Category: CFP

Using textutil on the mac terminal

 

Apps-utilities-terminal-icon

The following was originally found on https://developer.apple.com

https://developer.apple.com/library/mac/documentation/Darwin/Reference/ManPages/man1/textutil.1.html

 

NAME
textutil — text utility

SYNOPSIS
textutil [command_option] [other_options] file …

DESCRIPTION
textutil can be used to manipulate text files of various formats, using the mechanisms provided by the Cocoa text system.

The first argument indicates the operation to perform, one of:

-help Show the usage information for the command and exit. This is the default command option if none is specified.

-info Display information about the specified files.

-convert fmt Convert the specified files to the indicated format and write each one back to the file system.

-cat fmt Read the specified files, concatenate them, and write the result out as a single file in
the indicated format.

fmt is one of: txt, html, rtf, rtfd, doc, docx, wordml, odt, or webarchive

There are some additional options for general use:

-extension ext Specify an extension to be used for output files (by default, the extension will be
determined from the format).

-output path Specify the file name to be used for the first output file.

-stdin Specify that input should be read from stdin rather than from files.

-stdout Specify that the first output file should go to stdout.

-encoding IANA_name | NSStringEncoding
Specify the encoding to be used for plain text or HTML output files (by default, the output encoding will be UTF-8). NSStringEncoding refers to one of the numeric values recognized by NSString. IANA_name refers to an IANA character set name as understood by CFString. The operation will fail if the file cannot be converted to the specified encoding.

-inputencoding IANA_name | NSStringEncoding
Force all plain text input files to be interpreted using the specified encoding (by default, a file’s encoding will be determined from its BOM). The operation will fail if the file cannot be interpreted using the specified encoding.

-format fmt Force all input files to be interpreted using the indicated format (by default, a
file’s format will be determined from its contents).

-font font Specify the name of the font to be used for converting plain to rich text.

-fontsize size Specify the size in points of the font to be used for converting plain to rich text.

— Specify that all further arguments are file names.

There are some additional options for HTML and WebArchive files:

-noload Do not load subsidiary resources.

-nostore Do not write out subsidiary resources.

-baseurl url Specify a base URL to be used for relative URLs.

-timeout t Specify the time in seconds to wait for resources to load.

-textsizemultiplier x
Specify a numeric factor by which to multiply font sizes.

-excludedelements (tag1, tag2, …)
Specify which HTML elements should not be used in generated HTML (the list should be a
single argument, and so will usually need to be quoted in a shell context).

-prefixspaces n Specify the number of spaces by which to indent nested elements in generated HTML
(default is 2).

There are some additional options for treating metadata:

-strip Do not copy metadata from input files to output files.

-title val Specify the title metadata attribute for output files.

-author val Specify the author metadata attribute for output files.

-subject val Specify the subject metadata attribute for output files.

-keywords (val1, val2, …)
Specify the keywords metadata attribute for output files (the list should be a single
argument, and so will usually need to be quoted in a shell context).

-comment val Specify the comment metadata attribute for output files.

-editor val Specify the editor metadata attribute for output files.

-company val Specify the company metadata attribute for output files.

-creationtime yyyy-mm-ddThh:mm:ssZ
Specify the creation time metadata attribute for output files.

-modificationtime yyyy-mm-ddThh:mm:ssZ
Specify the modification time metadata attribute for output files.

EXAMPLES
textutil -info foo.rtf

displays information about foo.rtf.

textutil -convert html foo.rtf

converts foo.rtf into foo.html.

textutil -convert rtf -font Times -fontsize 10 foo.txt

converts foo.txt into foo.rtf, using Times 10 for the font.

textutil -cat html -title “Several Files” -output index.html *.rtf

loads all RTF files in the current directory, concatenates their contents, and writes the result out as
index.html with the HTML title set to “Several Files”.

DIAGNOSTICS
The textutil command exits 0 on success, and 1 on failure.

#CFP Dialogue and Discourse journal

From the Corpora-list

Submissions are invited on all topics in the formal, computational, or psycholinguistic study of dialogue and discourse. Submissions received by May 1st will be considered for this issue, which is scheduled to appear in November 2016. Submissions received after this date will be considered for the next regular issue.

Dialogue and Discourse (D&D) is the first peer-reviewed open access journal dedicated exclusively to work that deals with language “beyond the sentence”. The journal adopts an interdisciplinary perspective, accepting work from Linguistics, Computer Science, Psychology, Sociology, Philosophy, and other associated fields with an interest in formally, technically, empirically or experimentally rigorous approaches. We are committed to ensuring the highest editorial standards and rigorous peer-review of all submissions, while granting open access to all interested readers. In addition to publishing a semi-annual regular issue, we publish special issues. Since 2010, we have published 41 papers in 3 special issues and 9 regular issues. The h-index for the journal, with most papers out less than 3 years, is 11.

Submissions are made via the online submission system at http://www.dialogue-and-discourse.org/submission.shtml. Authors are required to indicate if a submission is an extended version of one or more previously published conference paper(s); simultaneous submission to another venue is prohibited. Submissions will undergo rigorous peer-review according to the timeline below. Once accepted and finalised, papers will appear online immediately, as part of the next upcoming issue.

D&D (http://www.dialogue-and-discourse.org) is endorsed by SIGdial, SemDial, and AMLaP. D&D is indexed by the European Reference Index for the Humanities and Social Sciences.

* deadline for submissions May 01
* decision made Sep 01
* revisions due Oct 15
* issue published Nov 15

Dialogue and Discourse Editors

Issue Editor (Spring 2016):
Amanda Stent

Managing Editors:
Raquel Fernandez
Jonathan Ginzburg
David Schlangen

Associate Editors:
Gregory Aist
Matthew Crocker
Barbara Di Eugenio
Danielle Matthews
Rashmi Prasad
Massimo Poesio
Maite Taboada
David Traum

Full editorial board at: http://www.dialogue-and-discourse.org/editors.shtml

#CFP CLS12: Corpus studies at the lexis-grammar interface NEW deadline March 10

CLS12 will take place on Saturday 2 April 2016 at Edge Hill University.

The focus of CLS12 is the interaction of lexis and grammar. The focus is influenced by Halliday’s view of lexis and grammar as “complementary perspectives” (1991: 32), and his conception of the two as notional ends of a continuum (lexicogrammar), in that “if you interrogate the system grammatically you will get grammar-like answers and if you interrogate it lexically you get lexis-like answers” (1992: 64).

We welcome corpus-based papers which examine any aspect of the interaction of lexis and grammar, or to extend Halliday’s conception, studies which interrogate the system lexicogrammatically to get lexicogrammatical answers. The studies …

-may be located more towards the lexis end or the grammar end of the continuum.
-may be descriptive, theoretical or applied (e.g. related to language teaching).
-may (but don’t need to) be situated within any theoretical approach that recognises the combination or interaction of lexis and grammar (e.g. Construction Grammar, Lexical Grammar, Pattern Grammar, Systemic Functional Grammar).
-may be synchronic or diachronic.
We also welcome papers which discuss methodological issues related to the corpus-based study of the lexis-grammar interface.

Presentations will be allocated a total of 40 minutes (including at least 10 minutes for discussion).

Please send an abstract of 400-500 words (excluding references) to Costas Gabrielatos (gabrielc@edgehill.ac.uk). Please make sure to specify the research questions or hypotheses, the corpus and methodology, and the main findings.

Attachment-iconNew!!!!!!

The deadline for abstract submission is 10 March 2016. Abstracts will be double-blind reviewed.

More info: https://www.edgehill.ac.uk/english/research/conferences/cls12/

New Speakers in a Multilingual Europe: Opportunities and Challenges

 

CALL FOR PAPERS

BAAL / Cambridge University Press Applied Linguistics Seminar Programme 2015-2016 and COST Action IS1306

New Speakers in a Multilingual Europe: Opportunities and Challenges

New plurilingual pathways for integration: Immigrants and language learning in the 21st Century

Heriot-Watt University, Edinburgh, 26th & 27th May 2016

The 21st Century is witnessing increased discussions on immigration in local, national and international contexts. The aim of this seminar is to bridge the study of language and immigration and consider the extent to which immigrants learning new languages (which include learning majority, minority and/or heritage languages) may contribute to a more comprehensive and plurilingual view of integration today.

The proceedings will be directed by key themes and objectives as follows:
• What are the opportunities and challenges for immigrants who learn new languages?
• To what extent do immigrant speakers challenge current conceptions of integration, cohesion and citizenship?
• Which steps or initiatives could facilitate a more comprehensive view of integration, cohesion and citizenship in national and minority language contexts?

Confirmed plenary speakers:
Professor Máiréad Nic Craith (Heriot-Watt University)
Professor Alison Phipps (University of Glasgow)

Round table discussion: Immigration in the 21st century: language, integration and citizenship
Professor Diarmait Mac Giolla Chríost (Cardiff University)
Professor Bernadette O’Rourke (Heriot-Watt University)
Dr Cassie Smith-Christmas (University of the Highlands and Islands)

Workshop: Immigrants, integration and multilingual practices in the UK
Ms Mirona Moraru (Cardiff University)

Fee: This is a free event and lunch will be provided on both days

Please submit an abstract of no more than 350 words (including references) by 29th February 2016 to baalcupseminar2016@gmail.com.

Contact details (name, affiliation and email address) should be included in the body of the email together with the title.

Please also indicate whether you wish to present a paper or a poster. We intend to publish an edited volume based on the seminar papers and therefore encourage participation from those who are in a position to contribute to the volume.

Marking progression in second language production: EAL pupils’ use of spoken and written English

Dr Michael Evans, University of Cambridge
Monday 25 January 2016, 17:00-18:30
Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, Room GS4.

IMG_20160125_170144

Talk and Michael Evans’ bio  www

Different dimensions of progression: time, trajectory, context, variation and complexity

Different approaches to measuring language progression: global (usually scale-based), atomistic (descriptive and very detailed accounts) & ecological

Rate of acquisition: Demie 2013 study in London Link

Three main conclusions emerged from this study. Firstly, the empirical data suggests it takes approximately five to seven years, on average, for pupils with EAL to acquire academic English fluency. Secondly, the study of EAL and attainment suggests that there is a strong correlation between stage of fluency in English and educational attainment. The results suggest that the percentage of pupils attaining level 4 or above at KS2 and 5+A*-C at GCSE increased, as stage of proficiency in English increased. Pupils in the early stages of fluency performed at low levels, while the results of pupils with EAL who were fully fluent in English far outstripped those of pupils for whom English was their only language. Secondly, the language, ethnicity and attainment data reflect substantial differences in performance between different ethnic groups at the end of key stage 4. Of all the three main ethnic groups, Black African, Indian, Bangladeshi and Pakistani pupils did better in performance compared to the national average. Black Caribbean, Black Other and Mixed White/Black Caribbean pupils are the main underachieving ethnic groups. However, the study argues that none of these ethnic categories are homogenous. A further analysis of the data by language spoken, highlighted the potential of language data to help disaggregate census ethnic categories and give greater insight into the performance of different groups in schools. The study suggests that analysing ethnic group’s performance by language spoken at home and level of fluency in English adds to our understanding of the associations between EAL, language, ethnic background and attainment.

Profile of language development:

Writing: Cameron 2003, Murphy et al. 2015

Reading: Hutchinson et al. 2003, Jang et al. 2013

Grammatical functional and interactive dimensions: Catibusic & Little 2014: Immigrant Pupils Learn English (English Profile Studies)

EAL: a pupil whose first language is known or believed to be other than English.

Mixture of profiles in real classroom situations, some learners reject their L1 or question the status of this language in their schools.

2016 Bell Foundation Report by Evans et al.

46 secondary schools in East of England

Two case studies

22 recently-arrived migrant pupils

Language data: 2 open ended writing tasks, 30 minutes, some prompts were provided, 1 year interval

What was analysed? Formal features (word count, spelling mistakes, connectives, tenses, complex sentences.

Comparison of mean scores for correct and incorrect usages in W1 and W2.

70 interviews, 30 min approx

Analyses of the 3 longest turns

Study of conjecture in the language of EAL pupils + Direct/indirect speech