By Masoud Yazdani
Many of the chapters offer a survey of ways to constructing multimedia software program and suitable multilingual matters; layout concerns for a visible language and the way it'd be constructed for max ease of use. Others examine the function of synthetic Intelligence (AI) in such platforms, targeting many of the AI innovations as utilized to schooling, and at the development of tutoring platforms for moment language instructing.
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The aim of this quantity is to offer fresh study within the box of the purchase of practical literacy and its precursors. the quantity goals to trap the state-of-the-art during this speedily increasing box. An test is made to elucidate the obscure and sometimes inconsistent definitions of sensible literacy from the viewpoint of improvement.
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Additional resources for Multilingual Multimedia: Bridging the Language Barrier with Intelligent Systems
The style of existing icons falls into three main categories: silhouette (in front or side view), either solid shaded or inlinear outline three-quarter top view, always linear and usually in isometric perspective 'realistic', drawn or semi-photographic (with graded shading Fig 2 The three main categories of icons. ). It is unfortunately apparent that their style is as subject to fashion as any other design product, even typefaces, and that the ideal, timeless range of icons is unlikely to be found.
Worldsign (Fig 12) (Jones and Cregan, 1986) is interesting because it refers to dynamic actions and can itself be dynamic. I am sure that most people have discovered how much can be expressed in a foreign country with gestures alone, and also seen how expressive formal sign language can be. Also the layout of Worldsign is not tied to conventional linear rules. Both these features seem to be appropriate to development on the computer, which offers dimensions of presentation not available with other means.
If a country is largely agrarian, the education system must provide workers who can contribute to the country's agricultural productivity in the best way. If an industrial country depends on one major industry, that country must educate a segment of its population to manage or to be workers in that industry. Advanced industrialised countries, on the other hand, need multi-tracked education with differentiated curricula. (b) Geographical. Topography often defines the content of curricula, sometimes to the extent of creating unique types of institutes such as colleges for fishing, forestry and maritime sciences.