; Leoncino, M; León Monzón, I; Lévai, P; Li, S; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Ljunggren, H M; Lodato, D F; Loenne, P I; Loggins, V R; Loginov, V; Lohner, D; Loizides, C; Lopez, X; López Torres, E; Lu, X-G; Luettig, P; Lunardon, M; Luo, J; Luparello, G; Luzzi, C; Ma, R; Maevskaya, A; Mager, M; Mahapatra, D P; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manceau, L; Manko, V; Manso, F; Manzari, V; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Marín, A; Markert, C; Marquard, M; Martashvili, I; Martin, N A; Martinengo, P; Martínez, M I; Martínez García, G; Martin Blanco, J; Martynov, Y; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Massacrier, L; Mastroserio, A; Matyja, A; Mayer, C; Mazer, J; Mazzoni, M A; Meddi, F; Menchaca-Rocha, A; Mercado Pérez, J; Meres, M; Miake, Y; Mikhaylov, K; Milano, L; Milosevic, J; Mischke, A; Mishra, A N; Miśkowiec, D; Mitu, C M; Mlynarz, J; Mohanty, B; Molnar, L; Montaño Zetina, L; Montes, E; Morando, M; Moreira De Godoy, D A; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Muhuri, S; Mukherjee, M; Müller, H; Munhoz, M G; Murray, S; Musa, L; Musinsky, J; Nandi, B K; Nania, R; Nappi, E; Nattrass, C; Nayak, T K; Nazarenko, S; Nedosekin, A; Nicassio, M; Niculescu, M; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Nilsen, B S; Noferini, F; Nomokonov, P; Nooren, G; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Okatan, A; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Onderwaater, J; Oppedisano, C; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Sahoo, P; Pachmayer, Y; Pachr, M; Pagano, P; Paić, G; Painke, F; Pajares, C; Pal, S K; Palmeri, A; Pant, D; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Patalakha, D I; Paticchio, V; Paul, B; Pawlak, T; Peitzmann, T; Pereira Da Costa, H; Pereira De Oliveira Filho, E; Peresunko, D; Pérez Lara, C E; Pesci, A; Peskov, V; Pestov, Y; Petráček, V; Petran, M; Petris, M; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Pohjoisaho, E H O; Polichtchouk, B; Poljak, N; Pop, A; Porteboeuf-Houssais, S; Porter, J; Pospisil, V; Potukuchi, B; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Rauf, A W; Razazi, V; Read, K F; Real, J S; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reicher, M; Reidt, F; Renfordt, R; Reolon, A R; Reshetin, A; Rettig, F; Revol, J-P; Reygers, K; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Rivetti, A; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohni, S; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Rosnet, P; Rossegger, S; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, R; Sahu, P K; Saini, J; Salgado, C A; Salzwedel, J; Sambyal, S; Samsonov, V; Sanchez Castro, X; Sánchez Rodríguez, F J; Šándor, L; Sandoval, A; Sano, M; Santagati, G; Sarkar, D; Scapparone, E; Scarlassara, F; Scharenberg, R P; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Segato, G; Seger, J E; Sekiguchi, Y; Selyuzhenkov, I; Seo, J; Serradilla, E; Sevcenco, A; Shabetai, A; Shabratova, G; Shahoyan, R; Shangaraev, A; Sharma, N; Sharma, S; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Skjerdal, K; Smakal, R; Smirnov, N; Snellings, R J M; Søgaard, C; Soltz, R; Song, J; Song, M; Soramel, F; Sorensen, S; Spacek, M; Sputowska, I; Spyropoulou-Stassinaki, M; Srivastava, B K; Stachel, J; Stan, I; Stefanek, G; Steinpreis, M; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Stolpovskiy, M; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Sultanov, R; Šumbera, M; Susa, T; Symons, T J M; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Takahashi, J; Tangaro, M A; Tapia Takaki, J D; Tarantola Peloni, A; Tarazona Martinez, A; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terrevoli, C; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Torii, H; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ulery, J; Ullaland, K; Uras, A; Usai, G L; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Vande Vyvre, P; Vannucci, L; Van Hoorne, J W; van Leeuwen, M; Vargas, A; Varma, R; Vasileiou, M; Vasiliev, A; Vechernin, V; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Vyushin, A; Wagner, B; Wagner, J; Wagner, V; Wang, M; Wang, Y; Watanabe, D; Weber, M; Wessels, J P; Westerhoff, U; Wiechula, J; Wikne, J; Wilde, M; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Xiang, C; Yaldo, C G; Yamaguchi, Y; Yang, H; Yang, P; Yang, S; Yano, S; Yasnopolskiy, S; Yi, J; Yin, Z; Yoo, I-K; Yushmanov, I; Zaccolo, V; Zach, C; Zaman, A; Zampolli, C; Zaporozhets, S; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhao, C; Zhigareva, N; Zhou, D; Zhou, F; Zhou, Y; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zoccarato, Y; Zynovyev, M; Zyzak, M

The inclusive production cross sections at forward rapidity of [Formula: see text], [Formula: see text], [Formula: see text](1S) and [Formula: see text](2S) are measured in [Formula: see text] collisions at [Formula: see text] with the ALICE detector at the LHC. The analysis is based on a data sample corresponding to an integrated luminosity of 1.35 pb[Formula: see text]. Quarkonia are reconstructed in the dimuon-decay channel and the signal yields are evaluated by fitting the [Formula: see text] invariant mass distributions. The differential production cross sections are measured as a function of the transverse momentum [Formula: see text] and rapidity [Formula: see text], over the ranges [Formula: see text] GeV/c for [Formula: see text], [Formula: see text] GeV/c for all other resonances and for [Formula: see text]. The measured cross sections integrated over [Formula: see text] and [Formula: see text], and assuming unpolarized quarkonia, are: [Formula: see text] [Formula: see text]b, [Formula: see text] [Formula: see text]b, [Formula: see text] nb and [Formula: see text] nb, where the first uncertainty is statistical and the second one is systematic. The results are compared to measurements performed by other LHC experiments and to theoretical models.

Poetic prayer as a "text in text" in Ukrainian Cyrillic editions of the Baroque age

Directory of Open Access Journals (Sweden)

Kurhanova O.

2016-01-01

Full Text Available The article observes a prayer as a meta-genre of Baroque Ukrainian poetry, found at the pages of Ukrainian Cyrillic religious editions of the late 16th - early 18th centuries. Double nature of baroque poetic prayer is underlined. Poetic prayer originates from the tradition of liturgical prayer and contains it as a "text in text", at the same time poetical prayer is inserted as a "text in text" into the editions, in which it is printed. Two types of semantic connections between baroque poetic prayers and the text of their editions are described. The first type is presented by the poetry, which contains an image of a person, who took part in the text creation and in the process of its edition: the author/editor (in the role of the prayer addresser or the patron of art (in the role of a person, about whom the prayer request was made. The topics of prayer appellations in the poetry of this group are requests for earthly and heavenly boons for the author/editor/patron of the edition, for positive reception of the book; thanksgivings for the help in the book writing/publishing etc. The poetry of the second type contains images, which are central for the text of an edition. These are, as a rule, addressees of the prayer text - God, Saint Virgin, Angels and Saints. The content of a prayer appeal in the poetry of this type is a request for salvation and help in spiritual self-perfection of a lyric hero or a church community. It is defined that the content of poetic prayers, printed at pages of Cyrillic editions of the late 16th - early 18th centuries, was influenced both by text elements of the edition (topic, central images, and by non-textual factors (illustration plot, accompanied by a poem, prayer intention of an author/editor, existence of a patron of edition, different circumstances of editorial process etc.

Relating interesting quantitative time series patterns with text events and text features

Science.gov (United States)

Wanner, Franz; Schreck, Tobias; Jentner, Wolfgang; Sharalieva, Lyubka; Keim, Daniel A.

2013-12-01

In many application areas, the key to successful data analysis is the integrated analysis of heterogeneous data. One example is the financial domain, where time-dependent and highly frequent quantitative data (e.g., trading volume and price information) and textual data (e.g., economic and political news reports) need to be considered jointly. Data analysis tools need to support an integrated analysis, which allows studying the relationships between textual news documents and quantitative properties of the stock market price series. In this paper, we describe a workflow and tool that allows a flexible formation of hypotheses about text features and their combinations, which reflect quantitative phenomena observed in stock data. To support such an analysis, we combine the analysis steps of frequent quantitative and text-oriented data using an existing a-priori method. First, based on heuristics we extract interesting intervals and patterns in large time series data. The visual analysis supports the analyst in exploring parameter combinations and their results. The identified time series patterns are then input for the second analysis step, in which all identified intervals of interest are analyzed for frequent patterns co-occurring with financial news. An a-priori method supports the discovery of such sequential temporal patterns. Then, various text features like the degree of sentence nesting, noun phrase complexity, the vocabulary richness, etc. are extracted from the news to obtain meta patterns. Meta patterns are defined by a specific combination of text features which significantly differ from the text features of the remaining news data. Our approach combines a portfolio of visualization and analysis techniques, including time-, cluster- and sequence visualization and analysis functionality. We provide two case studies, showing the effectiveness of our combined quantitative and textual analysis work flow. The workflow can also be generalized to other

Demokrasi Ersatz: Menggugat Peran Pemuda dalam Mengawal Proses Demokratisasi di Indonesia

Directory of Open Access Journals (Sweden)

mahathir muhammad iqbal

2016-03-01

Full Text Available We already are in an open democratic stage within 17 years . However , we are also required to continue to make serious resolutions and improvements related to the character of the ideology of democracy . In many ways , we still fail to open up possibilities and alternatives in managing circulation prospective leadership and in accordance with the requirements of democracy . Fundamental changes to equip democracy needs to be done for the sake of the birth of the benefit shared values ​​. In this context, youth should play a role . youth should proofread and guarding the democratic process in order not to handcuffed by pragmatic political interests . Moreover, if we depart from the conviction , that the youth are the leaders of future generations. Permalink/DOI: http://dx.doi.org/10.15408/sd.v2i2.2817

Arabic text classification using Polynomial Networks

Directory of Open Access Journals (Sweden)

Mayy M. Al-Tahrawi

2015-10-01

Full Text Available In this paper, an Arabic statistical learning-based text classification system has been developed using Polynomial Neural Networks. Polynomial Networks have been recently applied to English text classification, but they were never used for Arabic text classification. In this research, we investigate the performance of Polynomial Networks in classifying Arabic texts. Experiments are conducted on a widely used Arabic dataset in text classification: Al-Jazeera News dataset. We chose this dataset to enable direct comparisons of the performance of Polynomial Networks classifier versus other well-known classifiers on this dataset in the literature of Arabic text classification. Results of experiments show that Polynomial Networks classifier is a competitive algorithm to the state-of-the-art ones in the field of Arabic text classification.

nal Sesotho texts

African Journals Online (AJOL)

with literary texts written in indigenous South African languages. The project ... Homi Bhabha uses the words of Salman Rushdie to underline the fact that new .... I could not conceptualise an African-language-to-African-language dictionary. An.

Pharmspresso: a text mining tool for extraction of pharmacogenomic concepts and relationships from full text.

Science.gov (United States)

Garten, Yael; Altman, Russ B

2009-02-05

Pharmacogenomics studies the relationship between genetic variation and the variation in drug response phenotypes. The field is rapidly gaining importance: it promises drugs targeted to particular subpopulations based on genetic background. The pharmacogenomics literature has expanded rapidly, but is dispersed in many journals. It is challenging, therefore, to identify important associations between drugs and molecular entities--particularly genes and gene variants, and thus these critical connections are often lost. Text mining techniques can allow us to convert the free-style text to a computable, searchable format in which pharmacogenomic concepts (such as genes, drugs, polymorphisms, and diseases) are identified, and important links between these concepts are recorded. Availability of full text articles as input into text mining engines is key, as literature abstracts often do not contain sufficient information to identify these pharmacogenomic associations. Thus, building on a tool called Textpresso, we have created the Pharmspresso tool to assist in identifying important pharmacogenomic facts in full text articles. Pharmspresso parses text to find references to human genes, polymorphisms, drugs and diseases and their relationships. It presents these as a series of marked-up text fragments, in which key concepts are visually highlighted. To evaluate Pharmspresso, we used a gold standard of 45 human-curated articles. Pharmspresso identified 78%, 61%, and 74% of target gene, polymorphism, and drug concepts, respectively. Pharmspresso is a text analysis tool that extracts pharmacogenomic concepts from the literature automatically and thus captures our current understanding of gene-drug interactions in a computable form. We have made Pharmspresso available at http://pharmspresso.stanford.edu.

Mobile characters, mobile texts: homelessness and intertextuality in contemporary texts for young people

Directory of Open Access Journals (Sweden)

Mavis Reimer

2013-06-01

Full Text Available Since the 1990s, narratives about homelessness for and about young people have proliferated around the world. A cluster of thematic elements shared by many of these narratives of the age of globalization points to the deep anxiety that is being expressed about a social, economic, and cultural system under stress or struggling to find a new formation. More surprisingly, many of the narratives also use canonical cultural texts extensively as intertexts. This article considers three novels from three different national traditions to address the work of intertextuality in narratives about homelessness: Skellig by UK author David Almond, which was published in 1998; Chronicler of the Winds by Swedish author Henning Mankell, which was first published in 1988 in Swedish as Comédia Infantil and published in an English translation in 2006; and Stained Glass by Canadian author Michael Bedard, which was published in 2002. Using Julia Kristeva's definition of intertextuality as the “transposition of one (or several sign systems into another,” I propose that all intertexts can be thought of as metaphoric texts, in the precise sense that they carry one text into another. In the narratives under discussion in this article, the idea of homelessness is in perpetual motion between texts and intertexts, ground and figure, the literal and the symbolic. What the child characters and the readers who take up the position offered to implied readers are asked to do, I argue, is to put on a way of seeing that does not settle, a way of being that strains forward toward the new.

Germline and somatic polymerase ε and δ mutations define a new class of hypermutated colorectal and endometrial cancers.

Science.gov (United States)

Briggs, Sarah; Tomlinson, Ian

2013-06-01

Polymerases ε and δ are the main enzymes that replicate eukaryotic DNA. Accurate replication occurs through Watson-Crick base pairing and also through the action of the polymerases' exonuclease (proofreading) domains. We have recently shown that germline exonuclease domain mutations (EDMs) of POLE and POLD1 confer a high risk of multiple colorectal adenomas and carcinoma (CRC). POLD1 mutations also predispose to endometrial cancer (EC). These mutations are associated with high penetrance and dominant inheritance, although the phenotype can be variable. We have named the condition polymerase proofreading-associated polyposis (PPAP). Somatic POLE EDMs have also been found in sporadic CRCs and ECs, although very few somatic POLD1 EDMs have been detected. Both the germline and the somatic DNA polymerase EDMs cause an 'ultramutated', apparently microsatellite-stable, type of cancer, sometimes leading to over a million base substitutions per tumour. Here, we present the evidence for POLE and POLD1 as important contributors to the pathogenesis of CRC and EC, and highlight some of the key questions in this emerging field. Copyright © 2013 Pathological Society of Great Britain and Ireland. Published by John Wiley & Sons, Ltd.

Plagiarism in Academic Texts

Directory of Open Access Journals (Sweden)

Marta Eugenia Rojas-Porras

2012-08-01

Full Text Available The ethical and social responsibility of citing the sources in a scientific or artistic work is undeniable. This paper explores, in a preliminary way, academic plagiarism in its various forms. It includes findings based on a forensic analysis. The purpose of this paper is to raise awareness on the importance of considering these details when writing and publishing a text. Hopefully, this analysis may put the issue under discussion.

Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

Directory of Open Access Journals (Sweden)

Danielle S. McNamara

2011-07-01

Full Text Available We examined young readers’ comprehension as a function of text genre (narrative, science, text cohesion (high, low, and readers’ abilities (reading decoding skills and world knowledge. The overarching purpose of this study was to contribute to our understanding of the fourth grade slump. Children in grade 4 read four texts, including one high and one low cohesion text from each genre. Comprehension of each text was assessed with 12 multiple-choice questions and free and cued recall. Comprehension was enhanced by increased knowledge: high knowledge readers showed better comprehension than low knowledge readers and narratives were comprehended better than science texts. Interactions between readers’ knowledge levels and text characteristics indicated that the children showed larger effects of knowledge for science than for narrative texts, and those with more knowledge better understood the low cohesion, narrative texts, showing a reverse cohesion effect. Decoding skill benefited comprehension, but effects of text genre and cohesion depended less on decoding skill than prior knowledge. Overall, the study indicates that the fourth grade slump is at least partially attributable to the emergence of complex dependencies between the nature of the text and the reader’s prior knowledge. The results also suggested that simply adding cohesion cues, and not explanatory information, is not likely to be sufficient for young readers as an approach to improving comprehension of challenging texts.

Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

Directory of Open Access Journals (Sweden)

Danielle S. McNAMARA

2011-11-01

Full Text Available We examined young readers’ comprehension as a function of text genre (narrative, science, text cohesion (high, low, and readers’ abilities (reading decoding skills and world knowledge. The overarching purpose of this study was to contribute to our understanding of the fourth grade slump. Children in grade 4 read four texts, including one high and one low cohesion text from each genre. Comprehension of each text was assessed with 12 multiple-choice questions and free and cued recall. Comprehension was enhanced by increased knowledge: high knowledge readers showed bettercomprehension than low knowledge readers and narratives were comprehended better than science texts. Interactions between readers’ knowledge levels and text characteristics indicated that thechildren showed larger effects of knowledge for science than for narrative texts, and those with more knowledge better understood the low cohesion, narrative texts, showing a reverse cohesion effect.Decoding skill benefited comprehension, but effects of text genre and cohesion depended less on decoding skill than prior knowledge. Overall, the study indicates that the fourth grade slump is at leastpartially attributable to the emergence of complex dependencies between the nature of the text and the reader’s prior knowledge. The results also suggested that simply adding cohesion cues, and notexplanatory information, is not likely to be sufficient for young readers as an approach to improving comprehension of challenging texts.

Strategy as Texts

DEFF Research Database (Denmark)

Obed Madsen, Søren

of the strategy into four categories. Second, the managers produce new texts based on the original strategy document by using four different ways of translation models. The study’s findings contribute to three areas. Firstly, it shows that translation is more than a sociological process. It is also...... a craftsmanship that requires knowledge and skills, which unfortunately seems to be overlooked in both the literature and in practice. Secondly, it shows that even though a strategy text is in singular, the translation makes strategy plural. Thirdly, the article proposes a way to open up the black box of what......This article shows empirically how managers translate a strategy plan at an individual level. By analysing how managers in three organizations translate strategies, it identifies that the translation happens in two steps: First, the managers decipher the strategy by coding the different parts...

A Novel Approach for Arabic Text Steganography Based on the “BloodGroup” Text Hiding Method

Directory of Open Access Journals (Sweden)

S. Malalla,

2017-04-01

Full Text Available Steganography is the science of hiding certain messages (data in groups of irrelevant data possibly of other form. The purpose of steganography is covert communication to hide the existence of a message from an intermediary. Text Steganography is the process of embedding secret message (text in another text (cover text so that the existence of secret message cannot be detected by a third party. This paper presents a novel approach for text steganography using the Blood Group (BG method based on the behavior of blood group. Experimentally it is found that the proposed method got good results in capacity, hiding capacity, time complexity, robustness, visibility, and similarity which shows its superiority as compared to most several existing methods.

The Effects of Cooperative Learning on Improving English Pronunciation and Comprehension of Medical Students

Directory of Open Access Journals (Sweden)

Zeinab Sanaee Moghadam

2013-12-01

Full Text Available Introduction: Acquisition of intelligible English pronunciation and comprehension of medical texts has been considered as an important need for medical students. This can be improved by employing different methods and taking into consideration various learning styles of students. This study is an attempt to reveal the effect of cooperative learning on enhancing pronunciation and reading comprehension in students of medicine in Yasuj University of Medical Sciences. Methods: All 60 students of medicine in Yasuj University of Medical Sciences who enrolled in English for specific purposes 1st Feb 2013 took part in this quasi experimental study and were divided into two groups of thirties, according to the enrollment list. Cooperative learning was implemented with the experimental group dividing them into groups of five randomly, while the control group was taught with traditional method. Phonetic transcriptions were used along with passages taken from their book for the two groups. The data collected from three reading aloud tasks, scores of pretest, and midterm and final written examinations were analyzed using SPSS software, version19. Results: The results of the study showed that the experimental group outperformed the control group significantly (P<0.05 in all areas of reading aloud tests, pronunciation, and comprehension. Conclusion: It is concluded that cooperative learning significantly improves medical students’ pronunciation and comprehension. Teaching pronunciation and comprehension through cooperative learning yields better learning results for university students.

Cultural Cognition in Usability Evaluation

DEFF Research Database (Denmark)

Clemmensen, Torkil; Hertzum, Morten; Hornbæk, Kasper Anders Søren

2009-01-01

We discuss the impact of cultural differences on usability evaluations that are based on the thinking-aloud method (TA). The term ‘cultural differences' helps distinguish differences in the perception and thinking of Westerners (people from Western Europe and US citizens with European origins...... and evaluator. In conclusion, we point to the importance of matching the task presentation to users' cultural background, the different effects of thinking aloud on task performance between Easterners and Westerners, the differences in nonverbal behaviour that affect usability problem detection, and, finally...

Cultural Cognition in Usability Evaluation

DEFF Research Database (Denmark)

Clemmensen, Torkil; Hertzum, Morten; Hornbæk, Kasper Anders Søren

2009-01-01

We discuss the impact of cultural differences on usability evaluations that are based on the thinking-aloud method (TA). The term ‘cultural differences’ helps distinguish differences in the perception and thinking of Westerners (people from Western Europe and US citizens with European origins...... and evaluator. In conclusion, we point to the importance of matching the task presentation to users’ cultural background, the different effects of thinking aloud on task performance between Easterners and Westerners, the differences in nonverbal behaviour that affect usability problem detection, and, finally...

Practical text mining and statistical analysis for non-structured text data applications

CERN Document Server

Miner, Gary; Hill, Thomas; Nisbet, Robert; Delen, Dursun

2012-01-01

The world contains an unimaginably vast amount of digital information which is getting ever vaster ever more rapidly. This makes it possible to do many things that previously could not be done: spot business trends, prevent diseases, combat crime and so on. Managed well, the textual data can be used to unlock new sources of economic value, provide fresh insights into science and hold governments to account. As the Internet expands and our natural capacity to process the unstructured text that it contains diminishes, the value of text mining for information retrieval and search will increase d

$E_{\\text{T}}^{\\text{miss}}$ performance in the ATLAS detector using 2015-2016 LHC p-p collisions

CERN Document Server

The ATLAS collaboration

2018-01-01

The reconstruction and calibration algorithms used to measure missing transverse momentum ($E_{\\text{T}}^{\\text{miss}}$) with the ATLAS detector utilise energy deposits within the calorimeter and tracks reconstructed in the inner detector and the muon spectrometer. The performance of the $E_{\\text{T}}^{\\text{miss}}$ reconstruction algorithms is evaluated using data collected in proton--proton collisions in 2015 and 2016 at a centre-of-mass energy of $13$ TeV. Results are shown for a data sample corresponding to an integrated luminosity of $36~$fb$^{-1}$. The performance of $E_{\\text{T}}^{\\text{miss}}$ built with jets reconstructed using a particle flow algorithm is presented and compared to that built with calorimeter jets. Various strategies are used to suppress effects arising from additional proton--proton interactions, called pileup. The tracking and vertexing information is used to distinguish contributions from pileup entering the $E_{\\text{T}}^{\\text{miss}}$ calculation. The modelling of $E_{\\text{T}}^...

Dynamic Chemical Model for $\\text {H} _2 $/$\\text {O} _2 $ Combustion Developed Through a Community Workflow

KAUST Repository

Oreluk, James; Needham, Craig D.; Baskaran, Sathya; Sarathy, Mani; Burke, Michael P.; West, Richard H.; Frenklach, Michael; Westmoreland, Phillip R.

2018-01-01

Elementary-reaction models for $\\text{H}_2$/$\\text{O}_2$ combustion were evaluated and optimized through a collaborative workflow, establishing accuracy and characterizing uncertainties. Quantitative findings were the optimized model, the importance of $\\text{H}_2 + \\text{O}_2(1\\Delta) = \\text{H} + \\text{HO}_2$ in high-pressure flames, and the inconsistency of certain low-temperature shock-tube data. The workflow described here is proposed to be even more important because the approach and publicly available cyberinfrastructure allows future community development of evolving improvements. The workflow steps applied here were to develop an initial reaction set using Burke et al. [2012], Burke et al. [2013], Sellevag et al. [2009], and Konnov [2015]; test it for thermodynamic and kinetics consistency and plausibility against other sets in the literature; assign estimated uncertainties where not stated in the sources; select key data targets (

Dynamic Chemical Model for $\\text {H} _2 $/$\\text {O} _2 $ Combustion Developed Through a Community Workflow

KAUST Repository

Oreluk, James

2018-01-30

Elementary-reaction models for $\\\\text{H}_2$/$\\\\text{O}_2$ combustion were evaluated and optimized through a collaborative workflow, establishing accuracy and characterizing uncertainties. Quantitative findings were the optimized model, the importance of $\\\\text{H}_2 + \\\\text{O}_2(1\\\\Delta) = \\\\text{H} + \\\\text{HO}_2$ in high-pressure flames, and the inconsistency of certain low-temperature shock-tube data. The workflow described here is proposed to be even more important because the approach and publicly available cyberinfrastructure allows future community development of evolving improvements. The workflow steps applied here were to develop an initial reaction set using Burke et al. [2012], Burke et al. [2013], Sellevag et al. [2009], and Konnov [2015]; test it for thermodynamic and kinetics consistency and plausibility against other sets in the literature; assign estimated uncertainties where not stated in the sources; select key data targets (

Machine Translation from Text

Science.gov (United States)

Habash, Nizar; Olive, Joseph; Christianson, Caitlin; McCary, John

Machine translation (MT) from text, the topic of this chapter, is perhaps the heart of the GALE project. Beyond being a well defined application that stands on its own, MT from text is the link between the automatic speech recognition component and the distillation component. The focus of MT in GALE is on translating from Arabic or Chinese to English. The three languages represent a wide range of linguistic diversity and make the GALE MT task rather challenging and exciting.

Active Learning for Text Classification

OpenAIRE

Hu, Rong

2011-01-01

Text classification approaches are used extensively to solve real-world challenges. The success or failure of text classification systems hangs on the datasets used to train them, without a good dataset it is impossible to build a quality system. This thesis examines the applicability of active learning in text classification for the rapid and economical creation of labelled training data. Four main contributions are made in this thesis. First, we present two novel selection strategies to cho...

Text Mining Applications and Theory

CERN Document Server

Berry, Michael W

2010-01-01

Text Mining: Applications and Theory presents the state-of-the-art algorithms for text mining from both the academic and industrial perspectives.  The contributors span several countries and scientific domains: universities, industrial corporations, and government laboratories, and demonstrate the use of techniques from machine learning, knowledge discovery, natural language processing and information retrieval to design computational models for automated text analysis and mining. This volume demonstrates how advancements in the fields of applied mathematics, computer science, machine learning

Defense Acquisition Research Journal. Volume 21, Number 2, Issue 69

Science.gov (United States)

2014-04-01

Manual of the American Psychological Association ( 6th Edition ). For all other style questions, please refer to the Chicago Manual of Style (15th...Graphic Designer Technical Editor Editorial Assistant Proofreader Multimedia Assistant Editing , Design, and Layout A Publication of the Defense...language. Format Please submit your manuscript with references in APA format (author-date-page number form of citation) as outlined in the Publication

A text-mining system for extracting metabolic reactions from full-text articles.

Science.gov (United States)

Czarnecki, Jan; Nobeli, Irene; Smith, Adrian M; Shepherd, Adrian J

2012-07-23

Increasingly biological text mining research is focusing on the extraction of complex relationships relevant to the construction and curation of biological networks and pathways. However, one important category of pathway - metabolic pathways - has been largely neglected.Here we present a relatively simple method for extracting metabolic reaction information from free text that scores different permutations of assigned entities (enzymes and metabolites) within a given sentence based on the presence and location of stemmed keywords. This method extends an approach that has proved effective in the context of the extraction of protein-protein interactions. When evaluated on a set of manually-curated metabolic pathways using standard performance criteria, our method performs surprisingly well. Precision and recall rates are comparable to those previously achieved for the well-known protein-protein interaction extraction task. We conclude that automated metabolic pathway construction is more tractable than has often been assumed, and that (as in the case of protein-protein interaction extraction) relatively simple text-mining approaches can prove surprisingly effective. It is hoped that these results will provide an impetus to further research and act as a useful benchmark for judging the performance of more sophisticated methods that are yet to be developed.

n-Gram-Based Text Compression

Directory of Open Access Journals (Sweden)

Vu H. Nguyen

2016-01-01

Full Text Available We propose an efficient method for compressing Vietnamese text using n-gram dictionaries. It has a significant compression ratio in comparison with those of state-of-the-art methods on the same dataset. Given a text, first, the proposed method splits it into n-grams and then encodes them based on n-gram dictionaries. In the encoding phase, we use a sliding window with a size that ranges from bigram to five grams to obtain the best encoding stream. Each n-gram is encoded by two to four bytes accordingly based on its corresponding n-gram dictionary. We collected 2.5 GB text corpus from some Vietnamese news agencies to build n-gram dictionaries from unigram to five grams and achieve dictionaries with a size of 12 GB in total. In order to evaluate our method, we collected a testing set of 10 different text files with different sizes. The experimental results indicate that our method achieves compression ratio around 90% and outperforms state-of-the-art methods.

Comprehending text in literature class

Directory of Open Access Journals (Sweden)

Purić Daliborka S.

2016-01-01

Full Text Available The paper discusses the problem of understanding a text and the contribution of methodological apparatus in the reader book to comprehension of a text being read in junior classes of elementary school. By using the technique of content analysis from methodological apparatuses in eight reader books for the fourth grade of elementary school, approved for usage in 2014/2015 academic year, and surveying 350 teachers in 33 elementary schools and 11 administrative districts in the Republic of Serbia we examined: (a to what extent the Serbian language text book contents enable junior students to understand a literary text; (b to what extent teachers accept the suggestions offered in the textbook for preparing literature teaching. The results show that a large number of suggestions relate to reading comprehension, but some of categories of understanding are unevenly distributed in the methodological apparatus. On the other hand, the majority of teachers use the methodological apparatus given in a textbook for preparing classes, not only the textbook he or she selected for teaching but also other textbooks for the same grade.

Text-Filled Stacked Area Graphs

DEFF Research Database (Denmark)

Kraus, Martin

2011-01-01

-filled stacked area graphs; i.e., graphs that feature stacked areas that are filled with small-typed text. Since these graphs allow for computing the text layout automatically, it is possible to include large amounts of textual detail with very little effort. We discuss the most important challenges and some...... solutions for the design of text-filled stacked area graphs with the help of an exemplary visualization of the genres, publication years, and titles of a database of several thousand PC games....

TEXT Energy Storage System

International Nuclear Information System (INIS)

Weldon, W.F.; Rylander, H.G.; Woodson, H.H.

1977-01-01

The Texas Experimental Tokamak (TEXT) Enery Storage System, designed by the Center for Electromechanics (CEM), consists of four 50 MJ, 125 V homopolar generators and their auxiliaries and is designed to power the toroidal and poloidal field coils of TEXT on a two-minute duty cycle. The four 50 MJ generators connected in series were chosen because they represent the minimum cost configuration and also represent a minimal scale up from the successful 5.0 MJ homopolar generator designed, built, and operated by the CEM

Texts and Readers.

Science.gov (United States)

Iser, Wolfgang

1980-01-01

Notes that, since fictional discourse need not reflect prevailing systems of meaning and norms or values, readers gain detachment from their own presuppositions; by constituting and formulating text-sense, readers are constituting and formulating their own cognition and becoming aware of the operations for doing so. (FL)

Augmenting Oracle Text with the UMLS for enhanced searching of free-text medical reports.

Science.gov (United States)

Ding, Jing; Erdal, Selnur; Dhaval, Rakesh; Kamal, Jyoti

2007-10-11

The intrinsic complexity of free-text medical reports imposes great challenges for information retrieval systems. We have developed a prototype search engine for retrieving clinical reports that leverages the powerful indexing and querying capabilities of Oracle Text, and the rich biomedical domain knowledge and semantic structures that are captured in the UMLS Metathesaurus.

Search for an additional, heavy Higgs boson in the [Formula: see text] decay channel at [Formula: see text] in [Formula: see text] collision data with the ATLAS detector.

Science.gov (United States)

Aad, G; Abbott, B; Abdallah, J; Abdinov, O; Aben, R; Abolins, M; AbouZeid, O S; Abramowicz, H; Abreu, H; Abreu, R; Abulaiti, Y; Acharya, B S; Adamczyk, L; Adams, D L; Adelman, J; Adomeit, S; Adye, T; Affolder, A A; Agatonovic-Jovin, T; Agricola, J; Aguilar-Saavedra, J A; Ahlen, S P; Ahmadov, F; Aielli, G; Akerstedt, H; Åkesson, T P A; Akimov, A V; Alberghi, G L; Albert, J; Albrand, S; Alconada Verzini, M J; Aleksa, M; Aleksandrov, I N; Alexa, C; Alexander, G; Alexopoulos, T; Alhroob, M; Alimonti, G; Alio, L; Alison, J; Alkire, S P; Allbrooke, B M M; Allport, P P; Aloisio, A; Alonso, A; Alonso, F; Alpigiani, C; Altheimer, A; Alvarez Gonzalez, B; Álvarez Piqueras, D; Alviggi, M G; Amadio, B T; Amako, K; Amaral Coutinho, Y; Amelung, C; Amidei, D; Amor Dos Santos, S P; Amorim, A; Amoroso, S; Amram, N; Amundsen, G; Anastopoulos, C; Ancu, L S; Andari, N; Andeen, T; Anders, C F; Anders, G; Anders, J K; Anderson, K J; Andreazza, A; Andrei, V; Angelidakis, S; Angelozzi, I; Anger, P; Angerami, A; Anghinolfi, F; Anisenkov, A V; Anjos, N; Annovi, A; Antonelli, M; Antonov, A; Antos, J; Anulli, F; Aoki, M; Aperio Bella, L; Arabidze, G; Arai, Y; Araque, J P; Arce, A T H; Arduh, F A; Arguin, J-F; Argyropoulos, S; Arik, M; Armbruster, A J; Arnaez, O; Arnal, V; Arnold, H; Arratia, M; Arslan, O; Artamonov, A; Artoni, G; Asai, S; Asbah, N; Ashkenazi, A; Åsman, B; Asquith, L; Assamagan, K; Astalos, R; Atkinson, M; Atlay, N B; Augsten, K; Aurousseau, M; Avolio, G; Axen, B; Ayoub, M K; Azuelos, G; Baak, M A; Baas, A E; Baca, M J; Bacci, C; Bachacou, H; Bachas, K; Backes, M; Backhaus, M; Bagiacchi, P; Bagnaia, P; Bai, Y; Bain, T; Baines, J T; Baker, O K; Baldin, E M; Balek, P; Balestri, T; Balli, F; Banas, E; Banerjee, Sw; Bannoura, A A E; Bansil, H S; Barak, L; Barberio, E L; Barberis, D; Barbero, M; Barillari, T; Barisonzi, M; Barklow, T; Barlow, N; Barnes, S L; Barnett, B M; Barnett, R M; Barnovska, Z; Baroncelli, A; Barone, G; Barr, A J; Barreiro, F; Barreiro Guimarães da Costa, J; Bartoldus, R; Barton, A E; Bartos, P; Basalaev, A; Bassalat, A; Basye, A; Bates, R L; Batista, S J; Batley, J R; Battaglia, M; Bauce, M; Bauer, F; Bawa, H S; Beacham, J B; Beattie, M D; Beau, T; Beauchemin, P H; Beccherle, R; Bechtle, P; Beck, H P; Becker, K; Becker, M; Becker, S; Beckingham, M; Becot, C; Beddall, A J; Beddall, A; Bednyakov, V A; Bee, C P; Beemster, L J; Beermann, T A; Begel, M; Behr, J K; Belanger-Champagne, C; Bell, W H; Bella, G; Bellagamba, L; Bellerive, A; Bellomo, M; Belotskiy, K; Beltramello, O; Benary, O; Benchekroun, D; Bender, M; Bendtz, K; Benekos, N; Benhammou, Y; Benhar Noccioli, E; Benitez Garcia, J A; Benjamin, D P; Bensinger, J R; Bentvelsen, S; Beresford, L; Beretta, M; Berge, D; Bergeaas Kuutmann, E; Berger, N; Berghaus, F; Beringer, J; Bernard, C; Bernard, N R; Bernius, C; Bernlochner, F U; Berry, T; Berta, P; Bertella, C; Bertoli, G; Bertolucci, F; Bertsche, C; Bertsche, D; Besana, M I; Besjes, G J; Bessidskaia Bylund, O; Bessner, M; Besson, N; Betancourt, C; Bethke, S; Bevan, A J; Bhimji, W; Bianchi, R M; Bianchini, L; Bianco, M; Biebel, O; Biedermann, D; Bieniek, S P; Biglietti, M; Bilbao De Mendizabal, J; Bilokon, H; Bindi, M; Binet, S; Bingul, A; Bini, C; Biondi, S; Black, C W; Black, J E; Black, K M; Blackburn, D; Blair, R E; Blanchard, J-B; Blanco, J E; Blazek, T; Bloch, I; Blocker, C; Blum, W; Blumenschein, U; Bobbink, G J; Bobrovnikov, V S; Bocchetta, S S; Bocci, A; Bock, C; Boehler, M; Bogaerts, J A; Bogavac, D; Bogdanchikov, A G; Bohm, C; Boisvert, V; Bold, T; Boldea, V; Boldyrev, A S; Bomben, M; Bona, M; Boonekamp, M; Borisov, A; Borissov, G; Borroni, S; Bortfeldt, J; Bortolotto, V; Bos, K; Boscherini, D; Bosman, M; Boudreau, J; Bouffard, J; Bouhova-Thacker, E V; Boumediene, D; Bourdarios, C; Bousson, N; Boveia, A; Boyd, J; Boyko, I R; Bozic, I; Bracinik, J; Brandt, A; Brandt, G; Brandt, O; Bratzler, U; Brau, B; Brau, J E; Braun, H M; Brazzale, S F; Breaden Madden, W D; Brendlinger, K; Brennan, A J; Brenner, L; Brenner, R; Bressler, S; Bristow, K; Bristow, T M; Britton, D; Britzger, D; Brochu, F M; Brock, I; Brock, R; Bronner, J; Brooijmans, G; Brooks, T; Brooks, W K; Brosamer, J; Brost, E; Brown, J; Bruckman de Renstrom, P A; Bruncko, D; Bruneliere, R; Bruni, A; Bruni, G; Bruschi, M; Bruscino, N; Bryngemark, L; Buanes, T; Buat, Q; Buchholz, P; Buckley, A G; Buda, S I; Budagov, I A; Buehrer, F; Bugge, L; Bugge, M K; Bulekov, O; Bullock, D; Burckhart, H; Burdin, S; Burgard, C D; Burghgrave, B; Burke, S; Burmeister, I; Busato, E; Büscher, D; Büscher, V; Bussey, P; Butler, J M; Butt, A I; Buttar, C M; Butterworth, J M; Butti, P; Buttinger, W; Buzatu, A; Buzykaev, A R; Cabrera Urbán, S; Caforio, D; Cairo, V M; Cakir, O; Calace, N; Calafiura, P; Calandri, A; Calderini, G; Calfayan, P; Caloba, L P; Calvet, D; Calvet, S; Camacho Toro, R; Camarda, S; Camarri, P; Cameron, D; Caminal Armadans, R; Campana, S; Campanelli, M; Campoverde, A; Canale, V; Canepa, A; Cano Bret, M; Cantero, J; Cantrill, R; Cao, T; Capeans Garrido, M D M; Caprini, I; Caprini, M; Capua, M; Caputo, R; Cardarelli, R; Cardillo, F; Carli, T; Carlino, G; Carminati, L; Caron, S; Carquin, E; Carrillo-Montoya, G D; Carter, J R; Carvalho, J; Casadei, D; Casado, M P; Casolino, M; Castaneda-Miranda, E; Castelli, A; Castillo Gimenez, V; Castro, N F; Catastini, P; Catinaccio, A; Catmore, J R; Cattai, A; Caudron, J; Cavaliere, V; Cavalli, D; Cavalli-Sforza, M; Cavasinni, V; Ceradini, F; Cerio, B C; Cerny, K; Cerqueira, A S; Cerri, A; Cerrito, L; Cerutti, F; Cerv, M; Cervelli, A; Cetin, S A; Chafaq, A; Chakraborty, D; Chalupkova, I; Chang, P; Chapman, J D; Charlton, D G; Chau, C C; Chavez Barajas, C A; Cheatham, S; Chegwidden, A; Chekanov, S; Chekulaev, S V; Chelkov, G A; Chelstowska, M A; Chen, C; Chen, H; Chen, K; Chen, L; Chen, S; Chen, X; Chen, Y; Cheng, H C; Cheng, Y; Cheplakov, A; Cheremushkina, E; Cherkaoui El Moursli, R; Chernyatin, V; Cheu, E; Chevalier, L; Chiarella, V; Chiarelli, G; Chiodini, G; Chisholm, A S; Chislett, R T; Chitan, A; Chizhov, M V; Choi, K; Chouridou, S; Chow, B K B; Christodoulou, V; Chromek-Burckhart, D; Chudoba, J; Chuinard, A J; Chwastowski, J J; Chytka, L; Ciapetti, G; Ciftci, A K; Cinca, D; Cindro, V; Cioara, I A; Ciocio, A; Cirotto, F; Citron, Z H; Ciubancan, M; Clark, A; Clark, B L; Clark, P J; Clarke, R N; Cleland, W; Clement, C; Coadou, Y; Cobal, M; Coccaro, A; Cochran, J; Coffey, L; Cogan, J G; Colasurdo, L; Cole, B; Cole, S; Colijn, A P; Collot, J; Colombo, T; Compostella, G; Conde Muiño, P; Coniavitis, E; Connell, S H; Connelly, I A; Consorti, V; Constantinescu, S; Conta, C; Conti, G; Conventi, F; Cooke, M; Cooper, B D; Cooper-Sarkar, A M; Cornelissen, T; Corradi, M; Corriveau, F; Corso-Radu, A; Cortes-Gonzalez, A; Cortiana, G; Costa, G; Costa, M J; Costanzo, D; Côté, D; Cottin, G; Cowan, G; Cox, B E; Cranmer, K; Cree, G; Crépé-Renaudin, S; Crescioli, F; Cribbs, W A; Crispin Ortuzar, M; Cristinziani, M; Croft, V; Crosetti, G; Cuhadar Donszelmann, T; Cummings, J; Curatolo, M; Cuthbert, C; Czirr, H; Czodrowski, P; D'Auria, S; D'Onofrio, M; Da Cunha Sargedas De Sousa, M J; Da Via, C; Dabrowski, W; Dafinca, A; Dai, T; Dale, O; Dallaire, F; Dallapiccola, C; Dam, M; Dandoy, J R; Dang, N P; Daniells, A C; Danninger, M; Dano Hoffmann, M; Dao, V; Darbo, G; Darmora, S; Dassoulas, J; Dattagupta, A; Davey, W; David, C; Davidek, T; Davies, E; Davies, M; Davison, P; Davygora, Y; Dawe, E; Dawson, I; Daya-Ishmukhametova, R K; De, K; de Asmundis, R; De Benedetti, A; De Castro, S; De Cecco, S; De Groot, N; de Jong, P; De la Torre, H; De Lorenzi, F; De Pedis, D; De Salvo, A; De Sanctis, U; De Santo, A; De Vivie De Regie, J B; Dearnaley, W J; Debbe, R; Debenedetti, C; Dedovich, D V; Deigaard, I; Del Peso, J; Del Prete, T; Delgove, D; Deliot, F; Delitzsch, C M; Deliyergiyev, M; Dell'Acqua, A; Dell'Asta, L; Dell'Orso, M; Della Pietra, M; Della Volpe, D; Delmastro, M; Delsart, P A; Deluca, C; DeMarco, D A; Demers, S; Demichev, M; Demilly, A; Denisov, S P; Derendarz, D; Derkaoui, J E; Derue, F; Dervan, P; Desch, K; Deterre, C; Deviveiros, P O; Dewhurst, A; Dhaliwal, S; Di Ciaccio, A; Di Ciaccio, L; Di Domenico, A; Di Donato, C; Di Girolamo, A; Di Girolamo, B; Di Mattia, A; Di Micco, B; Di Nardo, R; Di Simone, A; Di Sipio, R; Di Valentino, D; Diaconu, C; Diamond, M; Dias, F A; Diaz, M A; Diehl, E B; Dietrich, J; Diglio, S; Dimitrievska, A; Dingfelder, J; Dita, P; Dita, S; Dittus, F; Djama, F; Djobava, T; Djuvsland, J I; do Vale, M A B; Dobos, D; Dobre, M; Doglioni, C; Dohmae, T; Dolejsi, J; Dolezal, Z; Dolgoshein, B A; Donadelli, M; Donati, S; Dondero, P; Donini, J; Dopke, J; Doria, A; Dova, M T; Doyle, A T; Drechsler, E; Dris, M; Dubreuil, E; Duchovni, E; Duckeck, G; Ducu, O A; Duda, D; Dudarev, A; Duflot, L; Duguid, L; Dührssen, M; Dunford, M; Duran Yildiz, H; Düren, M; Durglishvili, A; Duschinger, D; Dyndal, M; Eckardt, C; Ecker, K M; Edgar, R C; Edson, W; Edwards, N C; Ehrenfeld, W; Eifert, T; Eigen, G; Einsweiler, K; Ekelof, T; El Kacimi, M; Ellert, M; Elles, S; Ellinghaus, F; Elliot, A A; Ellis, N; Elmsheuser, J; Elsing, M; Emeliyanov, D; Enari, Y; Endner, O C; Endo, M; Erdmann, J; Ereditato, A; Ernis, G; Ernst, J; Ernst, M; Errede, S; Ertel, E; Escalier, M; Esch, H; Escobar, C; Esposito, B; Etienvre, A I; Etzion, E; Evans, H; Ezhilov, A; Fabbri, L; Facini, G; Fakhrutdinov, R M; Falciano, S; Falla, R J; Faltova, J; Fang, Y; Fanti, M; Farbin, A; Farilla, A; Farooque, T; Farrell, S; Farrington, S M; Farthouat, P; Fassi, F; Fassnacht, P; Fassouliotis, D; Faucci Giannelli, M; Favareto, A; Fayard, L; Federic, P; Fedin, O L; Fedorko, W; Feigl, S; Feligioni, L; Feng, C; Feng, E J; Feng, H; Fenyuk, A B; Feremenga, L; Fernandez Martinez, P; Fernandez Perez, S; Ferrando, J; Ferrari, A; Ferrari, P; Ferrari, R; Ferreira de Lima, D E; Ferrer, A; Ferrere, D; Ferretti, C; Ferretto Parodi, A; Fiascaris, M; Fiedler, F; Filipčič, A; Filipuzzi, M; Filthaut, F; Fincke-Keeler, M; Finelli, K D; Fiolhais, M C N; Fiorini, L; Firan, A; Fischer, A; Fischer, C; Fischer, J; Fisher, W C; Fitzgerald, E A; Flaschel, N; Fleck, I; Fleischmann, P; Fleischmann, S; Fletcher, G T; Fletcher, G; Fletcher, R R M; Flick, T; Floderus, A; Flores Castillo, L R; Flowerdew, M J; Formica, A; Forti, A; Fournier, D; Fox, H; Fracchia, S; Francavilla, P; Franchini, M; Francis, D; Franconi, L; Franklin, M; Frate, M; Fraternali, M; Freeborn, D; French, S T; Friedrich, F; Froidevaux, D; Frost, J A; Fukunaga, C; Fullana Torregrosa, E; Fulsom, B G; Fusayasu, T; Fuster, J; Gabaldon, C; Gabizon, O; Gabrielli, A; Gabrielli, A; Gach, G P; Gadatsch, S; Gadomski, S; Gagliardi, G; Gagnon, P; Galea, C; Galhardo, B; Gallas, E J; Gallop, B J; Gallus, P; Galster, G; Gan, K K; Gao, J; Gao, Y; Gao, Y S; Garay Walls, F M; Garberson, F; García, C; García Navarro, J E; Garcia-Sciveres, M; Gardner, R W; Garelli, N; Garonne, V; Gatti, C; Gaudiello, A; Gaudio, G; Gaur, B; Gauthier, L; Gauzzi, P; Gavrilenko, I L; Gay, C; Gaycken, G; Gazis, E N; Ge, P; Gecse, Z; Gee, C N P; Geich-Gimbel, Ch; Geisler, M P; Gemme, C; Genest, M H; Gentile, S; George, M; George, S; Gerbaudo, D; Gershon, A; Ghasemi, S; Ghazlane, H; Giacobbe, B; Giagu, S; Giangiobbe, V; Giannetti, P; Gibbard, B; Gibson, S M; Gilchriese, M; Gillam, T P S; Gillberg, D; Gilles, G; Gingrich, D M; Giokaris, N; Giordani, M P; Giorgi, F M; Giorgi, F M; Giraud, P F; Giromini, P; Giugni, D; Giuliani, C; Giulini, M; Gjelsten, B K; Gkaitatzis, S; Gkialas, I; Gkougkousis, E L; Gladilin, L K; Glasman, C; Glatzer, J; Glaysher, P C F; Glazov, A; Goblirsch-Kolb, M; Goddard, J R; Godlewski, J; Goldfarb, S; Golling, T; Golubkov, D; Gomes, A; Gonçalo, R; Goncalves Pinto Firmino Da Costa, J; Gonella, L; González de la Hoz, S; Gonzalez Parra, G; Gonzalez-Sevilla, S; Goossens, L; Gorbounov, P A; Gordon, H A; Gorelov, I; Gorini, B; Gorini, E; Gorišek, A; Gornicki, E; Goshaw, A T; Gössling, C; Gostkin, M I; Goujdami, D; Goussiou, A G; Govender, N; Gozani, E; Grabas, H M X; Graber, L; Grabowska-Bold, I; Gradin, P O J; Grafström, P; Grahn, K-J; Gramling, J; Gramstad, E; Grancagnolo, S; Gratchev, V; Gray, H M; Graziani, E; Greenwood, Z D; Gregersen, K; Gregor, I M; Grenier, P; Griffiths, J; Grillo, A A; Grimm, K; Grinstein, S; Gris, Ph; Grivaz, J-F; Grohs, J P; Grohsjean, A; Gross, E; Grosse-Knetter, J; Grossi, G C; Grout, Z J; Guan, L; Guenther, J; Guescini, F; Guest, D; Gueta, O; Guido, E; Guillemin, T; Guindon, S; Gul, U; Gumpert, C; Guo, J; Guo, Y; Gupta, S; Gustavino, G; Gutierrez, P; Gutierrez Ortiz, N G; Gutschow, C; Guyot, C; Gwenlan, C; Gwilliam, C B; Haas, A; Haber, C; Hadavand, H K; Haddad, N; Haefner, P; Hageböck, S; Hajduk, Z; Hakobyan, H; Haleem, M; Haley, J; Hall, D; Halladjian, G; Hallewell, G D; Hamacher, K; Hamal, P; Hamano, K; Hamilton, A; Hamity, G N; Hamnett, P G; Han, L; Hanagaki, K; Hanawa, K; Hance, M; Hanke, P; Hanna, R; Hansen, J B; Hansen, J D; Hansen, M C; Hansen, P H; Hara, K; Hard, A S; Harenberg, T; Hariri, F; Harkusha, S; Harrington, R D; Harrison, P F; Hartjes, F; Hasegawa, M; Hasegawa, Y; Hasib, A; Hassani, S; Haug, S; Hauser, R; Hauswald, L; Havranek, M; Hawkes, C M; Hawkings, R J; Hawkins, A D; Hayashi, T; Hayden, D; Hays, C P; Hays, J M; Hayward, H S; Haywood, S J; Head, S J; Heck, T; Hedberg, V; Heelan, L; Heim, S; Heim, T; Heinemann, B; Heinrich, L; Hejbal, J; Helary, L; Hellman, S; Hellmich, D; Helsens, C; Henderson, J; Henderson, R C W; Heng, Y; Hengler, C; Henrichs, A; Henriques Correia, A M; Henrot-Versille, S; Herbert, G H; Hernández Jiménez, Y; Herrberg-Schubert, R; Herten, G; Hertenberger, R; Hervas, L; Hesketh, G G; Hessey, N P; Hetherly, J W; Hickling, R; Higón-Rodriguez, E; Hill, E; Hill, J C; Hiller, K H; Hillier, S J; Hinchliffe, I; Hines, E; Hinman, R R; Hirose, M; Hirschbuehl, D; Hobbs, J; Hod, N; Hodgkinson, M C; Hodgson, P; Hoecker, A; Hoeferkamp, M R; Hoenig, F; Hohlfeld, M; Hohn, D; Holmes, T R; Homann, M; Hong, T M; Hooft van Huysduynen, L; Hopkins, W H; Horii, Y; Horton, A J; Hostachy, J-Y; Hou, S; Hoummada, A; Howard, J; Howarth, J; Hrabovsky, M; Hristova, I; Hrivnac, J; Hryn'ova, T; Hrynevich, A; Hsu, C; Hsu, P J; Hsu, S-C; Hu, D; Hu, Q; Hu, X; Huang, Y; Hubacek, Z; Hubaut, F; Huegging, F; Huffman, T B; Hughes, E W; Hughes, G; Huhtinen, M; Hülsing, T A; Huseynov, N; Huston, J; Huth, J; Iacobucci, G; Iakovidis, G; Ibragimov, I; Iconomidou-Fayard, L; Ideal, E; Idrissi, Z; Iengo, P; Igonkina, O; Iizawa, T; Ikegami, Y; Ikematsu, K; Ikeno, M; Ilchenko, Y; Iliadis, D; Ilic, N; Ince, T; Introzzi, G; Ioannou, P; Iodice, M; Iordanidou, K; Ippolito, V; Irles Quiles, A; Isaksson, C; Ishino, M; Ishitsuka, M; Ishmukhametov, R; Issever, C; Istin, S; Iturbe Ponce, J M; Iuppa, R; Ivarsson, J; Iwanski, W; Iwasaki, H; Izen, J M; Izzo, V; Jabbar, S; Jackson, B; Jackson, M; Jackson, P; Jaekel, M R; Jain, V; Jakobs, K; Jakobsen, S; Jakoubek, T; Jakubek, J; Jamin, D O; Jana, D K; Jansen, E; Jansky, R; Janssen, J; Janus, M; Jarlskog, G; Javadov, N; Javůrek, T; Jeanty, L; Jejelava, J; Jeng, G-Y; Jennens, D; Jenni, P; Jentzsch, J; Jeske, C; Jézéquel, S; Ji, H; Jia, J; Jiang, Y; Jiggins, S; Jimenez Pena, J; Jin, S; Jinaru, A; Jinnouchi, O; Joergensen, M D; Johansson, P; Johns, K A; Jon-And, K; Jones, G; Jones, R W L; Jones, T J; Jongmanns, J; Jorge, P M; Joshi, K D; Jovicevic, J; Ju, X; Jung, C A; Jussel, P; Juste Rozas, A; Kaci, M; Kaczmarska, A; Kado, M; Kagan, H; Kagan, M; Kahn, S J; Kajomovitz, E; Kalderon, C W; Kama, S; Kamenshchikov, A; Kanaya, N; Kaneti, S; Kantserov, V A; Kanzaki, J; Kaplan, B; Kaplan, L S; Kapliy, A; Kar, D; Karakostas, K; Karamaoun, A; Karastathis, N; Kareem, M J; Karentzos, E; Karnevskiy, M; Karpov, S N; Karpova, Z M; Karthik, K; Kartvelishvili, V; Karyukhin, A N; Kashif, L; Kass, R D; Kastanas, A; Kataoka, Y; Kato, C; Katre, A; Katzy, J; Kawagoe, K; Kawamoto, T; Kawamura, G; Kazama, S; Kazanin, V F; Keeler, R; Kehoe, R; Keller, J S; Kempster, J J; Keoshkerian, H; Kepka, O; Kerševan, B P; Kersten, S; Keyes, R A; Khalil-Zada, F; Khandanyan, H; Khanov, A; Kharlamov, A G; Khoo, T J; Khovanskiy, V; Khramov, E; Khubua, J; Kido, S; Kim, H Y; Kim, S H; Kim, Y K; Kimura, N; Kind, O M; King, B T; King, M; King, S B; Kirk, J; Kiryunin, A E; Kishimoto, T; Kisielewska, D; Kiss, F; Kiuchi, K; Kivernyk, O; Kladiva, E; Klein, M H; Klein, M; Klein, U; Kleinknecht, K; Klimek, P; Klimentov, A; Klingenberg, R; Klinger, J A; Klioutchnikova, T; Kluge, E-E; Kluit, P; Kluth, S; Knapik, J; Kneringer, E; Knoops, E B F G; Knue, A; Kobayashi, A; Kobayashi, D; Kobayashi, T; Kobel, M; Kocian, M; Kodys, P; Koffas, T; Koffeman, E; Kogan, L A; Kohlmann, S; Kohout, Z; Kohriki, T; Koi, T; Kolanoski, H; Koletsou, I; Komar, A A; Komori, Y; Kondo, T; Kondrashova, N; Köneke, K; König, A C; Kono, T; Konoplich, R; Konstantinidis, N; Kopeliansky, R; Koperny, S; Köpke, L; Kopp, A K; Korcyl, K; Kordas, K; Korn, A; Korol, A A; Korolkov, I; Korolkova, E V; Kortner, O; Kortner, S; Kosek, T; Kostyukhin, V V; Kotov, V M; Kotwal, A; Kourkoumeli-Charalampidi, A; Kourkoumelis, C; Kouskoura, V; Koutsman, A; Kowalewski, R; Kowalski, T Z; Kozanecki, W; Kozhin, A S; Kramarenko, V A; Kramberger, G; Krasnopevtsev, D; Krasny, M W; Krasznahorkay, A; Kraus, J K; Kravchenko, A; Kreiss, S; Kretz, M; Kretzschmar, J; Kreutzfeldt, K; Krieger, P; Krizka, K; Kroeninger, K; Kroha, H; Kroll, J; Kroseberg, J; Krstic, J; Kruchonak, U; Krüger, H; Krumnack, N; Kruse, A; Kruse, M C; Kruskal, M; Kubota, T; Kucuk, H; Kuday, S; Kuehn, S; Kugel, A; Kuger, F; Kuhl, A; Kuhl, T; Kukhtin, V; Kulchitsky, Y; Kuleshov, S; Kuna, M; Kunigo, T; Kupco, A; Kurashige, H; Kurochkin, Y A; Kus, V; Kuwertz, E S; Kuze, M; Kvita, J; Kwan, T; Kyriazopoulos, D; La Rosa, A; La Rosa Navarro, J L; La Rotonda, L; Lacasta, C; Lacava, F; Lacey, J; Lacker, H; Lacour, D; Lacuesta, V R; Ladygin, E; Lafaye, R; Laforge, B; Lagouri, T; Lai, S; Lambourne, L; Lammers, S; Lampen, C L; Lampl, W; Lançon, E; Landgraf, U; Landon, M P J; Lang, V S; Lange, J C; Lankford, A J; Lanni, F; Lantzsch, K; Lanza, A; Laplace, S; Lapoire, C; Laporte, J F; Lari, T; Lasagni Manghi, F; Lassnig, M; Laurelli, P; Lavrijsen, W; Law, A T; Laycock, P; Lazovich, T; Le Dortz, O; Le Guirriec, E; Le Menedeu, E; LeBlanc, M; LeCompte, T; Ledroit-Guillon, F; Lee, C A; Lee, S C; Lee, L; Lefebvre, G; Lefebvre, M; Legger, F; Leggett, C; Lehan, A; Lehmann Miotto, G; Lei, X; Leight, W A; Leisos, A; Leister, A G; Leite, M A L; Leitner, R; Lellouch, D; Lemmer, B; Leney, K J C; Lenz, T; Lenzi, B; Leone, R; Leone, S; Leonidopoulos, C; Leontsinis, S; Leroy, C; Lester, C G; Levchenko, M; Levêque, J; Levin, D; Levinson, L J; Levy, M; Lewis, A; Leyko, A M; Leyton, M; Li, B; Li, H; Li, H L; Li, L; Li, L; Li, S; Li, X; Li, Y; Liang, Z; Liao, H; Liberti, B; Liblong, A; Lichard, P; Lie, K; Liebal, J; Liebig, W; Limbach, C; Limosani, A; Lin, S C; Lin, T H; Linde, F; Lindquist, B E; Linnemann, J T; Lipeles, E; Lipniacka, A; Lisovyi, M; Liss, T M; Lissauer, D; Lister, A; Litke, A M; Liu, B; Liu, D; Liu, H; Liu, J; Liu, J B; Liu, K; Liu, L; Liu, M; Liu, M; Liu, Y; Livan, M; Lleres, A; Llorente Merino, J; Lloyd, S L; Lo Sterzo, F; Lobodzinska, E; Loch, P; Lockman, W S; Loebinger, F K; Loevschall-Jensen, A E; Loginov, A; Lohse, T; Lohwasser, K; Lokajicek, M; Long, B A; Long, J D; Long, R E; Looper, K A; Lopes, L; Lopez Mateos, D; Lopez Paredes, B; Lopez Paz, I; Lorenz, J; Lorenzo Martinez, N; Losada, M; Loscutoff, P; Lösel, P J; Lou, X; Lounis, A; Love, J; Love, P A; Lu, N; Lubatti, H J; Luci, C; Lucotte, A; Luehring, F; Lukas, W; Luminari, L; Lundberg, O; Lund-Jensen, B; Lynn, D; Lysak, R; Lytken, E; Ma, H; Ma, L L; Maccarrone, G; Macchiolo, A; Macdonald, C M; Maček, B; Machado Miguens, J; Macina, D; Madaffari, D; Madar, R; Maddocks, H J; Mader, W F; Madsen, A; Maeda, J; Maeland, S; Maeno, T; Maevskiy, A; Magradze, E; Mahboubi, K; Mahlstedt, J; Maiani, C; Maidantchik, C; Maier, A A; Maier, T; Maio, A; Majewski, S; Makida, Y; Makovec, N; Malaescu, B; Malecki, Pa; Maleev, V P; Malek, F; Mallik, U; Malon, D; Malone, C; Maltezos, S; Malyshev, V M; Malyukov, S; Mamuzic, J; Mancini, G; Mandelli, B; Mandelli, L; Mandić, I; Mandrysch, R; Maneira, J; Manfredini, A; Manhaes de Andrade Filho, L; Manjarres Ramos, J; Mann, A; Manousakis-Katsikakis, A; Mansoulie, B; Mantifel, R; Mantoani, M; Mapelli, L; March, L; Marchiori, G; Marcisovsky, M; Marino, C P; Marjanovic, M; Marley, D E; Marroquim, F; Marsden, S P; Marshall, Z; Marti, L F; Marti-Garcia, S; Martin, B; Martin, T A; Martin, V J; Martin Dit Latour, B; Martinez, M; Martin-Haugh, S; Martoiu, V S; Martyniuk, A C; Marx, M; Marzano, F; Marzin, A; Masetti, L; Mashimo, T; Mashinistov, R; Masik, J; Maslennikov, A L; Massa, I; Massa, L; Massol, N; Mastrandrea, P; Mastroberardino, A; Masubuchi, T; Mättig, P; Mattmann, J; Maurer, J; Maxfield, S J; Maximov, D A; Mazini, R; Mazza, S M; Mazzaferro, L; Mc Goldrick, G; Mc Kee, S P; McCarn, A; McCarthy, R L; McCarthy, T G; McCubbin, N A; McFarlane, K W; Mcfayden, J A; Mchedlidze, G; McMahon, S J; McPherson, R A; Medinnis, M; Meehan, S; Mehlhase, S; Mehta, A; Meier, K; Meineck, C; Meirose, B; Mellado Garcia, B R; Meloni, F; Mengarelli, A; Menke, S; Meoni, E; Mercurio, K M; Mergelmeyer, S; Mermod, P; Merola, L; Meroni, C; Merritt, F S; Messina, A; Metcalfe, J; Mete, A S; Meyer, C; Meyer, C; Meyer, J-P; Meyer, J; Meyer Zu Theenhausen, H; Middleton, R P; Miglioranzi, S; Mijović, L; Mikenberg, G; Mikestikova, M; Mikuž, M; Milesi, M; Milic, A; Miller, D W; Mills, C; Milov, A; Milstead, D A; Minaenko, A A; Minami, Y; Minashvili, I A; Mincer, A I; Mindur, B; Mineev, M; Ming, Y; Mir, L M; Mitani, T; Mitrevski, J; Mitsou, V A; Miucci, A; Miyagawa, P S; Mjörnmark, J U; Moa, T; Mochizuki, K; Mohapatra, S; Mohr, W; Molander, S; Moles-Valls, R; Mönig, K; Monini, C; Monk, J; Monnier, E; Montejo Berlingen, J; Monticelli, F; Monzani, S; Moore, R W; Morange, N; Moreno, D; Moreno Llácer, M; Morettini, P; Mori, D; Morii, M; Morinaga, M; Morisbak, V; Moritz, S; Morley, A K; Mornacchi, G; Morris, J D; Mortensen, S S; Morton, A; Morvaj, L; Mosidze, M; Moss, J; Motohashi, K; Mount, R; Mountricha, E; Mouraviev, S V; Moyse, E J W; Muanza, S; Mudd, R D; Mueller, F; Mueller, J; Mueller, R S P; Mueller, T; Muenstermann, D; Mullen, P; Mullier, G A; Murillo Quijada, J A; Murray, W J; Musheghyan, H; Musto, E; Myagkov, A G; Myska, M; Nachman, B P; Nackenhorst, O; Nadal, J; Nagai, K; Nagai, R; Nagai, Y; Nagano, K; Nagarkar, A; Nagasaka, Y; Nagata, K; Nagel, M; Nagy, E; Nairz, A M; Nakahama, Y; Nakamura, K; Nakamura, T; Nakano, I; Namasivayam, H; Naranjo Garcia, R F; Narayan, R; Narrias Villar, D I; Naumann, T; Navarro, G; Nayyar, R; Neal, H A; Nechaeva, P Yu; Neep, T J; Nef, P D; Negri, A; Negrini, M; Nektarijevic, S; Nellist, C; Nelson, A; Nemecek, S; Nemethy, P; Nepomuceno, A A; Nessi, M; Neubauer, M S; Neumann, M; Neves, R M; Nevski, P; Newman, P R; Nguyen, D H; Nickerson, R B; Nicolaidou, R; Nicquevert, B; Nielsen, J; Nikiforou, N; Nikiforov, A; Nikolaenko, V; Nikolic-Audit, I; Nikolopoulos, K; Nilsen, J K; Nilsson, P; Ninomiya, Y; Nisati, A; Nisius, R; Nobe, T; Nomachi, M; Nomidis, I; Nooney, T; Norberg, S; Nordberg, M; Novgorodova, O; Nowak, S; Nozaki, M; Nozka, L; Ntekas, K; Nunes Hanninger, G; Nunnemann, T; Nurse, E; Nuti, F; O'Brien, B J; O'grady, F; O'Neil, D C; O'Shea, V; Oakham, F G; Oberlack, H; Obermann, T; Ocariz, J; Ochi, A; Ochoa, I; Ochoa-Ricoux, J P; Oda, S; Odaka, S; Ogren, H; Oh, A; Oh, S H; Ohm, C C; Ohman, H; Oide, H; Okamura, W; Okawa, H; Okumura, Y; Okuyama, T; Olariu, A; Olivares Pino, S A; Oliveira Damazio, D; Oliver Garcia, E; Olszewski, A; Olszowska, J; Onofre, A; Onyisi, P U E; Oram, C J; Oreglia, M J; Oren, Y; Orestano, D; Orlando, N; Oropeza Barrera, C; Orr, R S; Osculati, B; Ospanov, R; Otero Y Garzon, G; Otono, H; Ouchrif, M; Ould-Saada, F; Ouraou, A; Oussoren, K P; Ouyang, Q; Ovcharova, A; Owen, M; Owen, R E; Ozcan, V E; Ozturk, N; Pachal, K; Pacheco Pages, A; Padilla Aranda, C; Pagáčová, M; Pagan Griso, S; Paganis, E; Paige, F; Pais, P; Pajchel, K; Palacino, G; Palestini, S; Palka, M; Pallin, D; Palma, A; Pan, Y B; Panagiotopoulou, E; Pandini, C E; Panduro Vazquez, J G; Pani, P; Panitkin, S; Pantea, D; Paolozzi, L; Papadopoulou, Th D; Papageorgiou, K; Paramonov, A; Paredes Hernandez, D; Parker, M A; Parker, K A; Parodi, F; Parsons, J A; Parzefall, U; Pasqualucci, E; Passaggio, S; Pastore, F; Pastore, Fr; Pásztor, G; Pataraia, S; Patel, N D; Pater, J R; Pauly, T; Pearce, J; Pearson, B; Pedersen, L E; Pedersen, M; Pedraza Lopez, S; Pedro, R; Peleganchuk, S V; Pelikan, D; Penc, O; Peng, C; Peng, H; Penning, B; Penwell, J; Perepelitsa, D V; Perez Codina, E; Pérez García-Estañ, M T; Perini, L; Pernegger, H; Perrella, S; Peschke, R; Peshekhonov, V D; Peters, K; Peters, R F Y; Petersen, B A; Petersen, T C; Petit, E; Petridis, A; Petridou, C; Petroff, P; Petrolo, E; Petrucci, F; Pettersson, N E; Pezoa, R; Phillips, P W; Piacquadio, G; Pianori, E; Picazio, A; Piccaro, E; Piccinini, M; Pickering, M A; Piegaia, R; Pignotti, D T; Pilcher, J E; Pilkington, A D; Pina, J; Pinamonti, M; Pinfold, J L; Pingel, A; Pires, S; Pirumov, H; Pitt, M; Pizio, C; Plazak, L; Pleier, M-A; Pleskot, V; Plotnikova, E; Plucinski, P; Pluth, D; Poettgen, R; Poggioli, L; Pohl, D; Polesello, G; Poley, A; Policicchio, A; Polifka, R; Polini, A; Pollard, C S; Polychronakos, V; Pommès, K; Pontecorvo, L; Pope, B G; Popeneciu, G A; Popovic, D S; Poppleton, A; Pospisil, S; Potamianos, K; Potrap, I N; Potter, C J; Potter, C T; Poulard, G; Poveda, J; Pozdnyakov, V; Pralavorio, P; Pranko, A; Prasad, S; Prell, S; Price, D; Price, L E; Primavera, M; Prince, S; Proissl, M; Prokofiev, K; Prokoshin, F; Protopapadaki, E; Protopopescu, S; Proudfoot, J; Przybycien, M; Ptacek, E; Puddu, D; Pueschel, E; Puldon, D; Purohit, M; Puzo, P; Qian, J; Qin, G; Qin, Y; Quadt, A; Quarrie, D R; Quayle, W B; Queitsch-Maitland, M; Quilty, D; Raddum, S; Radeka, V; Radescu, V; Radhakrishnan, S K; Radloff, P; Rados, P; Ragusa, F; Rahal, G; Rajagopalan, S; Rammensee, M; Rangel-Smith, C; Rauscher, F; Rave, S; Ravenscroft, T; Raymond, M; Read, A L; Readioff, N P; Rebuzzi, D M; Redelbach, A; Redlinger, G; Reece, R; Reeves, K; Rehnisch, L; Reichert, J; Reisin, H; Relich, M; Rembser, C; Ren, H; Renaud, A; Rescigno, M; Resconi, S; Rezanova, O L; Reznicek, P; Rezvani, R; Richter, R; Richter, S; Richter-Was, E; Ricken, O; Ridel, M; Rieck, P; Riegel, C J; Rieger, J; Rijssenbeek, M; Rimoldi, A; Rinaldi, L; Ristić, B; Ritsch, E; Riu, I; Rizatdinova, F; Rizvi, E; Robertson, S H; Robichaud-Veronneau, A; Robinson, D; Robinson, J E M; Robson, A; Roda, C; Roe, S; Røhne, O; Rolli, S; Romaniouk, A; Romano, M; Romano Saez, S M; Romero Adam, E; Rompotis, N; Ronzani, M; Roos, L; Ros, E; Rosati, S; Rosbach, K; Rose, P; Rosendahl, P L; Rosenthal, O; Rossetti, V; Rossi, E; Rossi, L P; Rosten, J H N; Rosten, R; Rotaru, M; Roth, I; Rothberg, J; Rousseau, D; Royon, C R; Rozanov, A; Rozen, Y; Ruan, X; Rubbo, F; Rubinskiy, I; Rud, V I; Rudolph, C; Rudolph, M S; Rühr, F; Ruiz-Martinez, A; Rurikova, Z; Rusakovich, N A; Ruschke, A; Russell, H L; Rutherfoord, J P; Ruthmann, N; Ryabov, Y F; Rybar, M; Rybkin, G; Ryder, N C; Saavedra, A F; Sabato, G; Sacerdoti, S; Saddique, A; Sadrozinski, H F-W; Sadykov, R; Safai Tehrani, F; Sahinsoy, M; Saimpert, M; Saito, T; Sakamoto, H; Sakurai, Y; Salamanna, G; Salamon, A; Salazar Loyola, J E; Saleem, M; Salek, D; Sales De Bruin, P H; Salihagic, D; Salnikov, A; Salt, J; Salvatore, D; Salvatore, F; Salvucci, A; Salzburger, A; Sammel, D; Sampsonidis, D; Sanchez, A; Sánchez, J; Sanchez Martinez, V; Sandaker, H; Sandbach, R L; Sander, H G; Sanders, M P; Sandhoff, M; Sandoval, C; Sandstroem, R; Sankey, D P C; Sannino, M; Sansoni, A; Santoni, C; Santonico, R; Santos, H; Santoyo Castillo, I; Sapp, K; Sapronov, A; Saraiva, J G; Sarrazin, B; Sasaki, O; Sasaki, Y; Sato, K; Sauvage, G; Sauvan, E; Savage, G; Savard, P; Sawyer, C; Sawyer, L; Saxon, J; Sbarra, C; Sbrizzi, A; Scanlon, T; Scannicchio, D A; Scarcella, M; Scarfone, V; Schaarschmidt, J; Schacht, P; Schaefer, D; Schaefer, R; Schaeffer, J; Schaepe, S; Schaetzel, S; Schäfer, U; Schaffer, A C; Schaile, D; Schamberger, R D; Scharf, V; Schegelsky, V A; Scheirich, D; Schernau, M; Schiavi, C; Schillo, C; Schioppa, M; Schlenker, S; Schmieden, K; Schmitt, C; Schmitt, S; Schmitt, S; Schneider, B; Schnellbach, Y J; Schnoor, U; Schoeffel, L; Schoening, A; Schoenrock, B D; Schopf, E; Schorlemmer, A L S; Schott, M; Schouten, D; Schovancova, J; Schramm, S; Schreyer, M; Schroeder, C; Schuh, N; Schultens, M J; Schultz-Coulon, H-C; Schulz, H; Schumacher, M; Schumm, B A; Schune, Ph; Schwanenberger, C; Schwartzman, A; Schwarz, T A; Schwegler, Ph; Schweiger, H; Schwemling, Ph; Schwienhorst, R; Schwindling, J; Schwindt, T; Sciacca, F G; Scifo, E; Sciolla, G; Scuri, F; Scutti, F; Searcy, J; Sedov, G; Sedykh, E; Seema, P; Seidel, S C; Seiden, A; Seifert, F; Seixas, J M; Sekhniaidze, G; Sekhon, K; Sekula, S J; Seliverstov, D M; Semprini-Cesari, N; Serfon, C; Serin, L; Serkin, L; Serre, T; Sessa, M; Seuster, R; Severini, H; Sfiligoj, T; Sforza, F; Sfyrla, A; Shabalina, E; Shamim, M; Shan, L Y; Shang, R; Shank, J T; Shapiro, M; Shatalov, P B; Shaw, K; Shaw, S M; Shcherbakova, A; Shehu, C Y; Sherwood, P; Shi, L; Shimizu, S; Shimmin, C O; Shimojima, M; Shiyakova, M; Shmeleva, A; Shoaleh Saadi, D; Shochet, M J; Shojaii, S; Shrestha, S; Shulga, E; Shupe, M A; Shushkevich, S; Sicho, P; Sidebo, P E; Sidiropoulou, O; Sidorov, D; Sidoti, A; Siegert, F; Sijacki, Dj; Silva, J; Silver, Y; Silverstein, S B; Simak, V; Simard, O; Simic, Lj; Simion, S; Simioni, E; Simmons, B; Simon, D; Sinervo, P; Sinev, N B; Sioli, M; Siragusa, G; Sisakyan, A N; Sivoklokov, S Yu; Sjölin, J; Sjursen, T B; Skinner, M B; Skottowe, H P; Skubic, P; Slater, M; Slavicek, T; Slawinska, M; Sliwa, K; Smakhtin, V; Smart, B H; Smestad, L; Smirnov, S Yu; Smirnov, Y; Smirnova, L N; Smirnova, O; Smith, M N K; Smith, R W; Smizanska, M; Smolek, K; Snesarev, A A; Snidero, G; Snyder, S; Sobie, R; Socher, F; Soffer, A; Soh, D A; Sokhrannyi, G; Solans, C A; Solar, M; Solc, J; Soldatov, E Yu; Soldevila, U; Solodkov, A A; Soloshenko, A; Solovyanov, O V; Solovyev, V; Sommer, P; Song, H Y; Soni, N; Sood, A; Sopczak, A; Sopko, B; Sopko, V; Sorin, V; Sosa, D; Sosebee, M; Sotiropoulou, C L; Soualah, R; Soukharev, A M; South, D; Sowden, B C; Spagnolo, S; Spalla, M; Spangenberg, M; Spanò, F; Spearman, W R; Sperlich, D; Spettel, F; Spighi, R; Spigo, G; Spiller, L A; Spousta, M; Spreitzer, T; St Denis, R D; Staerz, S; Stahlman, J; Stamen, R; Stamm, S; Stanecka, E; Stanescu, C; Stanescu-Bellu, M; Stanitzki, M M; Stapnes, S; Starchenko, E A; Stark, J; Staroba, P; Starovoitov, P; Staszewski, R; Stavina, P; Steinberg, P; Stelzer, B; Stelzer, H J; Stelzer-Chilton, O; Stenzel, H; Stewart, G A; Stillings, J A; Stockton, M C; Stoebe, M; Stoicea, G; Stolte, P; Stonjek, S; Stradling, A R; Straessner, A; Stramaglia, M E; Strandberg, J; Strandberg, S; Strandlie, A; Strauss, E; Strauss, M; Strizenec, P; Ströhmer, R; Strom, D M; Stroynowski, R; Strubig, A; Stucci, S A; Stugu, B; Styles, N A; Su, D; Su, J; Subramaniam, R; Succurro, A; Sugaya, Y; Suhr, C; Suk, M; Sulin, V V; Sultansoy, S; Sumida, T; Sun, S; Sun, X; Sundermann, J E; Suruliz, K; Susinno, G; Sutton, M R; Suzuki, S; Svatos, M; Swiatlowski, M; Sykora, I; Sykora, T; Ta, D; Taccini, C; Tackmann, K; Taenzer, J; Taffard, A; Tafirout, R; Taiblum, N; Takai, H; Takashima, R; Takeda, H; Takeshita, T; Takubo, Y; Talby, M; Talyshev, A A; Tam, J Y C; Tan, K G; Tanaka, J; Tanaka, R; Tanaka, S; Tannenwald, B B; Tannoury, N; Tapprogge, S; Tarem, S; Tarrade, F; Tartarelli, G F; Tas, P; Tasevsky, M; Tashiro, T; Tassi, E; Tavares Delgado, A; Tayalati, Y; Taylor, F E; Taylor, G N; Taylor, W; Teischinger, F A; Teixeira Dias Castanheira, M; Teixeira-Dias, P; Temming, K K; Temple, D; Ten Kate, H; Teng, P K; Teoh, J J; Tepel, F; Terada, S; Terashi, K; Terron, J; Terzo, S; Testa, M; Teuscher, R J; Theveneaux-Pelzer, T; Thomas, J P; Thomas-Wilsker, J; Thompson, E N; Thompson, P D; Thompson, R J; Thompson, A S; Thomsen, L A; Thomson, E; Thomson, M; Thun, R P; Tibbetts, M J; Ticse Torres, R E; Tikhomirov, V O; Tikhonov, Yu A; Timoshenko, S; Tiouchichine, E; Tipton, P; Tisserant, S; Todome, K; Todorov, T; Todorova-Nova, S; Tojo, J; Tokár, S; Tokushuku, K; Tollefson, K; Tolley, E; Tomlinson, L; Tomoto, M; Tompkins, L; Toms, K; Torrence, E; Torres, H; Torró Pastor, E; Toth, J; Touchard, F; Tovey, D R; Trefzger, T; Tremblet, L; Tricoli, A; Trigger, I M; Trincaz-Duvoid, S; Tripiana, M F; Trischuk, W; Trocmé, B; Troncon, C; Trottier-McDonald, M; Trovatelli, M; True, P; Truong, L; Trzebinski, M; Trzupek, A; Tsarouchas, C; Tseng, J C-L; Tsiareshka, P V; Tsionou, D; Tsipolitis, G; Tsirintanis, N; Tsiskaridze, S; Tsiskaridze, V; Tskhadadze, E G; Tsukerman, I I; Tsulaia, V; Tsuno, S; Tsybychev, D; Tudorache, A; Tudorache, V; Tuna, A N; Tupputi, S A; Turchikhin, S; Turecek, D; Turra, R; Turvey, A J; Tuts, P M; Tykhonov, A; Tylmad, M; Tyndel, M; Ueda, I; Ueno, R; Ughetto, M; Ugland, M; Ukegawa, F; Unal, G; Undrus, A; Unel, G; Ungaro, F C; Unno, Y; Unverdorben, C; Urban, J; Urquijo, P; Urrejola, P; Usai, G; Usanova, A; Vacavant, L; Vacek, V; Vachon, B; Valderanis, C; Valencic, N; Valentinetti, S; Valero, A; Valery, L; Valkar, S; Valladolid Gallego, E; Vallecorsa, S; Valls Ferrer, J A; Van Den Wollenberg, W; Van Der Deijl, P C; van der Geer, R; van der Graaf, H; van Eldik, N; van Gemmeren, P; Van Nieuwkoop, J; van Vulpen, I; van Woerden, M C; Vanadia, M; Vandelli, W; Vanguri, R; Vaniachine, A; Vannucci, F; Vardanyan, G; Vari, R; Varnes, E W; Varol, T; Varouchas, D; Vartapetian, A; Varvell, K E; Vazeille, F; Vazquez Schroeder, T; Veatch, J; Veloce, L M; Veloso, F; Velz, T; Veneziano, S; Ventura, A; Ventura, D; Venturi, M; Venturi, N; Venturini, A; Vercesi, V; Verducci, M; Verkerke, W; Vermeulen, J C; Vest, A; Vetterli, M C; Viazlo, O; Vichou, I; Vickey, T; Vickey Boeriu, O E; Viehhauser, G H A; Viel, S; Vigne, R; Villa, M; Villaplana Perez, M; Vilucchi, E; Vincter, M G; Vinogradov, V B; Vivarelli, I; Vives Vaque, F; Vlachos, S; Vladoiu, D; Vlasak, M; Vogel, M; Vokac, P; Volpi, G; Volpi, M; von der Schmitt, H; von Radziewski, H; von Toerne, E; Vorobel, V; Vorobev, K; Vos, M; Voss, R; Vossebeld, J H; Vranjes, N; Vranjes Milosavljevic, M; Vrba, V; Vreeswijk, M; Vuillermet, R; Vukotic, I; Vykydal, Z; Wagner, P; Wagner, W; Wahlberg, H; Wahrmund, S; Wakabayashi, J; Walder, J; Walker, R; Walkowiak, W; Wang, C; Wang, F; Wang, H; Wang, H; Wang, J; Wang, J; Wang, K; Wang, R; Wang, S M; Wang, T; Wang, T; Wang, X; Wanotayaroj, C; Warburton, A; Ward, C P; Wardrope, D R; Washbrook, A; Wasicki, C; Watkins, P M; Watson, A T; Watson, I J; Watson, M F; Watts, G; Watts, S; Waugh, B M; Webb, S; Weber, M S; Weber, S W; Webster, J S; Weidberg, A R; Weinert, B; Weingarten, J; Weiser, C; Weits, H; Wells, P S; Wenaus, T; Wengler, T; Wenig, S; Wermes, N; Werner, M; Werner, P; Wessels, M; Wetter, J; Whalen, K; Wharton, A M; White, A; White, M J; White, R; White, S; Whiteson, D; Wickens, F J; Wiedenmann, W; Wielers, M; Wienemann, P; Wiglesworth, C; Wiik-Fuchs, L A M; Wildauer, A; Wilkens, H G; Williams, H H; Williams, S; Willis, C; Willocq, S; Wilson, A; Wilson, J A; Wingerter-Seez, I; Winklmeier, F; Winter, B T; Wittgen, M; Wittkowski, J; Wollstadt, S J; Wolter, M W; Wolters, H; Wosiek, B K; Wotschack, J; Woudstra, M J; Wozniak, K W; Wu, M; Wu, M; Wu, S L; Wu, X; Wu, Y; Wyatt, T R; Wynne, B M; Xella, S; Xu, D; Xu, L; Yabsley, B; Yacoob, S; Yakabe, R; Yamada, M; Yamaguchi, D; Yamaguchi, Y; Yamamoto, A; Yamamoto, S; Yamanaka, T; Yamauchi, K; Yamazaki, Y; Yan, Z; Yang, H; Yang, H; Yang, Y; Yao, W-M; Yasu, Y; Yatsenko, E; Yau Wong, K H; Ye, J; Ye, S; Yeletskikh, I; Yen, A L; Yildirim, E; Yorita, K; Yoshida, R; Yoshihara, K; Young, C; Young, C J S; Youssef, S; Yu, D R; Yu, J; Yu, J M; Yu, J; Yuan, L; Yuen, S P Y; Yurkewicz, A; Yusuff, I; Zabinski, B; Zaidan, R; Zaitsev, A M; Zalieckas, J; Zaman, A; Zambito, S; Zanello, L; Zanzi, D; Zeitnitz, C; Zeman, M; Zemla, A; Zeng, Q; Zengel, K; Zenin, O; Ženiš, T; Zerwas, D; Zhang, D; Zhang, F; Zhang, H; Zhang, J; Zhang, L; Zhang, R; Zhang, X; Zhang, Z; Zhao, X; Zhao, Y; Zhao, Z; Zhemchugov, A; Zhong, J; Zhou, B; Zhou, C; Zhou, L; Zhou, L; Zhou, N; Zhu, C G; Zhu, H; Zhu, J; Zhu, Y; Zhuang, X; Zhukov, K; Zibell, A; Zieminska, D; Zimine, N I; Zimmermann, C; Zimmermann, S; Zinonos, Z; Zinser, M; Ziolkowski, M; Živković, L; Zobernig, G; Zoccoli, A; Zur Nedden, M; Zurzolo, G; Zwalinski, L

A search is presented for a high-mass Higgs boson in the [Formula: see text], [Formula: see text], [Formula: see text], and [Formula: see text] decay modes using the ATLAS detector at the CERN Large Hadron Collider. The search uses proton-proton collision data at a centre-of-mass energy of 8 TeV corresponding to an integrated luminosity of 20.3 fb[Formula: see text]. The results of the search are interpreted in the scenario of a heavy Higgs boson with a width that is small compared with the experimental mass resolution. The Higgs boson mass range considered extends up to [Formula: see text] for all four decay modes and down to as low as 140 [Formula: see text], depending on the decay mode. No significant excess of events over the Standard Model prediction is found. A simultaneous fit to the four decay modes yields upper limits on the production cross-section of a heavy Higgs boson times the branching ratio to [Formula: see text] boson pairs. 95 % confidence level upper limits range from 0.53 pb at [Formula: see text] GeV to 0.008 pb at [Formula: see text] GeV for the gluon-fusion production mode and from 0.31 pb at [Formula: see text] GeV to 0.009 pb at [Formula: see text] GeV for the vector-boson-fusion production mode. The results are also interpreted in the context of Type-I and Type-II two-Higgs-doublet models.

Classification of protein-protein interaction full-text documents using text and citation network features.

Science.gov (United States)

Kolchinsky, Artemy; Abi-Haidar, Alaa; Kaur, Jasleen; Hamed, Ahmed Abdeen; Rocha, Luis M

2010-01-01

We participated (as Team 9) in the Article Classification Task of the Biocreative II.5 Challenge: binary classification of full-text documents relevant for protein-protein interaction. We used two distinct classifiers for the online and offline challenges: 1) the lightweight Variable Trigonometric Threshold (VTT) linear classifier we successfully introduced in BioCreative 2 for binary classification of abstracts and 2) a novel Naive Bayes classifier using features from the citation network of the relevant literature. We supplemented the supplied training data with full-text documents from the MIPS database. The lightweight VTT classifier was very competitive in this new full-text scenario: it was a top-performing submission in this task, taking into account the rank product of the Area Under the interpolated precision and recall Curve, Accuracy, Balanced F-Score, and Matthew's Correlation Coefficient performance measures. The novel citation network classifier for the biomedical text mining domain, while not a top performing classifier in the challenge, performed above the central tendency of all submissions, and therefore indicates a promising new avenue to investigate further in bibliome informatics.

Comparison of CTA and Textual Feedback in Usability Testing for Malaysian Users

DEFF Research Database (Denmark)

Sivaji, Ashok; Clemmensen, Torkil; Nielsen, Søren Feodor

Usability moderators found that the concurrent think-aloud (CTA) method has some cultural limitation that impacts usability testing with Malaysian users. This gives rise to proposing a new method called textual feedback. The research question is to determine whether there are any differences...... in usability defects from the concurrent think-aloud (CTA) method (Condition 2) and textual feedback method (Condition 1) within the same group of Malaysian users. A pair-wise t-test was used, whereby users were subjected to performing usability task using both methods. Results reveal that we can reject...

Measurement of the [Formula: see text] production cross-section in proton-proton collisions via the decay [Formula: see text].

Science.gov (United States)

Aaij, R; Beteta, C Abellán; Adeva, B; Adinolfi, M; Affolder, A; Ajaltouni, Z; Akar, S; Albrecht, J; Alessio, F; Alexander, M; Ali, S; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amerio, S; Amhis, Y; An, L; Anderlini, L; Anderson, J; Andreassen, R; Andreotti, M; Andrews, J E; Appleby, R B; Aquines Gutierrez, O; Archilli, F; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Baalouch, M; Bachmann, S; Back, J J; Badalov, A; Baesso, C; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Batozskaya, V; Battista, V; Bay, A; Beaucourt, L; Beddow, J; Bedeschi, F; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Bencivenni, G; Benson, S; Benton, J; Berezhnoy, A; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blouw, J; Blusk, S; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Borsato, M; Bowcock, T J V; Bowen, E; Bozzi, C; Brambach, T; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brodzicka, J; Brook, N H; Brown, H; Bursche, A; Busetto, G; Buytaert, J; Cadeddu, S; Calabrese, R; Calvi, M; Calvo Gomez, M; Campana, P; Campora Perez, D; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carson, L; Carvalho Akiba, K; Casse, G; Cassina, L; Castillo Garcia, L; Cattaneo, M; Cauet, Ch; Cenci, R; Charles, M; Charpentier, Ph; Chefdeville, M; Chen, S; Cheung, S-F; Chiapolini, N; Chrzaszcz, M; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coco, V; Cogan, J; Cogneras, E; Cogoni, V; Cojocariu, L; Collins, P; Comerma-Montells, A; Contu, A; Cook, A; Coombes, M; Coquereau, S; Corti, G; Corvo, M; Counts, I; Couturier, B; Cowan, G A; Craik, D C; Cruz Torres, M; Cunliffe, S; Currie, R; D'Ambrosio, C; Dalseno, J; David, P; David, P N Y; Davis, A; De Bruyn, K; De Capua, S; De Cian, M; De Miranda, J M; De Paula, L; De Silva, W; De Simone, P; Decamp, D; Deckenhoff, M; Del Buono, L; Déléage, N; Derkach, D; Deschamps, O; Dettori, F; Di Canto, A; Dijkstra, H; Donleavy, S; Dordei, F; Dorigo, M; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dreimanis, K; Dujany, G; Dupertuis, F; Durante, P; Dzhelyadin, R; Dziurda, A; Dzyuba, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; Eisenhardt, S; Eitschberger, U; Ekelhof, R; Eklund, L; El Rifai, I; Elena, E; Elsasser, Ch; Ely, S; Esen, S; Evans, H-M; Evans, T; Falabella, A; Färber, C; Farinelli, C; Farley, N; Farry, S; Fay, R F; Ferguson, D; Fernandez Albor, V; Ferreira Rodrigues, F; Ferro-Luzzi, M; Filippov, S; Fiore, M; Fiorini, M; Firlej, M; Fitzpatrick, C; Fiutowski, T; Fol, P; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Fu, J; Furfaro, E; Gallas Torreira, A; Galli, D; Gallorini, S; Gambetta, S; Gandelman, M; Gandini, P; Gao, Y; García Pardiñas, J; Garofoli, J; Garra Tico, J; Garrido, L; Gaspar, C; Gauld, R; Gavardi, L; Gavrilov, G; Geraci, A; Gersabeck, E; Gersabeck, M; Gershon, T; Ghez, Ph; Gianelle, A; Gianì, S; Gibson, V; Giubega, L; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gotti, C; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Griffith, P; Grillo, L; Grünberg, O; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hall, S; Hamilton, B; Hampson, T; Han, X; Hansmann-Menzemer, S; Harnew, N; Harnew, S T; Harrison, J; He, J; Head, T; Heijne, V; Hennessy, K; Henrard, P; Henry, L; Hernando Morata, J A; van Herwijnen, E; Heß, M; Hicheur, A; Hill, D; Hoballah, M; Hombach, C; Hulsbergen, W; Hunt, P; Hussain, N; Hutchcroft, D; Hynds, D; Idzik, M; Ilten, P; Jacobsson, R; Jaeger, A; Jalocha, J; Jans, E; Jaton, P; Jawahery, A; Jing, F; John, M; Johnson, D; Jones, C R; Joram, C; Jost, B; Jurik, N; Kaballo, M; Kandybei, S; Kanso, W; Karacson, M; Karbach, T M; Karodia, S; Kelsey, M; Kenyon, I R; Ketel, T; Khanji, B; Khurewathanakul, C; Klaver, S; Klimaszewski, K; Kochebina, O; Kolpin, M; Komarov, I; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kucewicz, W; Kucharczyk, M; Kudryavtsev, V; Kurek, K; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanfranchi, G; Langenbruch, C; Langhans, B; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leo, S; Leroy, O; Lesiak, T; Leverington, B; Li, Y; Likhomanenko, T; Liles, M; Lindner, R; Linn, C; Lionetto, F; Liu, B; Lohn, S; Longstaff, I; Lopes, J H; Lopez-March, N; Lowdon, P; Lucchesi, D; Luo, H; Lupato, A; Luppi, E; Lupton, O; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Malde, S; Malinin, A; Manca, G; Mancinelli, G; Mapelli, A; Maratas, J; Marchand, J F; Marconi, U; Marin Benito, C; Marino, P; Märki, R; Marks, J; Martellotti, G; Martens, A; Sánchez, A Martín; Martinelli, M; Martinez Santos, D; Martinez Vidal, F; Martins Tostes, D; Massafferri, A; Matev, R; Mathe, Z; Matteuzzi, C; Mazurov, A; McCann, M; McCarthy, J; McNab, A; McNulty, R; McSkelly, B; Meadows, B; Meier, F; Meissner, M; Merk, M; Milanes, D A; Minard, M-N; Moggi, N; Molina Rodriguez, J; Monteil, S; Morandin, M; Morawski, P; Mordà, A; Morello, M J; Moron, J; Morris, A-B; Mountain, R; Muheim, F; Müller, K; Mussini, M; Muster, B; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Needham, M; Neri, N; Neubert, S; Neufeld, N; Neuner, M; Nguyen, A D; Nguyen, T D; Nguyen-Mau, C; Nicol, M; Niess, V; Niet, R; Nikitin, N; Nikodem, T; Novoselov, A; O'Hanlon, D P; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Onderwater, G; Orlandea, M; Otalora Goicochea, J M; Owen, P; Oyanguren, A; Pal, B K; Palano, A; Palombo, F; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Pappalardo, L L; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Patrignani, C; Alvarez, A Pazos; Pearce, A; Pellegrino, A; Pepe Altarelli, M; Perazzini, S; Trigo, E Perez; Perret, P; Perrin-Terrin, M; Pescatore, L; Pesen, E; Petridis, K; Petrolini, A; Picatoste Olloqui, E; Pietrzyk, B; Pilař, T; Pinci, D; Pistone, A; Playfer, S; Plo Casasus, M; Polci, F; Poluektov, A; Polycarpo, E; Popov, A; Popov, D; Popovici, B; Potterat, C; Price, E; Price, J D; Prisciandaro, J; Pritchard, A; Prouve, C; Pugatch, V; Puig Navarro, A; Punzi, G; Qian, W; Rachwal, B; Rademacker, J H; Rakotomiaramanana, B; Rama, M; Rangel, M S; Raniuk, I; Rauschmayr, N; Raven, G; Redi, F; Reichert, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, S; Rihl, M; Rinnert, K; Rives Molina, V; Robbe, P; Rodrigues, A B; Rodrigues, E; Rodriguez Perez, P; Roiser, S; Romanovsky, V; Romero Vidal, A; Rotondo, M; Rouvinet, J; Ruf, T; Ruiz, H; Ruiz Valls, P; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salustino Guimaraes, V; Sanchez Mayordomo, C; Sanmartin Sedes, B; Santacesaria, R; Santamarina Rios, C; Santovetti, E; Sarti, A; Satriano, C; Satta, A; Saunders, D M; Savrie, M; Savrina, D; Schiller, M; Schindler, H; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Sepp, I; Serra, N; Serrano, J; Sestini, L; Seyfert, P; Shapkin, M; Shapoval, I; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, V; Shires, A; Silva Coutinho, R; Simi, G; Sirendi, M; Skidmore, N; Skwarnicki, T; Smith, N A; Smith, E; Smith, E; Smith, J; Smith, M; Snoek, H; Sokoloff, M D; Soler, F J P; Soomro, F; Souza, D; De Paula, B Souza; Spaan, B; Sparkes, A; Spradlin, P; Sridharan, S; Stagni, F; Stahl, M; Stahl, S; Steinkamp, O; Stenyakin, O; Stevenson, S; Stoica, S; Stone, S; Storaci, B; Stracka, S; Straticiuc, M; Straumann, U; Stroili, R; Subbiah, V K; Sun, L; Sutcliffe, W; Swientek, K; Swientek, S; Syropoulos, V; Szczekowski, M; Szczypka, P; Szilard, D; Szumlak, T; T'Jampens, S; Teklishyn, M; Tellarini, G; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Tolk, S; Tomassetti, L; Tonelli, D; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tresch, M; Tsaregorodtsev, A; Tsopelas, P; Tuning, N; Ubeda Garcia, M; Ukleja, A; Ustyuzhanin, A; Uwer, U; Vacca, C; Vagnoni, V; Valenti, G; Vallier, A; Vazquez Gomez, R; Vazquez Regueiro, P; Vázquez Sierra, C; Vecchi, S; Velthuis, J J; Veltri, M; Veneziano, G; Vesterinen, M; Viaud, B; Vieira, D; Vieites Diaz, M; Vilasis-Cardona, X; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Vorobyev, V; Voß, C; Voss, H; de Vries, J A; Waldi, R; Wallace, C; Wallace, R; Walsh, J; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Websdale, D; Whitehead, M; Wicht, J; Wiedner, D; Wilkinson, G; Williams, M P; Williams, M; Wilschut, H W; Wilson, F F; Wimberley, J; Wishahi, J; Wislicki, W; Witek, M; Wormser, G; Wotton, S A; Wright, S; Wyllie, K; Xie, Y; Xing, Z; Xu, Z; Yang, Z; Yuan, X; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhokhov, A; Zhong, L; Zvyagin, A

The production of the [Formula: see text] state in proton-proton collisions is probed via its decay to the [Formula: see text] final state with the LHCb detector, in the rapidity range [Formula: see text] and in the meson transverse-momentum range [Formula: see text]. The cross-section for prompt production of [Formula: see text] mesons relative to the prompt [Formula: see text] cross-section is measured, for the first time, to be [Formula: see text] at a centre-of-mass energy [Formula: see text] using data corresponding to an integrated luminosity of 0.7 fb[Formula: see text], and [Formula: see text] at [Formula: see text] using 2.0 fb[Formula: see text]. The uncertainties quoted are, in order, statistical, systematic, and that on the ratio of branching fractions of the [Formula: see text] and [Formula: see text] decays to the [Formula: see text] final state. In addition, the inclusive branching fraction of [Formula: see text]-hadron decays into [Formula: see text] mesons is measured, for the first time, to be [Formula: see text], where the third uncertainty includes also the uncertainty on the [Formula: see text] inclusive branching fraction from [Formula: see text]-hadron decays. The difference between the [Formula: see text] and [Formula: see text] meson masses is determined to be [Formula: see text].

Fast thought speed induces risk taking.

Science.gov (United States)

Chandler, Jesse J; Pronin, Emily

2012-04-01

In two experiments, we tested for a causal link between thought speed and risk taking. In Experiment 1, we manipulated thought speed by presenting neutral-content text at either a fast or a slow pace and having participants read the text aloud. In Experiment 2, we manipulated thought speed by presenting fast-, medium-, or slow-paced movie clips that contained similar content. Participants who were induced to think more quickly took more risks with actual money in Experiment 1 and reported greater intentions to engage in real-world risky behaviors, such as unprotected sex and illegal drug use, in Experiment 2. These experiments provide evidence that faster thinking induces greater risk taking.

Biomarker Identification Using Text Mining

Directory of Open Access Journals (Sweden)

Hui Li

2012-01-01

Full Text Available Identifying molecular biomarkers has become one of the important tasks for scientists to assess the different phenotypic states of cells or organisms correlated to the genotypes of diseases from large-scale biological data. In this paper, we proposed a text-mining-based method to discover biomarkers from PubMed. First, we construct a database based on a dictionary, and then we used a finite state machine to identify the biomarkers. Our method of text mining provides a highly reliable approach to discover the biomarkers in the PubMed database.

SIAM 2007 Text Mining Competition dataset

Data.gov (United States)

National Aeronautics and Space Administration — Subject Area: Text Mining Description: This is the dataset used for the SIAM 2007 Text Mining competition. This competition focused on developing text mining...

Meaningful main effects or intriguing interactions? Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

Science.gov (United States)

Franco, Gina M.

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing and conceptual change when learning about physics concepts through text. Specifically, I manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals' epistemic beliefs to facilitate or constrain learning. In accordance with definitions from Royce's (1983) framework of psychological epistemology, texts were developed to present Newtonian concepts in either a rational or a metaphorical format. Seventy-five undergraduate students completed questionnaires designed to measure their epistemic beliefs and their misconceptions about Newton's laws of motion. Participants then read the first of two instructional texts (in either a rational or metaphorical format), and were asked to think aloud while reading. After reading the text, participants completed a recall task and a post-test of selected items regarding Newtonian concepts. These steps were repeated with a second instructional text (in either a rational or metaphorical format, depending on which format was assigned previously). Participants' think-aloud sessions were audio-recorded, transcribed, and then blindly coded, and their recalls were scored for total number of correctly recalled ideas from the text. Changes in misconceptions were analyzed by examining changes in participants' responses to selected questions about Newtonian concepts from pretest to posttest. Results revealed that when individuals' epistemic beliefs were congruent with the knowledge representations in their assigned texts, they performed better on both online measures of learning (e.g., use of processing strategies) and offline products of learning (e.g., text recall, changes in misconceptions) than when their epistemic beliefs were incongruent with the knowledge representations. These results have implications for how

Practical Functional Approach to Quality Assessment in Subtitling: Pocahontas II – Case Study

Directory of Open Access Journals (Sweden)

Alaa Eddin Hussain

2016-06-01

Full Text Available The present research work deals with subtitling errors encountered by simulators and proof-readers. The resultant work is of significant contribution to problem decision makings in the field of quality assessment of audiovisual translation (AVT. The outcome of this paper is the result of accumulated working experience in this domain. The relevant errors are related to syntax, spelling, style, length of sentences, lack of clarity, and gender-related issues. These errors though made by one subtitler who has translated the animation feature film Pocahontas II released in 2012, are still typical and therefore a thorough investigation has been done and a set of linguistic rules has been suggested as a guideline for the audiovisual industry. These rules are to be added to the technical and software requirements sent by subtitling companies (such as the number of characters per line, the font, the reading speed per minute, and punctuation. This set of rules helps monitor the quality of the subtitled target text (TT.     Keywords: audiovisual translation, subtitling, quality assessment, practical functional approach, Arabic-English simulation

Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

Science.gov (United States)

Keller, Stacy Kathryn

This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems

Textos padronizados em português (BR para medida da velocidade de leitura: comparação com quatro idiomas europeus New standardized texts in Brazilian Portuguese to assess reading speed: comparison with four European languages

Directory of Open Access Journals (Sweden)

André Messias

2008-08-01

Full Text Available OBJETIVO: Desenvolver textos para medida da velocidade de leitura comparáveis com outros quatro idiomas europeus. MÉTODOS: Dez textos com similar grau de dificuldade, número de caracteres, número de palavras e sintaxe (segundo a teoria de Gibson foram desenvolvidos por um especialista em lingüística, em português (BR, fazendo-se a tradução de textos previamente padronizados em quatro idiomas: inglês, francês, finlandês e alemão. A velocidade de leitura foi medida em 25 indivíduos saudáveis de idade entre 19 e 35 anos (mediana=24 anos com os dez textos. RESULTADOS: A velocidade de leitura nos textos em português foi em média 1100 ± 167 (desvio padrão caracteres por minuto. Pequenas diferenças foram encontradas entre as velocidades de leitura medidas com os dez textos, e essas diferenças não foram estatisticamente significantes em grupos de no mínimo seis textos. A velocidade de leitura dos voluntários da mesma faixa etária nos outros idiomas foi: alemão: 1126 ± 105; finlandês: 1263 ± 142; francês: 1214 ± 152 e inglês: 1234 ± 147. CONCLUSÃO: Os autores desenvolveram um conjunto de textos em português (BR padronizados e homogêneos para medida da velocidade de leitura, que são comparáveis com textos em outros quatro idiomas europeus. Esses textos podem ser usados para estudos multicêntricos internacionais envolvendo leitura e visão subnormal.PURPOSE: To develop standardized texts in Brazilian Portuguese to assess reading speed and compare performances among four European languages. METHODS: 10 texts were designed by a linguistic expert at the level of a sixth grade reading material (reading ages 10-12 years and were matched for length and syntactic complexity, according to the syntactic prediction locality theory of Gibson. Normally sighted native speaking volunteers aged 18-35 years read each text aloud at random. RESULTS: The reading speed was on average 1100 ± 167 (standard deviation characters per minute

NOTICING AND TEXT-BASED CHAT

Directory of Open Access Journals (Sweden)

Chun Lai

2006-09-01

Full Text Available This study examined the capacity of text-based online chat to promote learners’ noticing of their problematic language productions and of the interactional feedback from their interlocutors. In this study, twelve ESL learners formed six mixed-proficiency dyads. The same dyads worked on two spot-the-difference tasks, one via online chat and the other through face-to-face conversation. Stimulated recall sessions were held subsequently to identify instances of noticing. It was found that text-based online chat promotes noticing more than face-to-face conversations, especially in terms of learners’ noticing of their own linguistic mistakes.

Multimodal Diversity of Postmodernist Fiction Text

Directory of Open Access Journals (Sweden)

U. I. Tykha

2016-12-01

Full Text Available The article is devoted to the analysis of structural and functional manifestations of multimodal diversity in postmodernist fiction texts. Multimodality is defined as the coexistence of more than one semiotic mode within a certain context. Multimodal texts feature a diversity of semiotic modes in the communication and development of their narrative. Such experimental texts subvert conventional patterns by introducing various semiotic resources – verbal or non-verbal.

The Medline/full-text research project.

Science.gov (United States)

McKinin, E J; Sievert, M; Johnson, E D; Mitchell, J A

1991-05-01

This project was designed to test the relative efficacy of index terms and full-text for the retrieval of documents in those MEDLINE journals for which full-text searching was also available. The full-text files used were MEDIS from Mead Data Central and CCML from BRS Information Technologies. One hundred clinical medical topics were searched in these two files as well as the MEDLINE file to accumulate the necessary data. It was found that full-text identified significantly more relevant articles than did the indexed file, MEDLINE. The full-text searches, however, lacked the precision of searches done in the indexed file. Most relevant items missed in the full-text files, but identified in MEDLINE, were missed because the searcher failed to account for some aspect of natural language, used a logical or positional operator that was too restrictive, or included a concept which was implied, but not expressed in the natural language. Very few of the unique relevant full-text citations would have been retrieved by title or abstract alone. Finally, as of July, 1990 the more current issue of a journal was just as likely to appear in MEDLINE as in one of the full-text files.

Text Genres in Information Organization

Science.gov (United States)

Nahotko, Marek

2016-01-01

Introduction: Text genres used by so-called information organizers in the processes of information organization in information systems were explored in this research. Method: The research employed text genre socio-functional analysis. Five genre groups in information organization were distinguished. Every genre group used in information…

Rhetorical structure theory and text analysis

Science.gov (United States)

Mann, William C.; Matthiessen, Christian M. I. M.; Thompson, Sandra A.

1989-11-01

Recent research on text generation has shown that there is a need for stronger linguistic theories that tell in detail how texts communicate. The prevailing theories are very difficult to compare, and it is also very difficult to see how they might be combined into stronger theories. To make comparison and combination a bit more approachable, we have created a book which is designed to encourage comparison. A dozen different authors or teams, all experienced in discourse research, are given exactly the same text to analyze. The text is an appeal for money by a lobbying organization in Washington, DC. It informs, stimulates and manipulates the reader in a fascinating way. The joint analysis is far more insightful than any one team's analysis alone. This paper is our contribution to the book. Rhetorical Structure Theory (RST), the focus of this paper, is a way to account for the functional potential of text, its capacity to achieve the purposes of speakers and produce effects in hearers. It also shows a way to distinguish coherent texts from incoherent ones, and identifies consequences of text structure.

Text mining in livestock animal science: introducing the potential of text mining to animal sciences.

Science.gov (United States)

Sahadevan, S; Hofmann-Apitius, M; Schellander, K; Tesfaye, D; Fluck, J; Friedrich, C M

2012-10-01

In biological research, establishing the prior art by searching and collecting information already present in the domain has equal importance as the experiments done. To obtain a complete overview about the relevant knowledge, researchers mainly rely on 2 major information sources: i) various biological databases and ii) scientific publications in the field. The major difference between the 2 information sources is that information from databases is available, typically well structured and condensed. The information content in scientific literature is vastly unstructured; that is, dispersed among the many different sections of scientific text. The traditional method of information extraction from scientific literature occurs by generating a list of relevant publications in the field of interest and manually scanning these texts for relevant information, which is very time consuming. It is more than likely that in using this "classical" approach the researcher misses some relevant information mentioned in the literature or has to go through biological databases to extract further information. Text mining and named entity recognition methods have already been used in human genomics and related fields as a solution to this problem. These methods can process and extract information from large volumes of scientific text. Text mining is defined as the automatic extraction of previously unknown and potentially useful information from text. Named entity recognition (NER) is defined as the method of identifying named entities (names of real world objects; for example, gene/protein names, drugs, enzymes) in text. In animal sciences, text mining and related methods have been briefly used in murine genomics and associated fields, leaving behind other fields of animal sciences, such as livestock genomics. The aim of this work was to develop an information retrieval platform in the livestock domain focusing on livestock publications and the recognition of relevant data from

Adaptive Text Entry for Mobile Devices

DEFF Research Database (Denmark)

Proschowsky, Morten Smidt

The reduced size of many mobile devices makes it difficult to enter text with them. The text entry methods are often slow or complicated to use. This affects the performance and user experience of all applications and services on the device. This work introduces new easy-to-use text entry methods...... for mobile devices and a framework for adaptive context-aware language models. Based on analysis of current text entry methods, the requirements to the new text entry methods are established. Transparent User guided Prediction (TUP) is a text entry method for devices with one dimensional touch input. It can...... be touch sensitive wheels, sliders or similar input devices. The interaction design of TUP is done with a combination of high level task models and low level models of human motor behaviour. Three prototypes of TUP are designed and evaluated by more than 30 users. Observations from the evaluations are used...

Doing Mathematics with Purpose: Mathematical Text Types

Science.gov (United States)

Dostal, Hannah M.; Robinson, Richard

2018-01-01

Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students'…

Figure-associated text summarization and evaluation.

Directory of Open Access Journals (Sweden)

Balaji Polepalli Ramesh

Full Text Available Biomedical literature incorporates millions of figures, which are a rich and important knowledge resource for biomedical researchers. Scientists need access to the figures and the knowledge they represent in order to validate research findings and to generate new hypotheses. By themselves, these figures are nearly always incomprehensible to both humans and machines and their associated texts are therefore essential for full comprehension. The associated text of a figure, however, is scattered throughout its full-text article and contains redundant information content. In this paper, we report the continued development and evaluation of several figure summarization systems, the FigSum+ systems, that automatically identify associated texts, remove redundant information, and generate a text summary for every figure in an article. Using a set of 94 annotated figures selected from 19 different journals, we conducted an intrinsic evaluation of FigSum+. We evaluate the performance by precision, recall, F1, and ROUGE scores. The best FigSum+ system is based on an unsupervised method, achieving F1 score of 0.66 and ROUGE-1 score of 0.97. The annotated data is available at figshare.com (http://figshare.com/articles/Figure_Associated_Text_Summarization_and_Evaluation/858903.

Where Full-Text Is Viable.

Science.gov (United States)

Cotton, P. L.

1987-01-01

Defines two types of online databases: source, referring to those intended to be complete in themselves, whether full-text or abstracts; and bibliographic, meaning those that are not complete. Predictions are made about the future growth rate of these two types of databases, as well as full-text versus abstract databases. (EM)

Text-Picture Relations in Cooking Instructions

NARCIS (Netherlands)

van der Sluis, Ielka; Leito, Shadira; Redeker, Gisela; Bunt, Harry

2016-01-01

Like many other instructions, recipes on packages with ready-to-use ingredients for a dish combine a series of pictures with short text paragraphs. The information presentation in such multimodal instructions can be compact (either text or picture) and/or cohesive (text and picture). In an

A Novel Adaptive Particle Swarm Optimization Algorithm with Foraging Behavior in Optimization Design

Directory of Open Access Journals (Sweden)

Liu Yan

2018-01-01

Full Text Available The method of repeated trial and proofreading is generally used to the convention reducer design, but these methods is low efficiency and the size of the reducer is often large. Aiming the problems, this paper presents an adaptive particle swarm optimization algorithm with foraging behavior, in this method, the bacterial foraging process is introduced into the adaptive particle swarm optimization algorithm, which can provide the function of particle chemotaxis, swarming, reproduction, elimination and dispersal, to improve the ability of local search and avoid premature behavior. By test verification through typical function and the application of the optimization design in the structure of the reducer with discrete and continuous variables, the results are shown that the new algorithm has the advantages of good reliability, strong searching ability and high accuracy. It can be used in engineering design, and has a strong applicability.

Journal of Proton Therapy

Directory of Open Access Journals (Sweden)

Editorial Office

2015-01-01

Full Text Available Journal of Proton Therapy (JPT is an international open access, peer-reviewed journal, which publishes original research, technical reports, reviews, case reports, editorials, and other materials on proton therapy with focus on radiation oncology, medical physics, medical dosimetry, and radiation therapy.No article processing/submission feeNo publication feePeer-review completion within 3-6 weeksImmediate publication after the completion of final author proofreadDOI assignment for each published articleFree access to published articles for all readers without any access barriers or subscriptionThe views and opinions expressed in articles are those of the author/s and do not necessarily reflect the policies of the Journal of Proton Therapy.Authors are encouraged to submit articles for publication in the inaugural issue of the Journal of Proton Therapy by online or email to editor@protonjournal.comOfficial Website of Journal of Proton Therapy: http://www.protonjournal.org/

Editorial

Directory of Open Access Journals (Sweden)

Mohammad Yeakub Ali

2016-09-01

Full Text Available The International Journal of Engineering Materials and Manufacture (IJEMM is celebrating its first year of online open access publication. On this occasion, I would like to congratulate editorial board, reviewers, authors, readers, and subscribers. IJEMM will be published quarterly. In the first year 2017, we planned for four issues where the first issue includes 5 articles in addition to this editorial. The initiative of this journal was taken in the 2015 and then with several meetings and discussions, finally platform was formed in July 2016 to nurture continuously growing in interest in the area of materials and manufacturing engineering. It was felt that the increasing number of researchers and academicians in the materials and manufacturing engineering community needs a dedicated journal for the publication of their research outputs. We have formed a strong editorial board for timely publication with high quality consistent review and proofreading.

A validity study of self-reported daily texting frequency, cell phone characteristics, and texting styles among young adults.

Science.gov (United States)

Gold, Judith E; Rauscher, Kimberly J; Zhu, Motao

2015-04-02

Texting is associated with adverse health effects including musculoskeletal disorders, sleep disturbances, and traffic crashes. Many studies have relied on self-reported texting frequency, yet the validity of self-reports is unknown. Our objective was to provide some of the first data on the validity of self-reported texting frequency, cell phone characteristics including input device (e.g. touchscreen), key configuration (e.g., QWERTY), and texting styles including phone orientation (e.g., horizontal) and hands holding the phone while texting. Data were collected using a self-administered questionnaire and observation of a texting task among college students ages 18 to 24. To gauge agreement between self-reported and phone bill-derived categorical number of daily text messages sent, we calculated percent of agreement, Spearman correlation coefficient, and a linear weighted kappa statistic. For agreement between self-reported and observed cell phone characteristics and texting styles we calculated percentages of agreement. We used chi-square tests to detect significant differences (α = 0.05) by gender and study protocol. There were 106 participants; 87 of which had complete data for texting frequency analyses. Among these 87, there was 26% (95% CI: 21-31) agreement between self-reported and phone bill-derived number of daily text messages sent with a Spearman's rho of 0.48 and a weighted kappa of 0.17 (95% CI: 0.06-0.27). Among those who did not accurately report the number of daily texts sent, 81% overestimated this number. Among the full sample (n = 106), there was high agreement between self-reported and observed texting input device (96%, 95% CI: 91-99), key configuration (89%, 95% CI: 81-94), and phone orientation while texting (93%, 95% CI: 86-97). No differences were found by gender or study protocol among any items. While young adults correctly reported their cell phone's characteristics and phone orientation while texting, most incorrectly

n-Gram-Based Text Compression

Science.gov (United States)

Duong, Hieu N.; Snasel, Vaclav

2016-01-01

We propose an efficient method for compressing Vietnamese text using n-gram dictionaries. It has a significant compression ratio in comparison with those of state-of-the-art methods on the same dataset. Given a text, first, the proposed method splits it into n-grams and then encodes them based on n-gram dictionaries. In the encoding phase, we use a sliding window with a size that ranges from bigram to five grams to obtain the best encoding stream. Each n-gram is encoded by two to four bytes accordingly based on its corresponding n-gram dictionary. We collected 2.5 GB text corpus from some Vietnamese news agencies to build n-gram dictionaries from unigram to five grams and achieve dictionaries with a size of 12 GB in total. In order to evaluate our method, we collected a testing set of 10 different text files with different sizes. The experimental results indicate that our method achieves compression ratio around 90% and outperforms state-of-the-art methods. PMID:27965708

Runaway electrons in TEXT-U

International Nuclear Information System (INIS)

Freeman, M.R.

1994-01-01

Runaway electrons have long been studied in tokamak plasmas. The previous results regarding runaway electrons and the detection of hard x-rays are reviewed. The hard x-ray energy on TEXT-U is measured and the scaling of energy with electron density, n e , is noted. This scaling suggests a runaway source term that scales roughly as n e / 1 . The results indicate that runaways are created throughout the discharges. An upper bound for X e due to magnetic fluctuations was found to be .0343 m 2 /s. This is an order of magnitude too low to explain the thermal transport in TEXT, implying that electrostatic fluctuations are important in thermal transport in TEXT

Choices of texts for literary education

DEFF Research Database (Denmark)

Skyggebjerg, Anna Karlskov

This paper charts the general implications of the choice of texts for literature teaching in the Danish school system, especially in Grades 8 and 9. It will analyze and discuss the premises of the choice of texts, and the possibilities of a certain choice of text in a concrete classroom situation...

Comparison of Document Index Graph Using TextRank and HITS Weighting Method in Automatic Text Summarization

Science.gov (United States)

Hadyan, Fadhlil; Shaufiah; Arif Bijaksana, Moch.

2017-01-01

Automatic summarization is a system that can help someone to take the core information of a long text instantly. The system can help by summarizing text automatically. there’s Already many summarization systems that have been developed at this time but there are still many problems in those system. In this final task proposed summarization method using document index graph. This method utilizes the PageRank and HITS formula used to assess the web page, adapted to make an assessment of words in the sentences in a text document. The expected outcome of this final task is a system that can do summarization of a single document, by utilizing document index graph with TextRank and HITS to improve the quality of the summary results automatically.

Sentence connexion and global text structures: a case study of a political text, English leader article

OpenAIRE

Stein, Dieter; Mattei, Adriana

1993-01-01

The paper first gives a brief overview of the history and theoretical status of discourse analysis, or "text linguistics." The main body of the paper consists of a detailed analysis of sentence connexion, i.e. the logical relationship between sentences and larger chunks of text, performed on a newspaper leader article. The results of this local analysis are then related to the global organisation of text structure with components such as macro- and super-structure by way of int...

Why Are Some Texts Good and Others Not? Relationship between Text Quality and Management of the Writing Processes

Science.gov (United States)

Beauvais, Caroline; Olive, Thierry; Passerault, Jean-Michel

2011-01-01

Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments,…

Effects of Text Messaging on Academic Performance

Directory of Open Access Journals (Sweden)

Barks Amanda

2011-12-01

Full Text Available University students frequently send and receive cellular phone text messages during classroominstruction. Cognitive psychology research indicates that multi-tasking is frequently associatedwith performance cost. However, university students often have considerable experience withelectronic multi-tasking and may believe that they can devote necessary attention to a classroomlecture while sending and receiving text messages. In the current study, university students whoused text messaging were randomly assigned to one of two conditions: 1. a group that sent andreceived text messages during a lecture or, 2. a group that did not engage in text messagingduring the lecture. Participants who engaged in text messaging demonstrated significantlypoorer performance on a test covering lecture content compared with the group that did notsend and receive text messages. Participants exhibiting higher levels of text messaging skill hadsignificantly lower test scores than participants who were less proficient at text messaging. It ishypothesized that in terms of retention of lecture material, more frequent task shifting by thosewith greater text messaging proficiency contributed to poorer performance. Overall, the findingsdo not support the view, held by many university students, that this form of multitasking has littleeffect on the acquisition of lecture content. Results provide empirical support for teachers andprofessors who ban text messaging in the classroom.

Text mining for the biocuration workflow.

Science.gov (United States)

Hirschman, Lynette; Burns, Gully A P C; Krallinger, Martin; Arighi, Cecilia; Cohen, K Bretonnel; Valencia, Alfonso; Wu, Cathy H; Chatr-Aryamontri, Andrew; Dowell, Karen G; Huala, Eva; Lourenço, Anália; Nash, Robert; Veuthey, Anne-Lise; Wiegers, Thomas; Winter, Andrew G

2012-01-01

Molecular biology has become heavily dependent on biological knowledge encoded in expert curated biological databases. As the volume of biological literature increases, biocurators need help in keeping up with the literature; (semi-) automated aids for biocuration would seem to be an ideal application for natural language processing and text mining. However, to date, there have been few documented successes for improving biocuration throughput using text mining. Our initial investigations took place for the workshop on 'Text Mining for the BioCuration Workflow' at the third International Biocuration Conference (Berlin, 2009). We interviewed biocurators to obtain workflows from eight biological databases. This initial study revealed high-level commonalities, including (i) selection of documents for curation; (ii) indexing of documents with biologically relevant entities (e.g. genes); and (iii) detailed curation of specific relations (e.g. interactions); however, the detailed workflows also showed many variabilities. Following the workshop, we conducted a survey of biocurators. The survey identified biocurator priorities, including the handling of full text indexed with biological entities and support for the identification and prioritization of documents for curation. It also indicated that two-thirds of the biocuration teams had experimented with text mining and almost half were using text mining at that time. Analysis of our interviews and survey provide a set of requirements for the integration of text mining into the biocuration workflow. These can guide the identification of common needs across curated databases and encourage joint experimentation involving biocurators, text mining developers and the larger biomedical research community.

Text mining for the biocuration workflow

Science.gov (United States)

Hirschman, Lynette; Burns, Gully A. P. C; Krallinger, Martin; Arighi, Cecilia; Cohen, K. Bretonnel; Valencia, Alfonso; Wu, Cathy H.; Chatr-Aryamontri, Andrew; Dowell, Karen G.; Huala, Eva; Lourenço, Anália; Nash, Robert; Veuthey, Anne-Lise; Wiegers, Thomas; Winter, Andrew G.

2012-01-01

Molecular biology has become heavily dependent on biological knowledge encoded in expert curated biological databases. As the volume of biological literature increases, biocurators need help in keeping up with the literature; (semi-) automated aids for biocuration would seem to be an ideal application for natural language processing and text mining. However, to date, there have been few documented successes for improving biocuration throughput using text mining. Our initial investigations took place for the workshop on ‘Text Mining for the BioCuration Workflow’ at the third International Biocuration Conference (Berlin, 2009). We interviewed biocurators to obtain workflows from eight biological databases. This initial study revealed high-level commonalities, including (i) selection of documents for curation; (ii) indexing of documents with biologically relevant entities (e.g. genes); and (iii) detailed curation of specific relations (e.g. interactions); however, the detailed workflows also showed many variabilities. Following the workshop, we conducted a survey of biocurators. The survey identified biocurator priorities, including the handling of full text indexed with biological entities and support for the identification and prioritization of documents for curation. It also indicated that two-thirds of the biocuration teams had experimented with text mining and almost half were using text mining at that time. Analysis of our interviews and survey provide a set of requirements for the integration of text mining into the biocuration workflow. These can guide the identification of common needs across curated databases and encourage joint experimentation involving biocurators, text mining developers and the larger biomedical research community. PMID:22513129

Text cohesion by the deaf as seen by the hearer: the use of oral cues in written texts

Directory of Open Access Journals (Sweden)

Wagner Teobaldo Lopes de Andrade

2010-10-01

Full Text Available The use of sign language by the deaf, though a means of providing access to knowledge, offers some specific difficulties on reading/writing due to the impossibility on acquiring the written code of the official spoken language. Taking into account that some oral cues favor textual cohesion, the question this paper is mainly concerned with is whether the use of oral cues in writing favors comprehension as well. The aim of this research was to offer written texts produced by the deaf to the non deaf to see how the text was understood by these speakers. Some written fragments contained two or more oral cues, some with just one cue or with no cues produced by the deaf and some texts produced by the non deaf were offered to university hearing students who were asked to score the texts by means of levels of comprehension. The results showed that the answers favored the texts produced by the non deaf people followed by those with more than two oral cues produced by the deaf; the texts that offered difficulty for comprehension were those with no oral cues produced by the deaf. This paper suggests that the oral cues bring cohesion to the texts produced by the deaf thus favoring the hearer text comprehension.   Keywords: deafness; oral cues; writing; text cohesion.

UNDERSTANDING TENOR IN SPOKEN TEXTS IN YEAR XII ENGLISH TEXTBOOK TO IMPROVE THE APPROPRIACY OF THE TEXTS

Directory of Open Access Journals (Sweden)

Noeris Meristiani

2011-07-01

Full Text Available ABSTRACT: The goal of English Language Teaching is communicative competence. To reach this goal students should be supplied with good model texts. These texts should consider the appropriacy of language use. By analyzing the context of situation which is focused on tenor the meanings constructed to build the relationships among the interactants in spoken texts can be unfolded. This study aims at investigating the interpersonal relations (tenor of the interactants in the conversation texts as well as the appropriacy of their realization in the given contexts. The study was conducted under discourse analysis by applying a descriptive qualitative method. There were eight conversation texts which function as examples in five chapters of a textbook. The data were analyzed by using lexicogrammatical analysis, described, and interpreted contextually. Then, the realization of the tenor of the texts was further analyzed in terms of appropriacy to suggest improvement. The results of the study show that the tenor indicates relationships between friend-friend, student-student, questioners-respondents, mother-son, and teacher-student; the power is equal and unequal; the social distances show frequent contact, relatively frequent contact, relatively low contact, high and low affective involvement, using informal, relatively informal, relatively formal, and formal language. There are also some indications of inappropriacy of tenor realization in all texts. It should be improved in the use of degree of formality, the realization of societal roles, status, and affective involvement. Keywords: context of situation, tenor, appropriacy.

NOTICING HYBRID RECASTS IN TEXT CHAT

Directory of Open Access Journals (Sweden)

Mark J. Oliver

2016-12-01

Full Text Available This study examined ten EFL learners’ noticing of the corrective nature of a form of text-based SCMC (text chat feedback that combined a recast of a grammatical error with metalinguistic information. The feedback, termed a hybrid recast, was provided by a native-speaker interlocutor during two text chat activities: a spot-the-difference and picture-ordering task. Data was collected in two ways: analysis of task-based dyadic text chat interaction in which uptake was used as an indicator of learner noticing, and a post-task questionnaire containing questions that identified evidence of learner noticing. Interaction analysis showed that learners responded to almost two thirds of the hybrid recasts with uptake. In addition, every learner provided evidence that they had correctly perceived at least some of the hybrid recasts as corrective in their post-task questionnaire responses.

Learning from text benefits from enactment.

Science.gov (United States)

Cutica, Ilaria; Ianì, Francesco; Bucciarelli, Monica

2014-10-01

Classical studies on enactment have highlighted the beneficial effects of gestures performed in the encoding phase on memory for words and sentences, for both adults and children. In the present investigation, we focused on the role of enactment for learning from scientific texts among primary-school children. We assumed that enactment would favor the construction of a mental model of the text, and we verified the derived predictions that gestures at the time of encoding would result in greater numbers of correct recollections and discourse-based inferences at recall, as compared to no gestures (Exp. 1), and in a bias to confound paraphrases of the original text with the verbatim text in a recognition test (Exp. 2). The predictions were confirmed; hence, we argue in favor of a theoretical framework that accounts for the beneficial effects of enactment on memory for texts.

Mental Representations of the Text Surface, the Text Base, and the Situation Model in Auditory and Audiovisual Texts in 7-, 9-, and 11-Year-Olds

Science.gov (United States)

Wannagat, Wienke; Waizenegger, Gesine; Hauf, Juliane; Nieding, Gerhild

2018-01-01

This study investigated the effects of auditory and audiovisual text presentation on the three levels of mental representations assumed in theories of discourse processing. A sample of 106 children aged 7, 9, and 11 years listened to 16 short narrative texts, 8 of which were accompanied by a series of pictures illustrating the content.…

Difficulties in translation of socio-political texts

Directory of Open Access Journals (Sweden)

Артур Нарманович Мамедов

2013-12-01

Full Text Available Belonging of Russian socio-political texts to publicistic style assumes being guided by functional approach in order to find most adequate linguistic means by transfer of pragmatic meaning of the source text. Intralinguistic meaning can slightly remain by the interpretation of German texts. Lexical and grammatical transformations help preserving semantic-syntactic structure of the target text which means achievement of the same communicative effect by the translate which is being achieved by the source text.

DNA Polymerase Fidelity: Comparing Direct Competition of Right and Wrong dNTP Substrates with Steady State and Presteady State Kinetics†

Science.gov (United States)

Bertram, Jeffrey G.; Oertell, Keriann; Petruska, John; Goodman, Myron F.

2009-01-01

DNA polymerase fidelity is defined as the ratio of right (R) to wrong (W) nucleotide incorporations when dRTP and dWTP substrates compete at equal concentrations for primer extension at the same site in the polymerase-primer-template DNA complex. Typically, R incorporation is favored over W by 103 – 105, even in the absence of 3′-exonuclease proofreading. Straightforward in principal, a direct competition fidelity measurement is difficult to perform in practice because detection of a small amount of W is masked by a large amount of R. As an alternative, enzyme kinetics measurements to evaluate kcat/Km for R and W in separate reactions are widely used to measure polymerase fidelity indirectly, based on a steady-state derivation by Fersht. A systematic comparison between direct competition and kinetics has not been made until now. By separating R and W products using electrophoresis, we have successfully made accurate fidelity measurements for directly competing R and W dNTP substrates for 9 of the 12 natural base mispairs. We compare our direct competition results with steady state and presteady state kinetic measurements of fidelity at the same template site, using the proofreading-deficient mutant of Klenow Fragment (KF−) DNA polymerase. All the data are in quantitative agreement. PMID:20000359

Ancient medical texts, modern reading problems

Directory of Open Access Journals (Sweden)

Maria Carlota Rosa

2006-12-01

Full Text Available The word tradition has a very specific meaning in linguistics: the passing down of a text, which may have been completed or corrected by different copyists at different times, when the concept of authorship was not the same as it is today. When reading an ancient text the word tradition must be in the reader's mind. To discuss one of the problems an ancient text poses to its modern readers, this work deals with one of the first printed medical texts in Portuguese, the Regimento proueytoso contra ha pestenença, and draws a parallel between it and two related texts, A moche profitable treatise against the pestilence, and the Recopilaçam das cousas que conuem guardar se no modo de preseruar à Cidade de Lixboa E os sãos, & curar os que esteuerem enfermos de Peste. The problems which arise out of the textual structure of those books show how difficult is to establish a tradition of another type, the medical tradition. The linguistic study of the innumerable medieval plague treatises may throw light on the continuities and on the disruptions of the so-called hippocratic-galenical medical tradition.

Figure-associated text summarization and evaluation.

Science.gov (United States)

Polepalli Ramesh, Balaji; Sethi, Ricky J; Yu, Hong

2015-01-01

Biomedical literature incorporates millions of figures, which are a rich and important knowledge resource for biomedical researchers. Scientists need access to the figures and the knowledge they represent in order to validate research findings and to generate new hypotheses. By themselves, these figures are nearly always incomprehensible to both humans and machines and their associated texts are therefore essential for full comprehension. The associated text of a figure, however, is scattered throughout its full-text article and contains redundant information content. In this paper, we report the continued development and evaluation of several figure summarization systems, the FigSum+ systems, that automatically identify associated texts, remove redundant information, and generate a text summary for every figure in an article. Using a set of 94 annotated figures selected from 19 different journals, we conducted an intrinsic evaluation of FigSum+. We evaluate the performance by precision, recall, F1, and ROUGE scores. The best FigSum+ system is based on an unsupervised method, achieving F1 score of 0.66 and ROUGE-1 score of 0.97. The annotated data is available at figshare.com (http://figshare.com/articles/Figure_Associated_Text_Summarization_and_Evaluation/858903).

Text segmentation in degraded historical document images

Directory of Open Access Journals (Sweden)

A.S. Kavitha

2016-07-01

Full Text Available Text segmentation from degraded Historical Indus script images helps Optical Character Recognizer (OCR to achieve good recognition rates for Hindus scripts; however, it is challenging due to complex background in such images. In this paper, we present a new method for segmenting text and non-text in Indus documents based on the fact that text components are less cursive compared to non-text ones. To achieve this, we propose a new combination of Sobel and Laplacian for enhancing degraded low contrast pixels. Then the proposed method generates skeletons for text components in enhanced images to reduce computational burdens, which in turn helps in studying component structures efficiently. We propose to study the cursiveness of components based on branch information to remove false text components. The proposed method introduces the nearest neighbor criterion for grouping components in the same line, which results in clusters. Furthermore, the proposed method classifies these clusters into text and non-text cluster based on characteristics of text components. We evaluate the proposed method on a large dataset containing varieties of images. The results are compared with the existing methods to show that the proposed method is effective in terms of recall and precision.

Text2Floss: the feasibility and acceptability of a text messaging intervention to improve oral health behavior and knowledge.

Science.gov (United States)

Hashemian, Tony S; Kritz-Silverstein, Donna; Baker, Ryan

2015-01-01

Text messaging is useful for promoting numerous health-related behaviors. The Text2Floss Study examines the feasibility and utility of a 7-day text messaging intervention to improve oral health knowledge and behavior in mothers of young children. Mothers were recruited from a private practice and a community clinic. Of 156 mothers enrolled, 129 randomized into text (n = 60) and control groups (n = 69) completed the trial. Participants in the text group received text messages for 7 days, asking about flossing and presenting oral health information. Oral health behaviors and knowledge were surveyed pre- and post-intervention. At baseline, there were no differences between text and control group mothers in knowledge and behaviors (P > 0.10). Post-intervention, text group mothers flossed more (P = 0.01), had higher total (P = 0.0006) and specific (P Text messages were accepted and perceived as useful. Mothers receiving text messages improved their own oral health behaviors and knowledge as well as their behaviors regarding their children's oral health. Text messaging represents a viable method to improve oral health behaviors and knowledge. Its high acceptance may make it useful for preventing oral disease. © 2014 American Association of Public Health Dentistry.

Energy dependence of forward-rapidity [Formula: see text] and [Formula: see text] production in pp collisions at the LHC.

Science.gov (United States)

Acharya, S; Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahmad, N; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Albuquerque, D S D; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Alme, J; Alt, T; Altsybeev, I; Alves Garcia Prado, C; An, M; Andrei, C; Andrews, H A; Andronic, A; Anguelov, V; Anson, C; Antičić, T; Antinori, F; Antonioli, P; Anwar, R; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Ball, M; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barioglio, L; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Beltran, L G E; Belyaev, V; Bencedi, G; Beole, S; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biro, G; Biswas, R; Biswas, S; Blair, J T; Blau, D; Blume, C; Boca, G; Bock, F; Bogdanov, A; Boldizsár, L; Bombara, M; Bonomi, G; Bonora, M; Book, J; Borel, H; Borissov, A; Borri, M; Botta, E; Bourjau, C; Braun-Munzinger, P; Bregant, M; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buhler, P; Buitron, S A I; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Cabala, J; Caffarri, D; Caines, H; Caliva, A; Calvo Villar, E; Camerini, P; Capon, A A; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cerello, P; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chauvin, A; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Cho, S; Chochula, P; Choi, K; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Concas, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortés Maldonado, I; Cortese, P; Cosentino, M R; Costa, F; Costanza, S; Crkovská, J; Crochet, P; Cuautle, E; Cunqueiro, L; Dahms, T; Dainese, A; Danisch, M C; Danu, A; Das, D; Das, I; Das, S; Dash, A; Dash, S; De, S; De Caro, A; de Cataldo, G; de Conti, C; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; De Souza, R D; Degenhardt, H F; Deisting, A; Deloff, A; Deplano, C; Dhankher, P; Di Bari, D; Di Mauro, A; Di Nezza, P; Di Ruzza, B; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Djuvsland, Ø; Dobrin, A; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Drozhzhova, T; Dubey, A K; Dubla, A; Ducroux, L; Duggal, A K; Dupieux, P; Ehlers, R J; Elia, D; Endress, E; Engel, H; Epple, E; Erazmus, B; Erhardt, F; Espagnon, B; Esumi, S; Eulisse, G; Eum, J; Evans, D; Evdokimov, S; Fabbietti, L; Faivre, J; Fantoni, A; Fasel, M; Feldkamp, L; Feliciello, A; Feofilov, G; Ferencei, J; Téllez, A Fernández; Ferreiro, E G; Ferretti, A; Festanti, A; Feuillard, V J G; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Francisco, A; Frankenfeld, U; Fronze, G G; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gajdosova, K; Gallio, M; Galvan, C D; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Garg, K; Garg, P; Gargiulo, C; Gasik, P; Gauger, E F; Gay Ducati, M B; Germain, M; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Giubilato, P; Gladysz-Dziadus, E; Glässel, P; Goméz Coral, D M; Gomez Ramirez, A; Gonzalez, A S; Gonzalez, V; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Grabski, V; Graczykowski, L K; Graham, K L; Greiner, L; Grelli, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grion, N; Gronefeld, J M; Grosa, F; Grosse-Oetringhaus, J F; Grosso, R; Gruber, L; Grull, F R; Guber, F; Guernane, R; Guerzoni, B; Gulbrandsen, K; Gunji, T; Gupta, A; Gupta, R; Guzman, I B; Haake, R; Hadjidakis, C; Hamagaki, H; Hamar, G; Hamon, J C; Harris, J W; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Hellbär, E; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Herrmann, F; Hess, B A; Hetland, K F; Hillemanns, H; Hippolyte, B; Hladky, J; Hohlweger, B; Horak, D; Hosokawa, R; Hristov, P; Hughes, C; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Inaba, M; Ippolitov, M; Irfan, M; Isakov, V; Islam, M S; Ivanov, M; Ivanov, V; Izucheev, V; Jacak, B; Jacazio, N; Jacobs, P M; Jadhav, M B; Jadlovska, S; Jadlovsky, J; Jaelani, S; Jahnke, C; Jakubowska, M J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jercic, M; Jimenez Bustamante, R T; Jones, P G; Jusko, A; Kalinak, P; Kalweit, A; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karayan, L; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Keil, M; Ketzer, B; Mohisin Khan, M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Khatun, A; Khuntia, A; Kielbowicz, M M; Kileng, B; Kim, D; Kim, D W; Kim, D J; Kim, H; Kim, J S; Kim, J; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, C; Klein, J; Klein-Bösing, C; Klewin, S; Kluge, A; Knichel, M L; Knospe, A G; Kobdaj, C; Kofarago, M; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Kondratyuk, E; Konevskikh, A; Kopcik, M; Kour, M; Kouzinopoulos, C; Kovalenko, O; Kovalenko, V; Kowalski, M; Koyithatta Meethaleveedu, G; Králik, I; Kravčáková, A; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kubera, A M; Kučera, V; Kuhn, C; Kuijer, P G; Kumar, A; Kumar, J; Kumar, L; Kumar, S; Kundu, S; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; La Pointe, S L; La Rocca, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lapidus, K; Lara, C; Lardeux, A; Lattuca, A; Laudi, E; Lavicka, R; Lazaridis, L; Lea, R; Leardini, L; Lee, S; Lehas, F; Lehner, S; Lehrbach, J; Lemmon, R C; Lenti, V; Leogrande, E; León Monzón, I; Lévai, P; Li, S; Li, X; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Litichevskyi, V; Ljunggren, H M; Llope, W J; Lodato, D F; Loenne, P I; Loginov, V; Loizides, C; Loncar, P; Lopez, X; López Torres, E; Lowe, A; Luettig, P; Lunardon, M; Luparello, G; Lupi, M; Lutz, T H; Maevskaya, A; Mager, M; Mahajan, S; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manko, V; Manso, F; Manzari, V; Mao, Y; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Margutti, J; Marín, A; Markert, C; Marquard, M; Martin, N A; Martinengo, P; Martinez, J A L; Martínez, M I; Martínez García, G; Martinez Pedreira, M; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Mastroserio, A; Mathis, A M; Matyja, A; Mayer, C; Mazer, J; Mazzilli, M; Mazzoni, M A; Meddi, F; Melikyan, Y; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Mhlanga, S; Miake, Y; Mieskolainen, M M; Mihaylov, D L; Mikhaylov, K; Milano, L; Milosevic, J; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mohammadi, N; Mohanty, B; Montes, E; Moreira De Godoy, D A; Moreno, L A P; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Mulligan, J D; Munhoz, M G; Münning, K; Munzer, R H; Murakami, H; Murray, S; Musa, L; Musinsky, J; Myers, C J; Naik, B; Nair, R; Nandi, B K; Nania, R; Nappi, E; Naru, M U; Natal da Luz, H; Nattrass, C; Navarro, S R; Nayak, K; Nayak, R; Nayak, T K; Nazarenko, S; Nedosekin, A; Negrao De Oliveira, R A; Nellen, L; Nesbo, S V; Ng, F; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Noferini, F; Nomokonov, P; Nooren, G; Noris, J C C; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Ohlson, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Oliver, M H; Onderwaater, J; Oppedisano, C; Orava, R; Oravec, M; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Pachmayer, Y; Pacik, V; Pagano, D; Pagano, P; Paić, G; Palni, P; Pan, J; Pandey, A K; Panebianco, S; Papikyan, V; Pappalardo, G S; Pareek, P; Park, J; Park, W J; Parmar, S; Passfeld, A; Pathak, S P; Paticchio, V; Patra, R N; Paul, B; Pei, H; Peitzmann, T; Peng, X; Pereira, L G; Pereira Da Costa, H; Peresunko, D; Perez Lezama, E; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Pezzi, R P; Piano, S; Pikna, M; Pillot, P; Pimentel, L O D L; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Poppenborg, H; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Pozdniakov, V; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Rana, D B; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Ratza, V; Ravasenga, I; Read, K F; Redlich, K; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rodríguez Cahuantzi, M; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Rokita, P S; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Rotondi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rueda, O V; Rui, R; Russo, R; Rustamov, A; Ryabinkin, E; Ryabov, Y; Rybicki, A; Saarinen, S; Sadhu, S; Sadovsky, S; Šafařík, K; Saha, S K; Sahlmuller, B; Sahoo, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Sandoval, A; Sarkar, D; Sarkar, N; Sarma, P; Sas, M H P; Scapparone, E; Scarlassara, F; Scharenberg, R P; Scheid, H S; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schmidt, M O; Schmidt, M; Schuchmann, S; Schukraft, J; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sett, P; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Sheikh, A I; Shigaki, K; Shou, Q; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singhal, V; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Song, J; Song, M; Soramel, F; Sorensen, S; Sozzi, F; Spiriti, E; Sputowska, I; Srivastava, B K; Stachel, J; Stan, I; Stankus, P; Stenlund, E; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Sumowidagdo, S; Suzuki, K; Swain, S; Szabo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thakur, D; Thakur, S; Thomas, D; Tieulent, R; Tikhonov, A; Timmins, A R; Toia, A; Tripathy, S; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Trzeciak, B A; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Umaka, E N; Uras, A; Usai, G L; Utrobicic, A; Vala, M; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vande Vyvre, P; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Vázquez Doce, O; Vechernin, V; Veen, A M; Velure, A; Vercellin, E; Vergara Limón, S; Vernet, R; Vértesi, R; Vickovic, L; Vigolo, S; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Villatoro Tello, A; Vinogradov, A; Vinogradov, L; Virgili, T; Vislavicius, V; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Voscek, D; Vranic, D; Vrláková, J; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilk, G; Wilkinson, J; Willems, G A; Williams, M C S; Windelband, B; Witt, W E; Yalcin, S; Yang, P; Yano, S; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zimmermann, S; Zinovjev, G; Zmeskal, J

2017-01-01

We present results on transverse momentum ([Formula: see text]) and rapidity ([Formula: see text]) differential production cross sections, mean transverse momentum and mean transverse momentum square of inclusive [Formula: see text] and [Formula: see text] at forward rapidity ([Formula: see text]) as well as [Formula: see text]-to-[Formula: see text] cross section ratios. These quantities are measured in pp collisions at center of mass energies [Formula: see text] and 13 TeV with the ALICE detector. Both charmonium states are reconstructed in the dimuon decay channel, using the muon spectrometer. A comprehensive comparison to inclusive charmonium cross sections measured at [Formula: see text], 7 and 8 TeV is performed. A comparison to non-relativistic quantum chromodynamics and fixed-order next-to-leading logarithm calculations, which describe prompt and non-prompt charmonium production respectively, is also presented. A good description of the data is obtained over the full [Formula: see text] range, provided that both contributions are summed. In particular, it is found that for [Formula: see text] GeV/ c the non-prompt contribution reaches up to 50% of the total charmonium yield.

Connected text reading and differences in text reading fluency in adult readers

NARCIS (Netherlands)

Wallot, S.; Hollis, G.; Rooij, M. de

2013-01-01

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this

Du texte mis entre parenthèses au texte dit à part

Directory of Open Access Journals (Sweden)

Xavier Leroux

2010-12-01

Full Text Available L’étude de l’aparté dans La Celestina est ici fondée sur une approche codicologique de plusieurs imprimés de l’œuvre de Fernando de Rojas. Une définition théorique de l’aparté permet d’en préciser les différentes réalisations au théâtre : l’aparté au public, l’aparté sélectif et l’aparté au moi, qui se distingue nettement du monologue. Dans le texte dramatique, le repérage de cette forme dramatique se révèle cependant plus délicate. L’étude de l’emploi des parenthèses dans plusieurs imprimés qui conservent La Celestina fait apparaître un usage très vigilant de ces signes de ponctuation pour marquer le recours à l’aparté.

TXT@WORK: pediatric hospitalists and text messaging.

Science.gov (United States)

Kuhlmann, Stephanie; Ahlers-Schmidt, Carolyn R; Steinberger, Erik

2014-07-01

Many studies assess provider-patient communication through text messaging; however, minimal research has addressed communication among physicians. The purpose of this study was to evaluate the use of text messaging by pediatric hospitalists. A brief, anonymous, electronic survey was distributed through the American Academy of Pediatrics Section on Hospital Medicine Listserv in February 2012. Survey questions assessed work-related text messaging. Of the 106 pediatric hospitalist respondents, 97 met inclusion criteria. Most were female (73%) and had been in practice text messages, some (12%) more than 10 times per shift. More than half (53%) received work-related text messages when not at work. When asked to identify all potential work recipients, most often sent work-related text messages to other pediatric hospitalists (64%), fellows or resident physicians (37%), and subspecialists/consulting physicians (28%). When asked their preferred mode for brief communication, respondents' preferences varied. Many (46%) respondents worried privacy laws can be violated by sending/receiving text messages, and some (30%) reported having received protected health information (PHI) through text messages. However, only 11% reported their institution offered encryption software for text messaging. Physicians were using text messaging as a means of brief, work-related communication. Concerns arose regarding transfer of PHI using unsecure systems and work-life balance. Future research should examine accuracy and effectiveness of text message communication in the hospital, as well as patient privacy issues.

COGNITIVE LEARNING STRATEGIES OF NON-ENGLISH DEPARTMENT STUDENTS ON NOUN STRUCTURE

Directory of Open Access Journals (Sweden)

Shierly Novalita Yappy

2006-01-01

Full Text Available Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students' strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored.

Text Entry by Gazing and Smiling

Directory of Open Access Journals (Sweden)

Outi Tuisku

2013-01-01

Full Text Available Face Interface is a wearable prototype that combines the use of voluntary gaze direction and facial activations, for pointing and selecting objects on a computer screen, respectively. The aim was to investigate the functionality of the prototype for entering text. First, three on-screen keyboard layout designs were developed and tested (n=10 to find a layout that would be more suitable for text entry with the prototype than traditional QWERTY layout. The task was to enter one word ten times with each of the layouts by pointing letters with gaze and select them by smiling. Subjective ratings showed that a layout with large keys on the edge and small keys near the center of the keyboard was rated as the most enjoyable, clearest, and most functional. Second, using this layout, the aim of the second experiment (n=12 was to compare entering text with Face Interface to entering text with mouse. The results showed that text entry rate for Face Interface was 20 characters per minute (cpm and 27 cpm for the mouse. For Face Interface, keystrokes per character (KSPC value was 1.1 and minimum string distance (MSD error rate was 0.12. These values compare especially well with other similar techniques.

The effects of visual crowding, text size, and positional uncertainty on text legibility at a glance.

Science.gov (United States)

Dobres, Jonathan; Wolfe, Benjamin; Chahine, Nadine; Reimer, Bryan

2018-07-01

Reading at a glance, once a relatively infrequent mode of reading, is becoming common. Mobile interaction paradigms increasingly dominate the way in which users obtain information about the world, which often requires reading at a glance, whether from a smartphone, wearable device, or in-vehicle interface. Recent research in these areas has shown that a number of factors can affect text legibility when words are briefly presented in isolation. Here we expand upon this work by examining how legibility is affected by more crowded presentations. Word arrays were combined with a lexical decision task, in which the size of the text elements and the inter-line spacing (leading) between individual items were manipulated to gauge their relative impacts on text legibility. In addition, a single-word presentation condition that randomized the location of presentation was compared with previous work that held position constant. Results show that larger text was more legible than smaller text. Wider leading significantly enhanced legibility as well, but contrary to expectations, wider leading did not fully counteract decrements in legibility at smaller text sizes. Single-word stimuli presented with random positioning were more difficult to read than stationary counterparts from earlier studies. Finally, crowded displays required much greater processing time compared to single-word displays. These results have implications for modern interface design, which often present interactions in the form of scrollable and/or selectable lists. The present findings are of practical interest to the wide community of graphic designers and interface engineers responsible for developing our interfaces of daily use. Copyright © 2018 Elsevier Ltd. All rights reserved.

Development and Employment of Fixed-Wing Gunships 1962-1972

Science.gov (United States)

1982-01-01

Carl Berger. Mr. Eugene P. Sagstetter, Mary F. Loughlin, and Vanessa D. Allen edited, proofread, and purged the manuscript of the typographical...General Coun.el. USAF Dr. Forrest C. Pogue Lt. General Charles G. Cleveland Smithsonian Institution USAF Commander. Air University. ATC Dr. Edward L...GiUNSHIP I (AC-47) Major Interdiction Areas (Southeast Asia) A NORTH VIETNAM Bar 1 LAOS Steel Tiger THAILAND ’ * Tiger Hound *~ ~T39 VAN DEVELOPMENT OF FIXED

ASYMMETRIC EFFECTS OF ADDED VERSUS DELETED FEATURE OF STIMULUS ON RECOGNITION MEMORY

OpenAIRE

内野, 八潮; 箱田, 裕司

2000-01-01

This article reviewed a number of studies which revealed superiority of addition over deletion. Such an asymmetric effect was found in picture recognitioa memory, discrimination learning, proofreading for misspellings and so on. However, few studies have controlled typicality of original stimulus or the effect of addition and deletion on typicality of changed stimulus. Therefore this article focussed particularly on the studies in which addition and deletion applied to original stimulus was d...

A methodology of error detection: Improving speech recognition in radiology

OpenAIRE

Voll, Kimberly Dawn

2006-01-01

Automated speech recognition (ASR) in radiology report dictation demands highly accurate and robust recognition software. Despite vendor claims, current implementations are suboptimal, leading to poor accuracy, and time and money wasted on proofreading. Thus, other methods must be considered for increasing the reliability and performance of ASR before it is a viable alternative to human transcription. One such method is post-ASR error detection, used to recover from the inaccuracy of speech r...

SAW Classification Algorithm for Chinese Text Classification

OpenAIRE

Xiaoli Guo; Huiyu Sun; Tiehua Zhou; Ling Wang; Zhaoyang Qu; Jiannan Zang

2015-01-01

Considering the explosive growth of data, the increased amount of text data’s effect on the performance of text categorization forward the need for higher requirements, such that the existing classification method cannot be satisfied. Based on the study of existing text classification technology and semantics, this paper puts forward a kind of Chinese text classification oriented SAW (Structural Auxiliary Word) algorithm. The algorithm uses the special space effect of Chinese text where words...

Texting preferences in a Paediatric residency.

Science.gov (United States)

Draper, Lauren; Kuklinski, Cadence; Ladley, Amy; Adamson, Greg; Broom, Matthew

2017-12-01

Text messaging is ubiquitous among residents, but remains an underused educational tool. Though feasibility has been demonstrated, evidence of its ability to improve standardised test scores and provide insight on resident texting preferences is lacking. The authors set out to evaluate: (1) satisfaction with a hybrid question-and-answer (Q&A) texting format; and (2) pre-/post-paediatric in-training exam (ITE) performance. A prospective study with paediatrics and internal medicine-paediatrics residents. Residents were divided into subgroups: adolescent medicine (AM) and developmental medicine (DM). Messages were derived from ITE questions and sent Monday-Friday with a 20 per cent variance in messages specific to the sub-group. Residents completed surveys gauging perceptions of the programme, and pre- and post-programme ITE scores were analysed. Forty-one residents enrolled and 32 (78%) completed a post-programme survey. Of those, 21 (66%) preferred a Q&A format with an immediate text response versus information-only texts. The percentage change in ITE scores between 2013 and 2014 was significant. Comparing subgroups, there was no significant difference between the percentage change in ITE scores. Neither group performed significantly better on either the adolescent or developmental sections of the ITE. Text messaging… remains an underused educational tool CONCLUSIONS: Overall, participants improved their ITE scores, but no improvement was seen in the targeted subgroups on the exam. Although Q&A texts are preferred by residents, further assessment is required to assess the effect on educational outcomes. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A Proposed Arabic Handwritten Text Normalization Method

Directory of Open Access Journals (Sweden)

Tarik Abu-Ain

2014-11-01

Full Text Available Text normalization is an important technique in document image analysis and recognition. It consists of many preprocessing stages, which include slope correction, text padding, skew correction, and straight the writing line. In this side, text normalization has an important role in many procedures such as text segmentation, feature extraction and characters recognition. In the present article, a new method for text baseline detection, straightening, and slant correction for Arabic handwritten texts is proposed. The method comprises a set of sequential steps: first components segmentation is done followed by components text thinning; then, the direction features of the skeletons are extracted, and the candidate baseline regions are determined. After that, selection of the correct baseline region is done, and finally, the baselines of all components are aligned with the writing line.  The experiments are conducted on IFN/ENIT benchmark Arabic dataset. The results show that the proposed method has a promising and encouraging performance.

A comprehensive and quantitative comparison of text-mining in 15 million full-text articles versus their corresponding abstracts.

Science.gov (United States)

Westergaard, David; Stærfeldt, Hans-Henrik; Tønsberg, Christian; Jensen, Lars Juhl; Brunak, Søren

2018-02-01

Across academia and industry, text mining has become a popular strategy for keeping up with the rapid growth of the scientific literature. Text mining of the scientific literature has mostly been carried out on collections of abstracts, due to their availability. Here we present an analysis of 15 million English scientific full-text articles published during the period 1823-2016. We describe the development in article length and publication sub-topics during these nearly 250 years. We showcase the potential of text mining by extracting published protein-protein, disease-gene, and protein subcellular associations using a named entity recognition system, and quantitatively report on their accuracy using gold standard benchmark data sets. We subsequently compare the findings to corresponding results obtained on 16.5 million abstracts included in MEDLINE and show that text mining of full-text articles consistently outperforms using abstracts only.

EST: Evading Scientific Text.

Science.gov (United States)

Ward, Jeremy

2001-01-01

Examines chemical engineering students' attitudes to text and other parts of English language textbooks. A questionnaire was administered to a group of undergraduates. Results reveal one way students get around the problem of textbook reading. (Author/VWL)

Access For All

DEFF Research Database (Denmark)

Andersen, Ove Kjeld; Hjulmand, Christian

2005-01-01

Approximately 30% of the Danish population has severe problems in reading everyday text. In the light of the increasing amount of text available on the Internet this poses a democratic challenge to ensure “equal access” to information. The Talking Internet service - Access For All (AFA) - offers...... a free Internet-based tool for reading aloud any marked text with a synthetic voice. The only requirements are a standard equipped PC running a recent Windows OS and an Internet connection. Experiences gathered from running the service for more than 28 months underline the viability of the concept....... There is a clear need for a free internet based Danish text-to-speech synthesizer. Furthermore, the current state of technology i.e. internet bandwidth, response time and server technology is sufficient for setting up an online automatic reading service that is used by steadily growing number of individuals...

A comprehensive and quantitative comparison of text-mining in 15 million full-text articles versus their corresponding abstracts

Science.gov (United States)

Westergaard, David; Stærfeldt, Hans-Henrik

2018-01-01

Across academia and industry, text mining has become a popular strategy for keeping up with the rapid growth of the scientific literature. Text mining of the scientific literature has mostly been carried out on collections of abstracts, due to their availability. Here we present an analysis of 15 million English scientific full-text articles published during the period 1823–2016. We describe the development in article length and publication sub-topics during these nearly 250 years. We showcase the potential of text mining by extracting published protein–protein, disease–gene, and protein subcellular associations using a named entity recognition system, and quantitatively report on their accuracy using gold standard benchmark data sets. We subsequently compare the findings to corresponding results obtained on 16.5 million abstracts included in MEDLINE and show that text mining of full-text articles consistently outperforms using abstracts only. PMID:29447159

Caffeine Enhances Real-World Language Processing: Evidence from a Proofreading Task

Science.gov (United States)

Brunye, Tad T.; Mahoney, Caroline R.; Rapp, David N.; Ditman, Tali; Taylor, Holly A.

2012-01-01

Caffeine has become the most prevalently consumed psychostimulant in the world, but its influences on daily real-world functioning are relatively unknown. The present work investigated the effects of caffeine (0 mg, 100 mg, 200 mg, 400 mg) on a commonplace language task that required readers to identify and correct 4 error types in extended…

Texte, Mathématiques, Philosophie et Sujet

Directory of Open Access Journals (Sweden)

Jean-Michel Salanskis

2004-04-01

Full Text Available Dans cet article sont menées deux réflexions. La première tente de juger du rapport de la philosophie à sa textualisation d’après le rapport des mathématiques à leur textualisation, et ce à trois niveaux : 1 en essayant de tirer des manières dont le texte mathématique excède sa forme logique des enseignements quant à la pertinence et la viabilité d’une réduction du texte philosophique à sa forme logique ; 2 en posant le problème d’une étude externaliste du texte philosophique à la lumière des difficultés particulières que suscite l’approche externaliste du texte mathématique ; 3 en examinant ce qu’il en est de l’hybridation du philosophique et du mathématique dans certains textes. La seconde porte sur un aspect particulier de la textualisation : sur l’intervention du marqueur du sujet de l’énonciation (« Je » dans les textes philosophiques.Two reflexions are carried out in this article. The first one tries to judge the relationship between philosophy and its textualization after the relationship between mathematics and their textualization at three different levels : 1 trying to draw ways in which the mathematical text exceeds the logical form of teaching with regards to the relevance and the viability of a reduction of the philosophical text up to its logical form ; 2 setting the problem of an externalist study of the philosophical text in the light of the peculiar difficulties aroused by the externalist approach of the mathematical text ; 3 examining what concerns the hybridization of the philosophical and the mathematical in certain texts. The second one deals with a particular aspect of textualization : with the intervention of the marker of enunciation subject (« I » in philosophical texts.

Individual Profiling Using Text Analysis

Science.gov (United States)

2016-04-15

AFRL-AFOSR-UK-TR-2016-0011 Individual Profiling using Text Analysis 140333 Mark Stevenson UNIVERSITY OF SHEFFIELD, DEPARTMENT OF PSYCHOLOGY Final...REPORT TYPE      Final 3.  DATES COVERED (From - To)      15 Sep 2014 to 14 Sep 2015 4.  TITLE AND SUBTITLE Individual Profiling using Text Analysis ...consisted of collections of tweets for a number of Twitter users whose gender, age and personality scores are known. The task was to construct some system

Examining Text Complexity in the Early Grades

Science.gov (United States)

Fitzgerald, Jill; Elmore, Jeff; Hiebert, Elfrieda H.; Koons, Heather H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson

2016-01-01

The Common Core raises the stature of texts to new heights, creating a hubbub. The fuss is especially messy at the early grades, where children are expected to read more complex texts than in the past. But early-grades teachers have been given little actionable guidance about text complexity. The authors recently examined early-grades texts to…

The N400 effect during speaker-switch – Towards a conversational approach of measuring neural correlates of language

Directory of Open Access Journals (Sweden)

Tatiana Goregliad Fjaellingsdal

2016-11-01

Full Text Available Language occurs naturally in conversations. However, the study of the neural underpinnings of language has mainly taken place in single individuals using controlled language material. The interactive elements of a conversation (e.g., turn-taking are often not part of neurolinguistic setups. The prime reason is the difficulty to combine open unrestricted conversations with the requirements of neuroimaging. It is necessary to find a trade-off between the naturalness of a conversation and the restrictions imposed by neuroscientific methods to allow for ecologically more valid studies.Here we make an attempt to study the effects of a conversational element, namely turn-taking, on linguistic neural correlates, specifically the N400 effect. We focus on the physiological aspect of turn-taking, the speaker-switch, and its effect on the detectability of the N400 effect. The N400 event-related potential reflects expectation violations in a semantic context; the N400 effect describes the difference of the N400 amplitude between semantically expected and unexpected items.Sentences with semantically congruent and incongruent final words were presented in two turn-taking modes: (1 reading aloud first part of the sentence and listening to speaker-switch for the final word, and (2 listening to first part of the sentence and speaker-switch for the final word.A significant N400 effect was found for both turn-taking modes, which was not influenced by the mode itself. However, the mode significantly affected the P200, which was increased for the reading aloud mode compared to the listening mode.Our results show that an N400 effect can be detected during a speaker-switch. Speech articulation (reading aloud before the analyzed sentence fragment did also not impede the N400 effect detection for the final word. The speaker-switch, however, seems to influence earlier components of the electroencephalogram, related to processing of salient stimuli. We conclude that the N

Comprensión lectora de textos poéticos: Bartomeu Rosselló Pòrcel

Directory of Open Access Journals (Sweden)

Carme Torrelles Font

2016-01-01

Full Text Available The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014 poetchosenforPAU - 2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, sh ows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a did actic poetry very rewarding and creative for the ESO and the bachelor's degree.

The Instructional Text like a Textual Genre

Directory of Open Access Journals (Sweden)

Adiane Fogali Marinello

2011-07-01

Full Text Available This article analyses the instructional text as a textual genre and is part of the research called Reading and text production from the textual genre perspective, done at Universidade de Caxias do Sul, Campus Universitário da Região dos Vinhedos. Firstly, some theoretical assumptions about textual genre are presented, then, the instructional text is characterized. After that an instructional text is analyzed and, finally, some activities related to reading and writing of the mentioned genre directed to High School and University students are suggested.

Think Aloud! Increase Your Teaching Power

Science.gov (United States)

Dorl, Jennifer

2007-01-01

Preschool and kindergarten are transition years in the U.S. educational system, and teaching four-, five- and six-year-olds means living on the margins of one educational community or another. But many preschool and kindergarten teachers like it that way. These teachers get to take ideas from the primary grades and combine them with the…

Text mining with R a tidy approach

CERN Document Server

Silge, Julia

2017-01-01

Much of the data available today is unstructured and text-heavy, making it challenging for analysts to apply their usual data wrangling and visualization tools. With this practical book, you'll explore text-mining techniques with tidytext, a package that authors Julia Silge and David Robinson developed using the tidy principles behind R packages like ggraph and dplyr. You'll learn how tidytext and other tidy tools in R can make text analysis easier and more effective. The authors demonstrate how treating text as data frames enables you to manipulate, summarize, and visualize characteristics of text. You'll also learn how to integrate natural language processing (NLP) into effective workflows. Practical code examples and data explorations will help you generate real insights from literature, news, and social media. Learn how to apply the tidy text format to NLP Use sentiment analysis to mine the emotional content of text Identify a document's most important terms with frequency measurements E...

The production effect in long-list recall: In no particular order?

Science.gov (United States)

Lambert, Angela M; Bodner, Glen E; Taikh, Alexander

2016-06-01

The production effect reflects a memory advantage for words read aloud versus silently. We investigated how production influences free recall of a single long list of words. In each of 4 experiments, a production effect occurred in a mixed-list group but not across pure-list groups. When compared to the pure-list groups, the mixed-list effects typically reflected a cost to silent words rather than a benefit to aloud words. This cost persisted when participants had to perform a generation or imagery task for the silent items, ruling out a lazy reading explanation. This recall pattern challenges both distinctiveness and strength accounts, but is consistent with an item-order account. By this account, the aloud words in a mixed list disrupt the encoding of item-order information for the silent words, thus impairing silent word recall. However, item-order measures and a forced-choice order test did not provide much evidence that recall was guided by retrieval of item-order information. We discuss our pattern of results in light of another recent study of the effects of production on long-list recall. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Text Induced Spelling Correction

NARCIS (Netherlands)

Reynaert, M.W.C.

2004-01-01

We present TISC, a language-independent and context-sensitive spelling checking and correction system designed to facilitate the automatic removal of non-word spelling errors in large corpora. Its lexicon is derived from a very large corpus of raw text, without supervision, and contains word

Light-quark and gluon jet discrimination in [Formula: see text] collisions at [Formula: see text] with the ATLAS detector.

Science.gov (United States)

Aad, G; Abbott, B; Abdallah, J; Abdel Khalek, S; Abdinov, O; Aben, R; Abi, B; Abolins, M; AbouZeid, O S; Abramowicz, H; Abreu, H; Abreu, R; Abulaiti, Y; Acharya, B S; Adamczyk, L; Adams, D L; Adelman, J; Adomeit, S; Adye, T; Agatonovic-Jovin, T; Aguilar-Saavedra, J A; Agustoni, M; Ahlen, S P; Ahmad, A; Ahmadov, F; Aielli, G; Åkesson, T P A; Akimoto, G; Akimov, A V; Albert, J; Albrand, S; Alconada Verzini, M J; Aleksa, M; Aleksandrov, I N; Alexa, C; Alexander, G; Alexandre, G; Alexopoulos, T; Alhroob, M; Alimonti, G; Alio, L; Alison, J; Allbrooke, B M M; Allison, L J; Allport, P P; Allwood-Spiers, S E; Almond, J; Aloisio, A; Alonso, A; Alonso, F; Alpigiani, C; Altheimer, A; Alvarez Gonzalez, B; Alviggi, M G; Amako, K; Amaral Coutinho, Y; Amelung, C; Amidei, D; Amor Dos Santos, S P; Amorim, A; Amoroso, S; Amram, N; Amundsen, G; Anastopoulos, C; Ancu, L S; Andari, N; Andeen, T; Anders, C F; Anders, G; Anderson, K J; Andreazza, A; Andrei, V; Anduaga, X S; Angelidakis, S; Angelozzi, I; Anger, P; Angerami, A; Anghinolfi, F; Anisenkov, A V; Anjos, N; Annovi, A; Antonaki, A; Antonelli, M; Antonov, A; Antos, J; Anulli, F; Aoki, M; Aperio Bella, L; Apolle, R; Arabidze, G; Aracena, I; Arai, Y; Araque, J P; Arce, A T H; Arguin, J-F; Argyropoulos, S; Arik, M; Armbruster, A J; Arnaez, O; Arnal, V; Arnold, H; Arslan, O; Artamonov, A; Artoni, G; Asai, S; Asbah, N; Ashkenazi, A; Ask, S; Åsman, B; Asquith, L; Assamagan, K; Astalos, R; Atkinson, M; Atlay, N B; Auerbach, B; Augsten, K; Aurousseau, M; Avolio, G; Azuelos, G; Azuma, Y; Baak, M A; Bacci, C; Bachacou, H; Bachas, K; Backes, M; Backhaus, M; Backus Mayes, J; Badescu, E; Bagiacchi, P; Bagnaia, P; Bai, Y; Bain, T; Baines, J T; Baker, O K; Baker, S; Balek, P; Balli, F; Banas, E; Banerjee, Sw; Banfi, D; Bangert, A; Bannoura, A A E; Bansal, V; Bansil, H S; Barak, L; Baranov, S P; Barberio, E L; Barberis, D; Barbero, M; Barillari, T; Barisonzi, M; Barklow, T; Barlow, N; Barnett, B M; Barnett, R M; Barnovska, Z; Baroncelli, A; Barone, G; Barr, A J; Barreiro, F; Barreiro Guimarães da Costa, J; Bartoldus, R; Barton, A E; Bartos, P; Bartsch, V; Bassalat, A; Basye, A; Bates, R L; Batkova, L; Batley, J R; Battistin, M; Bauer, F; Bawa, H S; Beau, T; Beauchemin, P H; Beccherle, R; Bechtle, P; Beck, H P; Becker, K; Becker, S; Beckingham, M; Becot, C; Beddall, A J; Beddall, A; Bedikian, S; Bednyakov, V A; Bee, C P; Beemster, L J; Beermann, T A; Begel, M; Behr, K; Belanger-Champagne, C; Bell, P J; Bell, W H; Bella, G; Bellagamba, L; Bellerive, A; Bellomo, M; Belloni, A; Belotskiy, K; Beltramello, O; Benary, O; Benchekroun, D; Bendtz, K; Benekos, N; Benhammou, Y; Benhar Noccioli, E; Benitez Garcia, J A; Benjamin, D P; Bensinger, J R; Benslama, K; Bentvelsen, S; Berge, D; Bergeaas Kuutmann, E; Berger, N; Berghaus, F; Berglund, E; Beringer, J; Bernard, C; Bernat, P; Bernius, C; Bernlochner, F U; Berry, T; Berta, P; Bertella, C; Bertolucci, F; Besana, M I; Besjes, G J; Bessidskaia, O; Besson, N; Betancourt, C; Bethke, S; Bhimji, W; Bianchi, R M; Bianchini, L; Bianco, M; Biebel, O; Bieniek, S P; Bierwagen, K; Biesiada, J; Biglietti, M; Bilbao De Mendizabal, J; Bilokon, H; Bindi, M; Binet, S; Bingul, A; Bini, C; Black, C W; Black, J E; Black, K M; Blackburn, D; Blair, R E; Blanchard, J-B; Blazek, T; Bloch, I; Blocker, C; Blum, W; Blumenschein, U; Bobbink, G J; Bobrovnikov, V S; Bocchetta, S S; Bocci, A; Boddy, C R; Boehler, M; Boek, J; Boek, T T; Bogaerts, J A; Bogdanchikov, A G; Bogouch, A; Bohm, C; Bohm, J; Boisvert, V; Bold, T; Boldea, V; Boldyrev, A S; Bomben, M; Bona, M; Boonekamp, M; Borisov, A; Borissov, G; Borri, M; Borroni, S; Bortfeldt, J; Bortolotto, V; Bos, K; Boscherini, D; Bosman, M; Boterenbrood, H; Boudreau, J; Bouffard, J; Bouhova-Thacker, E V; Boumediene, D; Bourdarios, C; Bousson, N; Boutouil, S; Boveia, A; Boyd, J; Boyko, I R; Bozovic-Jelisavcic, I; Bracinik, J; Branchini, P; Brandt, A; Brandt, G; Brandt, O; Bratzler, U; Brau, B; Brau, J E; Braun, H M; Brazzale, S F; Brelier, B; Brendlinger, K; Brennan, A J; Brenner, R; Bressler, S; Bristow, K; Bristow, T M; Britton, D; Brochu, F M; Brock, I; Brock, R; Bromberg, C; Bronner, J; Brooijmans, G; Brooks, T; Brooks, W K; Brosamer, J; Brost, E; Brown, G; Brown, J; Bruckman de Renstrom, P A; Bruncko, D; Bruneliere, R; Brunet, S; Bruni, A; Bruni, G; Bruschi, M; Bryngemark, L; Buanes, T; Buat, Q; Bucci, F; Buchholz, P; Buckingham, R M; Buckley, A G; Buda, S I; Budagov, I A; Buehrer, F; Bugge, L; Bugge, M K; Bulekov, O; Bundock, A C; Burckhart, H; Burdin, S; Burghgrave, B; Burke, S; Burmeister, I; Busato, E; Büscher, D; Büscher, V; Bussey, P; Buszello, C P; Butler, B; Butler, J M; Butt, A I; Buttar, C M; Butterworth, J M; Butti, P; Buttinger, W; Buzatu, A; Byszewski, M; Cabrera Urbán, S; Caforio, D; Cakir, O; Calafiura, P; Calandri, A; Calderini, G; Calfayan, P; Calkins, R; Caloba, L P; Calvet, D; Calvet, S; Camacho Toro, R; Camarda, S; Cameron, D; Caminada, L M; Caminal Armadans, R; Campana, S; Campanelli, M; Campoverde, A; Canale, V; Canepa, A; Cantero, J; Cantrill, R; Cao, T; Capeans Garrido, M D M; Caprini, I; Caprini, M; Capua, M; Caputo, R; Cardarelli, R; Carli, T; Carlino, G; Carminati, L; Caron, S; Carquin, E; Carrillo-Montoya, G D; Carter, A A; Carter, J R; Carvalho, J; Casadei, D; Casado, M P; Castaneda-Miranda, E; Castelli, A; Castillo Gimenez, V; Castro, N F; Catastini, P; Catinaccio, A; Catmore, J R; Cattai, A; Cattani, G; Caughron, S; Cavaliere, V; Cavalli, D; Cavalli-Sforza, M; Cavasinni, V; Ceradini, F; Cerio, B; Cerny, K; Cerqueira, A S; Cerri, A; Cerrito, L; Cerutti, F; Cerv, M; Cervelli, A; Cetin, S A; Chafaq, A; Chakraborty, D; Chalupkova, I; Chan, K; Chang, P; Chapleau, B; Chapman, J D; Charfeddine, D; Charlton, D G; Chau, C C; Chavez Barajas, C A; Cheatham, S; Chegwidden, A; Chekanov, S; Chekulaev, S V; Chelkov, G A; Chelstowska, M A; Chen, C; Chen, H; Chen, K; Chen, L; Chen, S; Chen, X; Chen, Y; Cheng, H C; Cheng, Y; Cheplakov, A; Cherkaoui El Moursli, R; Chernyatin, V; Cheu, E; Chevalier, L; Chiarella, V; Chiefari, G; Childers, J T; Chilingarov, A; Chiodini, G; Chisholm, A S; Chislett, R T; Chitan, A; Chizhov, M V; Chouridou, S; Chow, B K B; Christidi, I A; Chromek-Burckhart, D; Chu, M L; Chudoba, J; Chwastowski, J J; Chytka, L; Ciapetti, G; Ciftci, A K; Ciftci, R; Cinca, D; Cindro, V; Ciocio, A; Cirkovic, P; Citron, Z H; Citterio, M; Ciubancan, M; Clark, A; Clark, P J; Clarke, R N; Cleland, W; Clemens, J C; Clement, C; Coadou, Y; Cobal, M; Coccaro, A; Cochran, J; Coffey, L; Cogan, J G; Coggeshall, J; Cole, B; Cole, S; Colijn, A P; Collins-Tooth, C; Collot, J; Colombo, T; Colon, G; Compostella, G; Conde Muiño, P; Coniavitis, E; Conidi, M C; Connell, S H; Connelly, I A; Consonni, S M; Consorti, V; Constantinescu, S; Conta, C; Conti, G; Conventi, F; Cooke, M; Cooper, B D; Cooper-Sarkar, A M; Cooper-Smith, N J; Copic, K; Cornelissen, T; Corradi, M; Corriveau, F; Corso-Radu, A; Cortes-Gonzalez, A; Cortiana, G; Costa, G; Costa, M J; Costanzo, D; Côté, D; Cottin, G; Cowan, G; Cox, B E; Cranmer, K; Cree, G; Crépé-Renaudin, S; Crescioli, F; Crispin Ortuzar, M; Cristinziani, M; Croft, V; Crosetti, G; Cuciuc, C-M; Almenar, C Cuenca; Cuhadar Donszelmann, T; Cummings, J; Curatolo, M; Cuthbert, C; Czirr, H; Czodrowski, P; Czyczula, Z; D'Auria, S; D'Onofrio, M; Cunha Sargedas De Sousa, M J Da; Via, C Da; Dabrowski, W; Dafinca, A; Dai, T; Dale, O; Dallaire, F; Dallapiccola, C; Dam, M; Daniells, A C; Dano Hoffmann, M; Dao, V; Darbo, G; Darlea, G L; Darmora, S; Dassoulas, J A; Dattagupta, A; Davey, W; David, C; Davidek, T; Davies, E; Davies, M; Davignon, O; Davison, A R; Davison, P; Davygora, Y; Dawe, E; Dawson, I; Daya-Ishmukhametova, R K; De, K; de Asmundis, R; De Castro, S; De Cecco, S; de Graat, J; De Groot, N; de Jong, P; De la Torre, H; De Lorenzi, F; De Nooij, L; De Pedis, D; De Salvo, A; De Sanctis, U; De Santo, A; De Vivie De Regie, J B; De Zorzi, G; Dearnaley, W J; Debbe, R; Debenedetti, C; Dechenaux, B; Dedovich, D V; Degenhardt, J; Deigaard, I; Del Peso, J; Del Prete, T; Deliot, F; Delitzsch, C M; Deliyergiyev, M; Dell'Acqua, A; Dell'Asta, L; Dell'Orso, M; Della Pietra, M; Della Volpe, D; Delmastro, M; Delsart, P A; Deluca, C; Demers, S; Demichev, M; Demilly, A; Denisov, S P; Derendarz, D; Derkaoui, J E; Derue, F; Dervan, P; Desch, K; Deterre, C; Deviveiros, P O; Dewhurst, A; Dhaliwal, S; Di Ciaccio, A; Di Ciaccio, L; Di Domenico, A; Di Donato, C; Di Girolamo, A; Di Girolamo, B; Di Mattia, A; Di Micco, B; Di Nardo, R; Di Simone, A; Di Sipio, R; Di Valentino, D; Diaz, M A; Diehl, E B; Dietrich, J; Dietzsch, T A; Diglio, S; Dimitrievska, A; Dingfelder, J; Dionisi, C; Dita, P; Dita, S; Dittus, F; Djama, F; Djobava, T; do Vale, M A B; Do Valle Wemans, A; Doan, T K O; Dobos, D; Dobson, E; Doglioni, C; Doherty, T; Dohmae, T; Dolejsi, J; Dolezal, Z; Dolgoshein, B A; Donadelli, M; Donati, S; Dondero, P; Donini, J; Dopke, J; Doria, A; Anjos, A Dos; Dova, M T; Doyle, A T; Dris, M; Dubbert, J; Dube, S; Dubreuil, E; Duchovni, E; Duckeck, G; Ducu, O A; Duda, D; Dudarev, A; Dudziak, F; Duflot, L; Duguid, L; Dührssen, M; Dunford, M; Duran Yildiz, H; Düren, M; Durglishvili, A; Dwuznik, M; Dyndal, M; Ebke, J; Edson, W; Edwards, N C; Ehrenfeld, W; Eifert, T; Eigen, G; Einsweiler, K; Ekelof, T; El Kacimi, M; Ellert, M; Elles, S; Ellinghaus, F; Ellis, N; Elmsheuser, J; Elsing, M; Emeliyanov, D; Enari, Y; Endner, O C; Endo, M; Engelmann, R; Erdmann, J; Ereditato, A; Eriksson, D; Ernis, G; Ernst, J; Ernst, M; Ernwein, J; Errede, D; Errede, S; Ertel, E; Escalier, M; Esch, H; Escobar, C; Esposito, B; Etienvre, A I; Etzion, E; Evans, H; Fabbri, L; Facini, G; Fakhrutdinov, R M; Falciano, S; Faltova, J; Fang, Y; Fanti, M; Farbin, A; Farilla, A; Farooque, T; Farrell, S; Farrington, S M; Farthouat, P; Fassi, F; Fassnacht, P; Fassouliotis, D; Favareto, A; Fayard, L; Federic, P; Fedin, O L; Fedorko, W; Fehling-Kaschek, M; Feigl, S; Feligioni, L; Feng, C; Feng, E J; Feng, H; Fenyuk, A B; Fernandez Perez, S; Ferrag, S; Ferrando, J; Ferrari, A; Ferrari, P; Ferrari, R; Ferreira de Lima, D E; Ferrer, A; Ferrere, D; Ferretti, C; Ferretto Parodi, A; Fiascaris, M; Fiedler, F; Filipčič, A; Filipuzzi, M; Filthaut, F; Fincke-Keeler, M; Finelli, K D; Fiolhais, M C N; Fiorini, L; Firan, A; Fischer, J; Fisher, W C; Fitzgerald, E A; Flechl, M; Fleck, I; Fleischmann, P; Fleischmann, S; Fletcher, G T; Fletcher, G; Flick, T; Floderus, A; Flores Castillo, L R; Florez Bustos, A C; Flowerdew, M J; Formica, A; Forti, A; Fortin, D; Fournier, D; Fox, H; Fracchia, S; Francavilla, P; Franchini, M; Franchino, S; Francis, D; Franklin, M; Franz, S; Fraternali, M; French, S T; Friedrich, C; Friedrich, F; Froidevaux, D; Frost, J A; Fukunaga, C; Fullana Torregrosa, E; Fulsom, B G; Fuster, J; Gabaldon, C; Gabizon, O; Gabrielli, A; Gabrielli, A; Gadatsch, S; Gadomski, S; Gagliardi, G; Gagnon, P; Galea, C; Galhardo, B; Gallas, E J; Gallo, V; Gallop, B J; Gallus, P; Galster, G; Gan, K K; Gandrajula, R P; Gao, J; Gao, Y S; Garay Walls, F M; Garberson, F; García, C; García Navarro, J E; Garcia-Sciveres, M; Gardner, R W; Garelli, N; Garonne, V; Gatti, C; Gaudio, G; Gaur, B; Gauthier, L; Gauzzi, P; Gavrilenko, I L; Gay, C; Gaycken, G; Gazis, E N; Ge, P; Gecse, Z; Gee, C N P; Geerts, D A A; Geich-Gimbel, Ch; Gellerstedt, K; Gemme, C; Gemmell, A; Genest, M H; Gentile, S; George, M; George, S; Gerbaudo, D; Gershon, A; Ghazlane, H; Ghodbane, N; Giacobbe, B; Giagu, S; Giangiobbe, V; Giannetti, P; Gianotti, F; Gibbard, B; Gibson, S M; Gilchriese, M; Gillam, T P S; Gillberg, D; Gilles, G; Gingrich, D M; Giokaris, N; Giordani, M P; Giordano, R; Giorgi, F M; Giraud, P F; Giugni, D; Giuliani, C; Giulini, M; Gjelsten, B K; Gkialas, I; Gladilin, L K; Glasman, C; Glatzer, J; Glaysher, P C F; Glazov, A; Glonti, G L; Goblirsch-Kolb, M; Goddard, J R; Godfrey, J; Godlewski, J; Goeringer, C; Goldfarb, S; Golling, T; Golubkov, D; Gomes, A; Gomez Fajardo, L S; Gonçalo, R; Goncalves Pinto Firmino Da Costa, J; Gonella, L; González de la Hoz, S; Gonzalez Parra, G; Gonzalez Silva, M L; Gonzalez-Sevilla, S; Goossens, L; Gorbounov, P A; Gordon, H A; Gorelov, I; Gorfine, G; Gorini, B; Gorini, E; Gorišek, A; Gornicki, E; Goshaw, A T; Gössling, C; Gostkin, M I; Gouighri, M; Goujdami, D; Goulette, M P; Goussiou, A G; Goy, C; Gozpinar, S; Grabas, H M X; Graber, L; Grabowska-Bold, I; Grafström, P; Grahn, K-J; Gramling, J; Gramstad, E; Grancagnolo, S; Grassi, V; Gratchev, V; Gray, H M; Graziani, E; Grebenyuk, O G; Greenwood, Z D; Gregersen, K; Gregor, I M; Grenier, P; Griffiths, J; Grigalashvili, N; Grillo, A A; Grimm, K; Grinstein, S; Gris, Ph; Grishkevich, Y V; Grivaz, J-F; Grohs, J P; Grohsjean, A; Gross, E; Grosse-Knetter, J; Grossi, G C; Groth-Jensen, J; Grout, Z J; Grybel, K; Guan, L; Guescini, F; Guest, D; Gueta, O; Guicheney, C; Guido, E; Guillemin, T; Guindon, S; Gul, U; Gumpert, C; Gunther, J; Guo, J; Gupta, S; Gutierrez, P; Gutierrez Ortiz, N G; Gutschow, C; Guttman, N; Guyot, C; Gwenlan, C; Gwilliam, C B; Haas, A; Haber, C; Hadavand, H K; Haddad, N; Haefner, P; Hageboeck, S; Hajduk, Z; Hakobyan, H; Haleem, M; Hall, D; Halladjian, G; Hamacher, K; Hamal, P; Hamano, K; Hamer, M; Hamilton, A; Hamilton, S; Hamnett, P G; Han, L; Hanagaki, K; Hanawa, K; Hance, M; Hanke, P; Hansen, J B; Hansen, J D; Hansen, P H; Hara, K; Hard, A S; Harenberg, T; Harkusha, S; Harper, D; Harrington, R D; Harris, O M; Harrison, P F; Hartjes, F; Hasegawa, S; Hasegawa, Y; Hasib, A; Hassani, S; Haug, S; Hauschild, M; Hauser, R; Havranek, M; Hawkes, C M; Hawkings, R J; Hawkins, A D; Hayashi, T; Hayden, D; Hays, C P; Hayward, H S; Haywood, S J; Head, S J; Heck, T; Hedberg, V; Heelan, L; Heim, S; Heim, T; Heinemann, B; Heinrich, L; Heisterkamp, S; Hejbal, J; Helary, L; Heller, C; Heller, M; Hellman, S; Hellmich, D; Helsens, C; Henderson, J; Henderson, R C W; Hengler, C; Henrichs, A; Henriques Correia, A M; Henrot-Versille, S; Hensel, C; Herbert, G H; Hernández Jiménez, Y; Herrberg-Schubert, R; Herten, G; Hertenberger, R; Hervas, L; Hesketh, G G; Hessey, N P; Hickling, R; Higón-Rodriguez, E; Hill, J C; Hiller, K H; Hillert, S; Hillier, S J; Hinchliffe, I; Hines, E; Hirose, M; Hirschbuehl, D; Hobbs, J; Hod, N; Hodgkinson, M C; Hodgson, P; Hoecker, A; Hoeferkamp, M R; Hoffman, J; Hoffmann, D; Hofmann, J I; Hohlfeld, M; Holmes, T R; Hong, T M; Hooft van Huysduynen, L; Hostachy, J-Y; Hou, S; Hoummada, A; Howard, J; Howarth, J; Hrabovsky, M; Hristova, I; Hrivnac, J; Hryn'ova, T; Hsu, P J; Hsu, S-C; Hu, D; Hu, X; Huang, Y; Hubacek, Z; Hubaut, F; Huegging, F; Huffman, T B; Hughes, E W; Hughes, G; Huhtinen, M; Hülsing, T A; Hurwitz, M; Huseynov, N; Huston, J; Huth, J; Iacobucci, G; Iakovidis, G; Ibragimov, I; Iconomidou-Fayard, L; Idarraga, J; Ideal, E; Iengo, P; Igonkina, O; Iizawa, T; Ikegami, Y; Ikematsu, K; Ikeno, M; Iliadis, D; Ilic, N; Inamaru, Y; Ince, T; Ioannou, P; Iodice, M; Iordanidou, K; Ippolito, V; Irles Quiles, A; Isaksson, C; Ishino, M; Ishitsuka, M; Ishmukhametov, R; Issever, C; Istin, S; Iturbe Ponce, J M; Ivarsson, J; Ivashin, A V; Iwanski, W; Iwasaki, H; Izen, J M; Izzo, V; Jackson, B; Jackson, J N; Jackson, M; Jackson, P; Jaekel, M R; Jain, V; Jakobs, K; Jakobsen, S; Jakoubek, T; Jakubek, J; Jamin, D O; Jana, D K; Jansen, E; Jansen, H; Janssen, J; Janus, M; Jarlskog, G; Javadov, N; Javůrek, T; Jeanty, L; Jeng, G-Y; Jennens, D; Jenni, P; Jentzsch, J; Jeske, C; Jézéquel, S; Ji, H; Ji, W; Jia, J; Jiang, Y; Jimenez Belenguer, M; Jin, S; Jinaru, A; Jinnouchi, O; Joergensen, M D; Johansson, K E; Johansson, P; Johns, K A; Jon-And, K; Jones, G; Jones, R W L; Jones, T J; Jongmanns, J; Jorge, P M; Joshi, K D; Jovicevic, J; Ju, X; Jung, C A; Jungst, R M; Jussel, P; Juste Rozas, A; Kaci, M; Kaczmarska, A; Kado, M; Kagan, H; Kagan, M; Kajomovitz, E; Kama, S; Kanaya, N; Kaneda, M; Kaneti, S; Kanno, T; Kantserov, V A; Kanzaki, J; Kaplan, B; Kapliy, A; Kar, D; Karakostas, K; Karastathis, N; Karnevskiy, M; Karpov, S N; Karthik, K; Kartvelishvili, V; Karyukhin, A N; Kashif, L; Kasieczka, G; Kass, R D; Kastanas, A; Kataoka, Y; Katre, A; Katzy, J; Kaushik, V; Kawagoe, K; Kawamoto, T; Kawamura, G; Kazama, S; Kazanin, V F; Kazarinov, M Y; Keeler, R; Keener, P T; Kehoe, R; Keil, M; Keller, J S; Keoshkerian, H; Kepka, O; Kerševan, B P; Kersten, S; Kessoku, K; Keung, J; Khalil-Zada, F; Khandanyan, H; Khanov, A; Khodinov, A; Khomich, A; Khoo, T J; Khoriauli, G; Khoroshilov, A; Khovanskiy, V; Khramov, E; Khubua, J; Kim, H Y; Kim, H; Kim, S H; Kimura, N; Kind, O; King, B T; King, M; King, R S B; King, S B; Kirk, J; Kiryunin, A E; Kishimoto, T; Kisielewska, D; Kiss, F; Kitamura, T; Kittelmann, T; Kiuchi, K; Kladiva, E; Klein, M; Klein, U; Kleinknecht, K; Klimek, P; Klimentov, A; Klingenberg, R; Klinger, J A; Klioutchnikova, T; Klok, P F; Kluge, E-E; Kluit, P; Kluth, S; Kneringer, E; Knoops, E B F G; Knue, A; Kobayashi, T; Kobel, M; Kocian, M; Kodys, P; Koevesarki, P; Koffas, T; Koffeman, E; Kogan, L A; Kohlmann, S; Kohout, Z; Kohriki, T; Koi, T; Kolanoski, H; Koletsou, I; Koll, J; Komar, A A; Komori, Y; Kondo, T; Kondrashova, N; Köneke, K; König, A C; König, S; Kono, T; Konoplich, R; Konstantinidis, N; Kopeliansky, R; Koperny, S; Köpke, L; Kopp, A K; Korcyl, K; Kordas, K; Korn, A; Korol, A A; Korolkov, I; Korolkova, E V; Korotkov, V A; Kortner, O; Kortner, S; Kostyukhin, V V; Kotov, S; Kotov, V M; Kotwal, A; Kourkoumelis, C; Kouskoura, V; Koutsman, A; Kowalewski, R; Kowalski, T Z; Kozanecki, W; Kozhin, A S; Kral, V; Kramarenko, V A; Kramberger, G; Krasnopevtsev, D; Krasny, M W; Krasznahorkay, A; Kraus, J K; Kravchenko, A; Kreiss, S; Kretz, M; Kretzschmar, J; Kreutzfeldt, K; Krieger, P; Kroeninger, K; Kroha, H; Kroll, J; Kroseberg, J; Krstic, J; Kruchonak, U; Krüger, H; Kruker, T; Krumnack, N; Krumshteyn, Z V; Kruse, A; Kruse, M C; Kruskal, M; Kubota, T; Kuday, S; Kuehn, S; Kugel, A; Kuhl, A; Kuhl, T; Kukhtin, V; Kulchitsky, Y; Kuleshov, S; Kuna, M; Kunkle, J; Kupco, A; Kurashige, H; Kurochkin, Y A; Kurumida, R; Kus, V; Kuwertz, E S; Kuze, M; Kvita, J; La Rosa, A; La Rotonda, L; Lacasta, C; Lacava, F; Lacey, J; Lacker, H; Lacour, D; Lacuesta, V R; Ladygin, E; Lafaye, R; Laforge, B; Lagouri, T; Lai, S; Laier, H; Lambourne, L; Lammers, S; Lampen, C L; Lampl, W; Lançon, E; Landgraf, U; Landon, M P J; Lang, V S; Lange, C; Lankford, A J; Lanni, F; Lantzsch, K; Laplace, S; Lapoire, C; Laporte, J F; Lari, T; Lassnig, M; Laurelli, P; Lavrijsen, W; Law, A T; Laycock, P; Le, B T; Le Dortz, O; Le Guirriec, E; Le Menedeu, E; LeCompte, T; Ledroit-Guillon, F; Lee, C A; Lee, H; Lee, J S H; Lee, S C; Lee, L; Lefebvre, G; Lefebvre, M; Legger, F; Leggett, C; Lehan, A; Lehmacher, M; Lehmann Miotto, G; Lei, X; Leister, A G; Leite, M A L; Leitner, R; Lellouch, D; Lemmer, B; Leney, K J C; Lenz, T; Lenzen, G; Lenzi, B; Leone, R; Leonhardt, K; Leontsinis, S; Leroy, C; Lester, C G; Lester, C M; Levchenko, M; Levêque, J; Levin, D; Levinson, L J; Levy, M; Lewis, A; Lewis, G H; Leyko, A M; Leyton, M; Li, B; Li, B; Li, H; Li, H L; Li, L; Li, S; Li, Y; Liang, Z; Liao, H; Liberti, B; Lichard, P; Lie, K; Liebal, J; Liebig, W; Limbach, C; Limosani, A; Limper, M; Lin, S C; Linde, F; Lindquist, B E; Linnemann, J T; Lipeles, E; Lipniacka, A; Lisovyi, M; Liss, T M; Lissauer, D; Lister, A; Litke, A M; Liu, B; Liu, D; Liu, J B; Liu, K; Liu, L; Liu, M; Liu, M; Liu, Y; Livan, M; Livermore, S S A; Lleres, A; Llorente Merino, J; Lloyd, S L; Lo Sterzo, F; Lobodzinska, E; Loch, P; Lockman, W S; Loddenkoetter, T; Loebinger, F K; Loevschall-Jensen, A E; Loginov, A; Loh, C W; Lohse, T; Lohwasser, K; Lokajicek, M; Lombardo, V P; Long, B A; Long, J D; Long, R E; Lopes, L; Lopez Mateos, D; Lopez Paredes, B; Lorenz, J; Lorenzo Martinez, N; Losada, M; Loscutoff, P; Lou, X; Lounis, A; Love, J; Love, P A; Lowe, A J; Lu, F; Lubatti, H J; Luci, C; Lucotte, A; Luehring, F; Lukas, W; Luminari, L; Lundberg, O; Lund-Jensen, B; Lungwitz, M; Lynn, D; Lysak, R; Lytken, E; Ma, H; Ma, L L; Maccarrone, G; Macchiolo, A; Machado Miguens, J; Macina, D; Madaffari, D; Madar, R; Maddocks, H J; Mader, W F; Madsen, A; Maeno, M; Maeno, T; Magradze, E; Mahboubi, K; Mahlstedt, J; Mahmoud, S; Maiani, C; Maidantchik, C; Maio, A; Majewski, S; Makida, Y; Makovec, N; Mal, P; Malaescu, B; Malecki, Pa; Maleev, V P; Malek, F; Mallik, U; Malon, D; Malone, C; Maltezos, S; Malyshev, V M; Malyukov, S; Mamuzic, J; Mandelli, B; Mandelli, L; Mandić, I; Mandrysch, R; Maneira, J; Manfredini, A; Manhaes de Andrade Filho, L; Manjarres Ramos, J A; Mann, A; Manning, P M; Manousakis-Katsikakis, A; Mansoulie, B; Mantifel, R; Mapelli, L; March, L; Marchand, J F; Marchiori, G; Marcisovsky, M; Marino, C P; Marques, C N; Marroquim, F; Marsden, S P; Marshall, Z; Marti, L F; Marti-Garcia, S; Martin, B; Martin, B; Martin, J P; Martin, T A; Martin, V J; Martin Dit Latour, B; Martinez, H; Martinez, M; Martin-Haugh, S; Martyniuk, A C; Marx, M; Marzano, F; Marzin, A; Masetti, L; Mashimo, T; Mashinistov, R; Masik, J; Maslennikov, A L; Massa, I; Massol, N; Mastrandrea, P; Mastroberardino, A; Masubuchi, T; Matricon, P; Matsunaga, H; Matsushita, T; Mättig, P; Mättig, S; Mattmann, J; Maurer, J; Maxfield, S J; Maximov, D A; Mazini, R; Mazzaferro, L; Mc Goldrick, G; Mc Kee, S P; McCarn, A; McCarthy, R L; McCarthy, T G; McCubbin, N A; McFarlane, K W; Mcfayden, J A; Mchedlidze, G; Mclaughlan, T; McMahon, S J; McPherson, R A; Meade, A; Mechnich, J; Medinnis, M; Meehan, S; Mehlhase, S; Mehta, A; Meier, K; Meineck, C; Meirose, B; Melachrinos, C; Mellado Garcia, B R; Meloni, F; Mengarelli, A; Menke, S; Meoni, E; Mercurio, K M; Mergelmeyer, S; Meric, N; Mermod, P; Merola, L; Meroni, C; Merritt, F S; Merritt, H; Messina, A; Metcalfe, J; Mete, A S; Meyer, C; Meyer, C; Meyer, J-P; Meyer, J; Middleton, R P; Migas, S; Mijović, L; Mikenberg, G; Mikestikova, M; Mikuž, M; Miller, D W; Mills, C; Milov, A; Milstead, D A; Milstein, D; Minaenko, A A; Moya, M Miñano; Minashvili, I A; Mincer, A I; Mindur, B; Mineev, M; Ming, Y; Mir, L M; Mirabelli, G; Mitani, T; Mitrevski, J; Mitsou, V A; Mitsui, S; Miucci, A; Miyagawa, P S; Mjörnmark, J U; Moa, T; Mochizuki, K; Moeller, V; Mohapatra, S; Mohr, W; Molander, S; Moles-Valls, R; Mönig, K; Monini, C; Monk, J; Monnier, E; Montejo Berlingen, J; Monticelli, F; Monzani, S; Moore, R W; Moraes, A; Morange, N; Morel, J; Moreno, D; Moreno Llácer, M; Morettini, P; Morgenstern, M; Morii, M; Moritz, S; Morley, A K; Mornacchi, G; Morris, J D; Morvaj, L; Moser, H G; Mosidze, M; Moss, J; Mount, R; Mountricha, E; Mouraviev, S V; Moyse, E J W; Muanza, S; Mudd, R D; Mueller, F; Mueller, J; Mueller, K; Mueller, T; Mueller, T; Muenstermann, D; Munwes, Y; Murillo Quijada, J A; Murray, W J; Musheghyan, H; Musto, E; Myagkov, A G; Myska, M; Nackenhorst, O; Nadal, J; Nagai, K; Nagai, R; Nagai, Y; Nagano, K; Nagarkar, A; Nagasaka, Y; Nagel, M; Nairz, A M; Nakahama, Y; Nakamura, K; Nakamura, T; Nakano, I; Namasivayam, H; Nanava, G; Narayan, R; Nattermann, T; Naumann, T; Navarro, G; Nayyar, R; Neal, H A; Nechaeva, P Yu; Neep, T J; Negri, A; Negri, G; Negrini, M; Nektarijevic, S; Nelson, A; Nelson, T K; Nemecek, S; Nemethy, P; Nepomuceno, A A; Nessi, M; Neubauer, M S; Neumann, M; Neves, R M; Nevski, P; Newcomer, F M; Newman, P R; Nguyen, D H; Nickerson, R B; Nicolaidou, R; Nicquevert, B; Nielsen, J; Nikiforou, N; Nikiforov, A; Nikolaenko, V; Nikolic-Audit, I; Nikolics, K; Nikolopoulos, K; Nilsson, P; Ninomiya, Y; Nisati, A; Nisius, R; Nobe, T; Nodulman, L; Nomachi, M; Nomidis, I; Norberg, S; Nordberg, M; Nowak, S; Nozaki, M; Nozka, L; Ntekas, K; Nunes Hanninger, G; Nunnemann, T; Nurse, E; Nuti, F; O'Brien, B J; O'grady, F; O'Neil, D C; O'Shea, V; Oakham, F G; Oberlack, H; Obermann, T; Ocariz, J; Ochi, A; Ochoa, M I; Oda, S; Odaka, S; Ogren, H; Oh, A; Oh, S H; Ohm, C C; Ohman, H; Ohshima, T; Okamura, W; Okawa, H; Okumura, Y; Okuyama, T; Olariu, A; Olchevski, A G; Olivares Pino, S A; Oliveira Damazio, D; Oliver Garcia, E; Olszewski, A; Olszowska, J; Onofre, A; Onyisi, P U E; Oram, C J; Oreglia, M J; Oren, Y; Orestano, D; Orlando, N; Oropeza Barrera, C; Orr, R S; Osculati, B; Ospanov, R; Otero Y Garzon, G; Otono, H; Ouchrif, M; Ouellette, E A; Ould-Saada, F; Ouraou, A; Oussoren, K P; Ouyang, Q; Ovcharova, A; Owen, M; Ozcan, V E; Ozturk, N; Pachal, K; Pacheco Pages, A; Padilla Aranda, C; Pagáčová, M; Pagan Griso, S; Paganis, E; Pahl, C; Paige, F; Pais, P; Pajchel, K; Palacino, G; Palestini, S; Pallin, D; Palma, A; Palmer, J D; Pan, Y B; Panagiotopoulou, E; Panduro Vazquez, J G; Pani, P; Panikashvili, N; Panitkin, S; Pantea, D; Paolozzi, L; Papadopoulou, Th D; Papageorgiou, K; Paramonov, A; Paredes Hernandez, D; Parker, M A; Parodi, F; Parsons, J A; Parzefall, U; Pasqualucci, E; Passaggio, S; Passeri, A; Pastore, F; Pastore, Fr; Pásztor, G; Pataraia, S; Patel, N D; Pater, J R; Patricelli, S; Pauly, T; Pearce, J; Pedersen, M; Pedraza Lopez, S; Pedro, R; Peleganchuk, S V; Pelikan, D; Peng, H; Penning, B; Penwell, J; Perepelitsa, D V; Perez Codina, E; Pérez García-Estañ, M T; Perez Reale, V; Perini, L; Pernegger, H; Perrino, R; Peschke, R; Peshekhonov, V D; Peters, K; Peters, R F Y; Petersen, B A; Petersen, J; Petersen, T C; Petit, E; Petridis, A; Petridou, C; Petrolo, E; Petrucci, F; Petteni, M; Pettersson, N E; Pezoa, R; Phillips, P W; Piacquadio, G; Pianori, E; Picazio, A; Piccaro, E; Piccinini, M; Piegaia, R; Pignotti, D T; Pilcher, J E; Pilkington, A D; Pina, J; Pinamonti, M; Pinder, A; Pinfold, J L; Pingel, A; Pinto, B; Pires, S; Pitt, M; Pizio, C; Pleier, M-A; Pleskot, V; Plotnikova, E; Plucinski, P; Poddar, S; Podlyski, F; Poettgen, R; Poggioli, L; Pohl, D; Pohl, M; Polesello, G; Policicchio, A; Polifka, R; Polini, A; Pollard, C S; Polychronakos, V; Pommès, K; Pontecorvo, L; Pope, B G; Popeneciu, G A; Popovic, D S; Poppleton, A; Portell Bueso, X; Pospelov, G E; Pospisil, S; Potamianos, K; Potrap, I N; Potter, C J; Potter, C T; Poulard, G; Poveda, J; Pozdnyakov, V; Pralavorio, P; Pranko, A; Prasad, S; Pravahan, R; Prell, S; Price, D; Price, J; Price, L E; Prieur, D; Primavera, M; Proissl, M; Prokofiev, K; Prokoshin, F; Protopapadaki, E; Protopopescu, S; Proudfoot, J; Przybycien, M; Przysiezniak, H; Ptacek, E; Pueschel, E; Puldon, D; Purohit, M; Puzo, P; Qian, J; Qin, G; Qin, Y; Quadt, A; Quarrie, D R; Quayle, W B; Quilty, D; Qureshi, A; Radeka, V; Radescu, V; Radhakrishnan, S K; Radloff, P; Rados, P; Ragusa, F; Rahal, G; Rajagopalan, S; Rammensee, M; Randle-Conde, A S; Rangel-Smith, C; Rao, K; Rauscher, F; Rave, T C; Ravenscroft, T; Raymond, M; Read, A L; Rebuzzi, D M; Redelbach, A; Redlinger, G; Reece, R; Reeves, K; Rehnisch, L; Reinsch, A; Reisin, H; Relich, M; Rembser, C; Ren, Z L; Renaud, A; Rescigno, M; Resconi, S; Resende, B; Rezanova, O L; Reznicek, P; Rezvani, R; Richter, R; Ridel, M; Rieck, P; Rijssenbeek, M; Rimoldi, A; Rinaldi, L; Ritsch, E; Riu, I; Rizatdinova, F; Rizvi, E; Robertson, S H; Robichaud-Veronneau, A; Robinson, D; Robinson, J E M; Robson, A; Roda, C; Rodrigues, L; Roe, S; Røhne, O; Rolli, S; Romaniouk, A; Romano, M; Romeo, G; Romero Adam, E; Rompotis, N; Roos, L; Ros, E; Rosati, S; Rosbach, K; Rose, M; Rosendahl, P L; Rosenthal, O; Rossetti, V; Rossi, E; Rossi, L P; Rosten, R; Rotaru, M; Roth, I; Rothberg, J; Rousseau, D; Royon, C R; Rozanov, A; Rozen, Y; Ruan, X; Rubbo, F; Rubinskiy, I; Rud, V I; Rudolph, C; Rudolph, M S; Rühr, F; Ruiz-Martinez, A; Rurikova, Z; Rusakovich, N A; Ruschke, A; Rutherfoord, J P; Ruthmann, N; Ryabov, Y F; Rybar, M; Rybkin, G; Ryder, N C; Saavedra, A F; Sacerdoti, S; Saddique, A; Sadeh, I; Sadrozinski, H F-W; Sadykov, R; Safai Tehrani, F; Sakamoto, H; Sakurai, Y; Salamanna, G; Salamon, A; Saleem, M; Salek, D; Sales De Bruin, P H; Salihagic, D; Salnikov, A; Salt, J; Salvachua Ferrando, B M; Salvatore, D; Salvatore, F; Salvucci, A; Salzburger, A; Sampsonidis, D; Sanchez, A; Sánchez, J; Sanchez Martinez, V; Sandaker, H; Sandbach, R L; Sander, H G; Sanders, M P; Sandhoff, M; Sandoval, T; Sandoval, C; Sandstroem, R; Sankey, D P C; Sansoni, A; Santoni, C; Santonico, R; Santos, H; Santoyo Castillo, I; Sapp, K; Sapronov, A; Saraiva, J G; Sarrazin, B; Sartisohn, G; Sasaki, O; Sasaki, Y; Satsounkevitch, I; Sauvage, G; Sauvan, E; Savard, P; Savu, D O; Sawyer, C; Sawyer, L; Saxon, J; Sbarra, C; Sbrizzi, A; Scanlon, T; Scannicchio, D A; Scarcella, M; Schaarschmidt, J; Schacht, P; Schaefer, D; Schaefer, R; Schaepe, S; Schaetzel, S; Schäfer, U; Schaffer, A C; Schaile, D; Schamberger, R D; Scharf, V; Schegelsky, V A; Scheirich, D; Schernau, M; Scherzer, M I; Schiavi, C; Schieck, J; Schillo, C; Schioppa, M; Schlenker, S; Schmidt, E; Schmieden, K; Schmitt, C; Schmitt, C; Schmitt, S; Schneider, B; Schnellbach, Y J; Schnoor, U; Schoeffel, L; Schoening, A; Schoenrock, B D; Schorlemmer, A L S; Schott, M; Schouten, D; Schovancova, J; Schram, M; Schramm, S; Schreyer, M; Schroeder, C; Schuh, N; Schultens, M J; Schultz-Coulon, H-C; Schulz, H; Schumacher, M; Schumm, B A; Schune, Ph; Schwartzman, A; Schwegler, Ph; Schwemling, Ph; Schwienhorst, R; Schwindling, J; Schwindt, T; Schwoerer, M; Sciacca, F G; Scifo, E; Sciolla, G; Scott, W G; Scuri, F; Scutti, F; Searcy, J; Sedov, G; Sedykh, E; Seidel, S C; Seiden, A; Seifert, F; Seixas, J M; Sekhniaidze, G; Sekula, S J; Selbach, K E; Seliverstov, D M; Sellers, G; Semprini-Cesari, N; Serfon, C; Serin, L; Serkin, L; Serre, T; Seuster, R; Severini, H; Sforza, F; Sfyrla, A; Shabalina, E; Shamim, M; Shan, L Y; Shank, J T; Shao, Q T; Shapiro, M; Shatalov, P B; Shaw, K; Sherwood, P; Shimizu, S; Shimmin, C O; Shimojima, M; Shiyakova, M; Shmeleva, A; Shochet, M J; Short, D; Shrestha, S; Shulga, E; Shupe, M A; Shushkevich, S; Sicho, P; Sidorov, D; Sidoti, A; Siegert, F; Sijacki, Dj; Silbert, O; Silva, J; Silver, Y; Silverstein, D; Silverstein, S B; Simak, V; Simard, O; Simic, Lj; Simion, S; Simioni, E; Simmons, B; Simoniello, R; Simonyan, M; Sinervo, P; Sinev, N B; Sipica, V; Siragusa, G; Sircar, A; Sisakyan, A N; Sivoklokov, S Yu; Sjölin, J; Sjursen, T B; Skottowe, H P; Skovpen, K Yu; Skubic, P; Slater, M; Slavicek, T; Sliwa, K; Smakhtin, V; Smart, B H; Smestad, L; Smirnov, S Yu; Smirnov, Y; Smirnova, L N; Smirnova, O; Smizanska, M; Smolek, K; Snesarev, A A; Snidero, G; Snow, J; Snyder, S; Sobie, R; Socher, F; Sodomka, J; Soffer, A; Soh, D A; Solans, C A; Solar, M; Solc, J; Soldatov, E Yu; Soldevila, U; Solfaroli Camillocci, E; Solodkov, A A; Solovyanov, O V; Solovyev, V; Sommer, P; Song, H Y; Soni, N; Sood, A; Sopczak, A; Sopko, V; Sopko, B; Sorin, V; Sosebee, M; Soualah, R; Soueid, P; Soukharev, A M; South, D; Spagnolo, S; Spanò, F; Spearman, W R; Spighi, R; Spigo, G; Spousta, M; Spreitzer, T; Spurlock, B; Denis, R D St; Staerz, S; Stahlman, J; Stamen, R; Stanecka, E; Stanek, R W; Stanescu, C; Stanescu-Bellu, M; Stanitzki, M M; Stapnes, S; Starchenko, E A; Stark, J; Staroba, P; Starovoitov, P; Staszewski, R; Stavina, P; Steele, G; Steinberg, P; Stekl, I; Stelzer, B; Stelzer, H J; Stelzer-Chilton, O; Stenzel, H; Stern, S; Stewart, G A; Stillings, J A; Stockton, M C; Stoebe, M; Stoicea, G; Stolte, P; Stonjek, S; Stradling, A R; Straessner, A; Stramaglia, M E; Strandberg, J; Strandberg, S; Strandlie, A; Strauss, E; Strauss, M; Strizenec, P; Ströhmer, R; Strom, D M; Stroynowski, R; Stucci, S A; Stugu, B; Styles, N A; Su, D; Su, J; Subramania, Hs; Subramaniam, R; Succurro, A; Sugaya, Y; Suhr, C; Suk, M; Sulin, V V; Sultansoy, S; Sumida, T; Sun, X; Sundermann, J E; Suruliz, K; Susinno, G; Sutton, M R; Suzuki, Y; Svatos, M; Swedish, S; Swiatlowski, M; Sykora, I; Sykora, T; Ta, D; Tackmann, K; Taenzer, J; Taffard, A; Tafirout, R; Taiblum, N; Takahashi, Y; Takai, H; Takashima, R; Takeda, H; Takeshita, T; Takubo, Y; Talby, M; Talyshev, A A; Tam, J Y C; Tamsett, M C; Tan, K G; Tanaka, J; Tanaka, R; Tanaka, S; Tanaka, S; Tanasijczuk, A J; Tani, K; Tannoury, N; Tapprogge, S; Tarem, S; Tarrade, F; Tartarelli, G F; Tas, P; Tasevsky, M; Tashiro, T; Tassi, E; Tavares Delgado, A; Tayalati, Y; Taylor, F E; Taylor, G N; Taylor, W; Teischinger, F A; Teixeira Dias Castanheira, M; Teixeira-Dias, P; Temming, K K; Ten Kate, H; Teng, P K; Terada, S; Terashi, K; Terron, J; Terzo, S; Testa, M; Teuscher, R J; Therhaag, J; Theveneaux-Pelzer, T; Thoma, S; Thomas, J P; Thomas-Wilsker, J; Thompson, E N; Thompson, P D; Thompson, P D; Thompson, A S; Thomsen, L A; Thomson, E; Thomson, M; Thong, W M; Thun, R P; Tian, F; Tibbetts, M J; Tikhomirov, V O; Tikhonov, Yu A; Timoshenko, S; Tiouchichine, E; Tipton, P; Tisserant, S; Todorov, T; Todorova-Nova, S; Toggerson, B; Tojo, J; Tokár, S; Tokushuku, K; Tollefson, K; Tomlinson, L; Tomoto, M; Tompkins, L; Toms, K; Topilin, N D; Torrence, E; Torres, H; Torró Pastor, E; Toth, J; Touchard, F; Tovey, D R; Tran, H L; Trefzger, T; Tremblet, L; Tricoli, A; Trigger, I M; Trincaz-Duvoid, S; Tripiana, M F; Triplett, N; Trischuk, W; Trocmé, B; Troncon, C; Trottier-McDonald, M; Trovatelli, M; True, P; Trzebinski, M; Trzupek, A; Tsarouchas, C; Tseng, J C-L; Tsiareshka, P V; Tsionou, D; Tsipolitis, G; Tsirintanis, N; Tsiskaridze, S; Tsiskaridze, V; Tskhadadze, E G; Tsukerman, I I; Tsulaia, V; Tsuno, S; Tsybychev, D; Tudorache, A; Tudorache, V; Tuna, A N; Tupputi, S A; Turchikhin, S; Turecek, D; Turk Cakir, I; Turra, R; Tuts, P M; Tykhonov, A; Tylmad, M; Tyndel, M; Uchida, K; Ueda, I; Ueno, R; Ughetto, M; Ugland, M; Uhlenbrock, M; Ukegawa, F; Unal, G; Undrus, A; Unel, G; Ungaro, F C; Unno, Y; Urbaniec, D; Urquijo, P; Usai, G; Usanova, A; Vacavant, L; Vacek, V; Vachon, B; Valencic, N; Valentinetti, S; Valero, A; Valery, L; Valkar, S; Valladolid Gallego, E; Vallecorsa, S; Valls Ferrer, J A; Van Berg, R; Van Der Deijl, P C; van der Geer, R; van der Graaf, H; Van Der Leeuw, R; van der Ster, D; van Eldik, N; van Gemmeren, P; Van Nieuwkoop, J; van Vulpen, I; van Woerden, M C; Vanadia, M; Vandelli, W; Vanguri, R; Vaniachine, A; Vankov, P; Vannucci, F; Vardanyan, G; Vari, R; Varnes, E W; Varol, T; Varouchas, D; Vartapetian, A; Varvell, K E; Vazeille, F; Vazquez Schroeder, T; Veatch, J; Veloso, F; Veneziano, S; Ventura, A; Ventura, D; Venturi, M; Venturi, N; Venturini, A; Vercesi, V; Verducci, M; Verkerke, W; Vermeulen, J C; Vest, A; Vetterli, M C; Viazlo, O; Vichou, I; Vickey, T; Vickey Boeriu, O E; Viehhauser, G H A; Viel, S; Vigne, R; Villa, M; Villaplana Perez, M; Vilucchi, E; Vincter, M G; Vinogradov, V B; Virzi, J; Vivarelli, I; Vives Vaque, F; Vlachos, S; Vladoiu, D; Vlasak, M; Vogel, A; Vokac, P; Volpi, G; Volpi, M; von der Schmitt, H; von Radziewski, H; von Toerne, E; Vorobel, V; Vorobev, K; Vos, M; Voss, R; Vossebeld, J H; Vranjes, N; Vranjes Milosavljevic, M; Vrba, V; Vreeswijk, M; Vu Anh, T; Vuillermet, R; Vukotic, I; Vykydal, Z; Wagner, W; Wagner, P; Wahrmund, S; Wakabayashi, J; Walder, J; Walker, R; Walkowiak, W; Wall, R; Waller, P; Walsh, B; Wang, C; Wang, C; Wang, F; Wang, H; Wang, H; Wang, J; Wang, J; Wang, K; Wang, R; Wang, S M; Wang, T; Wang, X; Wanotayaroj, C; Warburton, A; Ward, C P; Wardrope, D R; Warsinsky, M; Washbrook, A; Wasicki, C; Watanabe, I; Watkins, P M; Watson, A T; Watson, I J; Watson, M F; Watts, G; Watts, S; Waugh, B M; Webb, S; Weber, M S; Weber, S W; Webster, J S; Weidberg, A R; Weigell, P; Weinert, B; Weingarten, J; Weiser, C; Weits, H; Wells, P S; Wenaus, T; Wendland, D; Weng, Z; Wengler, T; Wenig, S; Wermes, N; Werner, M; Werner, P; Wessels, M; Wetter, J; Whalen, K; White, A; White, M J; White, R; White, S; Whiteson, D; Wicke, D; Wickens, F J; Wiedenmann, W; Wielers, M; Wienemann, P; Wiglesworth, C; Wiik-Fuchs, L A M; Wijeratne, P A; Wildauer, A; Wildt, M A; Wilkens, H G; Will, J Z; Williams, H H; Williams, S; Willis, C; Willocq, S; Wilson, J A; Wilson, A; Wingerter-Seez, I; Winklmeier, F; Wittgen, M; Wittig, T; Wittkowski, J; Wollstadt, S J; Wolter, M W; Wolters, H; Wosiek, B K; Wotschack, J; Woudstra, M J; Wozniak, K W; Wright, M; Wu, M; Wu, S L; Wu, X; Wu, Y; Wulf, E; Wyatt, T R; Wynne, B M; Xella, S; Xiao, M; Xu, D; Xu, L; Yabsley, B; Yacoob, S; Yamada, M; Yamaguchi, H; Yamaguchi, Y; Yamamoto, A; Yamamoto, K; Yamamoto, S; Yamamura, T; Yamanaka, T; Yamauchi, K; Yamazaki, Y; Yan, Z; Yang, H; Yang, H; Yang, U K; Yang, Y; Yanush, S; Yao, L; Yao, W-M; Yasu, Y; Yatsenko, E; Yau Wong, K H; Ye, J; Ye, S; Yen, A L; Yildirim, E; Yilmaz, M; Yoosoofmiya, R; Yorita, K; Yoshida, R; Yoshihara, K; Young, C; Young, C J S; Youssef, S; Yu, D R; Yu, J; Yu, J M; Yu, J; Yuan, L; Yurkewicz, A; Zabinski, B; Zaidan, R; Zaitsev, A M; Zaman, A; Zambito, S; Zanello, L; Zanzi, D; Zaytsev, A; Zeitnitz, C; Zeman, M; Zemla, A; Zengel, K; Zenin, O; Ženiš, T; Zerwas, D; Zevi Della Porta, G; Zhang, D; Zhang, F; Zhang, H; Zhang, J; Zhang, L; Zhang, X; Zhang, Z; Zhao, Z; Zhemchugov, A; Zhong, J; Zhou, B; Zhou, L; Zhou, N; Zhu, C G; Zhu, H; Zhu, J; Zhu, Y; Zhuang, X; Zibell, A; Zieminska, D; Zimine, N I; Zimmermann, C; Zimmermann, R; Zimmermann, S; Zimmermann, S; Zinonos, Z; Ziolkowski, M; Zobernig, G; Zoccoli, A; Zur Nedden, M; Zurzolo, G; Zutshi, V; Zwalinski, L

A likelihood-based discriminant for the identification of quark- and gluon-initiated jets is built and validated using 4.7 fb[Formula: see text] of proton-proton collision data at [Formula: see text] [Formula: see text] collected with the ATLAS detector at the LHC. Data samples with enriched quark or gluon content are used in the construction and validation of templates of jet properties that are the input to the likelihood-based discriminant. The discriminating power of the jet tagger is established in both data and Monte Carlo samples within a systematic uncertainty of [Formula: see text] 10-20 %. In data, light-quark jets can be tagged with an efficiency of [Formula: see text] while achieving a gluon-jet mis-tag rate of [Formula: see text] in a [Formula: see text] range between [Formula: see text] and [Formula: see text] for jets in the acceptance of the tracker. The rejection of gluon-jets found in the data is significantly below what is attainable using a Pythia 6 Monte Carlo simulation, where gluon-jet mis-tag rates of 10 % can be reached for a 50 % selection efficiency of light-quark jets using the same jet properties.

Automated analysis of instructional text

Energy Technology Data Exchange (ETDEWEB)

Norton, L.M.

1983-05-01

The development of a capability for automated processing of natural language text is a long-range goal of artificial intelligence. This paper discusses an investigation into the issues involved in the comprehension of descriptive, as opposed to illustrative, textual material. The comprehension process is viewed as the conversion of knowledge from one representation into another. The proposed target representation consists of statements of the prolog language, which can be interpreted both declaratively and procedurally, much like production rules. A computer program has been written to model in detail some ideas about this process. The program successfully analyzes several heavily edited paragraphs adapted from an elementary textbook on programming, automatically synthesizing as a result of the analysis a working Prolog program which, when executed, can parse and interpret let commands in the basic language. The paper discusses the motivations and philosophy of the project, the many kinds of prerequisite knowledge which are necessary, and the structure of the text analysis program. A sentence-by-sentence account of the analysis of the sample text is presented, describing the syntactic and semantic processing which is involved. The paper closes with a discussion of lessons learned from the project, possible alternative approaches, and possible extensions for future work. The entire project is presented as illustrative of the nature and complexity of the text analysis process, rather than as providing definitive or optimal solutions to any aspects of the task. 12 references.

Short Message Service (SMS) Texting Symbols: A Functional Analysis of 10,000 Cellular Phone Text Messages

Science.gov (United States)

Beasley, Robert E.

2009-01-01

The purpose of this study was to investigate the use of symbolic expressions (e.g., "BTW," "LOL," "UR") in an SMS text messaging corpus consisting of over 10,000 text messages. More specifically, the purpose was to determine, not only how frequently these symbolic expressions are used, but how they are utilized in terms of the language functions…

Enhancing a Teen Pregnancy Prevention Program with text messaging: engaging minority youth to develop TOP ® Plus Text.

Science.gov (United States)

Devine, Sharon; Bull, Sheana; Dreisbach, Susan; Shlay, Judith

2014-03-01

To develop and pilot a theory-based, mobile phone texting component attractive to minority youth as a supplement to the Teen Outreach Program(®), a youth development program for reducing teen pregnancy and school dropout. We conducted iterative formative research with minority youth in multiple focus groups to explore interest in texting and reaction to text messages. We piloted a month-long version of TOP(®) Plus Text with 96 teens at four sites and conducted a computer-based survey immediately after enrollment and at the end of the pilot that collected information about teens' values, social support, self-efficacy, and behaviors relating to school performance, trouble with the law, and sexual activity. After each of the first three weekly sessions we collected satisfaction measures. Upon completion of the pilot we conducted exit interviews with twelve purposively selected pilot participants. We successfully recruited and enrolled minority youth into the pilot. Teens were enthusiastic about text messages complementing TOP(®). Results also revealed barriers: access to text-capable mobile phones, retention as measured by completion of the post-pilot survey, and a need to be attentive to teen literacy. Piloting helped identify improvements for implementation including offering text messages through multiple platforms so youth without access to a mobile phone could receive messages; rewording texts to allow youth to express opinions without feeling judged; and collecting multiple types of contact information to improve follow-up. Thoughtful attention to social and behavioral theory and investment in iterative formative research with extensive consultation with teens can lead to an engaging texting curriculum that enhances and complements TOP(®). Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Journalistic Text Production

DEFF Research Database (Denmark)

Haugaard, Rikke Hartmann

, a multiple case study investigated three professional text producers’ practices as they unfolded in their natural setting at the Spanish newspaper, El Mundo. • Results indicate that journalists’ revisions are related to form markedly more often than to content. • Results suggest two writing phases serving...... at the Spanish newspaper, El Mundo, in Madrid. The study applied a combination of quantitative and qualitative methods, i.e. keystroke logging, participant observation and retrospective interview. Results indicate that journalists’ revisions are related to form markedly more often than to content (approx. three...

Multilingual access to full text databases; Acces multilingue aux bases de donnees en texte integral

Energy Technology Data Exchange (ETDEWEB)

Fluhr, C; Radwan, K [Institut National des Sciences et Techniques Nucleaires (INSTN), Centre d` Etudes de Saclay, 91 - Gif-sur-Yvette (France)

1990-05-01

Many full text databases are available in only one language, or more, they may contain documents in different languages. Even if the user is able to understand the language of the documents in the database, it could be easier for him to express his need in his own language. For the case of databases containing documents in different languages, it is more simple to formulate the query in one language only and to retrieve documents in different languages. This paper present the developments and the first experiments of multilingual search, applied to french-english pair, for text data in nuclear field, based on the system SPIRIT. After reminding the general problems of full text databases search by queries formulated in natural language, we present the methods used to reformulate the queries and show how they can be expanded for multilingual search. The first results on data in nuclear field are presented (AFCEN norms and INIS abstracts). 4 refs.

Involvement of DNA mismatch repair in the maintenance of heterochromatic DNA stability in Saccharomyces cerevisiae.

Directory of Open Access Journals (Sweden)

Basanta K Dahal

2017-10-01

Full Text Available Heterochromatin contains a significant part of nuclear DNA. Little is known about the mechanisms that govern heterochromatic DNA stability. We show here that in the yeast Saccharomyces cerevisiae (i DNA mismatch repair (MMR is required for the maintenance of heterochromatic DNA stability, (ii MutLα (Mlh1-Pms1 heterodimer, MutSα (Msh2-Msh6 heterodimer, MutSβ (Msh2-Msh3 heterodimer, and Exo1 are involved in MMR at heterochromatin, (iii Exo1-independent MMR at heterochromatin frequently leads to the formation of Pol ζ-dependent mutations, (iv MMR cooperates with the proofreading activity of Pol ε and the histone acetyltransferase Rtt109 in the maintenance of heterochromatic DNA stability, (v repair of base-base mismatches at heterochromatin is less efficient than repair of base-base mismatches at euchromatin, and (vi the efficiency of repair of 1-nt insertion/deletion loops at heterochromatin is similar to the efficiency of repair of 1-nt insertion/deletion loops at euchromatin.

The Role of System-Specific Molecular Chaperones in the Maturation of Molybdoenzymes in Bacteria

Directory of Open Access Journals (Sweden)

Meina Neumann

2011-01-01

Full Text Available Biogenesis of prokaryotic molybdoenzymes is a complex process with the final step representing the insertion of a matured molybdenum cofactor (Moco into a folded apoenzyme. Usually, specific chaperones of the XdhC family are required for the maturation of molybdoenzymes of the xanthine oxidase family in bacteria. Enzymes of the xanthine oxidase family are characterized to contain an equatorial sulfur ligand at the molybdenum center of Moco. This sulfur ligand is inserted into Moco while bound to the XdhC-like protein and before its insertion into the target enzyme. In addition, enzymes of the xanthine oxidase family bind either the molybdopterin (Mo-MPT form of Moco or the modified molybdopterin cytosine dinucleotide cofactor (MCD. In both cases, only the matured cofactor is inserted by a proofreading process of XdhC. The roles of these specific XdhC-like chaperones during the biogenesis of enzymes of the xanthine oxidase family in bacteria are described.

LITURGICAL TEXT IN RUSSIAN LITERATURE. PROBLEM STATEMENT

Directory of Open Access Journals (Sweden)

Avetis Serezhaevich Seropyan

2012-11-01

Full Text Available The article analyses artistic expressions of liturgical language in the literary text and its interaction of the Holy Tradition. Many Russian authors knew the liturgical text well. Studying it reveals the crucial meaning of the Gospel and liturgical texts (as part of the Holy Tradition for Russian literature. Authors saw the essence of every phenomenon in the word for it, and the nature of God in His name. Some ideas and sayings of the authors and their characters find their sources in liturgical texts. The article focuses on liturgical sources of some characters' commemorations and invocations, as well as poetical topics of the symbolists, Dostoevsky's famous dictum on beauty which will save the world (The Idiot, etc. De-cyphering this liturgical code will help us learn and comprehend the hidden endless meaning of a literary text. The specific feature of Russian literature is its pursuit of the spiritual liturgical exploration of the world, an exploration when truth takes shape and thus becomes real in both literary text and history.

An Embedded Application for Degraded Text Recognition

Directory of Open Access Journals (Sweden)

Thillou Céline

2005-01-01

Full Text Available This paper describes a mobile device which tries to give the blind or visually impaired access to text information. Three key technologies are required for this system: text detection, optical character recognition, and speech synthesis. Blind users and the mobile environment imply two strong constraints. First, pictures will be taken without control on camera settings and a priori information on text (font or size and background. The second issue is to link several techniques together with an optimal compromise between computational constraints and recognition efficiency. We will present the overall description of the system from text detection to OCR error correction.

A comprehensive and quantitative comparison of text-mining in 15 million full-text articles versus their corresponding abstracts

DEFF Research Database (Denmark)

Westergaard, David; Stærfeldt, Hans Henrik; Tønsberg, Christian

2018-01-01

Across academia and industry, text mining has become a popular strategy for keeping up with the rapid growth of the scientific literature. Text mining of the scientific literature has mostly been carried out on collections of abstracts, due to their availability. Here we present an analysis of 15...... subcellular associations using a named entity recognition system, and quantitatively report on their accuracy using gold standard benchmark data sets. We subsequently compare the findings to corresponding results obtained on 16.5 million abstracts included in MEDLINE and show that text mining of full...... million English scientific full-text articles published during the period 1823-2016. We describe the development in article length and publication sub-topics during these nearly 250 years. We showcase the potential of text mining by extracting published protein-protein, disease-gene, and protein...

The Link between Text Difficulty, Reading Speed and Exploration of Printed Text during Shared Book Reading

Science.gov (United States)

Roy-Charland, Annie; Perron, Melanie; Turgeon, Krystle-Lee; Hoffman, Nichola; Chamberland, Justin A.

2016-01-01

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children's attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed)…

Classifying Written Texts Through Rhythmic Features

NARCIS (Netherlands)

Balint, Mihaela; Dascalu, Mihai; Trausan-Matu, Stefan

2016-01-01

Rhythm analysis of written texts focuses on literary analysis and it mainly considers poetry. In this paper we investigate the relevance of rhythmic features for categorizing texts in prosaic form pertaining to different genres. Our contribution is threefold. First, we define a set of rhythmic

Modeling text with generalizable Gaussian mixtures

DEFF Research Database (Denmark)

Hansen, Lars Kai; Sigurdsson, Sigurdur; Kolenda, Thomas

2000-01-01

We apply and discuss generalizable Gaussian mixture (GGM) models for text mining. The model automatically adapts model complexity for a given text representation. We show that the generalizability of these models depends on the dimensionality of the representation and the sample size. We discuss...

FTP: Full-Text Publishing?

Science.gov (United States)

Jul, Erik

1992-01-01

Describes the use of file transfer protocol (FTP) on the INTERNET computer network and considers its use as an electronic publishing system. The differing electronic formats of text files are discussed; the preparation and access of documents are described; and problems are addressed, including a lack of consistency. (LRW)

Incorporating other texts: Intertextuality in Malaysian CSR reports

Directory of Open Access Journals (Sweden)

Kumaran Rajandran

2016-11-01

Full Text Available In Malaysia, corporate social responsibility (CSR is relatively new but corporations have been required to engage in and disclose their CSR. A typical genre for disclosure is CSR reports and these reports often refer to other texts. The article investigates the act of referencing to other texts or intertextuality in Malaysian CSR reports. It creates an archive of CEO Statements and Environment Sections in CSR reports and studies the archive for keywords, which can identify the incorporated texts. The function of these texts is examined in relation to Malaysia’s corporate context. CSR reports contain explicit references to documents (policies, regulations, reports, research, standards and to individuals/groups (CEOs, stakeholders, expert organizations. The incorporated texts display variation in corporate control, which organizes these texts along an intertextual cline. The cline helps to identify corporate and non-corporate sources among the texts. The selection of incorporated texts may reflect government and stock exchange demands. The texts are not standardized and are relevant for the CSR domain and corporations, where these texts monitor and justify CSR performance. Yet, the incorporated texts may perpetuate inexact reporting because corporations select the texts and the parts of texts to refer to. Since these texts have been employed to scrutinize initiatives and results, CSR reports can claim to represent the “truth” about a corporation’s CSR. Hence, intertextuality serves corporate interests.