Splitting complex temporal questions for question answering systems

This paper presents a multi-layered Question Answering (Q.A.) architecture suitable for enhancing current Q.A. capabilities with the possibility of processing complex questions. That is, questions whose answer needs to be gathered from pieces of factual information scattered in different documents. Specifically, we have designed a layer oriented to process the different types of temporal questions. Complex temporal questions are first decomposed into simpler ones, according to the temporal relationships expressed in the original question. In the same way, the answers of each simple question are re-composed, fulfilling the temporal restrictions of the original complex question. Using this architecture, a Temporal Q.A. system has been developed. In this paper, we focus on explaining the first part of the process: the decomposition of the complex questions. Furthermore, it has been evaluated with the TERQAS question corpus of 112 temporal questions. For the task of question splitting our system has performed, in terms of precision and recall, 85% and 71%, respectively.

Collision of Union Pacific Railroad train MHOTU-23 with BNSF Railway Company train MEAP-TUL-126-D with subsequent derailment and hazardous materials release, Macdona, Texas, June 28, 2004.

"PB2006-916303," "Notation 7675D."

Collision of two CN freight trains, Anding, Mississippi, July 10, 2005.

"PB2007-916301, Notation 7870A."

Derailment of Chicago Transit Authority Train Number 220 between Clark/Lake and Grand/Milwaukee Stations Chicago, Illinois, July 11, 2006.

"PB2007-916302," "Notation 7833A."

Oh chale : Two stance-taking strategies in Ghanaian Pidgin English

A common assumption is that language is used for conveying factual information, but linguistic forms also serve a way to communicate pragmatic features, such as speakers’ intentions and mental state. This study describes and analyses two strategies for stance-taking in GhaPE, more specific the use of discourse particles and complement-taking predicates. Such grammatical resources have been identified in the literature to play important functions in signalling how the speaker evaluates and positions him/herself and the addressee with respect to objects of discourse. The analysis and discussion of forms is informed by Du Bois’ (2007) ‘stance triangle’, which has proved to be a useful analytical device for investigating stance from a dialogical perspective. GhaPE is at times anticipated as fairly simple both by scholars and in the community where it is spoken. This thesis is thus an attempt to display aspects of the richness of the language.

Evaluating Public Knowledge of the NCRMD Defence

The not criminally responsible on account of mental disorder (NCRMD) defence is used when claims can be made that offenders are not responsible for their actions due to symptoms of a mental disorder. Bill C-14, now enacted in Canada, has implemented changes making it more difficult for NCRMD defendants to be released back into the public. This enactment appears to have been primarily due to public perceptions rather than actual knowledge of the defence. Thus it seems important to assess what members of the public actually know about the defence. To assess this, 127 participants completed a survey assessing their knowledge of the illnesses generally involved in the NCRMD defence, crimes committed, and punishments received. On average, only 31.6% of responses were answered within 20% of the factual statistics. Results suggest a general lack of knowledge about the defence and demonstrate why important changes should be based on factual information rather than public opinion.

Panoptikum Bildung – Impulse zur demokratiepolitischen Bildung. Radiosendungen als Beitrag zu zivilgesellschaftlichem Engagement

Die Radiosendung Panoptikum Bildung versteht sich als Medium kritischer Berichterstattung und versucht sozialpolitische Phänomene durch sachliche Informationen aufzubereiten. Die einzelnen Radiobeiträge beleuchten bildungsrelevante Themen aus einem kritischen Blickwinkel, bieten umfassende Hintergrundinformationen und binden FachexpertInnen mit ein. Credo ist: Information statt Infotainment, Gespräch statt Floskeln, Wissensvermittlung anstelle von Talkshowformaten und Dialog statt Konfrontation. In diesem Beitrag, der sich auf bisher unveröffentlichte Jahresberichte der Radiosendereihe stützt, werden das Entstehen und die Leitgedanken sowie die Inhalte und Anliegen einzelner Radiobeiträge vor dem Hintergrund von Oskar Negts theoretischen Überlegungen zu Demokratie und Bildung beschrieben und reflektiert. (DIPF/Orig.)

Using mobile phones to improve offline access to online information : distributed content delivery

Mobile phones are now powerful and pervasive making them ideal information browsers. The Internet has revolutionized our lives and is a major knowledge sharing media. However, many mobile phone users cannot access the Internet (for financial or technical reasons) and so the mobile Internet has not been fully realized. We propose a novel content delivery network based on both a factual and speculative analysis of today’s technology and analyze its feasibility. If adopted people living in remote regions without Internet will be able to access essential (static) information with periodic updates.

Paranoid prizing : the facts and fictions of Australia’s Eve Pownall Award for Information Books, 2001-2010

Ghassan Hage asserts the “core element of Australia’s colonial paranoia is a fear of loss of Europeanness or Whiteness and the lifestyle and privileges that are seen to emanate directly from them. This is a combination of the fragility of White European colonial identity in general and the specificity of the Australian situation” (419). This ‘White paranoia’ can be traced through a range of popular cultural formations, including contemporary Australian children’s literature. The Children’s Book Council of Australia (CBCA) awards an annual prize for “outstanding books which have the prime intention of documenting factual material with consideration given to imaginative presentation, interpretation and variation of style” (“Awards”) published in the preceding year. Although not often included in critical debates, non-fictional texts overtly seek to shape young readers’ understandings of their national context and their own location as national subjects. Thus, the books named as winners and honours of this prize from 2001-2010 provide a snapshot of which facts and whose fictions are salient in shaping the Australian nation in the twenty-first century. Using Hage’s concept of Australian colonial paranoia, this paper considers the relationship between ‘factual material’ and ‘imaginative presentation’ in the ongoing revision and renewal of national myths in award-winning Australian non-fiction for children.

Untangling the evidence : introducing an empirical model for evidence-based library and information practice

Introduction This research is the first to investigate the experiences of teacher-librarians as evidence-based practice. An empirically derived model is presented in this paper. Method This qualitative study utilised the expanded critical incident approach, and investigated the real-life experiences of fifteen Australian teacher-librarians, through semi-structured interviews and inductive data analysis. Data collection utilised semi-structured interviews, on-site observations, journaling and the rubric for contextual information. These approaches allowed each of the interviewees to tell their own story and provided richness to the data. Analysis The analysis involved two types of data categorisation: binary and thematic. Binary classification was used to identify factual details. Thematic analysis involved categorising the emerging themes. Results An empirically derived model for evidence-based practice was devised and associated critical findings identified. The results demonstrate that evidence-based practice for teacher-librarians is a holistic practice. It is not a linear, step-by-step process. Conclusions This study is significant for teacher-librarians and library and information professionals as it provides new understanding of evidence-based practice.

"Fact versus Fiction – How paratextual information shapes our reading processes"

Our life is full of stories: some of them depict real-life events and were reported, e.g. in the daily news or in autobiographies, whereas other stories, as often presented to us in movies and novels, are fictional. However, we have only little insights in the neurocognitive processes underlying the reading of factual as compared to fictional contents. We investigated the neurocognitive effects of reading short narratives, labeled to be either factual or fictional. Reading in a factual mode engaged an activation pattern suggesting an action-based reconstruction of the events depicted in a story. This process seems to be past-oriented and leads to shorter reaction times at the behavioral level. In contrast, the brain activation patterns corresponding to reading fiction seem to reflect a constructive simulation of what might have happened. This is in line with studies on imagination of possible past or future events.

The Effect of Proximity, Explicitness, and Representation of Basic Science Information on Student Clinical Problem-Solving

Problem: Medical and veterinary students memorize facts but then have difficulty applying those facts in clinical problem solving. Cognitive engineering research suggests that the inability of medical and veterinary students to infer concepts from facts may be due in part to specific features of how information is represented and organized in educational materials. First, physical separation of pieces of information may increase the cognitive load on the student. Second, information that is necessary but not explicitly stated may also contribute to the student’s cognitive load. Finally, the types of representations – textual or graphical – may also support or hinder the student’s learning process. This may explain why students have difficulty applying biomedical facts in clinical problem solving. Purpose: To test the hypothesis that three specific aspects of expository text – the patial distance between the facts needed to infer a rule, the explicitness of information, and the format of representation – affected the ability of students to solve clinical problems. Setting: The study was conducted in the parasitology laboratory of a college of veterinary medicine in Texas. Sample: The study subjects were a convenience sample consisting of 132 second-year veterinary students who matriculated in 2007. The age of this class upon admission ranged from 20-52, and the gender makeup of this class consisted of approximately 75% females and 25% males. Results: No statistically significant difference in student ability to solve clinical problems was found when relevant facts were placed in proximity, nor when an explicit rule was stated. Further, no statistically significant difference in student ability to solve clinical problems was found when students were given different representations of material, including tables and concept maps. Findings: The findings from this study indicate that the three properties investigated – proximity, explicitness, and representation – had no statistically significant effect on student learning as it relates to clinical problem-solving ability. However, ad hoc observations as well as findings from other researchers suggest that the subjects were probably using rote learning techniques such as memorization, and therefore were not attempting to infer relationships from the factual material in the interventions, unless they were specifically prompted to look for patterns. A serendipitous finding unrelated to the study hypothesis was that those subjects who correctly answered questions regarding functional (non-morphologic) properties, such as mode of transmission and intermediate host, at the family taxonomic level were significantly more likely to correctly answer clinical case scenarios than were subjects who did not correctly answer questions regarding functional properties. These findings suggest a strong relationship (p < .001) between well-organized knowledge of taxonomic functional properties and clinical problem solving ability. Recommendations: Further study should be undertaken investigating the relationship between knowledge of functional taxonomic properties and clinical problem solving ability. In addition, the effect of prompting students to look for patterns in instructional material, followed by the effect of factors that affect cognitive load such as proximity, explicitness, and representation, should be explored.

Senate campaign information.

"Printed for the use of the Office of the Secretary of the Senate."