Concurrent Lexicalized Dependency Parsing: A Behavioral View on ParseTalk Events

The behavioral specification of an object-oriented grammar model is considered. The model is based on full lexicalization, head-orientation via valency constraints and dependency relations, inheritance as a means for non-redundant lexicon specification, and concurrency of computation. The computation model relies upon the actor paradigm, with concurrency entering through asynchronous message passing between actors. In particular, we here elaborate on principles of how the global behavior of a lexically distributed grammar and its corresponding parser can be specified in terms of event type networks and event networks, resp.Comment: 68kB, 5pages Postscrip

Concurrent Lexicalized Dependency Parsing: The ParseTalk Model

A grammar model for concurrent, object-oriented natural language parsing is introduced. Complete lexical distribution of grammatical knowledge is achieved building upon the head-oriented notions of valency and dependency, while inheritance mechanisms are used to capture lexical generalizations. The underlying concurrent computation model relies upon the actor paradigm. We consider message passing protocols for establishing dependency relations and ambiguity handling.Comment: 90kB, 7pages Postscrip

Message-Passing Protocols for Real-World Parsing -- An Object-Oriented Model and its Preliminary Evaluation

We argue for a performance-based design of natural language grammars and their associated parsers in order to meet the constraints imposed by real-world NLP. Our approach incorporates declarative and procedural knowledge about language and language use within an object-oriented specification framework. We discuss several message-passing protocols for parsing and provide reasons for sacrificing completeness of the parse in favor of efficiency based on a preliminary empirical evaluation.Comment: 12 pages, uses epsfig.st

The Impact Of Moving From Sacs Level I To Level Ii Status On Faculty Employment In The Florida College System

The State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor’s degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida’s regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that faculty who teach baccalaureate courses hold the minimum of a master’s degree in field. Further complicating matters, as baccalaureate granting institutions, colleges must also comply with CS 3.5.4, requiring 25% of course hours in the baccalaureate degree major to be taught by terminally-degreed faculty. The purpose of this study was to identify what issues related to faculty credentials, if any, have been observed by Florida’s community colleges as part of the process to gain SACS-COC Level II status. Results were analyzed through the lens of Travis Hirschi’s Social Control Theory. The results of this study indicate that colleges have reported changes in faculty employment after implementing the community college baccalaureate. The most common types of changes included requirements for faculty to complete additional graduate coursework and moving faculty to different programs with different conditions for credentialing. Other types of changes reported included faculty terminations and retirements. The study found strong evidence supporting the notion that finding terminally-degreed faculty is a problem for institutions moving from Level I to Level II status particularly in the fields of nursing and computer science/information technology. iv The findings indicate that as Florida’s community college baccalaureate programs continue to expand, colleges will need to find creative solutions to address SACS CS 3.5.4 requirement of terminal degrees for facult

Creativity in Musical Composition

abstract unavailabl