Cs ADSORPTION ON GaAS(001) As-RICH β2 (2×4) AND Ga-RICH (4×2) RECONSTRUCTION PHASES: A FIRST-PRINCIPLES RESEARCH

Using plane-wave ultrasoft pseudopotential method based on first-principles density functional theory (DFT), the adsorption of Cs atom on As-rich GaAs(001)[Formula: see text]([Formula: see text]) reconstruction phase and Ga-rich GaAs(001)([Formula: see text]) reconstruction phase are investigated. The adsorption energy, work function, dipole moment, ionicity, band structure and density of state (DOS) of Cs adsorbed GaAs [Formula: see text]([Formula: see text]) and ([Formula: see text]) models are calculated. The stability and electronic structure of Cs adsorbed GaAs [Formula: see text]([Formula: see text]) and ([Formula: see text]) models are compared. Result shows that [Formula: see text]([Formula: see text]) phase is stable than the ([Formula: see text]) phase and after that Cs adsorption [Formula: see text]([Formula: see text]) phase is more beneficial for photoemission.

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control ( n = 36), dictogloss ( n = 33) and dictogloss plus explicit instruction ( n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production of the subjunctive mood in the written modality in expected contexts at similar rates, which was also maintained over time. Participants also increased recognition rates, irrespective of group, pointing to a lack of relationship between this type of collaborative text reconstruction and subjunctive recognition. Lastly, an effect of group and time was also observed for text length and syntactic complexity, as participants in the treatment groups produced significantly longer texts, as well as a higher number of complement clauses.

Ancient Greek text concealed on the back of unrolled papyrus revealed through shortwave-infrared hyperspectral imaging

Only a few Herculaneum rolls exhibit writing on their reverse side. Since unrolled papyri are permanently glued to paperboard, so far, this fact was known to us only from 18th-century drawings. The application of shortwave-infrared (SWIR; 1000-2500 nm) hyperspectral imaging (HSI) to one of them (PHerc. 1691/1021) has revealed portions of Greek text hidden on the back more than 220 years after their first discovery, making it possible to recover this primary source for the ongoing new edition of this precious book. SWIR HSI has produced better contrast and legibility even on the extensive text preserved on the front compared to former imaging of Herculaneum papyri at 950 nm (improperly called multispectral imaging), with a substantial impact on the text reconstruction. These promising results confirm the importance of advanced techniques applied to ancient carbonized papyri and open the way to a better investigation of hundreds of other such papyri.

Es streite, wer kann! Ein neuer Rekonstruktions- und Interpretationversuch für das sumerische Schulstreitgespräch ‚Dialog 1‘

Abtract On the basis of the recent edition of Dialogue 1 by J. C. Johnson and M. J. Geller (2015), this article offers a revised text reconstruction as well as a differing interpretation of the text and its protagonists. The interpretation of Dialogue 1 as a verbal contest between two schoolboys of rather unequal rhetorical proficiency is based on a rhetorical analysis of the dialogue and a more systematic contextualisation within the corpus of Sumerian literary disputations and related compositions.

Learning Document Embeddings with Crossword Prediction

In this paper, we propose a Document Embedding Network (DEN) to learn document embeddings in an unsupervised manner. Our model uses the encoder-decoder architecture as its backbone, which tries to reconstruct the input document from an encoded document embedding. Unlike the standard decoder for text reconstruction, we randomly block some words in the input document, and use the incomplete context information and the encoded document embedding to predict the blocked words in the document, inspired by the crossword game. Thus, our decoder can keep the balance between the known and unknown information, and consider both global and partial information when decoding the missing words. We evaluate the learned document embeddings on two tasks: document classification and document retrieval. The experimental results show that our model substantially outperforms the compared methods.1.

THE EFFECTS OF THE TIMING OF ISOLATED FFI ON THE EXPLICIT KNOWLEDGE AND WRITTEN ACCURACY OF LEARNERS WITH DIFFERENT PRIOR KNOWLEDGE OF THE LINGUISTIC TARGET

This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 123 learners were divided into two groups: those with some productive knowledge of past-counterfactual conditionals (+Prior Knowledge) and those without such knowledge (−Prior Knowledge). Each group was divided into four conditions. Two (Pre-EI and Pre+During-EI) studied an EI handout prior to a composition task, but only the Pre+During-EI learners were allowed to refer to it during the task. The Post-EI learners received the handout after completing the task to use to revise their texts. The control group only completed the task. An error correction test and a text reconstruction test were used as pre- and posttests. Results showed that whereas the −Prior Knowledge learners benefited more from receiving the EI prewriting than postwriting, the +Prior Knowledge learners benefited more from the opportunities to consult the EI during or after the writing task.