Modeling Global Syntactic Variation in English Using Dialect Classification

This paper evaluates global-scale dialect identification for 14 national varieties of English as a means for studying syntactic variation. The paper makes three main contributions: (i) introducing data-driven language mapping as a method for selecting the inventory of national varieties to include in the task; (ii) producing a large and dynamic set of syntactic features using grammar induction rather than focusing on a few hand-selected features such as function words; and (iii) comparing models across both web corpora and social media corpora in order to measure the robustness of syntactic variation across registers

The Future Affordances of Digital Learning and Teaching within The School of Education

This report illustrates the discussion outcome on digital education within the University of Glasgow School of Education. It is not a strategy document but it does explore the conditions for nurturing digital culture and how these can be channelled into a strategy on digital learning and teaching. The report is based on a review of literature and on a number of local, national and international case study vignettes

Stop and Frisk 2012: NYCLU Briefing

This report discloses detailed information about all aspects of the NYPD's stop-and-frisk program, including detailed breakdowns by precinct. New to this report is an analysis of marijuana-related aspects of the NYPD's stop-and-frisk regime

Frequency vs. Association for Constraint Selection in Usage-Based Construction Grammar

A usage-based Construction Grammar (CxG) posits that slot-constraints generalize from common exemplar constructions. But what is the best model of constraint generalization? This paper evaluates competing frequency-based and association-based models across eight languages using a metric derived from the Minimum Description Length paradigm. The experiments show that association-based models produce better generalizations across all languages by a significant margin

Embrace the technology: digital learning and teaching is the responsibility for all

The article explores the culture of learning and teaching through the use of digital technologies, making a few recommendations on how we can better integrate this important aspect of the curriculum into our schools

Complete Multipartite Graphs and the Relaxed Coloring Game

Let k be a positive integer, d be a nonnegative integer, and G be a finite graph. Two players, Alice and Bob, play a game on G by coloring the uncolored vertices with colors from a set X of k colors. At all times, the subgraph induced by a color class must have maximum degree at most d. Alice wins the game if all vertices are eventually colored; otherwise, Bob wins. The least k such that Alice has a winning strategy is called the d-relaxed game chromatic number of G, denoted χ gd (G). It is known that there exist graphs such that χ g0 (G) = 3, but χ g1 (G) \u3e 3. We will show that for all positive integers m, there exists a complete multipartite graph G such that m ≤ χ g0 (G) \u3c χ g1 (G)