Phraseological Pattern Analysis: A Corpus-Driven Framework for Discriminating English Near-Synonyms

Insider threat has become a serious issue to the many organizations. Various companies are increasingly deploying many information technologies to prevent unauthorized access to getting inside their system. Biometrics approaches have some techniques that contribute towards controlling the point of entry. However, these methods mainly are not able to continuously\nvalidate the users reliability. In contrast behavioral profiling is one of the biometrics technologies but it focusing on the activities of the users during using the system and comparing that with a previous history. This paper presents a comprehensive analysis, literature review and limitations on behavioral profiling approach and to what extent that can be used for mitigating insider misuse.

Synonymy is an extremely significant component in language learning, and the usage of synonymy is rather flexible and difficult to distinguish. In this research, the author employs a corpus-based behavioral profile approach to study the usage of a set of English synonymous expressions meaning “to start”, namely, start, begin, commence, launch, set out. The author first searches in American Contemporary English Corpus to explore the overall usage frequency and specific genre of each synonymous expression, then randomly selects 500 sentences, and makes manual annotation with 12 ID tag and 46 ID tag levels. Later, hierarchical clustering analysis and correspondence analysis have been employed to examine the semantic differences and usage structures of this set of expressions.The results shows that: ① The overall usage frequency varies greatly—from the highest to the lowest are start, begin, launch, set out, commence. ② They are used in various genres. Start is mainly used in informal styles including blogs, while the other four are mainly used in formal styles, including fictions and magazines. ③ Begin and set out have the greatest semantic similarity; start, begin, and set out form one semantic branch, and commence and launch form another, and there is a huge difference between these two branches. ④ There are great differences between the five expressions and their morphological, syntactic and semantic changes.Quantitative analysis method has been used to reveal the different semantic features and usage of a set of synonymous expressions, which is conducive to both promote the study of synonymous relations, and verify the effectiveness and applicability of the behavioral profile approach in semantic study.

The term “rough sex” is widely used, but it is not always clear what it means. Through exploring people’s working definitions of “rough sex,” we asked what they revealed about the underlying phenomenon it is applied to, and whether it is actually a thing. Our online survey of 567 New Zealand respondents (73.7% women, 21% men, 5.3% gender diverse; mean age, 35.6 years, SD = 10.8) identified various behaviors that many considered to be part of “rough sex” – including hair pulling, holding down someone forcefully, slapping and “choking.” While this behavioral profile was similar to previous U.S. studies, our survey was designed with novel features that allowed us to look more closely at the variation in how people make sense of “rough sex.” Embedded within a critical psychology approach, our descriptive analysis highlighted areas of ambiguity and difference, including points of contradiction across people’s working definitions. Critical qualitative analysis of open-ended textual data further examined categorical misalignments and the difficulties in interpreting behavioral indicators as defining of “rough sex” – especially without more contextual information. Overall, we found considerable variability and some contradictions in people’s definitions of “rough sex” and the meanings they ascribed to it. Our findings led us to argue that the term “rough sex” does not map onto a coherent phenomenon, and that use of the term can be misleading, with potentially problematic implications.

This study adopts a corpus-based behavioral profile approach to explore the semantic relationships among the senses of the Japanese temperature adjective atsui (‘hot’). As a result, the hierarchical cluster analysis represents the distributional (dis)similarity of the ten senses of atsui. Average silhouette width suggests a two-cluster interpretation, which reveals that senses derived from the same experience (sensory or subjective) tend to have similar usage characteristics. The discriminating properties of four subclusters and usage characteristics of each sense have been identified by means of computing t-values. Also, the structure of the hypothesized network has been represented based on the distributional (dis)similarity of the ten senses. The relationships among these ten senses and the usage characteristics identified in this study provide insight into Japanese lexicography. Moreover, as the first attempt to apply the behavioral profile to the investigation of Japanese polysemy, this study holds implications for lexical semantics in Japanese.

Acute psychosocial challenge and cardiac autonomic response in women: The role of estrogens, corticosteroids, and behavioral coping styles

1.Introduction .- Theoretical approaches to the teaching of Prosody 2. Issues in the acoustic measurement of rhythm .- 3. Prosody and second language teaching: Lessons from L2 speech perception and production research .- 4. Factors affecting the perception and production of L2 prosody: Research results and their implications for the teaching of foreign languages .- 5. Function vs. form in speech prosody - Lessons from experimental research and potential implications for teaching .- 6. Prosodic adaptation in language learning .- Pragmatics, Prosody and communication 7. Prosody and meaning: Theory and practice .- 8. Prosody and feedback in native and non-native speakers of English .- 9. Early prosodic production: Pragmatic and acoustic analyses for L2 language learners .- 10. Prosody in conversation: Implications for teaching English pronunciation .- Pedagogical implications for English Language Teaching 11. Same but different: The pragmatic potential of native vs. non-native teachers' intonation in the EFL classroom .- 12. The pragmatic function of intonation: Cueing agreement and disagreement in spoken English discourse and implications for ELT .- 13. Trouble spots in the learning of English intonation by Spanish speakers. Tonality and tonicity .- 14. Teaching prosody with a pragmatic orientation: A synthesis .- Name Index .- Subject Index.

This study proposed a novel way to calculate Basic Probability Assignment(BPA), which is crucial in the data fusion. The study mapped sensing signal with a linear discriminant function analysis and assessed the sizes with time. This was beneficial to get a clue for context inference with using the Dempster-Shafer Theory and to determine BPA based on the size changing of mapping data in time intervals. The study provides with the way of context inference for fast detecting a local event that affects the whole area. Data fusion process with multi-sensors has caught increasingly more attention nowadays. Fuzzy Theory (FT) and Dempster-Shafer Theory (DST) have been used much as a method to process heterogeneous signals and data fusion although these theories were designed originally to express the ambiguity and uncertainty of events occurring in the real world. Multi-sensors data fusion process is applied to acquire information with high quality by using some kinds of sensors in biometrics, geographic information, network security, robot control, etc. Multi-sensors data fusion is also important to acquire context information with high quality in the Ubiquitous Sensor Network(USN) data process. Multi-sensors data fusion for acquiring context information in the sensor network has become big data process in the data streaming conditions. The studies in the data streaming conditions first consider searching, classifying, and clustering the characteristics of continuous data that are not saved in a server. However, it is necessary to infer the changing context in real time through the data patterns acquired from the real time data. For example, we need to infer situations urgently and efficiently without holding to analyze when a blaze in a large area occurs, objects move around the road, or some risk factors threat the security in our residential environment. To do so, it is necessary to infer the context based on the rapid analysis of data patterns by time intervals in the data stream. We could obtain a clue of the simple and early context inference from the changing patterns with time of the sensing data detected and reported by sensors. The study presents a way to infer context information by discriminating event information reported to a host through sink nodes in the data streaming environment. It is also suggested that the results from discriminating event information are applied to BPA determination with using DST. It is reasonable to determine BPA based on the detection of patterns appeared in

<p>Reading Chinese is one of the most challenging tasks for learners of Chinese as a foreign language (CFL learners). Studies showed that effective use of strategies (e.g. inferring meaning from context) helps to enhance reading comprehension. However, so far, most studies about reading Chinese as a foreign language have focused on lower-level processing (e.g. word learning strategies, the effects of orthography on word acquisition, etc.). Studies about reading process and strategies of adult CFL learners engaging in independent Chinese text reading are extremely limited, and few studies compare reading strategies and perceptions of successful and less successful CFL readers. This study filled these gaps by investigating adult CFL learners’ reading strategies and comparing strategy use and perceptions of successful CFL readers and less successful ones. Using the Compensatory Model of Second Language Reading (Bernhardt, 2005; 2011) as the theoretical framework, this study answered three research questions with sub questions: 1. What are the reading strategies used by adult CFL learners? (a) What are overall reading strategies used by adult CFL readers? (b) What are effective strategy combinations used by adult CFL readers? 2. How do successful adult CFL readers apply and perceive reading strategies when reading in Chinese? 3. How do less successful adult CFL readers apply and perceive reading strategies when reading in Chinese? Qualitative research methods were used to collect and analyze the data. Twelve college level third-year Chinese learners were asked to read a Chinese text, finish a think-aloud task (verbally express their thought process), recall the content of the text, answer several text-related questions, and engage in semi-structured interviews. This study identified 14 bottom-up strategies and 12 top-down strategies. The effective reading strategy combinations used by CFL readers included 1) inferring word meaning by accessing context cues, character meaning, and mental lexical networks; 2) monitoring comprehension by using context information, rereading, summarizing, noticing text structure, paraphrasing, or translating difficult parts; 3) segmenting Chinese words by checking the dictionary, conducting grammar analysis, and referring to mental lexicons. Through comparing the cases of successful and less successful CFL readers, this study revealed that successful readers were good at using context information, monitoring comprehension, and distinguishing important text segments from less important ones. They showed confidence in applying reading strategies and consciously acquired and practiced using strategies while reading. Less successful readers, on the other hand, had more difficulties in decoding characters and words as well as understanding complicated sentence structures. They did not trust their ability to infer about words and phrases, and relied more on the dictionary and translation. In addition, compared with less successful readers, successful readers used more top-down strategies, and they had better metacognitive competences in applying a wide range of strategies effectively. The findings of this study provide useful pedagogical implications to improve Chinese reading instruction and a better understanding about reading Chinese as well as L2 reading.</p>

Routine action sequences can share a great deal of similarity in terms of their stimulus response mappings. As a consequence, their correct execution relies crucially on the ability to preserve contextual and temporal information. However, there are few empirical studies on the neural mechanism and the brain areas maintaining such information. To address this gap in the literature, we recently recorded the blood-oxygen level dependent (BOLD) response in a newly developed coffee-tea making task. The task involves the execution of four action sequences that each comprise six consecutive decision states, which allows for examining the maintenance of contextual and temporal information. Here, we report a reanalysis of this dataset using a data-driven approach, namely multivariate pattern analysis, that examines context-dependent neural activity across several predefined regions of interest. Results highlight involvement of the inferior-temporal gyrus and lateral prefrontal cortex in maintaining temporal and contextual information for the execution of hierarchically organized action sequences. Furthermore, temporal information seems to be more strongly encoded in areas over the left hemisphere.

Exploring the role of contextual information in bloodstain pattern analysis: A qualitative approach

Bloodstain pattern classification: Accuracy, effect of contextual information and the role of analyst characteristics

An increasing number of studies show that socially shared regulation is very crucial for successful and productive collaborative learning. However, the elaborate analysis of behavioral patterns of socially shared regulation remains lacking in a CSCL context. This study aims to examine the behavioral pattern characteristics of socially shared regulation in a CSCL environment. In this study, 41 college students participated and they were randomly assigned into 13 groups of 3 or 4 people. All of the group members completed an instructional design plan using the online collaborative learning platform. Content analysis and LSA methods were adopted to analyze the discussion transcripts. The results indicated that group members can socially regulated their behaviors to orientate goals, make plans, monitor the collaborative learning processes, evaluate solutions, and make adaptations. However, high-achievement groups perform better than low-achievement groups regarding their socially shared regulation abilities. The implications for teachers and developers as well as for future studies are also discussed.

<p>This review article examines the concept of collocational competence in learning English as a foreign language, considering its theoretical foundations, definitional development, empirical research, and pedagogical implications. Drawing on Firth’s principle that word meaning is shaped through its typical co-occurrence patterns and Halliday’s concept of lexicogrammar, collocational competence is situated within contemporary theories of phraseology. The paper synthesizes findings from corpus-based studies and classroom research, which demonstrate that collocational knowledge plays a crucial role in the development of idiomaticity, fluency, and overall communicative competence across diverse educational contexts. Existing research consistently shows that collocational competence develops more slowly than vocabulary size, and that even advanced learners experience difficulties in the productive use of conventionalized word combinations. Verb–noun collocations, low-frequency and semantically opaque combinations, as well as collocations that are incongruent with learners’ first-language patterns, are particularly problematic. These findings confirm that collocational knowledge does not emerge spontaneously through exposure to language alone but requires targeted and systematic pedagogical intervention. The paper further highlights the importance of explicit, corpus-informed, and strategy-based instruction, which has proven significantly more effective than implicit learning. Successful approaches include working with authentic corpora, developing noticing and memory strategies, and integrating collocations into tasks focused on real-life language use. At the same time, key methodological and conceptual challenges are identified, including inconsistent definitions, a limited number of longitudinal studies, and insufficiently contextualized assessment models. The study concludes by emphasizing the need for integrated curricular frameworks and mixed-method assessment approaches that link collocational competence to communicative outcomes across different proficiency levels.</p>

Developing an understanding of fractions is critical as a significant predictor for the learning progression of advanced domains; however, students face significant challenges in learning fractions because of their unique properties. To systematically approach remediation, this study examined the common error patterns committed by middle-school students with and without learning disabilities in mathematics when solving fraction computations involving addition. Based on the logic that errors reflect meaningful misconceptions, errors associated in each solution stage established in a solution algorithm were analyzed. Findings provide instruction implications to develop practical guidelines for researchers, insights into a starting point of instruction when teaching students in diverse achievement levels, and an awareness about specific problematic areas requiring more intensive instruction and intervention. Careful consideration of errors associated within a solution pathway can maximize the efficacy of instructions. Future research directions, educational implications, and limitations are discussed.

Exploring color metaphor with Behavioral Profiles: A usage-based analysis on the metaphorical meanings of the Chinese color term bái “white”