Interpret community

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  • The community genogram is an assessment and treatment strategy that facilitates the understanding of individuals and families in social and historical context. We hope you will find that the community genogram provides a rich source of data, enabling you and your clients to understand how concerns, problems, and issues develop over time and across contexts. Equally important, you will find the community genogram an invaluable source of client strengths.

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  • This paper describes a practical method of automatic simultaneous interpretation utilizing an example-based incremental transfer mechanism. We primarily show how incremental translation is achieved in the context of an example-based framework. We then examine the type of translation examples required for a simultaneous interpretation to create naturally communicative dialogs. Finally, we propose a scheme for automatic simultaneous interpretation exploiting this example-based incremental translation mechanism. ...

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  • Providing service to individuals who do not speak English is a requirement in today’s environment. In order to meet the range of needs present in a community, most non-profit service providers, LEA’s and school districts will need to communicate across language differences.

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  • In a multimodal conversation, the way users communicate with a system depends on the available interaction channels and the situated context (e.g., conversation focus, visual feedback). These dependencies form a rich set of constraints from various perspectives such as temporal alignments between different modalities, coherence of conversation, and the domain semantics. There is strong evidence that competition and ranking of these constraints is important to achieve an optimal interpretation. ...

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  • We describe a methodology for learning a disambiguation model for deep pragmatic interpretations in the context of situated task-oriented dialogue. The system accumulates training examples for ambiguity resolution by tracking the fates of alternative interpretations across dialogue, including subsequent clarificatory episodes initiated by the system itself. We illustrate with a case study building maximum entropy models over abductive interpretations in a referential communication task.

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  • Thls article deals with the interpretation of conceptual operations underlying the communicative use of natural language (NL) within the Structured Inheritance Network (Sl-Nets) paradigm. The operations are reduced to functions of a f o ~ a l language, thus changing the level of abstraction of the operations to be performed on SI-Nets. In this sense, operations on SI-Nets are not merely isomorphic to single epistemologleal objects, but can be viewed as a simulation of processes on a different level, that pertaining to the conceptual system of NL.

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  • Research objectives: Analyzing and interpreting to clarify fundamental issues of public communication of local army in northwestern provinces of Laos; assessing the status, identifying the cause and drawing some experience in conducting of public communication of local army in northwestern provinces; determining the direction and requirements and proposing measures to enhance the public communication of the local army in the northwest provinces during current period.

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  • Because we understand ourselves when we communicate intrapersonally , we assume that other people understand us the same way. Problems arise if we fail to realize that others interpret the world differently from us and that our meanings for things are not always shared. Chapter 5 provides knowledge of creating and using meaning.

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  • Chapter 3 - Using visuals in written and oral communication. After studying this chapter, you should be able to: Describe the process for effective visual communication: planning, gathering and collecting, analyzing and organizing, choosing a form, placing and interpreting, and evaluating; choose the appropriate type of visual for the communication task; construct text-based visuals such as tables, pull quotes, flowcharts, and process charts;...

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  • Chapter 11 - Preparing informative and influential business reports. Learning objectives of this chapter include: Write clear problem and purpose statements; list the factors involved in the problem; explain the common errors in interpreting data; organize information in outline form; turn an outline into a table of contents; write reports that are focused, objective, and interesting;...

    ppt15p nhanmotchut_3 29-10-2016 3 0   Download

  • Chapter 14 - Using visuals to make your point. This chapter presents the following content: Plan which parts of your report or other document should be communicated or supported by visuals; explain how visuals are presented—size, layout, type, rules and borders, color and cross-hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments; construct textual visuals such as tables, pull quotes, flowcharts, and process charts;...

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  • Chapter 17 - Leveraging technology for better writing. After completing this unit, you should be able to: Use appropriate tools for planning a writing project, use tools to help you find and organize information, use tools to help you interpret and present information,...

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  • The learning objectives for this chapter include: Explain the concept of the normal curve; look for evidence of normally distributed data when you read research reports; read a frequency distribution and polygon; describe the differences among mean, median, and mode; explain how the standard deviation affects interpretation of the mean; accurately interpret tables that report data as frequencies and percentages.

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  • In this chapter students will be able to: Explain the difference between descriptive and inferential statistics; use the four analytical steps to interpret written research findings; identify if the appropriate test of difference is used with research questions and hypotheses; apart from the researcher's written presentation, independently interpret research findings.

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  • Chapter 12 - Testing for relationships. After reading this chapter, you should be able to: Explain the difference between tests of differences and tests of relationships, use the four analytical steps to design and interpret research designs and statistical findings, know which assumptions of inferential statistics your research project meets and which assumptions it does not meet,...

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  • Chapter 16 - Analyzing qualitative data. After reading this chapter, you should be able to: Distinguish between the analysis and interpretation of qualitative data, write an analytical memo while collecting qualitative data, search textual data for relevant codes to be analyzed, create a coding scheme for qualitative data,...

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  • Chapter 9 - Descriptive statistics, significance levels, and hypothesis testing. After reading this chapter, you should be able to: Explain the concept of the normal curve, assess data for its distribution and compare it to the normal curve, create a frequency distribution and polygon for each variable in a dataset, compute and interpret the mean, median, and mode for each variable in a dataset,...

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  • Chapter 11 - Testing for relationships. After reading this chapter, you should be able to: Explain the difference between tests of differences and tests of relationships, use the four analytical steps to design and interpret research designs and statistical findings, know which assumptions of inferential statistics your research project meets and which assumptions it does not meet.

    ppt19p luimotbuoc_4 11-11-2016 0 0   Download

  • Chapter 17 - Analyzing qualitative data. After reading this chapter, you should be able to: Distinguish between emic and etic readings of data, distinguish between the analysis and interpretation of qualitative data, write an analytical memo, search textual data for relevant codes to be analyzed,...

    ppt14p luimotbuoc_4 11-11-2016 0 0   Download

  • In the English exam, candidates often have to write an essay or more to assess the ability to use language. This is a test often difficult for students because not only assess the level of language proficiency but also test their knowledge and ability to reason, interpret the problem of the candidate on a topic that do.

    pdf237p truongdoan 27-07-2009 2699 2117   Download

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