Automatic Mapping Clinical Notes to Medical - RMIT University

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a) b) You must complete at least 9 credits of graduate work with a GPA of 3.00 (B) and not more than one grade of B-. Back to Communicative Disorders Back To The Graduate Programs Catalog Page Back To The Graduate Catalog Page Back To The Catalog Home Page Back To The UWSP Home Page Exchange logo [ Post Message [post] ] [ Home [/index.html] ] [ Newsgroups [USENET] ] - gold rule - Li’l Builder [/entryform.html] Did You Win? [/win1196.html] November’s Software Award generously provided by Borland International December’s Giveaway [/entryform.html] Sponsored by: Net-It Software, makers of Net-It Now! - gold rule - To win great intranet software, register [/entryform.html] once, then post [post] at least twice a week each month. Winners are chosen based on the quality and frequency of contributions. The Intranet Exchangesm Intranet Standards [msg/1120.html] - Dan Boarman 16:03:36 12/31/96 (0) How can I open EXCEL file from CGI ? [msg/1108.html] - Katsumi Yajima 12:03:34 12/30/96 (1) Re: How can I open EXCEL file from CGI ? [msg/1118.html] - Brett Kottmann 15:40:08 12/31/96 (0) Telecommuting on intranet [msg/1092.html] - Erick Pijoh 07:57:16 12/29/96 (7) Re: Telecommuting on intranet [msg/1119.html] - Brett Kottmann 15:57:36 12/31/96 (0) Figure 1: Sample Web Documents with Readability Matching Typical ESL Texts. Both the above documents received a score of 5.9 on the Coleman-Liau readability measure, thus equivalent to the easiest ESL texts in our study. Item a) shows the complete text extracted from the document. Item b) is an extract of the document with the largest number of words and a score of 5.9. 104
Questions require an answer: A deductive perspective on questions and answers Abstract Direct questions such as “Who saw Mary?” intuitively request for a certain type of answer, for instance a noun phrase “John” or a quantified noun phrase such as “A man”. Following the structured meaning approach to questions, we propose an analysis of wh-questions in typelogical grammar that incorporates the requirement for a certain type of answer into the type assigned to wh-phrases. Interestingly, the syntactic and semantic decomposition leads to a derivability pattern between instances of wh-phrases. With this pattern we can explain the difference between wh-pronouns (‘who’) and wh-determiners (‘which’), and derive whquestions that require multiple answers. 1 Introduction In this paper, we discuss the uniform basis of different types of wh-questions focusing on the dependency relation between questions and answers. In loose terms, a wh-question can be interpreted as a sentence which still requires an answer. The answer to a question such as “‘Who saw Mary?” serves as an argument of the main or embedded verb clause. In more formal terms, the meaning assembly of the above wh-question may be represented by the lambda term, λx.((see m) x). We show that by incorporating the dependency relation between questions and answers into the lexical type-assignments of wh-phrases, wh-questions can be instantiated in an uniform way. Section 2 gives a short introduction in typelogical grammar and introduces the basic setup of the grammatical reasoning system. In section 3, Willemijn Vermaat Centre for Logic, Language and Computation Victoria University Wellington, New Zealand vermaat@mcs.vuw.ac.nz we briefly discuss two approaches to the semantics of questions: the proposition set approach and the structured meaning approach. Section 4 provides the syntactic and semantic type of wh-questions and introduces a wh-type schema to identify whphrases. Additionally, we show how meaning assembly for wh-questions is derived on the basis of a structured meaning approach to questions and answers. In section 5, we show how we can derive type alternations for wh-phrases which lead to derivability schemata between instances of whtype schema. Finally, in section 6, we analyze different types of question-answer combinations and multiple wh-questions in English on the basis of these derivability schema. We finish with the conclusion and some pointers for future research. 2 Type-logical grammar Type-logical grammar (Moortgat, 1997) offers logical tools that can provide an understanding of both the constant and the variable aspects of linguistic form and meaning. 1 Type-logical grammar is a strongly lexicalised grammar formalism, which, in the case of a categorial system, means that a derivation is fully driven by the types assigned to lexical elements: these types are the basic declarative units on which the computational system acts. The basis for the type system is a set of atomic or basic types. The full set of types is then built out of these basic types by means of a set of type-forming operations. We consider unary and binary type-forming operations. The unary type-forming operations are ♦ (diamond) and ✷ (box). The binary ones are the two slashes /, \ (forward and backward slash) and • (prod- 1 Combinatory categorial grammar (Steedman, 2000) is a related approach with a comparable notation. However, note the differences in notation and the proof-theoretic setup. Proceedings of the 2006 Australasian Language Technology Workshop (ALTW2006), pages 105–112. 105
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Proceeding of the Australasian Lang
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Program Chairs: Committees Lawrence
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Towards the Evaluation of Referring
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Experiments with Sentence Classific
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datasets with skewed distribution t
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words produced by the feature selec
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Sentence Class NB DT SVM Apology 1.
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Computational Semantics in the Natu
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Classifying Speech Acts using Verba
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Word Relatives in Context for Word
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Page 152 and 153: References Timothy Baldwin and Fran
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Probabilities improve stress-predic
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Towards Cognitive Optimisation of a
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Natural Language Processing and XML
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Extracting Patient Clinical Profile
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