Evaluating Scoped Meaning Representations

Semantic parsing offers many opportunities to improve natural language understanding. We present a semantically annotated parallel corpus for English, German, Italian, and Dutch where sentences are aligned with scoped meaning representations in order to capture the semantics of negation, modals, quantification, and presupposition triggers. The semantic formalism is based on Discourse Representation Theory, but concepts are represented by WordNet synsets and thematic roles by VerbNet relations. Translating scoped meaning representations to sets of clauses enables us to compare them for the purpose of semantic parser evaluation and checking translations. This is done by computing precision and recall on matching clauses, in a similar way as is done for Abstract Meaning Representations. We show that our matching tool for evaluating scoped meaning representations is both accurate and efficient. Applying this matching tool to three baseline semantic parsers yields F-scores between 43% and 54%. A pilot study is performed to automatically find changes in meaning by comparing meaning representations of translations. This comparison turns out to be an additional way of (i) finding annotation mistakes and (ii) finding instances where our semantic analysis needs to be improved.Comment: Camera-ready for LREC 201

Critters in the Classroom: A 3D Computer-Game-Like Tool for Teaching Programming to Computer Animation Students

The brewing crisis threatening computer science education is a well documented fact. To counter this and to increase enrolment and retention in computer science related degrees, it has been suggested to make programming "more fun" and to offer "multidisciplinary and cross-disciplinary programs" [Carter 2006]. The Computer Visualisation and Animation undergraduate degree at the National Centre for Computer Animation (Bournemouth University) is such a programme. Computer programming forms an integral part of the curriculum of this technical arts degree, and as educators we constantly face the challenge of having to encourage our students to engage with the subject. We intend to address this with our C-Sheep system, a reimagination of the "Karel the Robot" teaching tool [Pattis 1981], using modern 3D computer game graphics that today's students are familiar with. This provides a game-like setting for writing computer programs, using a task-specific set of instructions which allow users to take control of virtual entities acting within a micro world, effectively providing a graphical representation of the algorithms used. Whereas two decades ago, students would be intrigued by a 2D top-down representation of the micro world, the lack of the visual gimmickry found in modern computer games for representing the virtual world now makes it extremely difficult to maintain the interest of students from today's "Plug&Play generation". It is therefore especially important to aim for a 3D game-like representation which is "attractive and highly motivating to today's generation of media-conscious students" [Moskal et al. 2004]. Our system uses a modern, platform independent games engine, capable of presenting a visually rich virtual environment using a state of the art rendering engine of a type usually found in entertainment systems. Our aim is to entice students to spend more time programming, by providing them with an enjoyable experience. This paper provides a discussion of the 3D computer game technology employed in our system and presents examples of how this can be exploited to provide engaging exercises to create a rewarding learning experience for our students

Writing for different disciplines

About the book: Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation

Picturing Teacher Agency: Developing Upstanding Heuristics in a Middle Grades Social Studies Methods Course

This paper presents a multi-case study of teacher candidates in a pre-service middle grades social studies methods course. The research aimed to understand how the middle grades teacher candidates viewed their future as upstanders with agency in middle grades settings. The focus of the research was on heuristic representations that the teacher candidates created to illustrate how they understood their role in supporting the democratic aims of middle grades social studies. Qualitative data was collected and analyzed through chordal triad of agency theory (Emirbayer & Mische, 1998). The findings indicate that preservice teachers best understand their future as change agents through their role of curriculum and instruction and their impact on students, additionally their conceptualizations of their intended agency were influenced by their past and present experiences as well as their projected goals for the future. This research also suggests that heuristics may be a powerful tool in the preparation of teacher candidates, helping them to think through their role in supporting the democratic aims of social studies, middle grades education and social justice education. Important constraints about teacher candidates’ perceptions (or lack thereof) of oppressive structures within middle schools settings are considered

Life of occam-Pi

This paper considers some questions prompted by a brief review of the history of computing. Why is programming so hard? Why is concurrency considered an “advanced” subject? What’s the matter with Objects? Where did all the Maths go? In searching for answers, the paper looks at some concerns over fundamental ideas within object orientation (as represented by modern programming languages), before focussing on the concurrency model of communicating processes and its particular expression in the occam family of languages. In that focus, it looks at the history of occam, its underlying philosophy (Ockham’s Razor), its semantic foundation on Hoare’s CSP, its principles of process oriented design and its development over almost three decades into occam-? (which blends in the concurrency dynamics of Milner’s ?-calculus). Also presented will be an urgent need for rationalisation – occam-? is an experiment that has demonstrated significant results, but now needs time to be spent on careful review and implementing the conclusions of that review. Finally, the future is considered. In particular, is there a future

Idempotent I/O for safe time travel

Debuggers for logic programming languages have traditionally had a capability most other debuggers did not: the ability to jump back to a previous state of the program, effectively travelling back in time in the history of the computation. This ``retry'' capability is very useful, allowing programmers to examine in detail a part of the computation that they previously stepped over. Unfortunately, it also creates a problem: while the debugger may be able to restore the previous values of variables, it cannot restore the part of the program's state that is affected by I/O operations. If the part of the computation being jumped back over performs I/O, then the program will perform these I/O operations twice, which will result in unwanted effects ranging from the benign (e.g. output appearing twice) to the fatal (e.g. trying to close an already closed file). We present a simple mechanism for ensuring that every I/O action called for by the program is executed at most once, even if the programmer asks the debugger to travel back in time from after the action to before the action. The overhead of this mechanism is low enough and can be controlled well enough to make it practical to use it to debug computations that do significant amounts of I/O.Comment: In M. Ronsse, K. De Bosschere (eds), proceedings of the Fifth International Workshop on Automated Debugging (AADEBUG 2003), September 2003, Ghent. cs.SE/030902

Magnetic fields in ring galaxies

Many galaxies contain magnetic fields supported by galactic dynamo action. However, nothing definitive is known about magnetic fields in ring galaxies. Here we investigate large-scale magnetic fields in a previously unexplored context, namely ring galaxies, and concentrate our efforts on the structures that appear most promising for galactic dynamo action, i.e. outer star-forming rings in visually unbarred galaxies. We use tested methods for modelling $\alpha-\Omega$ galactic dynamos, taking into account the available observational information concerning ionized interstellar matter in ring galaxies. Our main result is that dynamo drivers in ring galaxies are strong enough to excite large-scale magnetic fields in the ring galaxies studied. The variety of dynamo driven magnetic configurations in ring galaxies obtained in our modelling is much richer than that found in classical spiral galaxies. In particular, various long-lived transients are possible. An especially interesting case is that of NGC 4513 where the ring counter-rotates with respect to the disc. Strong shear in the region between the disc and the ring is associated with unusually strong dynamo drivers for the counter-rotators. The effect of the strong drivers is found to be unexpectedly moderate. With counter-rotation in the disc, a generic model shows that a steady mixed parity magnetic configuration, unknown for classical spiral galaxies, may be excited, although we do not specifically model NGC 4513. We deduce that ring galaxies constitute a morphological class of galaxies in which identification of large-scale magnetic fields from observations of polarized radio emission, as well as dynamo modelling, may be possible. Such studies have the potential to throw additional light on the physical nature of rings, their lifetimes and evolution.Comment: 25 pages, 12 figure

Verbal chunk extraction in French using limited resources

A way of extracting French verbal chunks, inflected and infinitive, is explored and tested on effective corpus. Declarative morphological and local grammar rules specifying chunks and some simple contextual structures are used, relying on limited lexical information and some simple heuristic/statistic properties obtained from restricted corpora. The specific goals, the architecture and the formalism of the system, the linguistic information on which it relies and the obtained results on effective corpus are presented