Wyniki wyszukiwania - Biblioteka Nauki

1

The Application of Neural Networks to the Process of Gaining and Consolidating the Knowledge

100%

Plichta A.

Journal of Telecommunications and Information Technology

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2012

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tom nr 1

90-95

EN

The e-learning course is one of the most efficient and promising didactic policies. It must be grounded on the revision because it was proved that it enhances the longterm memory. However, human mind is not a uniform phenomenon. Each man memorizes and learns in a different manner. The purpose of the intelligent e-learning system presented in this paper is to teach orthography and this system is based on the multilayer neural network. Such structure enables a learner to adjust the crucial period between revisions to personal learning habits and policy.

2

A Democratic IGBO Orthography

88%

Ugorji C.

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2007

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tom 43

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nr 1

169-180

EN

From the earliest attempt at Igbo codification by the protestant missionaries and the Igbo exslaves resettled in Sierra Leone to the present day, Igbo orthography is associated with criticisms, suspicion and conflicts (Ogbo 1984; Achebe 1984; Capo 1990; Uwalaka 2001; Ugorji 2003, 2005, etc.). While the introduction of the official Onwu orthography of 1961 seemed to have resolved the seven-decade fiendish orthography controversy which bedevilled the development of the language, it actually only resolved those controversies that came along religious lines involving the Roman and Protestant Missions. This study identifies two other problems, namely the linguistic and the sociological, that are yet outstanding: hence the recent and sustained complaints about literary constraints, dialect exclusion (detailed in Ugorji 2003, among others) and the diversionary linguistic engineering involving the dialects of Izii, Ezaa, Ikwo, Ikwere, Ika, etc. Following the imperatives of the new world democratic order (Emenanjo 2002), this paper suggests a democratic and integrated orthography, built on the principles that preserve citizens' personal and collective linguistic rights as well as linguistic and cultural diversity. In Ugorji (2003), the principles for language and dialect vitality are outlined; the concern of the present work is to show how the tenets are implemented in Igbo graphisation as a case in point. More importantly, it is an effort to demonstrate how language or dialect vitality option proves to be a solution to conflicts associated with language or dialect, and a means to implement the democratic demands for sociolinguistic equity, enunciated in the Universal Declaration of Human Rights (1948), the Universal Declaration of Linguistic Rights (1996), the Declaration of Rights of Persons Belonging to National, Ethnic, Religious and Linguistic Minorities (1992), among others, which seek to assert the rights of individuals and communities.

3

Veleslavínův „trojjazyčný“ nomenklátor a komprimace/dilatace v českém pravopisu raného novověku

75%

Koupil O.

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nr 1-2

49-84

EN

This text benefits from the work on the digital treatment of a Prague edition of Hadrianus Junius’ nomenclator (1586). (1) The popular nomenclator (“Remembrancer” in the English 1585 edition), written by the Dutch humanist Junius and usually published in eight European languages, was printed at this time as trilinguis (Latin, German and Czech), but the “Latin” part also included Greek words and many other examples in different languages. This was not signaled by the usual typographical means (Daniel Adam’s publishing house did not use either the Greek alphabet or different letter styles for the explicated words and for explications of their meanings) and could have negatively influenced the intended use of the book at schools. The Prague edition was based on the second (1577) or third (1583) edition published by Christophe Plantin. (2) The nomenclator 1586 has pages with a two-column layout. Such a limited space predetermined the selection of certain orthographical variants in Czech equivalents, usually interpreted as phonologic variants. Similar phenomena are to be found in the narrow marginal notes or in the layout with narrow lines made of larger letters. (3) The last part of the text attempts to define special means and ways of orthographic compression and dilatation in the Czech prints of the sixteenth and seventeenth centuries.

4

O możliwości technicznego uwarunkowania oboczności albo // abo w drukach polskich z XVI wieku

75%

Osiewicz M.

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nr 1

185-202

PL

The article presents evidence of the use of variant forms albo // abo for typesetting purposes. To demonstrate this, the illustration material was used originating from five 16th-century prints in verse in which the form abo or albo appears only in long verses, brought to the right margin – which proves that the form was utilized because of its graphical and not linguistic features.

5

Wokół wyrażenia „jedyny” i jego zanegowanej postaci

63%

Wołk M.

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nr 4

314-321

PL

Przedmiotem refleksji w niniejszym artykule jest słowo „jedyny” i jego zanegowana postać, tj. wyrażenie „nie jedyny” lub „niejedyny”. Słowniki ortograficzne PWN sprawę pisowni (łącznej lub rozdzielnej) explicite rozstrzygają dopiero w wydaniach od 2003 r. Zgodnie z najnowszymi zaleceniami obowiązuje pisownia łączna. Ponieważ poruszony problem wykracza poza kwestie czysto poprawnościowe, analizie poddano również funkcjonowanie tych wyrażeń, status gramatyczny słowa „jedyny”, a także kwestię jego łączliwości, zawsze pozostającą w związku z semantyką danej jednostki językowej.

EN

The article centres on the word "jedyny" (‘only’) and its negated form, i.e. an expression "nie jedyny" or "niejedyny" (‘not the only one’). Orthographical dictionaries published by PWN explicitly determine the issue of their spelling as late as in the 2003 editions. According to the latest recommendations, spelling the negated form as one word is correct. Since the discussed matter goes beyond mere correctness, the functional as well as grammatical status of the word was analysed, together with its selectional restrictions, which are always related to the semantic level of a given linguistic unit.

6

PODSTAWOWE ZASADY NAUCZANIA ORTOGRAFII W EDUKACJI WCZESNOSZKOLNEJ

63%

Matusek B.

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nr 8

19-24

PL

Nauczanie ortografii to proces długotrwały, wymagający systematyczności i zaangażowania nauczyciela i uczniów. Trudności w opanowaniu poprawnej pisowni powoduje abstrakcyjny charakter i bogactwo treści ortograficznych. Warunkiem osiągania sukcesów na polu ortografii w edukacji wczesnoszkolnej jest znajomość i stosowanie zasad nauczania ortografii. Należą do nich: zasada profilaktyki, zasada systematyczności i ciągłości, zasada integracji poszczególnych działów ćwiczeń językowych, zasada przystępności i stopniowania wymagań, zasada poglądowości, zasada aktywności ucznia oraz zasada kontroli i oceny. Odpowiednie przygotowanie metodyczne nauczyciela do nauczania ortografii sprawi, że nauka poprawnej pisowni stanie się łatwa i przyjemna. Należy dołożyć wszel kich starań, aby uczniowie nie kojarzyli nauki ortografii z porażką i niską oceną.

EN

Teaching orthography is a long term process, requiring orderliness and commitment of teachers and students alike. Difficulties in mastering a proper spelling is caused by abstractive character and rich amount of orthographic content. Condition of achieving success in orthography in early school education is knowledge and usage of rules of teaching orthography. They include: rule of prevention, rule of orderliness and continuity , rule of integration of specific parts of language exercises, rules of approachability and scaling of requirements, rule of opinion, rule of student’s activity and rule of control and grading. Proper preparation of teachers in teaching orthography will make teaching a proper spelling easy and pleasant.

7

„The spirit of AVNOJ in language policy“: language policy from the end of World War II to mid-1950s in Yugoslavia and Croatia

63%

Mićanović K.

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nr 32

23-37

PL

Kwestia językowa w wielonarodowej i wielojęzycznej federacji jugosłowiańskiej była nierzadko traktowana jako ważki problem polityczny. Niniejszy artykuł analizuje politykę językową w okresie powojennym, kiedy ukształtowała się polityka językowa nie dająca żadnemu z języków oficjalnego statusu, a praktyka parlamentarna potwierdzała rozróżnienie między czterema językami ludności jugosłowiańskiej – chorwackim, serbskim, słoweńskim i macedońskim. Szczególną uwagę poświęcono przepisom dotyczącym języka w zapisach konstytucyjnych i dyskusjach filologicznych. Podnoszono w nich pytanie, czy powinny istnieć dwa podręczniki ortograficzne – chorwacki i serbski – lub, czy językoznawcy chorwaccy i serbscy powinni stworzyć wspólny podręcznik, który służyłby jako normatywny standard obowiązujący na terytorium czterech jednostek federacji.

EN

The language issue in the multi-national and multi-language Yugoslav federation was oftentimes valued as a vital and political problem. This article analyses language policy in the post-war period, when such a language-politics system was formed that assigned no language de iure official status, and parliamentary practice confirmed the differentiation between the four languages of the Yugoslav peoples – Croatian, Serbian, Slovenian and Macedonian. Particular attention is given to language-related provisions in constitutional texts and philological discussions problematizing the question of whether there should exist two orthographic handbooks – Croatian and Serbian – or Croatian and Serbian linguists should create a unitary common handbook which would serve as a normative standard in the territory of the four federal units.

8

Módní a nezbytné anglicismy ve vztahu k sociálním oblastem a k jejich výslovnosti a pravopisu

63%

Havlík M.

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nr 2

135-149

EN

This paper focuses on the distinction between luxury and necessary borrowings from English (i.e. Anglicisms) and the relationship between these borrowings, the domains in which they are used and their pronunciation and orthography. I put forward a hypothesis that the ratio of luxury and necessary borrowings differs within different domains and that this has an impact on the pronunciation and orthography of the borrowings; I tested this hypothesis by analysing 500 Anglicisms. The results confirm that (1) there is a difference in the distribution of luxury or necessary Anglicisms within different domains and (2) necessary Anglicisms are more often pronounced according to their original orthography than luxury Anglicisms. However, I also detected a strong association between the period in which Anglicisms were borrowed and the manner in which they were adopted; therefore, it was not possible to identify a direct link between the type of borrowing and pronunciation, and further research is required to confirm the above hypothesis

9

El carácter convencional, obligatorio, distintivo y opcional del uso de la coma en español

51%

Pawlak A. , Pawlak A.

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2018

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nr 4

10

Digitalizacja karakteru ukośnego Jana Januszowskiego - studium procesu

51%

Wieluńska A.

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tom Vol. 12

31--50

EN

The article concerns the revitalization of the sixteenth-century typeface and its digitalization into a computer font. Research on historical prints in which Nowy Karakter Polski occurs is presented. The paper describes main problems of design process related to the reconstruction of characters from historical prints, and the addition of new glyphs necessary in the character set of modern font. A significant part of the design work concerned decorative alternate letters.

11

Jazyková gramotnost romských žáků základních škol praktických v psaném projevu

51%

Bedřichová Z. , Šormová K.

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nr 2

38-56

EN

The first part of this paper tries to contribute to the illustration of the formal language literacy presented by sample of text written by young Roma people. Those people attend special schools and their education program is limited comparing to the ordinary schools. The paper introduces new term — the stigmatize error/mistake. The second part of the presented paper illustrates main reasons of those mistakes (sociocultural, language, educational) and tries to suggest some solutions for school training. It can be orthography practicing, focus on phonetics, relations between speaking and writing, communication practices, vocabulary practicing, etc. The paper shows examples taken from databank ROMi, which was constructed as a sample of Czech language spoken/written by young Roma people.