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The composition of the novel by the modern English writer P. Ackroyd “The Plato Papers” in connection with the problems of the work is considered. The review of the last researches devoted to creativity of this author is given. Attention is paid to how the work reveals the problem of interpretation of history, its ambiguity, the concept of the movement of time, progress, the relationship of the past, present and future. The author shows that when shifting the time of the novel in the future, Ackroyd uses the documentary imitation technique, changes narrators and types of narration. The composition of the work consisting of separate small parts connected in a key way by the speaker Plato is analyzed. Such properties of the composition of the analyzed novel as fragmentation and nonlinearity are noted. It is shown how the novel realizes postmodern idea about the relativity of the interpretations of the events of the past. The position of the main character endowed with the gift of insight, able to penetrate into the past, to look from an unusual point of view at the present, to doubt and seek the truth is revealed.

Introduction: Assessment is a very important component of medical education and written examination is widely used tool of assessment. The instrument used in the written examination is the “Question Paper” (QP). The QP often lacks the validity, reliability, relevance and objectivity. 1,2 The present study is undertaken to assess the characteristics in construction of University question papers. Aim and Objectives: To analyze the theory question papers of Microbiology subject of Saurashtra University, with respect to; question form, learning objectives, relevance to core syllabus, relevance to teaching hours, and language and grammatical errors. Materials and Methods: Total 28 question papers of Saurashtra University of Microbiology subject (Mar-05 to Mar-15) were analyzed. The questions were analyzed with respect to types of question form and categorized in long answer type, short note type and short answer type. All questions were analyzed with respect to learning objectives and were classified in to three cognitive domains of learning knowledge, understanding and synthesis. All questions were analyzed to determine the focus of questions with respect to the syllabus and classified into must know, desirable to know and nice to know areas. Questions were analyzed to determine the weather questions cover the area of syllabus with regards to teaching hours dedicated. Questions were analyzed to identify the clarity and ambiguity in language, spelling and grammatical errors and scientific and taxonomic errors. Results: There were two paper styles noted. Question papers have long answer; short note and short answer questions. 95% questions were framed to test basic knowledge level of cognitive domain, and 5% question were framed to test the understanding level, while none of the questions were framed to test the synthesis level of cognitive domain. The majority of question were framed from must know area (97%) of syllabus, while less number of questions were from desirable to know (2%) and nice to know (1%) area. 30% of teaching hours were dedicated to bacteriology section and carried 22% weightage in examination. 6% of teaching hours were dedicated to mycology section which carried 11% weightage in examination. A balance was observed for General microbiology, Immunology and Virology sections with regards to teaching hours and weightage in examination. On an average of 11.1 errors per paper was noted. Spelling errors were common (8.8) followed by taxonomic errors (2.2) and grammatical errors (0.1). Conclusions: Major numbers of questions were subjective type than objective type. Majority of questions were framed to test basic knowledge level of cognitive domain. The majority of question were framed from must know area of syllabus which may have poor discriminatory ability between low and high achievers. A balance was observed for General microbiology, Immunology and Virology sections for dedicated teaching hours and its weightage in examination while Bacteriology has less and Parasitology and Mycology has more weightage in comparison to teaching hours. Many different types of errors were noted in question papers which include spelling errors, taxonomic errors and grammatical errors. A standard “Blue Print” is essential to bring the uniform standard in theory examination. Keywords: Question paper analysis, Blue-printing.

Understanding how knowledge is technically transferred across academic disciplines is very relevant for understanding and facilitating innovation. There are two challenges for this purpose, namely the semantic ambiguity and the asymmetric influence across disciplines. In this paper we investigate knowledge propagation and characterize semantic correlations for cross discipline paper recommendation. We adopt a generative model to represent a paper content as the probabilistic association with an existing hierarchically classified discipline to reduce the ambiguity of word semantics. The semantic correlation across disciplines is represented by an influence function, a correlation metric and a ranking mechanism. Then a user interest is represented as a probabilistic distribution over the target domain semantics and the correlated papers are recommended. Experimental results on real datasets show the effectiveness of our methods. We also discuss the intrinsic factors of results in an interpretable way. Compared with traditional word embedding based methods, our approach supports the evolution of domain semantics that accordingly lead to the update of semantic correlation. Another advantage of our approach is its flexibility and uniformity in supporting user interest specifications by either a list of papers or a query of key words, which is suited for practical scenarios.

Within the last decade, challenges of diagnosis have emerged on the global health agenda, accompanied by an expansion in the use of point-of-care and rapid detection devices in low-resource contexts where laboratory facilities are scarce. Few studies have explored how these changes are shaping people’s diagnostic journeys and their modes of accessing such technologies. In this paper I show how sick people and their families in a peri-urban area in Burkina Faso attempt to access diagnostic technologies and make themselves visible to the healthcare system through papers. In this context, I show how referral papers and diagnostic papers take on significance for people as they attempt to access care and diagnostic technologies and ‘carry’ knowledge between different levels of the healthcare system. The use of papers is often an uncertain undertaking, as they remain unintelligible to the sick and the layperson. I highlight how the form of the papers makes a crucial difference to the ways that sick people are able to use them. Papers and diagnostic technologies present both opportunities and challenges, and simultaneously engender hope, uncertainty, disappointment, and despair for the sick seeking a cure. Uncertainties, especially financial ones, arise with the possibility of new referrals and diagnostic tests, and along the way many give up or are immobilised when faced with diagnostic ambiguity.

In this study, we carry out a qualitative and quantitative analysis of abbreviations in 300 randomly collected research paper titles published in the most prestigious European and US-based Astrophysics journals written in English. Our main results show that the process of shortening words and groups of words is one of the most characteristic and recurrent features in Astrophysics research paper titling construction. In spite of the convenience of abbreviations as a mechanism for word-formation, some of them may pose certain difficulties of understanding and/or misinterpretation because of their specificity, ambiguity, or overlapping. To overcome these difficulties, we propose a series of options which with no doubt would lead to a better interaction among the different branches of Astrophysics in particular and of science in general and would definitely improve how research is currently performed and communicated. Keywords: Abbreviations; Astrophysics; English; Research Papers

Types indexed with extra type-level information are a powerful tool for statically enforcing domain-specific security properties. In many cases, this extra information is runtime-irrelevant, and so it can be completely erased at compile-time without degrading the performance of the compiled code. In practice, however, the added bureaucracy often disrupts the development process, as programmers must completely adhere to new complex constraints in order to even compile their code.In this work we present WRIT, a plugin for the GHC Haskell compiler that relaxes the type checking process in the presence of runtime-irrelevant constraints. In particular, WRIT can automatically coerce between runtime equivalent types, allowing users to run programs even in the presence of some classes of type errors. This allows us to gradually secure our code while still being able to compile at each step, separating security concerns from functional correctness.Moreover, we present a novel way to specify which types should be considered equivalent for the purpose of allowing the program to run, how ambiguity at the type level should be resolved and which constraints can be safely ignored and turned into warnings.

As the number of scientific papers getting published is likely to soar, most of modern paper management systems (e.g. ScienceWise, Mendeley, CiteULike) support tag-based retrieval. In that, each paper is associated with a set of \emph{tags}, allowing user to search for relevant papers by formulating tag-based queries against the system. One of the most critical issues in tag-based retrieval is that user often has difficulties in precisely formulating his information need. Addressing this issue, our paper tackles the problem of automatically suggesting new tags for user when he formulates a query. The set of tags are selected in such a way that resolves query ambiguity in two aspects: \emph{informativeness} and \emph{diversity}. While the former reduces user effort in finding the desired papers, the latter enhances the variety of information shown to user. Through studying theoretical properties of this problem, we propose a heuristic-based algorithm with several salient performance guarantees. We also demonstrate the efficiency of our approach through extensive experimentation using real-world datasets.

Word Sense Disambiguation (WSD) is a prominent area of research in the field of linguistics. A number of researches have been made to resolve the ambiguity issue in natural sentences. If a sentence has ambiguity or ambiguous word in it, then the meaning of this sentence may differ from context. If the meaning of the sentence is not appropriately inferred from the context, then the WSD algorithms are used to remove the ambiguity. This paper discusses the issue of ambiguity in translation of question paper through various MT tools. In our experiment, we have collected different types of questions for analyzing the impact of ambiguity for wh-questions with respect to other questions (objective, match, fill in the blank and keyword specific). Some machine translators often fail to understand different types of questions and treat them as normal question/sentence. We used five different types of questions in English to translate them using five standard online/offline translators into respective Hindi translation. Our aim is to analyze the impact of translations that arise due to ambiguities. The experiment carried using 150 questions of different types, and the result suggests that most of the translations have performed better in objective questions while the keyword specific questions (such as discuss, explain, etc.) performed poorly.

Science fiction is untethered by assumptions of how people, things, and environments should act. The perceptions and portrayals of childhood in two science fiction comic series, Saga and Paper Girls , provide engagements with affective encounters. Attention to these encounters and the disruptive portrayals of childhood encourages the exploration of the pedagogic potential of sensation. Comics, as a genre, and childhood in each series inhabit ambiguity: comics blur the boundaries of popular culture objects and “properly” educative materials, while the younger characters in Saga and Paper Girls are not quite adult or child, nor innocent or monster. An examination of Chapters 1 through 48 of Saga and Issues 1 through 18 of Paper Girls reveals approaches to engaging sensations of tension and discomfort. Using affect and new materialism as guiding frameworks for this examination of two comic series, it is possible to sift through the provocations of affect suggested by interaction with the material comic itself and the meanings this exploration holds for reconsidering educational habits.