Morpheme Master List
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Discovering Semantic Links Between Synonyms, Hyponyms and Hypernyms Ricardo Avila, Gabriel Lopes, Vania Vidal, Jose Macedo
World Academy of Science, Engineering and Technology International Journal of Computer and Systems Engineering Vol:13, No:6, 2019 Discovering Semantic Links Between Synonyms, Hyponyms and Hypernyms Ricardo Avila, Gabriel Lopes, Vania Vidal, Jose Macedo Abstract—This proposal aims for semantic enrichment between Other approaches have been proposed to identify such glossaries using the Simple Knowledge Organization System (SKOS) mappings (see Section IV), but they are still far from perfect. vocabulary to discover synonyms, hyponyms and hyperonyms In general, previous studies have tried to directly identify semiautomatically, in Brazilian Portuguese, generating new semantic relationships based on WordNet. To evaluate the quality of this different types of relationships, usually with the help of proposed model, experiments were performed by the use of two sets dictionaries such as WordNet. On the other hand, we propose containing new relations, being one generated automatically and the an enrichment strategy using a two-step approach. In the first other manually mapped by the domain expert. The applied evaluation step, we apply the use of a crawler to collect synonyms, metrics were precision, recall, f-score, and confidence interval. The hyponyms, and hyperonyms to generate an XML file, then results obtained demonstrate that the applied method in the field of Oil Production and Extraction (E&P) is effective, which suggests that we generate new relationships between the instances and it can be used to improve the quality of terminological mappings. determine the initial ontology mapping with approximate The procedure, although adding complexity in its elaboration, can be matches of equality. Then, using a unified lexical ontology reproduced in others domains. -
Computational Analysis of Affixed Words in Malay Language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected]
Computational analysis of affixed words in Malay language Bali RANAIVO-MALANÇON School of Computer Sciences Universiti Sains Malaysia [email protected] A full-system Malay morphological analyser must contain modules that can analyse affixed words, compound words, and reduplicated words. In this paper, we propose an algorithm to analyse automatically Malay affixed words as they appear in a written text by applying successively segmentation, morphographemic, morphotactic, and interpretation rules. To get an accurate analyser, we have classified Malay affixed words into two groups. The first group contains affixed words that cannot be analysed automatically. They are lexicalised affixed words (e.g. berapa, mengapa), idiosyncrasy (e.g. bekerja, penglipur), and infixed words because infixation is not productive any more in Malay language. Affixed words that belong to the first group will be filtered, treated and take off before the segmentation phase. The second group contain affixed words that can be segmented according to segmentation and morphographemic rules. Affixes are classified following their origin (native vs. borrowed), their position in relation to the base (prefix, suffix, circumfix), and the spelling variations they may create when they are added to a base. At the moment, the analyser can process affixed words containing only native prefixes, suffixes and circumfixes. In Malay language, only five native prefixes (ber-, per-, ter-, me-, pe-) may create some modification (deletion, insertion, assimilation) at the point of contact with the base. Thus the main problem in segmenting prefixed words in Malay is to determine the end of the prefix and the beginning of the base. To solve the problem, we state that each affix in Malay has only one form (i.e. -
Teaching Vocabulary Across the Curriculum
Teaching Vocabulary Across the Curriculum William P. Bintz Learning vocabulary is an important instructional aim learning vocabulary. This research clearly indicates for teachers in all content areas in middle grades schools that enlargement of vocabulary has always been and (Harmon, Wood, & Kiser, 2009). Recent research, however, continues to be an important goal in literacy and indicates that vocabulary instruction may be problematic learning (National Institute of Child Health and Human because many teachers are not “confident about best Development, 2004). Educators have long recognized practice in vocabulary instruction and at times don’t know the importance of vocabulary development. In the early where to begin to form an instructional emphasis on word 20th century, John Dewey (1910) stated that vocabulary is learning” (Berne & Blachowicz, 2008, p. 315). critically important because a word is an instrument for In this article, I summarize important research on thinking about the meanings which it expresses. Since vocabulary growth and development and share effective then, there has been an “ebb and flow of concern for instructional strategies that middle school teachers vocabulary” (Manzo, Manzo, & Thomas, 2006, p. 612; can use to teach vocabulary across the content areas. see also Blachowicz & Fisher, 2000). At times, interest in My hope is that teachers will use these strategies to vocabulary has been high and intense, and at other times help students become verbophiles—“people who enjoy low and neglected, alternating back and forth over time word study and become language enthusiasts, lovers of (Berne & Blachowicz, 2008). words, appreciative readers, and word-conscious writers” (Mountain, 2002, p. 62). Research on vocabulary growth and development The importance of vocabulary Vocabulary has long been an important topic in middle Vocabulary can be defined as “the words we must grades education, but today it could be considered a know to communicate effectively: words in speaking hot topic (Cassidy & Cassidy, 2003/2004). -
Etytree: a Graphical and Interactive Etymology Dictionary Based on Wiktionary
Etytree: A Graphical and Interactive Etymology Dictionary Based on Wiktionary Ester Pantaleo Vito Walter Anelli Wikimedia Foundation grantee Politecnico di Bari Italy Italy [email protected] [email protected] Tommaso Di Noia Gilles Sérasset Politecnico di Bari Univ. Grenoble Alpes, CNRS Italy Grenoble INP, LIG, F-38000 Grenoble, France [email protected] [email protected] ABSTRACT a new method1 that parses Etymology, Derived terms, De- We present etytree (from etymology + family tree): a scendants sections, the namespace for Reconstructed Terms, new on-line multilingual tool to extract and visualize et- and the etymtree template in Wiktionary. ymological relationships between words from the English With etytree, a RDF (Resource Description Framework) Wiktionary. A first version of etytree is available at http: lexical database of etymological relationships collecting all //tools.wmflabs.org/etytree/. the extracted relationships and lexical data attached to lex- With etytree users can search a word and interactively emes has also been released. The database consists of triples explore etymologically related words (ancestors, descendants, or data entities composed of subject-predicate-object where cognates) in many languages using a graphical interface. a possible statement can be (for example) a triple with a lex- The data is synchronised with the English Wiktionary dump eme as subject, a lexeme as object, and\derivesFrom"or\et- at every new release, and can be queried via SPARQL from a ymologicallyEquivalentTo" as predicate. The RDF database Virtuoso endpoint. has been exposed via a SPARQL endpoint and can be queried Etytree is the first graphical etymology dictionary, which at http://etytree-virtuoso.wmflabs.org/sparql. -
Multilingual Ontology Acquisition from Multiple Mrds
Multilingual Ontology Acquisition from Multiple MRDs Eric Nichols♭, Francis Bond♮, Takaaki Tanaka♮, Sanae Fujita♮, Dan Flickinger ♯ ♭ Nara Inst. of Science and Technology ♮ NTT Communication Science Labs ♯ Stanford University Grad. School of Information Science Natural Language ResearchGroup CSLI Nara, Japan Keihanna, Japan Stanford, CA [email protected] {bond,takaaki,sanae}@cslab.kecl.ntt.co.jp [email protected] Abstract words of a language, let alone those words occur- ring in useful patterns (Amano and Kondo, 1999). In this paper, we outline the develop- Therefore it makes sense to also extract data from ment of a system that automatically con- machine readable dictionaries (MRDs). structs ontologies by extracting knowledge There is a great deal of work on the creation from dictionary definition sentences us- of ontologies from machine readable dictionaries ing Robust Minimal Recursion Semantics (a good summary is (Wilkes et al., 1996)), mainly (RMRS). Combining deep and shallow for English. Recently, there has also been inter- parsing resource through the common for- est in Japanese (Tokunaga et al., 2001; Nichols malism of RMRS allows us to extract on- et al., 2005). Most approaches use either a special- tological relations in greater quantity and ized parser or a set of regular expressions tuned quality than possible with any of the meth- to a particular dictionary, often with hundreds of ods independently. Using this method, rules. Agirre et al. (2000) extracted taxonomic we construct ontologies from two differ- relations from a Basque dictionary with high ac- ent Japanese lexicons and one English lex- curacy using Constraint Grammar together with icon. -
Glossary and Bibliography for Vocabularies 1 the Codes (For Example, the Dewey Decimal System Number 735.942)
Glossary and Bibliography for Controlled Vocabularies Glossary AACR2 (Anglo-American Cataloging Rules, 2nd edition) A content standard published by the American Library Association (ALA), Canadian Library Association (CLA), and Chartered Institute of Library and Information Professionals (CILIP). It is being replaced by RDA. abbreviation A shortened form of a name or term (for example, Mr. for Mister). See also acronym and initialism. access point An entry point to a systematic arrangement of information, specifically an indexed field or heading in a work record, vocabulary record, or other content object that is formatted and indexed in order to provide access to the information in the record. acronym An abbreviation or word formed from the initial letters of a compound term or phrase (for example, MoMA, for Museum of Modern Art). See also initialism and abbreviation. ad hoc query Also called a direct query. A query or report that is constructed when required and that directly accesses data files and fields that are selected only when the query is created. It differs from a predefined report or querying a database through a user interface. administrative entity In the context of a geographic vocabulary, a political or other administrative body defined by administrative boundaries and conditions, including inhabited places, nations, empires, nations, states, districts, and townships. administrative data In the context of cataloging art, information having to do with the administrative history and care of the work and the history of the catalog record (for example, insurance value, conservation history, and revision history of the catalog record). See also descriptive data. algorithm A formula or procedure for solving a problem or carrying out a task. -
Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It? by G
Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It? by G. Reid Lyon, Ph.D. The National Institute of Child Health & Human Development (NICHD) considers that teaching and learning in today’s schools reflect not only significant educational concerns, but public health concerns as well. Our research has consistently shown that if children do not learn to understand and use language, to read and write, to calculate and reason mathematically, to solve problems, and to communicate their ideas and perspectives, their opportunities for a fulfilling and rewarding life are seriously compromised. Specifically, in our NICHD-supported longitudinal studies, we have learned that school failure has devastating consequences with respect to self-esteem, social development, and opportunities for advanced education and meaningful employment. Nowhere are these consequences more apparent than when children fail to learn to read. Why? Simply stated, the development of reading skills serves as THE major foundational academic ability for all school-based learning. Without the ability to read, the opportunities for academic and occupational success are limited. Moreover, because of its importance, difficulty in learning to read crushes the excitement and love for learning, which most children have when they enter school. As we follow thousands of children with reading difficulties throughout school and into adulthood, these young people tell us how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear from our NICHD research that this type of failure affects children negatively earlier than we thought. -
Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc, 2007)
The following information was based on information from Judy K. Montgomery’s book: The Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Pearson Inc, 2007) There are 4 types of vocabulary: □ Listening □ Speaking □ Reading Writing The first two constitute spoken vocabulary and the last two, written vocabulary. Children begin to acquire listening and speaking vocabularies many years before they start to build reading and writing vocabularies. Spoken language forms the basis for written language. Each type has a different purpose and, luckily, vocabulary development in one type facilitates growth in another. Listening Vocabulary: The words we hear and understand. Starting in the womb, fetuses can detect sounds as early as 16 weeks. Furthermore, babies are listening during all their waking hours – and we continue to learn new words this way all of our lives. By the time we reach adulthood, most of us will recognize and understand close to 50,000 words. (Stahl, 1999; Tompkins, 2005) Children who are completely deaf do not get exposed to a listening vocabulary. Instead, if they have signing models at home or school, they will be exposed to a “visual” listening vocabulary. The amount of words modeled is much less than a hearing child’s incidental listening vocabulary. Speaking Vocabulary: The words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000 words for all their conversations and instructions. This number is much less than our listening vocabulary most likely due to ease of use. Reading Vocabulary: The words we understand when we read text. -
USAN Naming Guidelines for Monoclonal Antibodies |
Monoclonal Antibodies In October 2008, the International Nonproprietary Name (INN) Working Group Meeting on Nomenclature for Monoclonal Antibodies (mAb) met to review and streamline the monoclonal antibody nomenclature scheme. Based on the group's recommendations and further discussions, the INN Experts published changes to the monoclonal antibody nomenclature scheme. In 2011, the INN Experts published an updated "International Nonproprietary Names (INN) for Biological and Biotechnological Substances—A Review" (PDF) with revisions to the monoclonal antibody nomenclature scheme language. The USAN Council has modified its own scheme to facilitate international harmonization. This page outlines the updated scheme and supersedes previous schemes. It also explains policies regarding post-translational modifications and the use of 2-word names. The council has no plans to retroactively change names already coined. They believe that changing names of monoclonal antibodies would confuse physicians, other health care professionals and patients. Manufacturers should be aware that nomenclature practices are continually evolving. Consequently, further updates may occur any time the council believes changes are necessary. Changes to the monoclonal antibody nomenclature scheme, however, should be carefully considered and implemented only when necessary. Elements of a Name The suffix "-mab" is used for monoclonal antibodies, antibody fragments and radiolabeled antibodies. For polyclonal mixtures of antibodies, "-pab" is used. The -pab suffix applies to polyclonal pools of recombinant monoclonal antibodies, as opposed to polyclonal antibody preparations isolated from blood. It differentiates polyclonal antibodies from individual monoclonal antibodies named with -mab. Sequence of Stems and Infixes The order for combining the key elements of a monoclonal antibody name is as follows: 1. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
1.4 Vocabulary: Best Advice Learning Improvement
1.4 | BEST ADVICE | LEADING LEARNING IMPROVEMENT DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT The size of vocabulary, that is, the number and variety of words that children know in the preschool and initial years of schooling, is a significant predictor of reading comprehension in the middle and secondary years of schooling and of broader academic and vocational success. Vocabulary Deslea Konza, Associate Professor, Faculty of Education and Arts, Edith Cowan University, Western Australia ‘The more words you know, the more clearly and powerfully you will think...and the more ideas you will invite into your mind’ (Wilfred Funk, 1986, p.2). Vocabulary knowledge is complex Why vocabulary matters What it means to ‘know’ a word is not a simple notion. We know that vocabulary is critical to success in Word learning is incremental: that is, understanding a reading and in broader academic achievement. The word is usually partial at first, and grows with repeated size of vocabulary, that is, the number and variety of exposures. Dale & O’Rourke (1986) conceptualised word words that children know in the preschool and initial years of schooling, is a significant predictor of reading learning as being along a continuum, ranging from never comprehension in the middle and secondary years of having seen or heard the word before, to having a deep schooling and of broader academic and vocational knowledge of the word and its different meanings, as well success (Biemiller, 1999; NICHD 2000; Scarborough, 2001; as the ability to use the word confidently and accurately Varlas, 2012). in speaking and writing contexts. Almost all children are experienced users of language Words themselves differ on many dimensions. -
(STAAR®) Dictionary Policy
STAAR® State of Texas Assessments of Academic Readiness State of Texas Assessments of Academic Readiness (STAAR®) Dictionary Policy Dictionaries must be available to all students taking: STAAR grades 3–8 reading tests STAAR grades 4 and 7 writing tests, including revising and editing STAAR Spanish grades 3–5 reading tests STAAR Spanish grade 4 writing test, including revising and editing STAAR English I, English II, and English III tests The following types of dictionaries are allowable: standard monolingual dictionaries in English or the language most appropriate for the student dictionary/thesaurus combinations bilingual dictionaries* (word-to-word translations; no definitions or examples) E S L dictionaries* (definition of an English word using simplified English) sign language dictionaries picture dictionary Both paper and electronic dictionaries are permitted. However, electronic dictionaries that provide access to the Internet or have photographic capabilities are NOT allowed. For electronic dictionaries that are hand-held devices, test administrators must ensure that any features that allow note taking or uploading of files have been cleared of their contents both before and after the test administration. While students are working through the tests listed above, they must have access to a dictionary. Students should use the same type of dictionary they routinely use during classroom instruction and classroom testing to the extent allowable. The school may provide dictionaries, or students may bring them from home. Dictionaries may be provided in the language that is most appropriate for the student. However, the dictionary must be commercially produced. Teacher-made or student-made dictionaries are not allowed. The minimum schools need is one dictionary for every five students testing, but the state’s recommendation is one for every three students or, optimally, one for each student.