14 results on '"Myara A"'
Search Results
2. Crossing language identification: Multilingual ASR framework based on semantic dataset creation & Wav2Vec 2.0
- Author
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Anidjar, Or Haim, Yozevitch, Roi, Bigon, Nerya, Abdalla, Najeeb, Myara, Benjamin, and Marbel, Revital
- Published
- 2023
- Full Text
- View/download PDF
3. Crossing language identification: Multilingual ASR framework based on semantic dataset creation & Wav2Vec 2.0
- Author
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Or Haim Anidjar, Roi Yozevitch, Nerya Bigon, Najeeb Abdalla, Benjamin Myara, and Revital Marbel
- Subjects
Wav2Vec 2.0 ,Automatic Speech Recognition ,Transformers ,Word Error Rate ,Character Error Rate ,Language identification ,Cybernetics ,Q300-390 ,Electronic computers. Computer science ,QA75.5-76.95 - Abstract
This study proposes an innovative methodology to enhance the performance of multilingual Automatic Speech Recognition (ASR) systems by capitalizing on the high semantic similarity between sentences across different languages and eliminating the requirement for Language Identification (LID). To achieve this, special bilingual datasets were created from the Mozzila Common Voices datasets in Spanish, Russian, and Portuguese. The process involves computing sentence embeddings using Language-agnostic BERT and selecting sentence pairs based on high and low cosine similarity. Subsequently, we train the Wav2vec 2.0 XLSR53 model on these datasets and assess its performance utilizing Character Error Rate (CER) and Word Error Rate (WER) metrics. The experimental results indicate that models trained on high-similarity samples consistently surpass their low-similarity counterparts, emphasizing the significance of high semantic similarity data selection for precise and dependable ASR performance. Furthermore, the elimination of LID contributes to a simplified system with reduced computational costs and the capacity for real-time text output. The findings of this research offer valuable insights for the development of more efficient and accurate multilingual ASR systems, particularly in real-time and on-device applications.
- Published
- 2023
- Full Text
- View/download PDF
4. A Blockchain Architecture for Trusted Sub-Ledger Operations and Financial Audit Using Decentralized Microservices.
- Author
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Noussair Fikri, Mohamed Rida, Noureddine Abghour, Khalid Moussaid, Amina El Omri, and Mounia Myara
- Published
- 2022
- Full Text
- View/download PDF
5. Au niveau international, quelles sont les fonctions d'un plan d'intervention (PI) ou de transition (PT)?/On An International Level, What Are The Functions Of An Individualized Education Program (IEP) Or Transition Plan (TP)?/Em nível internacional, quais são as funções de um programa de educação individualizada (IEP) ou plano de transição (TP)?
- Author
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Myara, Nathalie
- Published
- 2022
- Full Text
- View/download PDF
6. Toxic effects of local anesthetics on rat fibroblasts: An in-vitro study
- Author
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Hones, Keegan M., primary, Hao, Kevin A., additional, Wright, Jonathan O., additional, Wright, Thomas W., additional, Hartzell, Jeffrey, additional, Myara, David A., additional, Levings, Padraic P., additional, Badman, Brian, additional, Ghivizzani, Steven C., additional, and Watson Levings, Rachael S., additional
- Published
- 2024
- Full Text
- View/download PDF
7. On An International Level, What Are The Functions Of An Individualized Education Program (IEP) Or Transition Plan (TP)?
- Author
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Nathalie Myara
- Subjects
IEP ,Individualized Education Plan ,Individualized Education Program ,learning disabilities ,special education ,special needs ,Psychology ,BF1-990 - Abstract
More than 45 years of IEP/TP research and a few focused on IEP/TP functions or roles. Yet, the quality of an IEP/TP relies on the functions that it fulfills to satisfy the needs of its different users (Petitdemange,1985). The Quebec Ministry of Education (MEQ, 2004) and the Office of Special Education and Rehabilitative Services within the U.S. Department of Education (in Eichler, 1999) explicitly identified and described six to seven IEP/TP functions. However, a literature review and practising environments highlighted a greater number of functions. The goal of this research is to identify the different functions that an IEP/TP should fulfill in regard to the different needs of its diverse users. With the use of pedagogical value analysis method (PVA), results show a synthesis of more than 700 functions organized in an IEP/TP Functional Specification Matrix (FSM). The IEP /TP FSM is useful to create, monitor and evaluate IEP/TPs.
- Published
- 2022
- Full Text
- View/download PDF
8. Chapitre 36 - Les cibles et mécanismes d'action des traitements par cytokines
- Author
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Rosenzwajg, Michelle, Myara, Makoto, and Lelièvre, Jean-Daniel
- Published
- 2023
- Full Text
- View/download PDF
9. Au niveau international, quelles sont les fonctions d’un plan d’intervention (PI) ou de transition (PT)?
- Author
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Myara, Nathalie and Myara, Nathalie
- Abstract
More than 45 years of IEP/TP research and a few focused on IEP/TP functions or roles. Yet, the quality of an IEP/TP relies on the functions that it fulfills to satisfy the needs of its different users (Petitdemange,1985). The Quebec Ministry of Education (MEQ, 2004) and the Office of Special Education and Rehabilitative Services within the U.S. Department of Education (in Eichler, 1999) explicitly identified and described six to seven IEP/TP functions. However, a literature review and practising environments highlighted a greater number of functions. The goal of this research is to identify the different functions that an IEP/TP should fulfill in regard to the different needs of its diverse users. With the use of pedagogical value analysis method (PVA), results show a synthesis of more than 700 functions organized in an IEP/TP Functional Specification Matrix (FSM). The IEP /TP FSM is useful to create, monitor and evaluate IEP/TPs, Plus de 45 ans de recherche sur les PI/PT et peu d’études portent sur les rôles ou les fonctions d’un PI/PT. Or, l’efficacité d’un PI/PT repose sur les fonctions qu’il remplit pour satisfaire les besoins de ses différents utilisateurs (Petitdemange,1985). Le Ministère de l’éducation du Québec (MEQ, 2004) ainsi que l’Office of Special Education and Rehabilitative Services des États-Unis (US department of Education) (dans Eichler, 1999) identifient et décrivent explicitement cinq à six fonctions du PI/PT. Cependant, la recension des écrits et les milieux de pratique au niveau international mettent en évidence un plus grand nombre de fonctions. Le but de la présente recherche est de cibler les différentes fonctions d’un PI/ PT au regard des besoins de ses divers utilisateurs. Ayant utilisé la méthode de l’analyse de la valeur pédagogique (AVP), les résultats présentent une synthèse de plus de 700 fonctions qui ont catégorisées, caractérisées, hiérarchisées et valorisées dans un Cahier des Charges Fonctionnel (CdCF). Enfin, le CdCF est utilisé pour la conception et l’évaluation des PI/PT, Mais de 45 anos de pesquisa IEP / TP e alguns focados em funções ou papéis IEP / TP. Já a qualidade de um IEP / TP depende das funções que ele cumpre para satisfazer as necessidades de seus diferentes usuários (Petitdemange, 1985). O Ministério da Educação de Quebec (MEQ, 2004) e o Escritório de Educação Especial e Serviços de Reabilitação do Departamento de Educação dos Estados Unidos (em Eichler, 1999) identificaram e descreveram explicitamente de seis a sete funções IEP / TP. No entanto, uma revisão da literatura e ambientes de prática destacaram um maior número de funções. O objetivo desta pesquisa é identificar as diferentes funções que um IEP / TP deve cumprir em relação às diferentes necessidades de seus diversos usuários. Com o uso do método de análise de valor pedagógico (PVA), os resultados mostram uma síntese de mais de 700 funções organizadas em uma Matriz de Especificação Funcional (FSM) IEP / TP. O IEP / TP FSM é útil para criar, monitorar e avaliar IEP / TPs, Más de 45 años de investigación de IEP / TP y algunos enfocados en funciones o roles de IEP / TP. Sin embargo, la calidad de un IEP / TP depende de las funciones que cumple para satisfacer las necesidades de sus diferentes usuarios (Petitdemange, 1985). El Ministerio de Educación de Quebec (MEQ, 2004) y la Oficina de Educación Especial y Servicios de Rehabilitación dentro del Departamento de Educación de los Estados Unidos (en Eichler, 1999) identificaron y describieron explícitamente de seis a siete funciones del IEP / TP. Sin embargo, una revisión de la literatura y los entornos de práctica destacaron un mayor número de funciones. El objetivo de esta investigación es identificar las diferentes funciones que debe cumplir un IEP / TP frente a las distintas necesidades de sus diversos usuarios. Con el uso del método de análisis de valor pedagógico (PVA), los resultados muestran una síntesis de más de 700 funciones organizadas en una Matriz de especificación funcional IEP / TP (FSM). El IEP / TP FSM es útil para crear, monitorear y evaluar IEP / TP.
- Published
- 2022
10. On An International Level, What Are The Functions Of An Individualized Education Program (IEP) Or Transition Plan (TP)?
- Author
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Myara, Nathalie, primary
- Published
- 2022
- Full Text
- View/download PDF
11. A Blockchain Architecture for Trusted Sub-Ledger Operations and Financial Audit Using Decentralized Microservices
- Author
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Fikri, Noussair, primary, Rida, Mohamed, additional, Abghour, Nourredine, additional, Moussaid, Khalid, additional, Omri, Amina El, additional, and Myara, Mounia, additional
- Published
- 2022
- Full Text
- View/download PDF
12. Crossing language identification: MultilingualASR framework based on semantic dataset creation & Wav2Vec 2.0
- Author
-
Anidjar, Or Haim, Yozevitch, Roi, Bigon, Nerya, Abdalla, Najeeb, Myara, Benjamin, and Marbel, Revital
- Abstract
This study proposes an innovative methodology to enhance the performance of multilingual Automatic Speech Recognition (ASR) systems by capitalizing on the high semantic similarity between sentences across different languages and eliminating the requirement for Language Identification (LID). To achieve this, special bilingual datasets were created from the Mozzila Common Voices datasets in Spanish, Russian, and Portuguese. The process involves computing sentence embeddings using Language-agnostic BERT and selecting sentence pairs based on high and low cosine similarity. Subsequently, we train the Wav2vec 2.0 XLSR53 model on these datasets and assess its performance utilizing Character Error Rate (CER) and Word Error Rate (WER) metrics. The experimental results indicate that models trained on high-similarity samples consistently surpass their low-similarity counterparts, emphasizing the significance of high semantic similarity data selection for precise and dependable ASR performance. Furthermore, the elimination of LID contributes to a simplified system with reduced computational costs and the capacity for real-time text output. The findings of this research offer valuable insights for the development of more efficient and accurate multilingual ASR systems, particularly in real-time and on-device applications.
- Published
- 2023
- Full Text
- View/download PDF
13. L’utilisation de l’évaluation dynamique dans le cadre du modèle de la RàI, au Secondaire, au Québec
- Author
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Ohnouna, Eva, Viens, Jacques, and Myara, Nathalie
- Subjects
ZPD ,interventions par palier ,EHDAA ,dépistage ,tiered model of intervention ,responsivity ,stratégie de médiation ,level of assistance ,évaluation dynamique ,modèle à paliers multiples ,mediation strategy ,niveaux d'assistance ,responsivité ,response to intervention ,dynamic assessment ,modèle de services ,student with learning difficulties ,évaluation traditionnelle ,réponse à l'intervention - Abstract
Au Québec, le nombre d’élèves en difficulté d’adaptation et d’apprentissage (EHDAA) ne cesse d’augmenter (MEQ, 2021) et 40 % de ces élèves-là n’obtiendront pas de diplôme d’études secondaires (Guéricolas, 2018). Par conséquent, en 2020, la Réponse à l’intervention, modèle d’intervention à paliers multiples, prend de l’importance au Québec (MEES, 2020). Comme un pourcentage d’élève en difficulté ne progresse pas, nous nous questionnons sur l’approche d’évaluation qui permettrait d’informer le personnel scolaire sur les interventions qui pourront aider ces élèves. Une des approches est l’évaluation dynamique (ÉD) (Overton, 2016) qui permet d’évaluer le potentiel d’apprentissage de l’apprenant par le biais d’enseignement de stratégie (médiation). Le but de la présente étude est d’explorer les apports et les limites de l’ÉD dans un contexte de RàI, au secondaire. Pour ce faire, les objectifs spécifiques sont les suivants : 1) Décrire une passation d’ÉD (en particulier la relation des trois pôles : la tâche, l’apprenant ou le médiateur) réalisée auprès d’un ÉHDAA se trouvant au secondaire dans un contexte de RàI ; 2) Décrire la relation entre la tâche et l’apprenant de même que les interactions (interventions cognitives et disciplinaires, niveaux d’assistance) entre le médiateur et l’apprenant ; 3) Décrire la progression de l’apprenant en réponse aux stratégies de médiation. Afin d’atteindre les différents objectifs, nous avons dans un premier temps établi une liste de six niveaux d’assistance, inspirée de Aldama (2017), de façon à pouvoir identifier les stratégies cognitives et de médiation en fonction du niveau d’assistance, allant de peu d’assistance à une assistance extrême. Nous avons par la suite observé et analysé les enregistrements vidéo de deux sessions d’une évaluation dynamique et tenu un entretien avec la personne qui a réalisé l’ÉD pour valider nos interprétations. Dans nos analyses, nous avons tenu compte du dossier de l’apprenant et des différentes observations faites. Enfin, nous avons consigné le tout dans une grille d’observations et d’analyse de résultats. Par le biais des données secondaires récoltées, nous avons relevé un lien entre le niveau d’assistance et le type d’interventions faites, nous avons également relevé la progression de l’apprenant à la suite des interventions. En conclusion, nous avons été en mesure d’observer la relation des trois pôles, analyser les différentes interactions ainsi que la progression de l’apprenant en réponse aux stratégies de médiation. Nous avons identifié les apports et les limites d’une ÉD en contexte de RÀI. Finalement, ces informations nous ont permis de formuler de pistes d’intervention pouvant soutenir la progression d’un apprenant., In Quebec, the number of students with learning difficulties continues to increase (MEQ, 2021), and 40% of these students will not obtain a high school diploma (Guéricolas, 2018). Thus, in 2020, Response to Intervention, a multi-level intervention model, gained importance in Quebec (MEES, 2020). Since a percentage of students in difficulty are not progressing, we question the assessment approach that would inform school personnel on interventions that can help these students. One approach is dynamic assessment (DA) (Overton, 2016) which assesses learner learning potential through mediated instruction. The general purpose of this study is to explore the contributions and limitations of DA in an RTI context, at the secondary level. To this end, the specific objectives are as follows: 1) To describe a DA (in particular the relationship of the three poles: the task, the learner or the mediator) done with a special needs student who is in high school and in an RTI context; 2) To describe the relationship between the task and the learner as well as the interactions (cognitive and disciplinary interventions, levels of assistance) between the mediator and the learner; 3) To describe the learner's progress based on his or her responses to the mediation strategies. In order to achieve the different specific objectives, we first established a list of six levels of assistance, inspired by Aldama (2017), so that we could identify cognitive and mediation strategies according to the level of assistance, ranging from little assistance to extreme assistance. We subsequently observed and analyzed video recordings of two sessions of a dynamic assessment and held an interview with the person who conducted the DA to validate our interpretations. In our analyses, we considered the learner's file and all the observations. Finally, we recorded everything in a chart that analyses all the data from the video. Through the data collected, we found a link between the level of assistance and the type of interventions made, and we also noted the learner's progress following the interventions. In conclusion, we were able to observe the relationship between the three poles, analyze the different interactions as well as the learner's progression in response to the mediation strategies, and then we identified the advantages and limits of a DA in an RTI context. Finally, this information allowed us to formulate interventions and strategies that could support the learner's progress.
- Published
- 2023
14. L’évaluation dynamique en mathématiques : des avantages et des limites de l’utilisation de cette approche auprès d’un élève du 2e cycle du primaire en difficulté d’apprentissage
- Author
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Blais, Stéphanie, Viens, Jacques, and Myara, Nathalie
- Subjects
Mathématiques ,HDAA student ,Élève HDAA ,dynamic assessment ,évaluation dynamique ,learning strategies ,traitement de l'information ,information processing ,stratégies d'apprentissage ,Mathematics - Abstract
L’évaluation dynamique est une approche d’évaluation interactive et individualisée qui permet au médiateur d’observer les difficultés de l’élève sous divers angles et d’interagir avec ce dernier (Dorier et al., 2018) en utilisant différentes interventions pédagogiques. Dans cette étude de cas, nous avons fait l’analyse d’une vidéo présentant une séance d’évaluation dynamique comprenant plusieurs (18) tâches scolaires sur la numération positionnelle et décimale afin d’identifier des avantages et des limites de l’utilisation de cette approche auprès d’un élève du 2e cycle du primaire en difficulté d’apprentissage. Nous avons utilisé plusieurs outils d’analyse combinant les travaux de Giroux sur l’évaluation en mathématiques, de Zimmerman sur l’autorégulation, de Bégin sur les stratégies cognitives et de Myara sur le PCÉD pour centrer nos observations sur les habiletés cognitives et stratégiques de l’élève et sur ses connaissances mathématiques. Les interventions du médiateur et ses interactions avec l’élève ont été catégorisées selon l’objectif visé et hiérarchisées selon le niveau de soutien qui permettait à l’élève de progresser au cours des tâches. Plusieurs avantages ont été relevées dont l’interaction qui permet d’affiner les informations sur les connaissances de l’élève et ses capacités d’apprentissage, de même que l’importance de l’expérience et des connaissances du médiateur en pédagogie pour diversifier ses interventions. Cependant, des limites ont également été relevées, notamment le temps relativement long requis pour cette évaluation. Notre recherche a permis de mieux connaître cette approche d’évaluation et de démontrer l’intérêt d’utiliser des grilles d’observation afin d’analyser les comportements du médiateur et de l’élève., Dynamic assessment is an interactive and individualized assessment approach that allows the mediator to observe the student's difficulties from various angles and to interact with the student (Dorier et al., 2018) using different pedagogical interventions. In this case study, we analyzed a video presenting a dynamic assessment session comprising several (18) school tasks on positional and decimal numeration in order to identify the advantages and limits of the use of this approach with an elementary cycle 2 student with learning difficulties. We used several analytical tools combining the work of Giroux on assessment in mathematics, Zimmerman on self-regulation, Bégin on cognitive strategies and Myara on PCÉD to focus our observations on the cognitive and strategic skills of student and their mathematical knowledge. The interventions of the mediator and his interactions with the student were categorized according to the targeted objective and prioritized according to the level of support that allowed the student to progress during the tasks. Several advantages have been identified, including the interaction that allows information on the student's knowledge and learning abilities to be refined, as well as the importance of the experience and knowledge of the mediator in pedagogy to diversify his interventions. However, limitations were also noted, including the relatively long time required for this assessment. Our research has made it possible to better understand this evaluation approach and to demonstrate the interest of using observation grids to analyze the behavior of the mediator and the student.
- Published
- 2023
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