title: Practical digital library interoperability standards

authors: Bainbridge, David

subjects: computer science

abstract: As the field of digital libraries matures and new systems and standards develop, the ability to interoperate between systems becomes paramount. This tutorial gives a practical introduction to many recent standards and de facto standards for interoperability, and illustrates them using open source digital library software-including online demonstrations of interoperation issues and solutions. Core standards that are discussed include Dublin Core, OAI-PMH, METS, and MODS. We use interoperation between Greenstone and DSpace as a motivating case study. For those demonstrations that involve Greenstone, attendees who wish to may bring their laptops, install Greenstone from a CD-ROM that we will provide, along with various sample files, and follow along with the demonstrations on their own machine.

text: Practical digital library interoperability standards As the field of digital libraries matures and new systems and standards develop, the ability to interoperate between systems becomes paramount. This tutorial gives a practical introduction to many recent standards and de facto standards for interoperability, and illustrates them using open source digital library software-including online demonstrations of interoperation issues and solutions. Core standards that are discussed include Dublin Core, OAI-PMH, METS, and MODS. We use interoperation between Greenstone and DSpace as a motivating case study. For those demonstrations that involve Greenstone, attendees who wish to may bring their laptops, install Greenstone from a CD-ROM that we will provide, along with various sample files, and follow along with the demonstrations on their own machine.

year: 2005

title: Pace Regression

authors: Wang, Yong

subjects: Linear regression

abstract: This paper articulates a new method of linear regression, “pace regression”, that addresses many drawbacks of standard regression reported in the literature-particularly the subset selection problem. Pace regression improves on classical ordinary least squares (OLS) regression by evaluating the effect of each variable and using a clustering analysis to improve the statistical basis for estimating their contribution to the overall regression. As well as outperforming OLS, it also outperforms-in a remarkably general sense-other linear modeling techniques in the literature, including subset selection procedures, which seek a reduction in dimensionality that falls out as a natural byproduct of pace regression. The paper defines six procedures that share the fundamental idea of pace regression, all of which are theoretically justified in terms of asymptotic performance. Experiments confirm the performance improvement over other techniques.

text: Pace Regression This paper articulates a new method of linear regression, “pace regression”, that addresses many drawbacks of standard regression reported in the literature-particularly the subset selection problem. Pace regression improves on classical ordinary least squares (OLS) regression by evaluating the effect of each variable and using a clustering analysis to improve the statistical basis for estimating their contribution to the overall regression. As well as outperforming OLS, it also outperforms-in a remarkably general sense-other linear modeling techniques in the literature, including subset selection procedures, which seek a reduction in dimensionality that falls out as a natural byproduct of pace regression. The paper defines six procedures that share the fundamental idea of pace regression, all of which are theoretically justified in terms of asymptotic performance. Experiments confirm the performance improvement over other techniques.

year: 1999-09

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024