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There is a huge need for information when you arrive as an immigrant in a new country. The purpose of the study is to find out recommendations for an information portal for newly arrived immigrants in Sweden. First, a survey was conducted to the webmasters of relevant authorities online resources regarding their ways of considering the needs of immigrant users. The answers showed that the webmasters of the official websites showed interest in considering the needs of immigrants in their websites by including pages in different languages, but most of them considered this to be difficult, expensive and problematic. To know more about a particular user group, a survey, interviews and observations have been done. A survey to newly arrived immigrants showed that their ICT skills are comparable to the average of Swedish citizens. In spite of differences within the immigrant group, like age, gender and cultural factors, they also shared common characteristics. Most of the immigrants trusted Swedish websites and Swedish authorities websites as reliable information resources more than websites in their mother-tongue. Test-persons were faced with the task of finding information about the possibility to borrow money for furniture for the first home in Sweden, our observations showed that very few of the test-persons managed to find their way to the correct authority webpage (Studiemedels-nämnden). Most test-persons tried by using many ways to search for the information, but all except two gave up. None of the test-persons managed to find the pages that were translated to their mother-tongue. The study points out the need for a systematical approach to web information for newly arrived immigrants to help them with their integration process and benefit from Swedish e-government services. A central multilingual portal website should be the heart of this program. This approach can be introduced in SFI schools given that all SFI schools are supplied with computers.

<p>This essay is a study about school success for immigrant pupils whose ages are between 16 and 19 years when they arrive to Sweden.</p><p>The purpose of this study is to examine pupils difficulties in the school and the faktors which affect their success in the school and even possibilities which they can be offered by the school.</p><p>This research carried out at two upper secondary schools in the municipality of “Södertälje”. The method which I have used is a qualitative research method which depends on interviews.</p><p>The results of the research shows pupils difficulties and the different faktors which influence their success in the school.</p><p>My conclusions are that these pupils have many difficulties and to reach a successful schooling, the shcool have to give these pupils a variety of possibilities which builds with pupils self possibilities a foundation for a good and successful schooling.</p><p>The research also shows that the both schools are not giving enough possibilities to these pupils. The education system in these schools doesn’t fits for multi – lingual pupils. The pupils in these schools are trying to adapt themselves to the education system.</p>

This essay is a study about school success for immigrant pupils whose ages are between 16 and 19 years when they arrive to Sweden. The purpose of this study is to examine pupils difficulties in the school and the faktors which affect their success in the school and even possibilities which they can be offered by the school. This research carried out at two upper secondary schools in the municipality of “Södertälje”. The method which I have used is a qualitative research method which depends on interviews. The results of the research shows pupils difficulties and the different faktors which influence their success in the school. My conclusions are that these pupils have many difficulties and to reach a successful schooling, the shcool have to give these pupils a variety of possibilities which builds with pupils self possibilities a foundation for a good and successful schooling. The research also shows that the both schools are not giving enough possibilities to these pupils. The education system in these schools doesn’t fits for multi – lingual pupils. The pupils in these schools are trying to adapt themselves to the education system.

Throughout the ages, countless shipwrecks have left behind a rich historical and technological legacy. In this context, nautical archaeologists study the remains of these boats and ships and the cultures that created and used them. Ship reconstruction can be seen as an incomplete jigsaw reconstruction problem. Therefore, I hypothesize that a computational approach based on digital libraries can enhance the reconstruction of a composite object (ship) from fragmented, incomplete, and damaged pieces (timbers and ship remains). This dissertation describes a framework for enabling the integration of textual and visual information pertaining to wooden vessels from sources in multiple languages. Linking related pieces of information relies on query expansion and improving relevance. This is accomplished with the implementation of an algorithm that derives relationships from terms in a specialized glossary, combining them with properties and concepts expressed in an ontology. The main archaeological sources used in this dissertation are data generated from a 17th-century Portuguese ship, the Pepper Wreck, complemented with information obtained from other documented and studied shipwrecks. Shipbuilding treatises spanning from the late 16th- to the 19th-centuries provide textual sources along with various illustrations. Additional visual materials come from a repository of photographs and drawings documenting numerous underwater excavations and surveys. The ontology is based on a rich database of archaeological information compiled by Mr. Richard Steffy. The original database was analyzed and transformed into an ontological representation in RDF-OWL. Its creation followed an iterative methodology which included numerous revisions by nautical archaeologists. Although this ontology does not pretend to be a final version, it provides a robust conceptualization. The proposed approach is evaluated by measuring the usefulness of the glossary and the ontology. Evaluation results show improvements in query expansion across languages based on Blind Relevance Feedback using the glossary as query expansion collection. Similarly, contextualization was also improved by using the ontology for categorizing query results. These results suggest that related external sources can be exploited to better contextualize information in a particular domain. Given the characteristics of the materials in nautical archaeology, the framework proposed in this dissertation can be adapted and extended to other domains.

With the emergence of the Internet, many innovative and interesting applications from different countries have been stimulated and e-commerce is also getting more and more pervasive. Under this scenario, tremendous amount of information expressed in different languages are exchanged and shared by not only organizations but also individuals in the modern global environment. A large proportion of information is typically formatted and available as textual documents and managed by using categories. Consequently, the development of a practical and effective technique to deal with the problem of cross-lingual category integration (CLCI) becomes a very essential and important issue. Several category integration techniques have been proposed, but all of them deal with category integration involving only monolingual documents. In response, in this study, we combine the existing cross-lingual text categorization techniques with an existing monolingual category integration technique (specifically, Enhanced Naive Bayes) and proposed a CLCI solution to address cross-lingual category integration. Our empirical evaluation results show that our proposed CLCI technique demonstrates its feasibility and superior effectiveness.

Udržování prolinkování dokumentů v ryhle rostoucích kolekcích je problematické. To je dále zvětšeno vícejazyčností těchto kolekcí. Navrhujeme použít Explicitní Sémantickou Analýzu k identifikaci relevantních dokumentů a linků napříč jazyky, bez použití strojového překladu. Navrhli jsme a implementovali několik přistupů v prototypu linkovacího systému. Evaluace byla provedena na Čínské, České, Anglické a Španělské Wikipedii. Diskutujeme evaluační metodologii pro linkovací systémy, a hodnotíme souhlasnost mezi odkazy v různých jazykoých verzích Wikipedie. Hodnotíme vlastnosti Explicitní Sémantické Analýzy důležité pro její praktické použití.

Rationale: The importance of well developed phonological awareness and the effect of poor phonological awareness skills on reading and spelling have long been recognised. However, a dearth of research exists regarding populations in multi-cultural, multi-lingual contexts both nationally and internationally. This issue is of particular importance in the South African context where many Black learners in the school setting have no other choice than English as the Language of Learning and Teaching (ELoLT). Aim: The purpose of the study was to explore the effect of a multi-cultural, multi-lingual context on the English phonological awareness skills of a group of Black Grade 4 learners in a primary school setting in South Africa. Method: An exploratory, descriptive and contextual research design was implemented, which incorporated both quantitative and qualitative paradigms. An assessment battery consisting of formal and informal assessments was used to determine levels of development. The researcher endeavoured to find statistical correlations between the participants' phonological awareness skills on the one hand, and their phonological abilities, their expressive and receptive language abilities, and their reading and spelling abilities in ELoLT on the other. Participants: Fifteen Black Grade 4 learners, each with a Black language as mother tongue, who attended a mainstream school where English was the language of learning and teaching (ELoLT), participated in the study. The participants' ages ranged between 9 years 11 months, and 10 years 11 months. Results: The participants’ phonological abilities in English as LoLT showed that 47% of the participants produced the target consonants with a consonant approximation, and vowel approximations were produced by all of the participants in single words. All fifteen the participants’ expressive and receptive language abilities in English as their LoLT, were on a below-average level and their expressive language abilities were more advanced than their receptive language abilities. All the participants evidenced problems in terms of their phonological awareness skills. Based on the results obtained for reading decoding abilities, only one third of the participants could be considered to be readers of an average standard. The reading comprehension abilities of all the participants were on a lower level than those of first language speakers of Standard South African English. Furthermore, the participants’ spelling abilities in English as LoLT were not age-appropriate. Even though no significant correlation could be determined between the participants’ reading comprehension and phonological awareness skills (due to the fact that memory probably played a role in their reading comprehension), it was statistically determined that their poor phonological awareness skills could be associated with their below-average phonological, receptive and expressive language, reading decoding, and spelling abilities. Conclusions: The results of this research have implications for the role of speech-language therapists in terms of collaboration, prevention, assessment, and intervention where the development of these learners' phonological awareness skills is concerned. Clinical implications focus on the dissemination of information, therapy planning, and EAL learner support. The need for further research in this field is emphasised. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / M (Communication Pathology) / Unrestricted

Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2006. / Speech is the primary and most natural means of communication between human beings. With the rapid spread of technology across the globe and the increased number of personal and public applications for digital equipment in recent years, the need for human/machine interaction has increased dramatically. Synthetic speech is audible speech produced by a machine automatically. A text-to-speech (TTS) system is one that converts bodies of text into digital speech signals which can be heard and understood by a person. Current TTS systems generally require large annotated speech corpora in the languages for which they are developed. For many languages these resources are not available. In their absence, a TTS system generates synthetic speech by means of mathematical algorithms constrained by certain rules. This thesis describes the design and implementation of a rule-based speech generation algorithm for use in a TTS system. The system allows the type, emphasis, pitch and other parameters associated with a sound and its particular mode of articulation to be specified. However, no attempt is made to model prosodic and other higher-level information. Instead, this is assumed known. The algorithm uses linear predictive (LP) models of monophone speech units, which greatly reduces the amount of data required for development in a new language. A novel approach to the interpolation of monophone speech units is presented to allow realistic transitions between monophone units. Additionally, novel algorithms for estimation and modelling of the harmonic and stochastic content of an excitation signal are presented. This is used to determine the amount of voiced and unvoiced energy present in individual speech sounds. Promising results were obtained when evaluating the developed system’s South African English speech output using two widely used speech intelligibility tests, namely the modified rhyme test (MRT) and semantically unpredictable sentences (SUS).