Transformer-Driven Models for Language, Vision, and Multimodality
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In this chapter, we will learn about the modeling and learning techniques that drive multimodal applications. We will focus specifically on the recent advances in transformer-based modeling for natural language understanding, and image understanding, and how these approaches connect for jointly understanding combinations of language and image.Keywords:
Multimodality
Multimodality is regarded as essential to promoting sustainable mobility because of the widely found environmental benefits, although it is unclear whether individuals experience multimodality as a benefit or a burden. This study aims to investigate the relationship between multimodality and perceived transport adequacy and accessibility in different travel contexts. Using data collected in two large Dutch cities, we realized the research aim from three perspectives. First, a multigroup multimodality index was constructed to measure the variability of transport mode use at both major-category and sub-category levels, which somehow addressed the mode classification issue in measuring multimodality. Second, by performing a regression analysis on the factors associated with multimodality, we found that multimodality occurs in different travel contexts related to certain conditions or constraints. Third, the effects of multimodality as well as the interaction effects of car-related factors and multimodality on two factors of perceived transport adequacy and perceived accessibility are assessed using stepwise regression models. Results show that multimodality is burdensome, especially for those who rely on cars. Specifically, being more multimodal is generally associated with higher perceived disadvantage and lower perceived accessibility; for people who experience the ease of driving or have limited access to a car, being more multimodal results in even lower perceived achievement or perceived accessibility. The results indicate that even in compact and less car-dependent urban settings, multimodality lacks attraction and reducing car use is difficult. The findings inform multimodal transport policies and planning to balance social and environmental values by assessing and minimizing the negative individual externalities.
Multimodality
Multimodal transport
Mode choice
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Video of key note talk from Copenhange Multimodality Day 2017
Multimodality
Presentation (obstetrics)
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Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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Multimodality
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This afterword draws insights and conclusions from the preceding chapters by critically engaging once again with the disciplinary status of multimodality. It explicates the main points of discussion of the contributions and makes some recommendations concerning disciplinarity and multimodality. The path taken addresses multimodality at a fundamental philosophical and practical level, reflecting some of the requirements that establishing a discipline of multimodality would entail. This presents multimodality and its study increasingly in a particular light of its own and, as a consequence, it will be argued that a strengthening of disciplinary claims for multimodality is at this time not only beneficial but, in certain important respects, crucial for advancing beyond the current, somewhat disparate, state(s) of the art.
Multimodality
Discipline
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Multimodality is one of the most popular and influential semiotic theories for analysing media. However, the application and conceptual anchoring of multimodality often remains geographically and disciplinarily grounded within local systems of thought. New Studies in Multimodality combines the expertise of multimodalists from around the globe, offering novel readings and applications of central concepts in multimodality and inviting innovative synergies between previously disparate schools.
Multimodality
Globe
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Multimodality
Multimodal transport
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The nationally-recognized Susquehanna
Chorale will delight audiences of all
ages with a diverse mix of classic and
contemporary pieces. The ChoraleAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂs
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aim to make the audience feel,
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singing that will take you to new
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The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.
Multimodality
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