Lexical innovation on the web and social media

This dissertation investigates the emergence and diffusion of English neologisms on the web and social media, employing a data-driven methodology to identify a substantial sample of 851 neologisms. Neologisms are examined from their coining to successful dissemination within the community, with the study revealing a wide spectrum of degrees of diffusion. The exploration extends to studying the usage and diffusion of selected neologisms on the web and on Twitter, with a particular focus on social dynamics and variation among different speaker groups. Moreover, the dissertation probes into semantic innovation, demonstrating substantial socio-semantic variation and polarized public discourse surrounding certain neologisms. The research conducts an extensive analysis of semantic innovation and socio-semantic variation, elucidating significant socio-semantic discrepancies between various communities. The dissertation sheds light on the social and semantic dynamics underpinning the life cycle of neologisms within a linguistically diverse community

Towards Usable API Documentation

The learning and usage of an API is supported by documentation. Like source code, API documentation is itself a software product. Several research results show that bad design in API documentation can make the reuse of API features difficult. Indeed, similar to code smells, poorly designed API documentation can also exhibit 'smells'. Such documentation smells can be described as bad documentation styles that do not necessarily produce incorrect documentation but make the documentation difficult to understand and use. This thesis aims to enhance API documentation usability by addressing such documentation smells in three phases. In the first phase, we developed a catalog of five API documentation smells consulting literature on API documentation issues and online developer discussion. We validated their presence in the real world by creating a benchmark of 1K official Java API documentation units and conducting a survey of 21 developers. The developers confirmed that these smells hinder their productivity and called for automatic detection and fixing. In the second phase, we developed machine-learning models to detect the smells using the 1K benchmark, however, they performed poorly when evaluated on larger and more diverse documentation sources. We explored more advanced models; employed re-training and hyperparameter tuning to further improve the performance. Our best-performing model, RoBERTa, achieved F1-scores of 0.71-0.93 in detecting different smells. In the third phase, we first focused on evaluating the feasibility and impact of fixing various smells in the eyes of practitioners. Through a second survey of 30 practitioners, we found that fixing the lazy smell was perceived as the most feasible and impactful. However, there was no universal consensus on whether and how other smells can/should be fixed. Finally, we proposed a two-stage pipeline for fixing lazy documentation, involving additional textual description and documentation-specific code example generation. Our approach utilized a large language model, GPT- 3, to generate enhanced documentation based on non-lazy examples and to produce code examples. The generated code examples were refined iteratively until they were error-free. Our technique demonstrated a high success rate with a significant number of lazy documentation instances being fixed and error-free code examples being generated

ANALYSING THE FRAMES OF A BIBLE. The Case of the Setswana Translations of the Book of Ruth

This volume of BiAS is on theory and practise of biblical tranlation. In 1857, Setswana language produced the first complete Bible in a Bantu language. The second Setswana Bible was published in 1908 – the third in 1970. In each case, different circumstances, factors or contextual frames of reference dictated the need for such a Bible version. The frames converged to cause differences between the meanings of the Setswana Bibles and their sources. This book demonstrates how specific socio-cultural, organisational, linguistic, textual and communicational frames probably influenced the outcome of each Bible. It subsequently presents a framework for analysing existing Bibles and for minimising the occurrence of shifts in prospective translations. The book of Ruth is used as an example while Biblia Hebraica Stuttgartensia (BHS) is treated as an ideal source text

Mapping (Dis-)Information Flow about the MH17 Plane Crash

Digital media enables not only fast sharing of information, but also disinformation. One prominent case of an event leading to circulation of disinformation on social media is the MH17 plane crash. Studies analysing the spread of information about this event on Twitter have focused on small, manually annotated datasets, or used proxys for data annotation. In this work, we examine to what extent text classifiers can be used to label data for subsequent content analysis, in particular we focus on predicting pro-Russian and pro-Ukrainian Twitter content related to the MH17 plane crash. Even though we find that a neural classifier improves over a hashtag based baseline, labeling pro-Russian and pro-Ukrainian content with high precision remains a challenging problem. We provide an error analysis underlining the difficulty of the task and identify factors that might help improve classification in future work. Finally, we show how the classifier can facilitate the annotation task for human annotators

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora

Terminological Equivalence and Variation in the EU Multi-level Jurisdiction: A Case Study on Victims of Crime

2011/2012Il progetto di ricerca ha lo scopo di analizzare la terminologia giuridica in lingua inglese e italiana relativa alla figura della vittima di reato e radicata nello spazio giuridico europeo, caratterizzato dalla coesistenza dell’ordinamento giuridico sovranazionale dell’Unione europea (UE) e degli ordinamenti giuridici nazionali del Regno Unito e dell’Italia. Secondo l’ipotesi principale alla base del progetto, il linguaggio giuridico è intrinsecamente caratterizzato da un certo grado di dinamismo terminologico, che si esprime sia a livello linguistico, con una serie di termini utilizzati per riferirsi a uno stesso concetto, sia a livello concettuale, dove si riflettono le diverse concettualizzazioni della stessa area del diritto. Poiché la terminologia giuridica analizzata nella presente tesi si colloca in uno spazio giuridico che vede il sovrapporsi di vari ordinamenti, si presume che detto dinamismo si manifesti in due diversi contesti linguistici. Nel primo contesto, che è di tipo intralinguistico, viene presa in considerazione la terminologia utilizzata nelle varianti nazionale e sovranazionale della stessa lingua, mentre nel secondo contesto, di tipo interlinguistico, la terminologia è esaminata da una prospettiva multilingue. Al fine di verificare la veridicità di tale ipotesi, è stata sviluppata una metodologia per l’analisi della terminologia giuridica in cui la distinzione tra genotipi e fenotipi introdotta da Sacco (1991) si unisce ai principi metodologici proposti da Cabré (1999a) per il lavoro terminografico. Per poter applicare detta metodologia è stato necessario costruire un corpus bilingue di testi dell’Unione europea e una collezione di testi di origine nazionale, entrambi incentrati sulla figura della vittima di reato. L’analisi della terminologia estratta ha rivelato che, nel primo contesto linguistico, il dinamismo intralinguistico si riflette nella variazione terminologica, che può interessare sia la sfera linguistica della terminologia (variazione denominativa) sia la sfera concettuale (variazione concettuale). La variazione denominativa consiste nell’esistenza di più unità terminologiche per designare uno stesso concetto, che però non comporta modifiche sostanziali nei relativi fenotipi. Nel caso della variazione concettuale, invece, è possibile riscontrare un certo anisomorfismo nei fenotipi. In entrambi i casi, tuttavia, tutti i termini interessati dal fenomeno della variazione terminologica mantengono la relazione con uno stesso genotipo. Si è proposta una classificazione della variazione denominativa prendendo in considerazione quattro variabili, ossia il livello di specializzazione, il periodo temporale, l’ordinamento giuridico e la valenza giuridica. Visto l’approccio metodologico adottato nel presente progetto di ricerca, in cui la terminologia giuridica dell’Unione europea è presa come punto di partenza ai fini dell’analisi terminologica e della strutturazione preliminare del sistema concettuale relativo al dominio, la variazione concettuale è stata riscontrata con minor frequenza rispetto alla variazione denominativa. Nell’analisi del secondo tipo di variazione terminologica, ossia della variazione concettuale, è stata presa in considerazione un’unica variabile, ovvero l’ordinamento giuridico. In base a tale variabile, la variazione concettuale è stata classificata come intra-sistemica, qualora sia riscontrata nell’ambito dello stesso ordinamento giuridico, ed inter-sistemica, qualora l’ordinamento sovranazionale e quello nazionale elaborino due fenotipi concettualmente diversi che, a prescindere dalle divergenze concettuali, possono essere ricondotti allo stesso genotipo. Nel secondo contesto linguistico, ovvero quello multilingue, la terminologia giuridica si è dimostrata caratterizzata da diversi gradi di equivalenza interlinguistica. Essendo la terminologia esaminata radicata in tre sistemi giuridici diversi, sono stati individuati due diversi tipi di equivalenza terminologica, ossia l’equivalenza intra- e inter-sistemica, e tre diversi gradi di equivalenza terminologica, ovvero l’equivalenza assoluta, l’equivalenza relativa e la non equivalenza. Altro scopo della presente tesi era quello di registrare le informazioni terminologiche raccolte in una base di conoscenza terminologica orientata alla traduzione giuridica. Giacché la terminologia esaminata è caratterizzata da un alto tasso di dipendenza dall’ordinamento giuridico a cui fa riferimento, la base di conoscenza terminologica MuLex è stata concepita specificamente come ausilio alla traduzione giuridica. MuLex ha quindi lo scopo di esplicitare le differenze riscontrate tra i sistemi giuridici esaminati e spiegare le peculiarità dell’uso di tale terminologia giuridica agli utenti finali. Al fine di ottimizzare la rappresentazione della conoscenza soggiacente la terminologia giuridica, le schede terminografiche in MuLex sono dotate di uno strumento di visualizzazione che consente la rappresentazione grafica delle strutture relazionali concettuali che raffigurano i concetti analizzati registrati nella base di conoscenza stessa.The research project aims at studying the English and Italian legal terminology related to the area of law of victims of crime and embedded in the multi-level jurisdiction provided by the supranational legal system of the European Union (EU), on the one hand, and the British and Italian national legal systems, on the other. The main hypothesis is that legal language is inherently characterised by terminological dynamism, which emerges both at the linguistic level – with different terms used to refer to individual legal concepts – and at the conceptual level, where different conceptualisations of the same legal domain are reflected. Since the bilingual legal terminology that has been examined occurs within a judicial space in which several legal systems are interconnected, such dynamism is expected to manifest itself in two different linguistic settings. In the first, the terminology in a national and an EU variety of the same language is taken into consideration, while in the second setting, terminology is studied from a multilingual perspective. In order to verify the main hypothesis, a methodological framework has been set out, on the basis of both the methodological premises for terminological analysis proposed by Cabré (1999a) and the distinction between genotypes and phenotypes introduced by Sacco (1991). Such a methodology required the compilation of a bilingual corpus of EU legal texts and a collection of national legal texts focusing on the figure of the victim of crime. The examination of the terminology extracted has shown that in the first linguistic setting envisaged, intralingual dynamism is reflected in terminological variation, which can affect either the linguistic layer (denominative variation) or the conceptual layer (conceptual variation) of terminology, with denominative variation consisting in the co-existence of several terminological units in which no substantial difference in the phenotypes involved is produced, while in conceptual variation anisomorphism among the phenotypes can be observed. In both cases, all the terms affected by the phenomenon of terminological variation are related to the same genotype. A classification of denominative variation has been proposed based on four variables, i.e. degree of specialisation, time span, legal system, and legal force. Due to the methodology adopted in this research project, in which the EU legal terminology has been taken as the starting point for both the terminological analysis and the preliminary conceptual structuring of the legal area of the study, conceptual variation has emerged to be less frequent than denominative variation. By taking the legal system as a variable in the analysis of conceptual variation, such variation has been subdivided into intra-systemic variation, occurring within a single legal system, and inter-systemic variation, when the supranational and the national legal systems elaborate two conceptually different phenotypes which, in spite of their conceptual anisomorphism, can be linked to the same genotype. In the second linguistic setting, where terminology is studied from a multilingual perspective, legal terminology has turned out to be characterised by different degrees of interlingual equivalence. On account of the embeddedness of the legal terminology examined in three different legal systems, different types and degrees of terminological equivalence have been identified and discussed: the types of terminological equivalence are intra-systemic and inter-systemic equivalence, while the degrees of equivalence are absolute equivalence, relative equivalence and non-equivalence. Another aim of this thesis was to record the collected terminological data in a legal translation-oriented terminological knowledge base (TKB). The terminology under discussion is characterised by a high degree of dependency on the legal system it refers to and the MuLex terminological knowledge base was specifically designed for helping the work of legal translators. This TKB aims at capturing the differences among the legal systems involved in the study and showing the peculiarities in the usage of legal terminology in such legal systems to its end users. For optimising the representation of the domain-specific knowledge implied by legal terminology, in MuLex terminographic entries integrate a tool enabling the graphic representation of the conceptual relational structures among the concepts analysed and recorded in the TKB.XXV Ciclo198

Exploratory research into supply chain voids within Welsh priority business sectors

The paper reports the findings resulting from the initial stages of an exploratory investigation into Supply Chain Voids (SCV) in Wales. The research forms the foundations of a PhD thesis which is framed within the sectors designated as important by the Welsh Assembly Government (WAG) and indicates local supplier capability voids within their supply chains. This paper covers the stages of initial data gathering, analysis and results identified between June 2006 and April 2007, whilst addressing the first of four research questions. Finally, the approach to address future research is identified in order to explain how the PhD is to progress

Genre-based literacy pedagogy: the nature and value of genre knowledge in teaching and learning writing on a university first year media studies course

A thesis submitted to the Faculty of Humanities, Uniiversity of Luton, in partial fulfilment of the requirements for the degree of Doctor of PhilosophyIn the teaching and learning of literacy, descriptions of text have a problematic status as a result of the growing understanding of literacy as both a cognitive process and a social practice. In the teaching of academic subjects at university, student text is not usually an object of study. The research in this thesis draws on a language based theory oflearning to place textual description at the centre of the teaching and learning of both literacy and academic subjects at university. Participant observation and practice-based research methods were used to implement a form of text-oriented literacy teaching and to explore its compatibility with processes and practices orientations to literacy. Over an eighteen month period, systemic functional grammar was used to investigate and describe the texts of a film studies classroom and the descriptions were used in genre based literacy pedagogy. The effects of the pedagogy are measured in terms of students' performance in an end of course assignment, students' accounts of their writing processes, and student and subject-tutor perception of the text description and the pedagogy. In the thesis, a linguistic description of a key curriculum genre -a Taxonomic Film Analysis -is presented. An account is given of the pedagogy by means of which this essay genre was represented in the film studies classroom as a realisation of choices from linguistic, conceptual and activity systems. Systemic functional grammar-based text description is seen to have provided a means whereby a literacy tutor could collaborate with a subject tutor to provide a subject-specific form of literacy teaching which was evaluated as relevant by students and tutors. The account and the evaluation help to clarify the role that description of text can play in relation to processes and practices ofliteracy use in the teaching and learning of literacy in a film studies classroom and have implications for the teaching and learning of literacy at university more generally

Moments of State Mindfulness: Development of an online tool and its application to social judgements.

The overall aim of this thesis is to investigate the effectiveness of a 5-minute online mindfulness practice, and test its applications to social judgements including attribution and decision-making. The seven experiments (N = 959) presented in this thesis address an important gap in the current literature on mindfulness. Specifically: 1) the empirical test of the effectiveness of a 5-minute, single-session, online mindfulness manipulation and; 2) the impact of a brief mindfulness manipulation on social judgements. At present, the majority of mindfulness research has focused on multiple sessions of practice over a number of weeks as part of a course, usually aimed at clinical populations, and at enhancing trait mindfulness (Brown & Ryan, 2003). There is evidence that such courses can be effectively delivered online (Allexandre, Neuman, Hunter, Morledge, & Roizen, 2012; Krusche, Cyhlarova, King, & Williams, 2012; Krusche, Cyhlarova, & Williams, 2013; Morledge et al., 2013) and emerging evidence for the use of single-session mindfulness with non-clinical samples (Erisman & Roemer, 2010; Heppner et al., 2008; Hong, Lishner, & Han, 2014; Hooper, Erdogan, Keen, Lawton, & Mchugh, 2015a; Jordan, Wang, Donatoni, & Meier, 2014; Kiken & Shook, 2011; Papies, Barsalou, & Custers, 2012; Weger, Hooper, Meier, & Hopthrow, 2012) that aims to increase state mindfulness (Bishop et al., 2004; Lau et al., 2006). In addition, although mindfulness exercises are readily available online and via smartphone apps, there has yet to be an empirical investigation of the effectiveness of self-help online practices, and whether brief, single-session practices actually enhance levels of mindfulness. Based on evidence that some people prefer to complete such practices in their own surroundings (Beattie, Shaw, Kaur, & Kessler, 2009; Cavanagh et al., 2013), and that a smartphone app was preferred to an in-person and web-based mindfulness practice, it is expected that a short (5-minute) single-session, online mindfulness manipulation will effectively increase state mindfulness, measured by the Toronto Mindfulness Scale (TMS, Lau et al., 2006). Mindfulness is thought to be effective in slowing automatic responding (Jordan et al., 2014; Kiken & Shook, 2011; Papies et al., 2012) and may reduce reliance on previously learnt associations (Langer & Moldoveanu, 2000b), allowing attention to be refocused on aspects of the environment that usually go unnoticed. As such, it has the potential to reduce errors in attribution. Reliance on automatic processes in social judgements can be detrimental for social harmony. For example, the mindless use of heuristics and stereotypes in person judgement can lead to prejudice and discrimination (Abrams, 2010). Furthermore, dysfunctional group dynamics can lead to poorly made decisions (Berger & Zelditch, 1998; Larson, Foster-Fishman, & Franz, 1998; Stasser & Stewart, 1992; Stasser, Taylor, & Hanna, 1989). With this in mind, the beneficial effects that mindfulness can have on interpersonal relationships (e.g. increased empathy; Block-Lerner, Adair, Plumb, Rhatigan, & Orsillo, 2007) should also help to improve group decision-making. The core aim of this thesis is to test whether a 5-minute, single-session, online mindfulness manipulation effectively increases state mindfulness, and then apply this to social judgements. Specifically, whether the mindfulness manipulation is effective in reducing attribution errors, and improving group decision-making. It is expected that after the mindfulness manipulation, participants will be less likely to respond in an automatic way when asked to attribute another individual's behaviour, or the cause of a situation based on limited information. Moreover, this is expected to improve the social experience of individuals working in groups and therefore increase decision-making accuracy. This thesis presents seven experiments in which a 5-minute mindfulness manipulation is tested in different settings (Chapter 4), applied to two attribution errors (Chapters 5 and 6), and used before a group decision-making task (Chapter 7). A summary of the findings, and the theoretical and practical implications of the findings are presented alongside limitations and avenues for future research in the final chapter of this thesis (Chapter 8)