How to make a natural language interface to query databases accessible to everyone: An example

Natural Language Interfaces to Query Databases (NLIDBs) have been an active research field since the 1960s. However, they have not been widely adopted. This article explores some of the biggest challenges and approaches for building NLIDBs and proposes techniques to reduce implementation and adoption costs. The article describes {AskMe*}, a new system that leverages some of these approaches and adds an innovative feature: query-authoring services, which lower the entry barrier for end users. Advantages of these approaches are proven with experimentation. Results confirm that, even when {AskMe*} is automatically reconfigurable against multiple domains, its accuracy is comparable to domain-specific NLIDBs.

Tackling redundancy in text summarization through different levels of language analysis

One of the main challenges to be addressed in text summarization concerns the detection of redundant information. This paper presents a detailed analysis of three methods for achieving such goal. The proposed methods rely on different levels of language analysis: lexical, syntactic and semantic. Moreover, they are also analyzed for detecting relevance in texts. The results show that semantic-based methods are able to detect up to 90% of redundancy, compared to only the 19% of lexical-based ones. This is also reflected in the quality of the generated summaries, obtaining better summaries when employing syntactic- or semantic-based approaches to remove redundancy.

Spanish Nursing Students' Practical Experience of Computer Applications in Nursing

This study aimed to determine the level of computer practical experience in a sample of Spanish nursing students. Each student was given a Spanish language questionnaire, modified from an original used previously with medical students at the Medical School of North Carolina University (USA) and also at the Education Unit of Hospital General Universitario del Mar (Spain). The 10-item self-report questionnaire probed for information about practical experience with computers. A total of 126 students made up the sample. The majority were female (80.2%; n=101). The results showed that just over half (57.1%, n=72) of the students had used a computer game (three or more times before), and that only one third (37.3%, n=47) had the experience of using a word processing package. Moreover, other applications and IT-based facilities (e.g. statistical packages, e-mail, databases, CD-ROM searches, programming languages and computer-assisted learning) had never been used by the majority of students. The student nurses' practical experience was less than that reported for medical students in previous studies.

Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

Greece and the European Agenda: EU Enlargement and European Monetary Union. Program for the Study of Germany & Europe Working Paper 8.2

In the decade to come, the European Union will embark on two new projects, each destined to transform it in fundamental ways: (i) Eastern enlargement, and (ii) economic and monetary union. Neither of these projects will affect all members equally or in the same way. But Greece will, for two reasons, be affected in a manner qualitatively different to all other member states. First, Greece is the only country physically affected by the Luxembourg Summit's decision to begin accession negotiations with some, but not all, Central and Eastern European applicant countries: as a result of this decision, she will continue, for at least another eight to ten years, to be the only member country not to share a common border with another member state, with all the consequent implications in economic and geostrategic tenns. Second, when the European Council meets in early May to select those member states that are deemed to have met the convergence criteria, it will find that Greece is the only member state falling short of those criteria. This development may create additional difficulties for her economy during the transitional period of derogation. It will also pose new risks to Greece, insofar as she will be absent during the initial-and crucial-years of establishing a common monetary policy.

Mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme source primaire pour développer la compétence 2 : interpréter la réalité sociale à l’aide de la méthode historique

Ce mémoire a pour objet la mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme sources primaires pour développer la compétence 2– interpréter la réalité sociale à l’aide de la méthode historique. Le ministère de l’Éducation du Québec et les écrits scientifiques (Côté, 2008; LENOIR et SAUVÉ, 2010; Turner-Bisset, 2001) s’attendent à ce que l’élève terminant ses études secondaires raisonne à partir de faits tirés des sources qui lui sont accessibles, notamment des sources primaires. Or, on constate trois lacunes dans la pratique enseignante : le petit nombre de sources travaillées, l’inégalité de leurs interprétations et la faiblesse de leurs critiques (Byrom, 2005; Pickles, 2010; Watson, 1998). Aussi, peu de cas utilisent la chanson comme source primaire. La séquence d’apprentissages sur la Deuxième Guerre mondiale que l’enseignante française Sylvaine Moreau (2012) a rendue disponible sur Internet a donc servi de point de départ à cette mise à l’essai afin de comprendre ce qu’il en est. Comme il y a un aller-retour régulier prévu entre l’adaptation du matériel pédagogique au contexte scolaire québécois et les observations en classe c’est la recherche-développement qui semble l’approche la plus efficace (Artigue, 1989; Harvey et Loiselle, 2009). Quatre enseignants montréalais ont accepté une entrevue avec l’auteure de cette recherche. Ils ont adapté le matériel au contexte scolaire, ils ont été observés en classe et les réponses écrites des élèves ont été analysées grâce, notamment, au programme N’Vivo. En explorant les données qualitatives recueillies, on constate le petit nombre de sources travaillées puisque les réponses ne reprennent que ce qui a été vu en classe, priorisant même certains types de sources. La faiblesse des critiques est criante puisque des étapes jugées « inutiles » par certains élèves sont laissées incomplètes. Finalement, l’auteure remarque l’inégalité des interprétations liée à une barrière de niveau de langue. Les métaphores et le vocabulaire de certaines chansons semblent un défi.

Do Too Many Chefs Really Spoil the Broth? The European Commission, Bureaucratic Politics and European Integration, CES Germany & Europe Working Papers, No. 09.2, 5 August 1999

There is a puzzling, little-remarked contradiction in scholarly views of the European Commission. On the one hand, the Commission is seen as the maestro of European integration, gently but persistently guiding both governments and firms toward Brussels. On the other hand, the Commission is portrayed as a headless bunch of bickering fiefdoms who can hardly be bothered by anything but their own in­ ternecine turf wars. The reason these very different views of the same institution have so seldom come into conflict is quite apparent: EU studies has a set of relatively autonomous and poorly integrated sub­ fields that work at different levels of analysis. Those scholars holding the "heroic" view of the Com­ mission are generally focused on the contest between national and supranational levels that character­ ized the 1992 program and subsequent major steps toward European integration. By contrast, those scholars with the "bureaucratic politics" view are generally authors of case studies or legislative his­ tories of individual EU directives or decisions. However, the fact that these twO images of the Commis­ sion are often two ships passing in the night hardly implies that there is no dispute. Clearly both views cannot be right; but then, how can we explain the significant support each enjoys from the empirical record? The CommiSSion, perhaps the single most important supranational body in the world, certainly deserves better than the schizophrenic interpretation the EU studies community has given it. In this paper, I aim to make a contribution toward the unraveling of this paradox. In brief, the argument I make is as follows: the European Commission can be effective in pursuit of its broad integration goals in spite of, and even because of, its internal divisions. The folk wisdom that too many chefs spoil the broth may often be true, but it need not always be so. The paper is organized as follows. 1 begin with an elaboration of the theoretical position briefly out­ lined above. 1 then tum to a case study from the major Commission efforts to restructure the computer industry in the context of its 1992 program. The computer sector does not merely provide interesting, random illustrations of the hypothesis 1 have advanced. Rather, as Wayne Sandholtz and John Zysman have stressed, the Commission's efforts on informatics formed one of the most crucial parts of the en­ tire 1992 program, and so the Commission's success in "Europeanizing" these issues had significant ripple effects across the entire European political economy. I conclude with some thoughts on the fol­ lowing question: now that the Commission has succeeded in bringing the world to its doorstep, does its bureaucratic division still serve a useful purpose?