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In 2018, the European Strategic Forum for research infrastructures (ESFRI) was tasked by the Competitiveness Council, a configuration of the Council of the EU, to develop a common approach for monitoring of Research Infrastructures' performance. To this end, ESFRI established a working group, which has proposed 21 Key Performance Indicators (KPIs) to monitor the progress of the Research Infrastructures (RIs) addressed towards their objectives. The RIs were then asked to assess their relevance for their institution. The paper aims to identify the relevance of certain indicators for particular groups of RIs by using cluster and discriminant analysis. This could contribute to development of a monitoring system, tailored to particular RIs. To obtain a typology of the RIs, we first performed cluster analysis of the RIs according to their properties, which revealed clusters of RIs with similar characteristics, based on to the domain of operation, such as food, environment or engineering. Then, discriminant analysis was used to study how the relevance of the KPIs differs among the obtained clusters. This analysis revealed that the percentage of RIs correctly classified into five clusters, using the KPIs, is 80%. Such a high percentage indicates that there are significant differences in the relevance of certain indicators, depending on the ESFRI domain of the RI. The indicators therefore need to be adapted to the type of infrastructure. It is therefore proposed that the Strategic Working Groups of ESFRI addressing specific domains should be involved in the tailored development of the monitoring of pan-European RIs. Comment: 15 pages, 8 tables, 3 figures

The textbook introduces works by Sappho, Christine de Pizan, Aphra Behn, Maria Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laura Marholm, Amalie Skram, Virginia Woolf and Amy Lowell. Some of these authors are presented as the role-models, the others as writers looking for their own female tradition and finding it in the writings of their literary foremothers. These responses - in form of poems, extracts from essays and novels - are included in the textbook and enriched with comments, interpretations and tasks for students. In the introduction, the question of female literary tradition is discussed by presenting various theoretical answers from distinguished feminist scholars. Učbenik predstavlja dela Sappho, Christine de Pizan, Aphre Behn, Marije Edgeworth, Jane Austen, Charlotte Brontë, George Eliot, George Sand, Caroline Norton, Elizabeth Barrett Browning, Emily Dickinson, Laure Marholm, Amalie Skram, Virginije Woolf in Amy Lowell . Nekatere od teh avtoric so predstavljene kot vzornice, drugi kot literarne ustvarjalke, ki iščejo lastno žensko tradicijo in jo najdejo v spisih svojih literarnih prednic. Ti odzivi - v obliki pesmi, izvlečkov iz esejev in romanov - so vključeni v učbenik in obogateni s komentarji, interpretacijami in nalogami za študente in študentke V uvodu je vprašanje ženske literarne tradicije obravnavano s predstavitvijo različnih teoretičnih odgovorov uglednih feminističnih teoretičark.

We introduce in this paper a generic approach to combine implicit crowdsourcing and language learning in order to mass-produce language resources (LRs) for any language for which a crowd of language learners can be involved. We present the approach by explaining its core paradigm that consists in pairing specific types of LRs with specific exercises, by detailing both its strengths and challenges, and by discussing how much these challenges have been addressed at present. Accordingly, we also report on on-going proof-of-concept efforts aiming at developing the first prototypical implementation of the approach in order to correct and extend an LR called ConceptNet based on the input crowdsourced from language learners. We then present an international network called the European Network for Combining Language Learning with Crowdsourcing Techniques (enetCollect) that provides the context to accelerate the implementation of the generic approach. Finally, we exemplify how it can be used in several language learning scenarios to produce a multitude of NLP resources and how it can therefore alleviate the long-standing NLP issue of the lack of LRs. peer-reviewed