A non-projective greedy dependency parser with bidirectional LSTMs

The LyS-FASTPARSE team presents BIST-COVINGTON, a neural implementation of the Covington (2001) algorithm for non-projective dependency parsing. The bidirectional LSTM approach by Kipperwasser and Goldberg (2016) is used to train a greedy parser with a dynamic oracle to mitigate error propagation. The model participated in the CoNLL 2017 UD Shared Task. In spite of not using any ensemble methods and using the baseline segmentation and PoS tagging, the parser obtained good results on both macro-average LAS and UAS in the big treebanks category (55 languages), ranking 7th out of 33 teams. In the all treebanks category (LAS and UAS) we ranked 16th and 12th. The gap between the all and big categories is mainly due to the poor performance on four parallel PUD treebanks, suggesting that some `suffixed' treebanks (e.g. Spanish-AnCora) perform poorly on cross-treebank settings, which does not occur with the corresponding `unsuffixed' treebank (e.g. Spanish). By changing that, we obtain the 11th best LAS among all runs (official and unofficial). The code is made available at https://github.com/CoNLL-UD-2017/LyS-FASTPARSEComment: 12 pages, 2 figures, 5 table

Do Quasi-Hyperbolic Preferences Explain Academic Procrastination? An Empirical Evaluation

Traditional neoclassical thought fails to explain questions such as problems of self-control. Behavioural economics have explained these matters on the basis of the intertemporal preferences of individuals and, specifically, the so-called (β, δ) model which emphasises present bias. This opens the way to the analysis of new situations in which people can adopt incorrect indecisions that make it necessary for the government to intervene. The literature which has developed the (β, δ) model and its implications has generated a categorisation of people that is widely used but which lacks a systematic empirical evaluation. It is important to value the need for this public action. In this article, we develop a method which makes it possible to verify the main implications that this model has to explain the procrastination of university students. Using an experimental time discount task with real monetary incentives, we estimate the students’ β and δ parameters and we analyse their correlation with their answers to a series of questions concerning how they plan to study for an exam. The results are ambiguous given that they back some of the model’s conclusions but reject others, including a number of the most basic ones, such as the relation between present biases and some of the categories of people, these being essential to predict their behaviour

Modelos para la creación y gestión del conocimiento : una aproximación teórica

La aparición y creciente importancia del conocimiento como un nuevo factor de producción hace que el desarrollo de tecnologías, metodologías y estrategias para su medición, creación y difusión se convierta en una de las principales prioridades de las organizaciones en la sociedad del conocimiento. Existen multitud de modelos para la creación y gestión del conocimiento, así como diversas y variadas perspectivas para su estudio, análisis y comprensión. En el presente artículo, realizaremos una primera aproximación teórica a la tipología de modelos para la creación y gestión del conocimiento, analizaremos algunos de ellos y veremos algunas de las dificultades y de los factores clave que condicionan el éxito de los procesos para la creación y gestión del conocimiento.L'aparició i creixent importància del coneixement com a un nou factor de producció fa que el desenvolupament de tecnologies, metodologies i estratègies per a la seva mesura, creació i difusió es converteixi en una de les principals prioritats de les organitzacions a la societat del coneixement. Existeixen multituds de models per a la creació i gestió del coneixement, així com diverses i variades perspectives per al seu estudi, anàlisis i comprensió. En el present article realitzarem una primera aproximació teòrica a la tipologia de models per a la creació i gestió del coneixement, analitzarem alguns d'ells i veurem algunes de les dificultats i factors claus que condicionen l'èxit dels processos per a la creació i gestió del coneixement.Knowledge and its appearance and increasing importance as a new production factor has turned development of technologies, methods and strategies for its measuring, creation and diffusion into one of the main priorities for organisations at this new knowledge society. There exist a myriad of models for knowledge creation and management, as well as various points of view for its study, analysis and understanding. In this article we will theoretically approach to knowledge creation and management models typology. We will analyse some of them and we will see some of the difficulties and key factors that determine the success in knowledge creation and management processes

La gestió del coneixement en les organitzacions educatives

L'aparició i el desenvolupament de nous entorns de treball i aprenentatge són cada vegada més habituals en la societat del coneixement. En aquest context, la gestió del coneixement ha esdevingut ràpidament una estratègia fonamental per millorar els processos de desenvolupament professional en les organitzacions i, per tant, el desenvolupament organitzatiu. Aquest article ofereix una visió general de la presentació duta a terme per l'autor en la Primavera Pedagògica del 2009 de la Societat Catalana de Pedagogia i se centra en tres aspectes propers al desenvolupament de processos de gestió del coneixement a les organitzacions, en aquest cas, educatives: comunitats de pràctica, desenvolupament professional i desenvolupament organitzatiu.Knowledge management in educational organisations. The advent and development of new working and learning environments is becom- ing increasingly common in the knowledge society. Knowledge management has rapidly become an essential strategy for improving professional development processes within organisations and, therefore, organisational development. This article presents an over- view of the author’s oral presentation at the 2009 Spring Seminars of the Catalan Society of Pedagogy and it focuses on three issues related to the development of knowledge management processes within organisations, in our case, educational organisations: communities of practice, professional development and organisational development

One model, two languages: training bilingual parsers with harmonized treebanks

We introduce an approach to train lexicalized parsers using bilingual corpora obtained by merging harmonized treebanks of different languages, producing parsers that can analyze sentences in either of the learned languages, or even sentences that mix both. We test the approach on the Universal Dependency Treebanks, training with MaltParser and MaltOptimizer. The results show that these bilingual parsers are more than competitive, as most combinations not only preserve accuracy, but some even achieve significant improvements over the corresponding monolingual parsers. Preliminary experiments also show the approach to be promising on texts with code-switching and when more languages are added.Comment: 7 pages, 4 tables, 1 figur