Errors lingüístics en el domini biomèdic: Cap a una tipologia d’errors per a l’espanyol

L’objectiu d’aquest treball és l’anàlisi d’errors continguts en un corpus d’informes mèdics en llenguatge natural i el disseny d’una tipologia d’errors, ja que no hi va haver una revisió sistemàtica sobre verificació i correcció d’errors en documentació clínica en castellà. En el desenvolupament de sistemes automàtics de detecció i correcció, és d’interès aprofundir en la naturalesa dels errors lingüístics que es produeixen en els informes clínics per tal de detectar-los i tractar-los adequadament. Els resultats mostren que els errors d’omissió són els més freqüents en la mostra analitzada i que la longitud de la paraula sens dubte influeix en la freqüència d’error. La tipificació dels patrons d’error proporcionats permet el desenvolupament d’un mòdul basat en coneixements lingüístics, actualment en curs, que serà capaç de millorar el rendiment dels sistemes de correcció de detecció i correcció d’errors per al domini biomèdicThe objective of this work is the analysis of errors contained in a corpus of medical reports in natural language and the design of a typology of errors, as there was no systematic review on verification and correction of errors in clinical documentation in Spanish. In the development of automatic detection and correction systems, it is of great interest to delve into the nature of the linguistic errors that occur in clinical reports, in order to detect and treat them properly. The results show that omission errors are the most frequent ones in the analyzed sample, and that word length certainly influences error frequency. The typification of error patterns provided is enabling the development of a module based on linguistic knowledge, which is currently in progress. This will help to improve the performance of error detection and correction systems for the biomedical domain.This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033). Furthermore, the main autor is supported by Ministerio de Universidades of Spain through the national program Ayudas para la formación de profesorado universitario (FPU), with reference FPU16/0332

Information retrieval and text mining technologies for chemistry

Efficient access to chemical information contained in scientific literature, patents, technical reports, or the web is a pressing need shared by researchers and patent attorneys from different chemical disciplines. Retrieval of important chemical information in most cases starts with finding relevant documents for a particular chemical compound or family. Targeted retrieval of chemical documents is closely connected to the automatic recognition of chemical entities in the text, which commonly involves the extraction of the entire list of chemicals mentioned in a document, including any associated information. In this Review, we provide a comprehensive and in-depth description of fundamental concepts, technical implementations, and current technologies for meeting these information demands. A strong focus is placed on community challenges addressing systems performance, more particularly CHEMDNER and CHEMDNER patents tasks of BioCreative IV and V, respectively. Considering the growing interest in the construction of automatically annotated chemical knowledge bases that integrate chemical information and biological data, cheminformatics approaches for mapping the extracted chemical names into chemical structures and their subsequent annotation together with text mining applications for linking chemistry with biological information are also presented. Finally, future trends and current challenges are highlighted as a roadmap proposal for research in this emerging field.A.V. and M.K. acknowledge funding from the European Community’s Horizon 2020 Program (project reference: 654021 - OpenMinted). M.K. additionally acknowledges the Encomienda MINETAD-CNIO as part of the Plan for the Advancement of Language Technology. O.R. and J.O. thank the Foundation for Applied Medical Research (FIMA), University of Navarra (Pamplona, Spain). This work was partially funded by Consellería de Cultura, Educación e Ordenación Universitaria (Xunta de Galicia), and FEDER (European Union), and the Portuguese Foundation for Science and Technology (FCT) under the scope of the strategic funding of UID/BIO/04469/2013 unit and COMPETE 2020 (POCI-01-0145-FEDER-006684). We thank Iñigo Garciá -Yoldi for useful feedback and discussions during the preparation of the manuscript.info:eu-repo/semantics/publishedVersio

The lexicographic treatment of ideophones in Zulu

The ideophone, a word class not unique to but highly characteristic of the Bantu languages, presents particular challenges in both monolingual and bilingual lexicography. Not only is this part of speech without a counterpart in most other languages, the meaning of ideophones is highly elusive. In this research article these challenges are studied by means of an analysis of the treatment of ideophones in a corpus-driven Zulu-English school dictionary project

Course Manual - National Workshop on Effective Management of E-Resources in Research Libraries

The National Workshop on “Effective Management of EResources in Research Libraries" is the first of its kind organised by the Library & Documentation Centre of ICAR-Central Marine Fisheries Research Institute, Kochi. Periodic trainings on newer technologies developed in the field of Library & Information Sciences help library professionals to enhance their professional competencies that will contribute largely to the output of the parent organization. Digital repositories are the need of the hour where the Institute can showcase the research findings. ICAR-CMFRI is a pioneer in developing Institute repository and the open access repository of the Institute "eprints@cmfri" now stands 1st among ICAR Institute repositories, 3rd among Indian repositories and 343rd among the world repositories. Topics of current relevance towards development and modernisation of research libraries are included in the Workshop which is expected to help the participants to understand the possibilities and ways of supporting the research activities of the parent Institution more effectively

The New England Yeoman: noah webster and the defining of american english (1758-1843)

Writing and reflecting on the works of a late eighteenth-century lexicographer today may seem a little unusual and perhaps outdated. Why should linguists and cultural analysts be interested in such a scholar, when so many changes have recently occurred in the English language with the advent of the Internet, digital communication and social media that require our attention? What is the sense nowadays of concentrating our attention on language phenomena and discussions occurred 200 years ago? Shouldn’t we worry about the future development of the English language instead of looking back at its origin? Such rhetorical questions will certainly arouse the offended reaction of most historical linguists. Indeed, the above assertions are of course intended to be a very simple and overt provocative introduction. I am often asked these types of questions in class, and I find that answering to them gives me the opportunity to introduce my favorite topic, i.e. the development of the English language in the United States. And indeed the answer partly lies, at least with regards to the topic of the present article, in the fascinating analysis of the so-called “war of words,” that harsh debate which occurred after the Declaration of American Independence in some British journals and magazines, such as The Critical Review, the European Magazine and London Review, the Gentleman’s Review and the Scots Magazine, to name just a few. There, book reviews, general articles, and letters to the editors attacked shamelessly all attempts on the American intellectuals’ part to claim their acquisition and acknowledgement of an independent and republican culture, not to mention their aim at proclaiming their national sentiment of unity and freedom

Documentation Style as Rhetorical Device: A Comparative Analysis of Two Bibliographic Systems

The documentation styles developed by the Modern Language Association and the American Psychological Association reflect divergent assumptions regarding the apprehension and communication of knowledge. Each system expresses its rhetorical character through the aims it articulates, the sources it values, and the formats it prescribes for in-text citations and bibliographic references. Like other scholarly writing conventions, documentation styles are not arbitrary, but both shape and are shaped by the discourse communities that they serve. Emerging scholars need to be acculturated purposively to the conventions of their respective communities, while authors should consciously select bibliographic systems that support their rhetorical aims

Academic Writing and the Pedagogical Practices of Effective Teachers

Composition, particularly when academic register is required, is a complex task. Because cognitive flexibility theory explains how humans can spontaneously restructure knowledge and adapt to situational demands, it is ideally suited to the ill-structured domain of transactional writing. Global aspects related to paragraph and whole-text structure and local operations related to word and sentence-level features define academic writing. A mixed-methods design used quantitative methods for investigation of five corpora of 10th grade students\u27 work. Qualitative methods were used to explore the means teachers used in promoting academic writing and the interactions they intended to promote via teaching cues, including prompts. Students\u27 perceptions were similarly explored for contrastive purposes. Descriptive statistical and qualitative analysis of five corpora of student writing samples, high school exit exam results, surveys of students and teachers, and interviews with students and teachers were employed. This study suggests that interaction with students, while they compose, is critical to successful academic writing on the part of students. Systems are slow to change; however, this study may provide some models and descriptions of successful performance needed to encourage teachers and school systems to improve practice and academic outcomes in writing and content areas that include writing as a means of learning and assessment. Increased instructional precision may be of more value than simple prescription. Results suggest that cross-disciplinary activities may improve the uptake of academic words found on an academic word list. In addition, the type and quality of the prompts or directions for writing students are given affect the quality of students\u27 written work. As well, students and teachers valued the cues and oral feedback provided on drafts of student compositions. The results of this study suggest that when students are provided a contextually rich environment, challenging writing tasks, and support with appropriate cues, they may succeed as writers and thinkers about complex topics within and across disciplines

The discourse of thesis assessment reports in a disciplinary community at the University of Cape Coast: An exploratory study

Thesis assessment reports constitute an important review genre in postgraduate education, though they largely remain occluded. This paper investigates the discourse of thesis assessment reports, with the view to gaining insights into their form and content in a Ghanaian university. Thirty-four (34) written assessment reports of 19 Master’s theses from the Department of English in the University of Cape Coast constituted the data set. A qualitative content analysis, supplemented with descriptive statistics, was adopted. Three key findings emerged from the analysis of the data. First, there were varying structural patterns adopted by assessors, thereby evincing individual preferences. Second, the least and most frequent comments in the assessment reports were on the methodology on one hand and literature review and analysis/discussion on the other hand. Third, theses assessors largely adhered to institutional guidelines in terms of the evaluative criteria. These findings have implications for the scholarship on thesis assessment reports in postgraduate education, postgraduate pedagogy, and further research in higher education in Ghana and elsewhere. Key Words: Discourse, thesis assessment reports, Ghana, postgraduate educatio