www.adaptcentre.ie/ailo
Teaching Materials 2019
Improving Second Level Students’ Problem-Solving Skills
Run by Teaching Materials 2019 Improving Second Level Students’ Problem-Solving Skills
Contents
1 TEACHING MATERIALS 2019 OVERVIEW 3
2 WHY ARE PROBLEM SOLVING SKILLS IMPORTANT? 5 2.1 AILO and the Curriculum 5
3 AILO 2019 WORKSHOP MATERIALS 6 3.1 Workshop Attendance 7 3.2 Pre-Welcome Survey 8 3.3 Workshop Slides 9 3.4 Introductory Puzzles 11 3.5 Preliminary Round Level Puzzle - “Japanese Braille” 16 3.6 National Final Level Puzzle – “Lalana” 17 3.7 Solutions 18 3.8 Post-Workshop Survey 30
4 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 31 4.1 AILO Sample Set and ADAPT Career Profile One 31 4.2 AILO Sample Set and ADAPT Career Profile Two 40 4.3 AILO Sample Set and ADAPT Career Profile Three 51
2 Teaching Materials 2019 1 TEACHING MATERIALS 2019 OVERVIEW Improving Second Level Students’ Problem-Solving Skills
This pack contains the AILO 2019 Teaching Materials which consist of:
• The 2018/9 AILO Problem-Solving Workshop Pack • The monthly Sample Puzzle Downloads • Relevant ADAPT Researcher Career Profiles
The ADAPT AILO Problem-Solving workshop materials were developed and tested in Summer 2018 thanks to funding from Science Foundation Ireland and the Department of Culture, Heritage and the Gaeltacht.
ABOUT AILO The All Ireland Linguistics Olympiad (AILO), run by the ADAPT Research Centre, is the problem solvers’ challenge. The national contest sees secondary school students develop their own strategies for solving complex problems in unfamiliar languages from around the globe. No prior knowledge of linguistics or foreign languages is required. Even the hardest problems require only logical ability, patient work and a willingness to think around corners.
AILO introduces students to the application of logic and linguistics (i.e. the study of human language) to problems of language understanding and translation. The goal is to develop students’ problem-solving skills and to inspire them to consider the fascinating range of careers at the intersection of computing, language and linguistics.
WHO ARE THESE TEACHING MATERIALS FOR?
These materials were developed and formatively evaluated with secondary school students in June 2018. Following this, our ADAPT tutors received training and ran 31 workshops all over the island. Over 900 students and their teachers from 25 counties have attended and evaluated this workshop (November 2018 – January 2019). Over 1400 teachers and students also downloaded the monthly Sample Puzzle Packs and Career Profiles (September – December 2018).
59% of 2018 AILO National Finalists had attended one of our workshops. Teachers, parents and secondary school students can now use the 2019 Teaching Materials pack in conjunction with our online portal at https://ailo.adaptcentre.ie/sample-puzzles/ to deliver workshops.
3 THE AILO TIMELINE
September October November December January 2019 February March April May June July August
Registration Workshops Registration Competition Competition Opens Begin Closes Preliminary National Round Final
WORKSHOPS ONLINE DOWNLOAD REGISTRATION Free problem-solving Monthly Sample Puzzles Every September – January workshops and ADAPT Career Profiles at in your locality September - January https://ailo.adaptcentre.ie/ November - January
PRELIMINARY ROUND NATIONAL FINAL FEBRUARY MARCH
FOUR STUDENTS REPRESENT IRELAND AT THE INTERNATIONAL LINGUISTICS OLYMPIAD IN JULY
4 2 WHY ARE PROBLEM SOLVING SKILLS IMPORTANT?
Problem-solving is at heart of Science Technology Engineering and Maths (STEM). PISA (2012) defines problem-solving competence as the capacity to engage in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious. In the PISA 2012 Creative Problem-Solving Results1 Irish 15-year-olds ranked 22 out of 44. This is a critical requirement for future leaders in STEM fields where, according to a 2017 Institute for the Future report2 on the impact of emerging technologies on society and work, an estimated 85 percent of jobs in 2030 haven’t been invented yet. The pace of change will be so rapid that people will learn “in-the-moment” using new technologies such as augmented reality and virtual reality. The ability to gain new knowledge will be more valuable than the knowledge itself.
2.1 | AILO AND THE CURRICULUM
AILO’s learning outcomes are also closely linked with the curriculum and the OECD PISA (2012/5) creative and collaborative problem-solving competencies. The example in Table 1. shows an overview of the links with the Junior Certificate Maths and Coding curricula, key skills and statements of learning. AILO also helps students to open their minds to the languages of the world and gives them the skills to learn a new language in a different way.
Example of AILO Learning Outcomes linked to Junior Cert (JC) Curricula, JC Key Skills & Statements of Learning (SoL) and the PISA Problem Solving Competencies (2012/5)
Students learn about JC Key JC JC JC SoL PISA Students should be able to: Skills Coding Maths Developing a positive disposition 1 Discuss the importance of problem- towards investigating, reasoning SoL 15 solving skills as a key component in and problem-solving a STEM career. Seeing patterns and trends in SoL 2 Complete logic & AILO puzzles complex logic puzzles in unfamiliar 2, 15, 16 languages 3 Recognise features that will make a language rule. Problem solving strategies for each SoL 17 of the 6 types of AILO puzzle 4 Understand when and how to use tables and charts to decipher Gathering, interpreting and SoL 17 representing data data for each problem type (number systems, semantics, Expressing ideas clearly writing systems, phonetics, syntax, and accurately SoL 1,18 morphology.) Collaborative problem-solving 5 Describe the observations they techniques (National Final, IOL) made about the language with concise and complete rules. 6 Monitor and reflect on their learning 7 Work as a team and reflect on their role in the team (National Final, IOL) Table 1
1OECD (2014), PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264208070-en 2IFTF (2017), The Next Era of Human Machine Partnerships – Emerging Technologies’ Impact on Society and Work in 2030 https://www.delltechnologies.com/content/ dam/delltechnologies/assets/perspectives/2030/pdf/SR1940_IFTFforDellTechnologies_Human-Machine_070517_readerhigh-res.pdf
5 3 AILO 2019 WORKSHOP MATERIALS
Teachers, parents and secondary school students can use this workshop materials pack in conjunction with our online portal at www.adaptcentre.ie/ailo/samples-puzzles to deliver workshops.
WORKSHOP MATERIALS
• Workshop attendance sheet with invite to take part in an AILO longitudinal study • Welcome survey • Workshop Slides (AILO_2019_Workshop_Template.ppt) • Introductory puzzles • Preliminary Round Level Puzzle - “Japanese Braille” • National Final Level Puzzle – “Lalana” • Solutions • Post-workshop survey
AT THE WORKSHOP – HOW TO GUIDE
• All students must sign in “Workshop_attendance.doc”. We are beginning a longitudinal study of AILO participants. Students can give their email address for details of the study if they would like to take part. • Give the students the welcome survey • Open “AILO_2019_Workshop_Template.ppt”, slides 1-6 introduce types of puzzles. • Hand out “AILO 2019 Exercises”. • Ask them to identify the English word order, the word order of the new language and the rules identified in each one. The aim of the workshop is to help them identify features and rules and describe them in a concise manner. • Ask students for their ideas, solutions and encourage them to find each feature • Solutions (rules) can be covered on the screen if you put “AILO 2019 Exercise Solutions” up on screen. The rules and word order are much more important than the answers. • Give students “Japanese Braille” (Workshop Puzzles) folder and give them 10 minutes with that. Solutions can be covered on screen if you put it up. • Give the students “Lalana” and cover the solution on screen (in solution doc and it’s also in the PowerPoint presentation). • Give students the post-workshop survey (please leave enough time for this) • Please return the questionnaires and the sign in sheet to us via post (AILO, ADAPT Centre, Dublin City University, Dublin 9). [email protected] as this evaluation is very important to improve our programme.
6 3.1 | ATTENDANCE SHEET Workshop location Tutor name: WORKSHOP ATTENDANCE FOR AILO 2018/9 Name Your school, location County: Teacher present: Other? M / F Age participants, please enter your email below. Thank you. If you would like to join a longitudinal study on AILO Date: No of students: ADAPT AILO WORKSHOP 2018/9 3.2 PRE AILO WORKSHOP QUESTIONNAIRE
Q1 Is this your first time to participate in an All Ireland Linguistics Olympiad event? Yes No
September October November December January 2019 February March April May June July August
Q2 Male Female Other
Registration Workshops Registration Competition Competition Opens Begin Closes Preliminary National Q3 How did you hear about the AILORound competition?Final
AILO Timeline International Linguistics Olympiad Q4a Did you complete practice puzzles before taking The AILOpart season in this runs workshop? from September to March. Yongin in South Korea hasYes been selected to No host the Registration closes on 24th January 2019. It is International Linguistics Olympiad 2019 (IOL 2019). important to register as early as possible to receive IOL 2019 will bring together 180 of the world’s top monthlyIf ‘Yes’,training how materials often and did for you information use these on puzzles?young problem solvers from 30 countries to pit their Q4battending our regional problem-solving workshops. wits against the languages Daily of the world. The Weekly venue These free workshops will take place in multiple is the HUFS Global Campus in Yongin. Students will locations around Ireland between November 2018 compete in individual and Monthly team contests. The Once-off fun- and January 2019. packed week also includes sightseeing, parties and cultural experiences. The Preliminary Round of competition will be held For more, see http://www.ioling.org Q5in yourHow own schoolmuch on do 29th you January agree 2019. / disagree The with the following statements? (please circle) top 100 students from the Preliminary Round will qualifyI tohave compete effective at the National strategies Final in for Dublin solving complexThe Problem-Solving problems Initiative in March 2019. AILO is a key element of the ADAPT Centre’s Strongly agree Agree NeutralProblem-Solving Disagree Initiative (PSI). StronglyThis nationwide Disagree The top four students from the individual contest initiative aims to foster the next generation of will win the opportunity to represent Ireland at the problem solvers for Ireland. Supported by SFI, InternationalI am confident Linguistics Olympiad in my (IOL)current 29th Julyproblem-solving – the PSI is skillsdesigned to: help encourage people of 2nd August 2019 in Yongin, South Korea. all ages to hone their lateral-thinking skills; raise Strongly agree Agree Neutralpublic awareness Disagree of the importance Strongly of problem- Disagree solving skills across science, the economy and society; and promote career pathways in Science, Technology, Engineering and Mathematics (STEM) Q6 Had you considered studying computing,for languages those who enjoy solving problems. For details, or linguistics at university prior to this workshop?see www.problemsolving.ie Yes No
Register Now! Teachers and individuals can register online at www.adaptcentre.ie/ailo
8 3.3 WORKSHOP SLIDES
Full workshop slides available at www.adaptcentre.ie/ailo/samples-puzzles which also include all solutions in .ppt format.
9 3.3 WORKSHOP SLIDES
Full workshop slides available at www.adaptcentre.ie/ailo/samples-puzzles which also include all solutions in .ppt format.
10 3.4 INTRODUCTORY PUZZLES
EXAMPLE 1 Here are few sentences with their english translations. Translate given examples and write the rules that you observed from the given sentences.
1. Makeri kawo yaro. The smith brought the boy. 2. Yaro kawo makeri. The boy brought the smith. 3. Mace hura wuta. The woman started the fire. 4. Yarinye dawo. The girl returned. 5. Makeri kawo yarinye. The smith brought the girl.
Translate into english: 1. Mace kawo yaro. 2. Makeri dawo wuta.
Translate from english: 1. The boy started the fire. 2. The smith returned.
EXAMPLE 2 Here are few phrases with their english translations. Translate given examples and write the rules that you observed from the given phrases.
1. nimi a gbomu snake’s mouse 2. lende a kai man’s ship 3. kafa a kai man’s shoulder 4. lende a nimi mouse’s ship 5. ja a nimi mouse’s eye 6. keni a gbomu snake’s tongue
Translate into english: 1. ja a kai 2. lende a gbomu
Translate from english: 1. man’s snake 2. snake’s eye
11 3.4 INTRODUCTORY PUZZLES
EXAMPLE 3 Here are few phrases with their english translations. Translate given examples and write the rules that you observed from the given phrases.
1. nimi a gbomu snake’s mouse 2. lende a kai man’s ship 3. kafa kai man’s shoulder 4. lende a nimi mouse’s ship 5. ja nimi mouse’s eye 6. keni gbomu snake’s tongue
Translate into english: 1. ja kai 2. lende a gbomu
Translate from english: 1. man’s snake 2. snake’s eye
EXAMPLE 4 Here are few phrases with their english translations. Translate given examples and write the rules that you observed from the given phrases.
1. bangul yara man 2. bangun yabu mother Fill in the blanks: 3. bangun waymin mother in law 1. ______mugunanja aunt 4. bangu yila feather 5. bangun malayigara scorpion 2. ______munga sound 6. bangu gurugu drink 3. ______bayimbam butterfly 7. bangun bima snake 8. bangul gubimbulu waiter 4. ______amo weapon 9. bangu garan smoke 10. bangun dunan poison ivy 5. ______nalnga boy 11. bangu juga sugar 12. bangu diban stone 13. bangul binjirin chameleon 14. bangul gula koala 15. bangul bargan kangaroo
12 3.4 INTRODUCTORY PUZZLES
EXAMPLE 5 Here are few phrases with their english translations. Translate given examples and write the rules that you observed from the given phrases.
1. ho tu cyriu onos owner’s donkey 2. hoi tu emporu adelphoi trader’s brothers 3. hoi ton onon emporoi donkeys’ traders 4. hoi ton cyrion hyioi owners’ sons 5. ho ton hyion dulos sons’ slave 6. hoi ton dulon cyrioi slaves’ owners 7. ho ton adelphon oicos brothers’ house 8. ho tu oicu cyrios house’s owner
Translate into english: 1. ho tu onu emporos 2. ho ton dulon dulos
Translate from english: 1. traders’ houses 2. slave’s donkeys
EXAMPLE 6 Below are few sentences with their English translations. Write the rules and the dictionary from these examples and translate few sentences.
Hiiri teatteressa on. Cow is in theatre. Sikri poydalta hyppaa. Hen jumps off table. Hiiri poydalla istuu. Bull sits on table. Sikri liiterissa istuu. Hen sits in workshop. Hiiri liiterilta hyppaa. Bull jumps off workshop.
Bull sits on theatre. ______Rooster jumps off theatre. ______
13 3.4 INTRODUCTORY PUZZLES
EXAMPLE 7 Below are few sentences with their english translations. Write the rules and the dictionary from these examples and translate few sentences.
Mi leg kabeag. This was clean dish. Mir Aneešt. This will be Anna. Mi ien šhuahti. This is green table. Mi ien kabešt. This will be clean table. Mir kiel phaw. This is strict boy. Mi kel šhuahtiešt. This will be green city.
This is Dima. ______This was strict Anna. ______This was city. ______
EXAMPLE 8 Here you have some sentences written in foreign script and with latin letters. Figure out what each foreign symbol means and write any rules that you observe.
Man is writing a letter.
Woman is writing a letter.
Man wrote a letter.
Man sees a letter.
Write with foreign symbols:
Woman saw a letter.
Man saw a woman.
14 3.4 INTRODUCTORY PUZZLES
Example 9 EXAMPLE 9 HereHere areare written written the the names names Iva, Maja, Iva, Vid. Maja, Which Vid. is which? Which What is which? kind of writing What systemkind of is writing this system is this(what (what each symboleach symbol represents), represents), what is the directionwhat is ofthe writing, direction are there of writing, any additional are there rules any additional rulesfor symbols? for symbols?
15 JapaneseJapanese Braille Braille JapaneseJapanese Braille Braille
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Itin many was1821 invented otherby English, Louis languages. in Braille 1821which by to English,uses Louiswrite the French,Braille whichRoman to butuses writealphabet has the French,since Roman just been butas alphabet has since just been as adaptedFrench does,to many3.5 requiredadaptedFrench other PRELIMINARYvery does, tolanguages. littlemany required adaptation, other English, ROUND very languages. little butLEVELwhich Japaneseadaptation,languages English,PUZZLEuses the that but- which Roman“JAPANESE do languages not uses Braillealphabet use the BRAILLE” thatthe Roman Romandojust not as alphabet use the Romanjust as BrailleFrenchalphabet, is does,a suchtactile required asFrenchalphabet, writing Japanese, very does,system, such Korean,little required as based adaptation,Japanese, or on veryChinese, a seriesKorean,little but are adaptation,languagesof raisedoftenor Chinese, organized dots,that but do thatarelanguages not oftenisin widelyause very organized thatthe useddifferent Romando bynot in ause very the different Roman thealphabet,manner! blind. It such was as inventedalphabet,manner! Japanese, insuch Korean,1821 as byJapanese, Louisor Chinese, Braille Korean, are to oftenorwrite Chinese, organizedFrench, are but oftenin hasa very organizedsince different been in a very different adaptedmanner! to manymanner! other languages. English, which uses the Roman alphabet just as Braille is a tactile writing system, based on a series of raised dots, that is widely Braille is a tactile writing system, based on a series of raised dots, that is widely used by To the rightFrench is To a does, Japanesethe requiredright word is avery Japanesewritten littleused by adaptation,in theword the blind. Itwritten was but invented languagesin inthe 1821 by thatLouis Brailledo not to write use French, the Romanbut has the blind. It was invented in 1821 by Louis Braille to write French, but has since been tenjiTo the (“dot rightalphabet, characters”) is tenjiToa Japanesesuchthe (“dot rightwriting as characters”) Japanese,word is system.a Japanesewritten Korean,since Thewriting beenin wordlarge adaptedtheor system. Chinese, written to many The otherarein large theoftenlanguages. organized English, which in usesa very the Roman different alphabetadapted just as to French many does, other required languages.very little adaptation, English, but languages which that uses the Roman alphabet just as dotstenji represent(“dotmanner! characters”) dotstenjithe raised represent(“dot writing bumps;characters”) thesystem. theraiseddo The writingtinynot usebumps; largedots the system. Roman the alphabet, Thetiny largesuchdots as karaoke Japanese, Korean, or karaokeChinese, are often organizedFrench in adoes, very different required manner! very little adaptation, but languages that do not use the Roman dotsrepresent represent empty dotsrepresentthe positions. raisedrepresent empty bumps; the positions. theraised tiny bumps; dots the tiny dots karaoke karaoke alphabet, such as Japanese, Korean, or Chinese, are often organized in a very different Torepresent the right empty is arepresent positions.Japanese empty word positions. written in the To the right is a Japanesemanner! word written in the (“dot characters”) writing system. The large tenji1. The following1. tenjiThe followingwordstenji represent(“dot tenji characters”) words atari writing, representhaiku system., Thekatana atari ,, haikukimono, karaokekatana, koi, ,and kimono sake , . koiWhich, and is sake . Which is dots represent the raised bumps;large dots therepresent tiny the dots raised bumps; the karaoke which?1. The followingYou don’twhich?1. tenji Theneed followingwordsYou totiny knowTodon’t dotsrepresent the representtenji eitherneed right words atari emptytoJapanese is know , positions.a represent haikuJapanese eitheror , katanaBraille atariJapaneseword ,,to haikukimonowritten figure or, katanaBraille ,it inkoi out;the, ,toand you’llkimono figure sake find ,it . koi Whichout;that, and you’llthe is sake find . Whichthat the is representwhich?system is Youempty highly don’t positions. which?systemlogical. need isYou tohighly knowdon’t logical. eitherneed toJapanese know eitheror Braille Japanese to figure or Braille it out; to you’ll figure find it out;that you’llthe find that the tenji (“dot characters”) writing system. The large 1. The following tenji words represent atari, haiku, katana, kimono, koi, and sake . Which is which? karaoke system is highly system logical. is highlydots logical. represent the raised bumps; the tiny dots You don’t need to know either Japanese or Braille to figure it out; you’ll find that the system is 1. The following tenji wordshighly representrepresent logical. emptyatari, positions.haiku, katana , kimono, koi, and sake . Which is which? You don’t need to know either Japanese or Braille to figure it out; you’ll find that the a. a. b. b. system is highly logical. A. ______B. ______a. a. 1. The following tenji wordsb. represent b.atari , haiku, katana, kimono, koi, and sake . Which is which? You don’t need to know either Japanese or Braille to figure it out; you’ll find that the c. c. d. d. system is highly logical. C. ______D. ______c. c. d. d. a. b. e. e. f. f. e. e. E. ______f. F. ______f. c. a. d. b. 2. What are the following words? 2. What are the following2. What are words? the following words? 2.e. What are the following2. What are words? the c.following words? f. d.
G. ______H. ______g. g. h. h. g. g. e. h. h. f. 2. What are the following words? 3. Write the following words in tenji characters: 3. Write the following3. Write words the following in tenji characters: words in tenji characters:
3.g. Write the following3. Write words theI. 2. samuraifollowing in What tenji ______are characters: words the following in tenji h. characters:words? J. miso ______
i. samurai i. samurai j. miso j. miso g. h. 3. Writei. samurai the following i. wordssamurai in tenji characters: j. miso j. miso Problem by Patrick Littell for the North American Computational Linguistics Olympiad 2009
16 3. Write the following words in tenji characters:Problem by PatrickProblem Littell by Patrick Littell i. samurai for the North Americanfor j.the North misoComputational American LinguisticsComputationalProblem by Olympiad Patrick LinguisticsProblem Littell 2009 by Olympiad Patrick Littell 2009
for the North Americanfor the North Computational American LinguisticsComputational Olympiad Linguistics 2009 Olympiad 2009 i. samurai j. miso Problem by Patrick Littell for the North American Computational Linguistics Olympiad 2009
Problem by Patrick Littell for the North American Computational Linguistics Olympiad 2009 3.6 NATIONAL FINAL LEVEL PUZZLE - “LALANA”
LalanaLalana Chinantec Chinantec LALANA CHINANTEC LalanaLalana ChinantecChinantec LalanaLalana ChinantecLalana Chinantec isChinantec a language is a islanguage aspoken language by spoken approximatelyspoken by by approximately approximately 10,000 people 10,000 10,000 who peoplepeople live in who the Oaxacalive in the Oaxaca region regionof Mexico.region of Mexico. of In Mexico. the Infollowing the Lalana In following the orthography following orthography Chinantec orthography a colon (:)a colon marks a colon (:) a markslong (:) marks vowel, a longa long and vowel, vowel,the Ɂ andsymbol and the the ɁɁ symbolsymbol marks aLalanaLalana glottal ChinantecChinantec stop (like is isthe aa language languagesound in spokenspoken the middle byby approximatelyapproximately of uh-oh). 10,00010,000 peoplepeople whowho livelive inin thethe OaxacaOaxaca marks a glottalmarks stop a glottal(like the stop sound (like in the the sound middle in ofthe uh-oh). middle of uh-oh). regionregion ofof Mexico.Mexico. In In thethe followingfollowing orthographyorthography aa coloncolon (:)(:) marksmarks aa longlong vowel,vowel, andand thethe ɁɁ symbolsymbol
Lalana Chinantecmarksmarks is a aa language glottalglottal stopstop spoken (like(like the theby soundsoundapproximately inin thethe middlemiddle 10,000 ofof uh-oh).uh-oh).people who live in the Oaxaca kalakwa: kwɨ:kalakwa: li:Ɂ kwɨ: li:Ɂ The beautifulThe corn beautiful grew. corn grew. region of Mexico. In the following orthography a colon (:) marks a long vowel, and the Ɂ symbol marks a glottal stopmɨlaʤö (likekalakwa:kalakwa: the mo:h sound kwɨ: kwɨ: kya in li:Ɂli:Ɂ the middle of uh-oh).My TheThepineapples beautifulbeautiful have corncorn turned grew.grew. out well. mɨlaʤö mo:h kya My pineapples have turned out well.
mɨlaʤömɨlaʤö mo:h mo:h kya kya MyMy pineapplespineapples havehave turnedturned outout well.well. li:Ɂkalakwa: kalane kwɨ: kwɨ:li:Ɂ li:Ɂ kalane kwa: kya kwɨ: kwa: kya MyThe tall beautiful cornMy yellowed corn tall corngrew. beautifully. yellowed beautifully.
mɨlaʤö mo:hʤ ö kya li:Ɂkalaro:hli:Ɂ kalanekalane mo:h kwɨ:kwɨ: ne kwa: kwa: kya kyakyaMy pineapplesMy MyhaveMyyellow talltall turned pineapplescorncorn outyellowedyellowed well. ripened beautifully.beautifully. well. ʤö kalaro:h mo:h ne kya My yellow pineapples ripened well.
ʤʤöö kalaro:hkalaro:h mo:hmo:h nene kyakya MyMy yellowyellow pineapplespineapples ripenedripened well.well. li:Ɂkala kalaneʤö kw kwɨ:ɨ:kala kwa:ʤö kwkyaɨ: TheMy tall corn corn turnedThe yellowed corn out well. turned beautifully. out well.
ʤö kalaro:hmɨlakwa: mo:hkalakala neʤʤ kyaökwɨ:ö kwkw ɨɨ:: My yellow pineapplesTheTheThe corn corn corn has ripened turned turnedgrown. well. out out well. well. mɨlakwa: kwɨ: The corn has grown.
mɨlakwa: kwɨ: The corn has grown. kala ʤö kwɨ: mɨlakwa: kwɨ: The corn turnedThe out corn well. has grown. What does the word mean? 1. What does1. the word li:Ɂ mean? li:Ɂ mɨlakwa: kwɨ: The corn has grown. 1. What1.What WhatWhat does does doesdoes the the thetheword word wordword ro:h li:Ɂli:Ɂ mean? mean?mean? ______2. What does2. the1. word ro:h mean?
2. 2.What What does does the the word word ro:h mean?mean? ______3.1. WhatTranslate does3. the theTranslate2. following wordWhat li:Ɂdoesthe sentences mean?following the word into sentences ro:h Lalana mean? intoChinantec: Lalana Chinantec:
3. 3.Translate Translate the the following following sentences into into Lalana Lalana Chinantec: Chinantec: 2. Whata) does The the3. wordgoodTranslatea) ro:hpineapplesThe themean? good following becamepineapples sentences beautiful. became into beautiful. Lalana Chinantec:
a) The gooda)a) pineapplesTheThe goodgood pineapplesbecamepineapples beautiful. becamebecame beautiful.beautiful. 3. Translate the following sentences into Lalana Chinantec:
b) My______ripeb) cornMy has ripe yellowed corn has well. yellowed well. a) The good pineapples became beautiful.
b)b) MyMy riperipe corncorn hashas yellowedyellowed well.well.
b) My ripe corn has yellowed well.
b) My ripe corn has yellowed well. 4. Translate 4. the Translate ______following the sentences following into sentences English: into English:
4.4. TranslateTranslatec) m ɨ thelaro:hthe followingfollowing kwɨ: n esentencessentences intointo English:English: c) m ɨlaro:h kwɨ: n e
4. Translate thec) followingmɨlaro:h sentenceskwɨ: n e into English: 4. Translate the followingc) sentencesmɨlaro:h into kw English:ɨ: n e
d) li:Ɂ kalakwa:d) li:Ɂ kwkalakwa:ɨ: kwɨ: c) ______c) mɨlaro:h kwɨ: n e d) li:Ɂ kalakwa: kwɨ: d) li:Ɂ kalakwa: kwɨ:
Problem byProblem Rachel Nordlinger by Rachel Nordlinger
d)d) li:Ɂ kalakwa: kwɨ: for the______Australianfor the Computational Australian Computational and Linguistics and OlympiadLinguistics 2008 Olympiad 2008 Data from Merrifield, W. et al (2003). Laboratory Manual for Morphology and Syntax,Problem 7th edition .by Dallas: Rachel SIL International Nordlinger. Data from Merrifield, W. et al (2003). Laboratory Manual for Morphology and Syntax, 7th edition. Dallas:Problem SIL International by Rachel. Nordlinger forfor thethe AustralianAustralian ComputationalComputational andand LinguisticsLinguistics OlympiadOlympiad 20082008 Data from Merrifield, W. et al (2003). Laboratory Manual for Morphology and Syntax, 7th edition. Dallas: SIL International. Data from Merrifield, W. et al (2003). Laboratory ManualProblem for Morphology by Rachel and Syntax, Nordlinger 7th edition. Dallas: SIL International. for the Australian Computational and Linguistics Olympiad 2008 Data from Merrifield, W. et al (2003). Laboratory Manual for Morphology and Syntax, 7th edition. Dallas: SIL International.
Problem by Rachel Nordlinger for the Australian Computational and Linguistics Olympiad 2008 Data from Merrifield, W. et al (2003). Laboratory Manual for Morphology and Syntax, 7th edition. Dallas: SIL International.
17 3.7 SOLUTIONS
EXAMPLE 1 - JUST DICTIONARY Here are few sentences with their English translations. Translate given examples and write the rules that you observed from the given sentences.
1. Makeri kawo yaro. The smith brought the boy.
2. Yaro kawo makeri. The boy brought the smith.
3. Mace hura wuta. The woman started the fire.
4. Yarinye dawo. The girl returned.
5. Makeri kawo yarinye. The smith brought the girl.
Translate into English: 1. Mace kawo yaro. The woman brought the boy
2. Makeri dawo wuta. The smith returned the fire
Translate from English: 1. The boy started the fire. Yaro hura wuta
2. The smith returned. Makeri dawo
Rules observed:
Word order: SVO
Nouns not affected by position in the sentence, this is just vocabulary/dictionary
Words for boy (Yaro)and girl (Yarinye) may be related,but there’s not enough data really to say this
18 3.7 SOLUTIONS
EXAMPLE 2 - WORD ORDER Here are few phrases with their English translations. Translate given examples and write the rules that you observed from the given phrases.
1. nimi a gbomu snake’s mouse
2. lende a kai man’s ship
3. kafa a kai man’s shoulder
4. lende a nimi mouse’s ship
5. ja a nimi mouse’s eye
6. keni a gbomu snake’s tongue
Translate into English:
1. ja kai man’s eye
2. lende a gbomu snake’s ship
Translate from English:
1. man’s snake gbomu a kai
2. snake’s eye ja a gbomu
Rules observed:
“’s” = “a”
Genitive / ownership = “a”
Word order: thing possessed - owner – eg 1: mouse of the snake?
19 3.7 SOLUTIONS
EXAMPLE 3 - 1 RULE Here are few phrases with their English translations. Translate given examples and write the rules that you observed from the given phrases.
1. nimi a gbomu snake’s mouse
2. lende a kai man’s ship
3. kafa kai man’s shoulder
4. lende a nimi mouse’s ship
5. ja nimi mouse’s eye
6. keni gbomu snake’s tongue
Translate into English:
3. ja kai man’s eye
4. lende a gbomu snake’s ship
Translate from English:
3. man’s snake gbomu a kai
4. snake’s eye ja gbomu [no‘a’]
Rules observed:
“’s” = “a” in certain cases
Genitive / ownership = “a” when the noun is a body part, sometimes called inalienable possession Word order: thing possessed – owner, cf English X of the Y -= Y’s X
20 3.7 SOLUTIONS
EXAMPLE 4 - CATEGORIES Here are few phrases with their English translations. Translate given examples and write the rules that you observed from the given phrases.
1. bangul yara man Rough work table to see 2. bangun yabu mother things clearly: 3. bangun waymin mother in law Root: bang 4. bangu yila feather 5. bangun malayigara scorpion bang-ul yara man bang-ul gubumbulu waiter bangu gurugu drink 6. bang-ul binjirin chameleon 7. bangun bima snake bang-ul gula koala bang-ul bargan kangaroo 8. bangul gubimbulu waiter 9. bangu garan smoke bang-un yabu mother 10. bangun dunan poison ivy bang-un waymin mother in law bang-un malayigara scorpion 11. bangu juga sugar bang-un bima snake 12. bangu diban stone bang-un dunan poison ivy 13. bangul binjirin chameleon bang-u yila feather 14. bangul gula koala bang-u gurugu drink bang-u garan smoke bangul bargan kangaroo 15. bang-u juga sugar bang-u diban stone
Fill in the blanks:
1. bangun ___mugunanja aunt 2. bangu munga sound 3. bangul bayimbam butterfly 4. bangun___amo weapon
5. bangul___nalnga boy
Rules: Root word: bang (indefinite article or “a”)
Endings:
ul ending – male, harmless un - female.dangerous (!) u – inanimate
21 3.7 SOLUTIONS
EXAMPLE 5 - ENDINGS FOR SG/PL Here are few phrases with their English translations. Translate given examples and write the rules that you observed from the given phrases.
1. ho tu cyriu onos owner’s donkey 2. hoi tu emporu adelphoi trader’sbrothers 3. hoi ton onon emporoi donkeys’ traders 4. hoi ton cyrion hyioi owners’ sons 5. ho ton hyion dulos sons’ slave 6. hoi ton dulon cyrioi slaves’ owners 7. ho ton adelphon oicos brothers’ house 8. ho tu oicu cyrios house’s owner
Translate from English: Rough table to see occurrence: 1. traders’ houses hoi ton emporon oicoi Hotu owner’s donkey Hotu house’s owner 2. slave’s donkeys hoi tu dulu onoi Ho ton sons’slave Ho ton brothers’ house Translate into English: Hoitu trader’s brothers 1. ho tu onu emporos donkey’s trader Hoi ton donkeys’ traders Hoi ton owners’ sons 2. ho ton dulon dulos slaves’ slave Hoi ton slaves’owners
Rough work table to see things clearly: cyri-u empor-u oic-u cyri-on adelph-on dul-on hyi-on cyri-oi empor-oi adelph-oi hyi-oi cyri-os on-os oic-os dul-os
SOLUTION: Rules: Vocabulary: 1. word order: donkey on- Ho / Hoi, tu / ton owner, thing owned owner cyri- 2. Ho is in phrases where the ‘thing owned’ is singular. trader empor- Hoi is in phrases where the ‘thing owned’ is plural. brother adelph- 3. Tu is in phrases where the owner is singular. son hyi- Ton is in phrases where the owner is plural. slave dul- house oic- 4. Endings on nouns -u - owner is singular -on - owner is plural -oi - thing owned is plural -os - thing owned is singular
22 3.7 SOLUTIONS
EXAMPLE 6 Below are few sentences with their English translations. Write the rules and the dictionary from these examples and translate few sentences.
Hiiri teatteressa on. Cow is in theatre. Sikri poydalta hyppaa. Hen jumps off table. Hiiri poydalla istuu. Bull sits on table. Sikri liiterissa istuu. Hen sits in workshop. Hiiri liiterilta hyppaa. Bull jumps off workshop.
Translate:
Bull sits on theatre.
Rooster jumps off theatre.
Solution
Translations: Rough work table to help see Bull sits on theater. Hiiri teatterella istuu things clearly: Rooster jumps off theater. Sikri teatterelta hyppaa
Dictionary: liiteri -ssa in workshop hiiri = cow, bull teattere -ssa in theatre sikri = hen, rooster liiteri -lta off workshop teattere = theater poyda -lta off table poyda = table poyda -lla on table liiteri = workshop on = is (to be) hyppa = jumps (to jump) Hen, rooster – Sikri istuu = sits (to sit) cow, bull – Hiiri sits – istuu Rules: jumps – hyppaa Endings (these can go under dictionary or under rules): is – on -ssa =in -lta =off -lla = on Rough work table to help see things clearly: • Word order: who, where, what isdoing (Alternative word order description: subject, location or object, verb) liiteri -ssa in workshop • Word for location gets an ending for proposition (see above the list of endings with their meanings) or alternative phrasing is “how the object is used” (off table, ontable)
• They don’t distinguish between animalgender. Hen, rooster – Sikri (Alternative: They use the same word for male and female.) cow, bull – Hiiri sits – istuu jumps – hyppaa
23 3.7 SOLUTIONS
EXAMPLE 7 Below are few sentences with their English translations. Write the rules and the dictionary from these examples and translate few sentences.
Mi leg kabeag. This was clean dish. Mir Aneešt. This will be Anna. Mi ien šhuahti. This is green table. Mi ien kabešt. This will be clean table. Mir kiel phaw. This is strict boy. Mi kel šhuahtiešt. This will be green city.
Translate: Rough work table to see things clearly: This is Dima. This was strict Anna. Mi leg kabeag This was clean dish This was city. Mi ien shuahti This is green table
SOLUTION Mi kel shuahtiest This will be green city Mi ien kabest This will be clean table Translations This is Dima. Mir Dima. Mir Aneest This will be Anna Mir Kiel phaw This is strict boy This was strict Anna. Mir Ane phaweag
This was city. Mi keleag Shuahti – is green Shuahti - est – will be green Kab - est – will be clean Dictionary Ane - est – will be Anna Ane = Anna leg = dish Kab - eag – was clean ien = table kiel = boy kel = city kab = clean kel – city šhuahti = green phaw = strict ien – table mi, mir = this leg – dish kiel - boy phaw - strict shuahti – green clean – kab Rules: Endings (these can go under dictionary or under rules): -eag = past tense -ešt = future tense
• Word order: mi/mir, noun, adjective (alternative descriptions for mi/mir are also correct: this, pronoun) • mi is used for objects, mir is used forpeople • The last word gets ending for tense (see above for the list). Present tense has no ending. (alternative description for this rule: adjective gets the tense ending. If there is no adjec- tive then the noun gets the ending. Other alternatives also exist.
24 3.7 SOLUTIONS
EXAMPLE 8 - SYMBOL = WORD Here you have some sentences written in foreign script and with Latin letters. Figure out what each foreign symbol means and write any rules that you observe.
Man is writing a letter.
Woman is writing a letter.
Man wrote a letter.
Man sees a letter.
Write with foreign symbols:
Woman saw a letter.
Man saw a woman.
What kind of writing system is this (what each symbol represents), what is the direction of writing, are there any additional rules for symbols?
Rules:
Writing system type: Symbol = word Direction – L-R Word order: SVO Present tense - hat ^, past tense ’ big apostrophe/comma
25 3.7 SOLUTIONS
EXAMPLE 9 - SYMBOL = LETTER Here are written the names Iva, Maja, Vid. Which is which? What kind of writing system is this (what each symbol represents), what is the direction of writing, are there any additional
Maja Vid Iva
Rules:
Writing system: top to bottom (i tells you direction) Each symbol reps a letter No additional rules?
26 3.7 SOLUTIONS
JapaneseJapaneseJAPANESEJapanese Braille BRAILLEBraille Braille This is another writing system problem, but in this case it is not an alphabet. The word karaoke,in ThisThis is isanothertenji, anotherThis it haswriting writingis fouranother system characters,system writing problem, problem, system which but but problem, inmay inthis this lead case butcase us it in toisit this isnotthink not casean anthat alphabet. italphabet. iseach not Thecharacteran The alphabet. word word karaoke,represents karaoke,The word in in akaraoke, syllable in tenji, it has four characters, which may lead us to think that each character represents a syllable tenji,tenji, it it(ka-ra-o-ke).Countinghas has four four characters, characters, which whichsyllables may may leadof lead the us usother to tothink thinkwords that that can each each confirm character character that represents representstenji is a syllabarya syllablea syllable . (ka-ra-o-ke).(ka-ra-o-ke). Counting(ka-ra-o-ke). Counting syllables syllables Counting of ofthe syllables the other other wordsof words the canother can confirm wordsconfirm thatcan that confirmtenji tenji is isa that syllabarya syllabary tenji. is. a syllabary. Inside the syllable structure, however, we must understand how consonants and vowels are InsideInside the the syllable Insidesyllable thestructure, structure, syllable however, structure,however, we wehowever, must must understand understandwe must howunderstand how consonants consonants how andconsonants and vowels vowels andare are vowels are represented. From “karaoke” can see that ka and ra have the same upper-left dot ( ), differing represented.represented. represented.From From “karaoke” “karaoke” From can “karaoke”can see see that that canka ka andsee and rathat rahave kahave andthe the samera same have upper-left upper-leftthe same dot upper-leftdot ( (), ),differing differing dot ( ), differing only on the second dot position; furthermore, ka and ke have the same second dot position onlyonly on on the the onlysecond second on dotthe dot position;second position; dot furthermore, furthermore,position; furthermore,ka ka and and ke ke haveka have and the the kesame samehave second secondthe same dot dot positionsecond position dot position (down-right – ). This is confirmed for there is a word starting witha (atari) and word f indeed (down-right(down-right –(down-right – ). This). This is – isconfirmed confirmed). This isfor confirmedfor there there is is afor worda wordthere starting startingis a word with with startinga (atari)a (atari) with and and aword (atari)word f indeedfand indeed word f indeed starts with . So the vowels are represented in the three dots at the upper-left part of startsstarts with with .starts So. So the withthe vowels vowels . So are theare represented vowelsrepresented are inrepresented inthe the three three dots in dots the at atthreethe the upper-left dotsupper-left at the part partupper-left of ofthe the diagram: partdiagram: of the diagram: the diagram: a a i i au u ei e uo o e o a i u e o
TheThe other other three threeThe dots other dots represents representsthree dots the representsthe variety variety of theof consonants. consonants. variety of Soconsonants. So the the answers answers So are:the are: answers are: The other three dots represents the variety of consonants. So the answers are:
1. 1. 1. 1. 2.2. 2. 2. a. a.haiku haikua. haikua. haiku b. b.sakeb. sake sake b. sake g.g. g.karatekarate karate g. karate h. h.anime anime h. anime c. c.katana katanac. katana c. katana d. d.kimonod. kimono kimono d. kimono e. koi f. atari e. e.koi koi e. koi f. atarif.f. atari atari 3.3. 3. 3.
i.i. i. i. j. j. j.
LALANALalana CHINANTEC Chinantec LalanaLalanaThis is anotherChinantec Chinantec syntax problem, in a model we call Rosetta Stone: some sentences are presented
with translations and, with that, we can understand part of the grammar of the language. ThisThis is isanother anotherThis syntax syntaxis another problem, problem, syntax in ina problem, modela model we inwe call a callmodel Rosetta Rosetta we Stone callStone: someRosetta: some sentences Stone sentences: some are aresentences presented presented are with withpresented with translationstranslations and,translations and, with with that, that, and, we we withcan can understandthat, understand we can part understand part of ofthe the grammar partgrammar of theof of thegrammar the language. language. of the language. In this case, the word order is not so obvious. We can start by marking the substantives: corn (x4) In this case, the word order is not so obvious. We can start by marking the substantives: corn (x4) InIn this this case,and case, thepineapples the word word order order (x2). is Afterisnot not so this,so obvious. obvious. we can We Weeasily can can start identify start by by marking themarking pronoun the the substantives: substantives: “my” (x3). cornWe corn can (x4) (x4) even paint andand pineapples pineapplesand (x2). pineapples(x2). After After this, (x2).this, we weAfter can can easilythis, easily weidentify identify can easily the the pronoun identify pronoun the“my” “my” pronoun (x3). (x3). We “my”We can can (x3).even even Wepaint paint can even paint the words, like this: thethe words, words, like thelike this: words, this: like this:
kalakalakwa:kwa: kwɨ: kwɨ: kalali:Ɂ li:Ɂ kwa: kwɨ: li:Ɂ TheThe beautiful beautifulThe corn corn beautiful grew grew. . corn grew. mɨlamɨlaʤöʤö mo:h mo:h mɨlakya kyaʤö mo:h kya MyMy pineapples pineapplesMy have pineappleshave turned turned outhave out well. turnedwell. out well. li:Ɂli:Ɂ kala kalanene kwɨ: kwɨ:li:Ɂ kwa: kalakwa: kyane kya kwɨ: kwa: kyaMy My tall tall corn corn yellowMy yellow talled corned beautifully. beautifully. yellowed beautifully. ʤöʤ kalaö kalaro:hro:h mo:hʤ mo:hö kala ne ne ro:hkya kya mo:h ne kyaMy My yellow yellow pineapples Mypineapples yellow ripened pineapplesripened well. well. ripened well. kalakalaʤöʤ kwö kwɨ: kalaɨ: ʤö kwɨ: TheThe corn corn turned turnedThe out corn out well. turnedwell. out well. mɨlamɨlakwa:kwa: kwɨ: kwɨ: mɨla kwa: kwɨ: The The corn corn has has The grown grown corn has grown
27 3.7 SOLUTIONS
Then the verbs. From the last two sentences, it is obvious that they have internal structure: verbs in the past simple receive kala-; verbs in the present continuous receive mɨla-. ThenThenThenThenThenThenThen the the the the the thethe verbs. verbs. verbs. verbs. verbs.verbs. From From From From FromFrom the the the the thethe last last last last lastlast two two two two twotwo sentences, sentences, sentences, sentences,sentences, sentences, it it ititis itisit is is obviousisisobvious obvious obvious obviousobvious that that that that thatthat they they theythey they theythey have have have have have havehave internal internal internal internal internalinternal structure: structure: structure: structure: structure:structure: verbs verbsverbs verbs verbs verbsverbs in inin in in in in The adjectives come after the substantives, as in mo:h ne / pineapple yellow and kwɨ: li:Ɂ / corn thethethethethethethethe past past past pastpast pastpast simple simple simple simplesimple simplesimple receive receive receive receivereceivereceive receive kala kala kala kala kalakala-;kala--;; ---verbs -;;;verbs- ; ;verbs verbs verbs verbsverbsverbs in in in in in ininthe inthe the the the thethe present present present presentpresentpresent present continuous continuous continuous continuouscontinuous continuouscontinuous receive receive receive receivereceive receivereceive m m m mɨ mmɨlaɨlaɨɨɨlala-.la-laɨla-.la .--- -.. .- . . beautiful. To use an adjective as a verb, one just have to use a verb prefix, as in ne – kalane / yellow TheTheTheTheTheTheThe adjectives adjectives adjectives adjectives adjectives adjectivesadjectives– yellowed come come come come comecome and after after after after afterkwa:after the the the the the–thethe substantives, kalakwa:substantives, substantives, substantives, substantives,substantives, – m asɨ aslakwa: as asas asasin in in in in mo:h inmo:h mo:hmo:hmo:h mo:h mo:h/ tall ne ne ne ne ne– ne/ / grew /pineapple // /pineapple / pineapple pineapplepineapple pineapplepineapple – has yell grown yell yellow yell yellyell yellyellowowowowowow .and and and and andand kw kw kw kw kwkwɨɨ:: ɨɨ:ɨli:Ɂ ɨ:::li:Ɂɨ : :li:Ɂ li:Ɂli:Ɂ li:Ɂli:Ɂ / // /corn //corn /corn / corn corn corncorn beautifulbeautifulbeautifulbeautifulbeautifulbeautifulbeautiful. .To ..To. . . To ToTo To Touse use use useuse useuse an an an anan an anadjective adjective adjective adjectiveadjective adjectiveadjective as as as as asas asasa a a averb, a averb,a verb, verb,verb, verb,verb, one one one one oneone oneone just justjust just justjust justjust have have have havehave havehave to to to toto to touse useuse use useuse useuse a aa a averb a verbaverba verb verbverb verbverb prefix, prefix,prefix, prefix, prefix,prefix, prefix,prefix, as as as as asas asasin in in in in in neinne ne ne ne ne ne – – – – –kalane –kalane–kalane kalane kalane kalanekalane / // yellow /yellow // /yellow / yellow yellow yellowyellow The adverb comes in the beginning of the sentence, as in li:Ɂ / beautifully and ʤö / well. (Don’t –– ––yellowed –yellowed– – yellowed yellowed yellowed yellowed and and and and andand kwa: kwa: kwa: kwa: kwa:kwa: – – – kalakwa:– –kalakwa:– kalakwa: kalakwa: kalakwa:kalakwa: – – – –m –m – m m mɨ mmɨlakwa:lakwa:ɨɨɨɨlakwa:lakwa:lakwa:ɨlakwa:lakwa: / / /tall / / tall/ / talltall tall talltall – – – –grew – –grew– grew grew grewgrew – – – –has –has– has has hashas grown grown growngrown grown growngrown...... mistake: the “well” in turned out well is part of the verb). Adverbs, adjective and verb nucleus have TheTheTheTheTheTheThe adverb adverb adverb adverb adverb adverbadverball the comes comes comes comes comescomessame in in inform. in in the inthe the the thethe beginning beginning beginningbeginning beginningbeginning of of of of ofofthe the the the thethe sentence, sentence, sentence, sentence,sentence, sentence,sentence, as as as as asasin in in in inli:Ɂ inli:Ɂ li:Ɂ li:Ɂli:Ɂ li:Ɂli:Ɂ / / / /beautifully // /beautifully / beautifully beautifully beautifully beautifullybeautifully and andand and and andand ʤ ʤö ʤ ʤ ʤö ʤö /öö/ ö /ö well /well // /well / well well wellwell. .(Don’t .(Don’t ..(Don’t. . .(Don’t (Don’t(Don’t (Don’t(Don’t mistake:mistake:mistake:mistake:mistake:mistake:mistake: the the the the thethe “well” “well” “well” “well” “well”“well” in in inin in turned inturned turned turnedturned turnedturned out out out outout outout well well well well wellwell wellwell is is is isispart is ispartpart part partpart partpart of of of ofof ofthe ofthe the thethe thethe verb). verb).verb). verb). verb).verb). verb).verb). Adverbs,Adverbs, Adverbs, Adverbs, Adverbs,Adverbs, Adverbs,Adverbs, adjectiveadjective adjective adjective adjectiveadjective adjectiveadjective and and and and andand andand verb verb verb verb verbverb verbverb nucleus nucleus nucleus nucleus nucleusnucleus nucleusnucleus have have have have havehave havehave So the general word order is: (Adverb) Verb – Subject (Adjective) (Possessive) allallallallall allthe allthe the the the thethe same same same same samesame form. form. form. form. form. form.form. And the answers are: SoSoSoSoSo SoSothe the the the the thethe general general general general general generalgeneral word word word word wordword order order order order orderorder is: is: is: is: is: is:is:(Adverb) (Adverb) (Adverb) (Adverb) (Adverb)(Adverb) Verb Verb Verb Verb VerbVerb – – – –Su –Su– SubjectSu Su SubjectSubjectbjectbjectbjectbject (Adjective) (Adjective) (Adjective) (Adjective) (Adjective)(Adjective) (Possessive) (Possessive) (Possessive) (Possessive) (Possessive)(Possessive) And the answers are:
AndAndAndAndAndAnd the the the the thethe a a nswersa answers aanswersnswersnswersnswers are: are: are: are: are:are: 1. li:Ɂ is beautiful(ly). 2. ro:h is ripe.
1.1.1.1. 1.li:Ɂ 1.li:Ɂ li:Ɂ li:Ɂli:Ɂ li:Ɂli:Ɂ is is is isis beautiful(ly).is isbeautiful(ly). beautiful(ly). beautiful(ly).beautiful(ly). beautiful(ly).beautiful(ly). 2. 2. 2. 2.2. 2.ro:h 2.ro:h ro:h ro:hro:h ro:hro:h is is is isis ripe.is isripe. ripe. ripe.ripe. ripe.ripe. 3.
a) kalali:Ɂ mo:h ʤö PAST-(become beautiful) pineapples (good/well)ADJ 3.3.3.3. 3. 3. b) ʤö mɨlane mo:h ro:h kya (well)ADV [PRES.PERF-(yellow) corn (ripe)ADJ (my) ] a)a)a)a) a)kala a)kala kala kala kalakalali:Ɂli:Ɂli:Ɂli:Ɂli:Ɂli:Ɂli:Ɂ mo:h mo:h mo:h mo:h mo:hmo:h ʤ ʤ ʤ ʤ ʤöʤö öö ö ö PAST PAST PAST PAST PASTPAST--(become(become----(become(become(become-(become(become beautiful) beautiful) beautiful) beautiful)beautiful) beautiful)beautiful) pineapples pineapples pineapples pineapples pineapplespineapples (good/well)ADJ (good/well)ADJ (good/well)ADJ (good/well)ADJ(good/well)ADJ (good/well)ADJ(good/well)ADJ
b) b) b) b) b)ʤb) ʤ ʤ ʤ ʤöʤö ööm ömö m mɨ mmɨlalaɨɨɨɨlalanelaɨlanelanenene nemo:h mo:h mo:h mo:h mo:hmo:h ro:h ro:h ro:h ro:hro:h ro:hro:h kya kya kya kya kyakya (well)ADV (well)ADV (well)ADV (well)ADV(well)ADV (well)ADV(well)ADV [PRES.PERF [PRES.PERF [PRES.PERF [PRES.PERF[PRES.PERF [PRES.PERF[PRES.PERF--(yellow)(yellow)----(yellow)(yellow)(yellow)-(yellow)(yellow) corn corn corn corn corncorn (ripe)ADJ (ripe)ADJ (ripe)ADJ (ripe)ADJ(ripe)ADJ (ripe)ADJ(ripe)ADJ (my) (my) (my) (my)(my) (my)(my) ] ] ] ]] ] ] 4.
c) The yellow corn has ripened. 4.4.4.4. 4. 4.
c)c)c)c) c)The c)The The The TheThe yellow yellow yellow yellow yellowyellow corn corn corn corn corncorn has has has has hashas ripened. ripened. ripened. ripened. ripened.ripened. d) The corn grew beautifully.
d)d)d)d) d)Thed) The The The TheThe corn corn corn corn corncorn grew grew grew grew grewgrew beautifully. beautifully. beautifully. beautifully. beautifully.beautifully.
28 3.7 SOLUTIONS
LALANA ROUGH WORK EXAMPLE AND SOLUTION LalanaLalana Rough Rough Work Work Example Example and and Solution Solution Dictionary DictionaryDictionary
kwi:kwi: corn corn RoughRough Work Work Table: Table:
mo:hmo:h pineapples pineapples Prefixes:Prefixes:
kyakya my my KalaKala-kwa:-kwa: grew grew (past (past simple) simple)
li:?li:? B eautifulBeautiful and and beautifully beautifully kwa: kwa: tall tall
dzodzo well well MilaMila-kwa:-kwa: has has grown grown (present (present continuous) continuous) / growing/ growing
ro:hro:h ripe ripe KalaKala-dzo-dzo turned turned out out well well (past (past simple) simple)
kwa:kwa: tall tall dzo dzo well well
MilaMila-dzo-dzo have have turned turned out out well well (present (present continuous) continuous) / done/ done well well
RulesRulesRules Kalaro:hKalaro:h ripened ripened (past (past simple) simple)
Verbs:Verbs: [ro:h[ro:h would would be be “ripe “ripe”]” ]
PastPast simple simple receive receive prefix prefix kala kala- - KalaKala-ne-ne yellowed yellowed (past (past simpled) simpled)
(kalakwa,(kalakwa, kaladz kaladzö,kalaro:h)ö,kalaro:h) ne ne yellow yellow
PresentPresent continuous continuous receive receive m mɨlaɨla- - [Mile[Mile-ne-ne would would be be ‘has ‘has yellowed’ yellowed’ (present (present continuous)] continuous)]
(m(mɨlaɨlakwa,kwa, m mɨlaɨladzdzö)ö )
Adjectives:Adjectives:
AdjectivesAdjectives come come after after the the word word they they describe describe (kwi (kwi: li:?: li:? / corn/ corn beautiful beautiful) (mo:h) (mo:h ne ne / pineapple/ pineapple yellow yellow) )
UsingUsing adjective adjective as as a averb verb – –add add a averb verb prefix prefix e.g e.g (ne (ne – –kalane kalane / yellow/ yellow – –yellowed yellowed) and) and (kwa/kalakwa/m(kwa/kalakwa/mɨlakwaɨlakwa – –tall/grew/has tall/grew/has grown) grown)
Adverbs:Adverbs:
ComeCome at at the the beginning beginning of of the the sentence sentence (li:? (li:? / beautifully/ beautifully) W) Wordord order: order:
(Adverb)(Adverb) Verb Verb – –Subject Subject (Adjective) (Adjective) (Possessive) (Possessive)
Answers:Answers:
1.1. li:Ɂ li:Ɂ is isbeauti beautiful(ly).ful(ly). 2. 2. ro:h ro:h is isripe. ripe.
3.3. a) a) kala kalali:Ɂli:Ɂ mo:h mo:h ʤ ʤö ö PAST PAST-(become-(become beautiful) beautiful) pineapples pineapples (good/well)ADJ (good/well)ADJ
b) b) ʤ ʤö öm mɨlaɨlanene mo:h mo:h ro:h ro:h kya kya (well)ADV (well)ADV [PRES.PERF [PRES.PERF-(ye-(yellow)llow) corn corn (ripe)ADJ (ripe)ADJ (my) (my) ] ]
4.4. c) c) The The yellow yellow corn corn has has ripened. ripened.
d) d) The The corn corn grew grew beautifully. beautifully.
29 ADAPT AILO WORKSHOP 2018/9 3.8 POST AILO WORKSHOP QUESTIONNAIRE
Q1 Would you consider studying computing, languages or linguistics at university? Yes No
Q2 Would you recommend AILO to a friend? Yes No
Q3 Would you like to take Round 1 of AILO in your school at the end of January? Yes No
Q4 What is your overall assessment of the workshop today?
Very Satisfied Satisfied Neutral Unsatisfied Very Unsatisfied
Q5 What topics or aspects of this workshop did you find most interesting / useful?
Q6 How much do you agree / disagree with the following statements? (please circle)
I have effective strategies for solving complex problems
Strongly agree Agree Neutral Disagree Strongly Disagree
I am confident in my current problem-solving skills
Strongly agree Agree Neutral Disagree Strongly Disagree
I learned strategies for solving puzzles in this workshop
Strongly agree Agree Neutral Disagree Strongly Disagree
I would recommend this workshop to a friend
Strongly agree Agree Neutral Disagree Strongly Disagree
Comments / Feedback:
30 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Sample Set One - September 2018
Teacher / Student Guide
This pack includes: - introductory logic and language puzzles. - Problem-solving career profile from a Language Technology Scientist - Last year’s samples, workshops and competition papers: https://ailo.adaptcentre.ie/sample-puzzles/2018-2/
Puzzle Guide
The “weasel” puzzle and solution - Helps students to recognise features and rules in English.
The “walrus” puzzle and solution - Uses a perhaps familiar language (German) to introduce how to recognise rules and learn how to begin analysing and describing what they see. - Ask students to write down any observations / rules they can see in the German language set.
The ‘Georgian Countries” puzzle and solution - Introduction to analysing and describing a writing system.
Career Profile - Jian Zhang, Language Technology Scientist, Voysis.
Run by: Run by: PartPart of: Supported Supported by: by:
31 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Question 1. The following sentence, though bizarre and deliberately confusing, is actually grammatically correct: “The weasel that a boy that startles the cat thinks loves smiles eats.” Answer the following questions. In some cases, the answers may be “nobody in this sentence” or “nothing in this sentence”. 1. What is the subject of this sentence? (Give a single-word answer.) 2. How many verbs are in the sentence? 3. Who startles whom or what? 4. Who thinks what? 5. Who loves whom or what? 6. Who smiles? 7. Who eats whom or what?
32
1 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Answer A paraphrase of the sentence might be: “The weasel eats. A boy thinks ‘this weasel loves smiles’. That boy startles the cat.” 1. ‘Weasel’ is the subject. 2. Four: “startles”, “thinks”, “loves”, and “eats”. “Smiles” is a noun.
3. A boy startled a cat.
4. A boy thought that a weasel loved smiles.
5. A weasel loves smiles (at least in the mind of the boy).
6. Nobody in this sentence (explicitly) smiles; “smiles” is used as a noun.
7. A weasel eats something unspecified.
33
1 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Boris Iomdin
In 1996, a joint session of the orthographical committees from Austria, Germany and Switzerland decided to reform German spelling rules for better consistency. In particular, the letter ß was in some (not all) cases replaced by the letter combination ss. The table below lists some German words in both orthographical variants as well as the corresponding English words:
German German English (old orthography) (new orthography)
Boß Boss boss daß dass that Nuß Nuss nut küß küss kiss! mußt musst must Walroß Walross walrus barfuß barfuß barefoot groß groß great Soße Soße sauce Straße Straße street süß süß sweet Auslaß outlet Baß bass Biß bit Floß float Fußball football Geißhirt goatherd grüß greet schieß shoot Schuß shot Schweiß sweat
Assignment 1. Fill in the omissions in the table, providing the new orthographical versions of the German words. Assignment 2. Do you think it is easier or harder for the foreigners to read German in the new orthography? Explain your solution. Note. No knowledge of German is required for solving this problem.
34 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Boris Iomdin. Solution to the Walrus problem
The letter ß (pronounced es-tsett) exists only in German language. It is written to render the voiceless sound [s], as well as the letter combination ss. Before the reform, the rules for using either variant were rather complex and inconsistent. The reform offers a simpler rule: after a long vowel or diphthong, one writes ß, as long as no other consonant follows in the word stem (the latter part is not reflected in the problem).
The problem can be solved without using any knowledge of German, if one compares the German words to their English cognates. We can see that in each syllable which contains the ß, English has two vowel letters: barfuß – barefoot, groß – great, Soße – sauce, Straße – street, süß – sweet. This may be an indication of the fact that the joint ancestor of German and English had a long vowel in this position. The traditional German orthography does not show the length of the vowel in any way, but we may suppose that the long/short distinction still exists in the language. Then it would be reasonable to assume that according to the new orthography, the length of the vowel in the syllable ending by the [s] sound is reflected by the use of ß or ss.
Assignment 1.
Baß Bass bass Biß Biss bit Floß Floß float Fußball Fußball football Geißhirt Geißhirt goatherd grüß grüß greet schieß schieß shoot Schuß Schuss shot Schweiß Schweiß sweat
Assignment 2. The new orthography apparently makes it easier to read some German words for foreigners who otherwise would not know whether to pronounce the vowel in a given word short or long.
35 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Georgian Countries Sample Set One - September 2018 There are names of some countries in South America, written in the Georgian language, together with their translations to English:
Georgian Countries
There are names of some countries in South America, written in the Georgian language, together with their translations to English:
What are the names, in English, of the two untranslated countries?
What are the names, in English, of the two untranslated countries?
Problem by Bruno L’Astorina for the Brazilian Linguistics Olympiad 2016
36
Problem by Bruno L’Astorina for the Brazilian Linguistics Olympiad 2016 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
IOL Sample Solutions
Georgian Countries
In this question, one has only to decipher a different alphabet. For that, one can note that “Peru” and “Uruguay”, in Georgian, have the same amount of characters as their translations; furthermore, the repetition of U in Uruguay assures us that Georgian is written left-to-right. So we can do the relation one-to-one. “Brazil”, nevertheless, has more letters than the version in English, but thanks to the two other names, we already know some letters:
_ R A _ I _ I A
This should probably be “Brasilia” or “Brazilia”.
With those letters, we can guess the names of the other two countries:
A R G E _ _ I _ A
_ _ L U _ B I A
which can only be Argentina and Colombia (Columbia).
37 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Career Profile Career Profile
Sample Set One - September 2018 Name: Jian Zhang Career Profile Name: Jian Zhang Job title: Language Technology Scientist Career Profile Job title: Language Technology Scientist Current Company: Name: Jian Zhang VoysisCurrent - https://voysis.com/Company:
Voysis - https://voysis.com/ Job title: Language Technology Scientist Industry: Artificial Intelligence (AI), Speech CurrentTechnologyIndustry:Name: Company: Jian Artificial Zhang Intelligence (AI), Speech Voysis Technology - https://voysis.com/ Job title: Language Technology Scientist Industry: Artificial Intelligence (AI), Speech Technology Current Company: Voysis - https://voysis.com/
Industry: Artificial Intelligence (AI), Speech
Education and WorkTechnology Experience Education and Work Experience
Education and Work Experience
Undergrad IUndergrad studied aUndergrad B.Sc. in Computer application for software engineering in the School of Computing atI studied Dublin aICity studied B.Sc. University in a B.Sc.Computer in Computer(DCU). application application for for software software engineering engineering in the in School the School of Computing of Computing at Dublin City University (DCU). at Dublin City University (DCU).
Internship Internship IInternship joined CNGLI joined / CNGLADAPT / ADAPT as an as undergraduate Educationan undergraduate and Workinternintern workingE workingxperience on aon Centre a Centre for Talented for Talented Youth Youth (I CTYIjoined) course CNGL(CTYI )on course/ ADAPTSearch on Search asEngines an Engines undergraduate. . intern working on a Centre for Talented Youth
(CTYI) course on Search Engines. UndergradProgrammer at CNGL / ADAPT Programmer I was at in CNGLemployed / ADAPT by a CNGL research project as a software programmer. My role was to IProgrammer studiedwas in employedadevelopment B.Sc. at CNGLin Computer by machine /a ADAPT CNGL translation application research engines projectfor for software several as a European/A softwareengineeringsian programmer. languages.in the School Other My of roles role Computing was to developmentIat was Dublin in employed includedCity machineUniversity front/back by atranslation (DCU).CNGL end server research enginesdesign andproject for implementation. several as a softwareEuropean/A programmer.sian languages. My roleOther was roles to includeddevelopment front/back machine end translation server design engines and forimplementation. several European/A sian languages. Other roles InternshipPhD with ADAPT included front/backI then had the end opportunity server todesign do a PhD and in Neuralimplementation. Machine Translation and Statistical Machine I joined CNGL / ADAPT as an undergraduate intern working on a Centre for Talented Youth PhD with TranslationADAPT with ADAPT, DCU, graduating in 2017. IPhD( CTYIthen with) hadcourse ADAPT the on opportunity Search Engines to do. a PhD in Neural Machine Translation and Statistical Machine Current Role TranslationI then had the with opportunity ADAPT, DCU, to do graduating a PhD in Neuralin 2017. Machine Translation and Statistical Machine Programmer at CNGL / ADAPT TranslationMain with Tasks ADAPT, and Responsibilities DCU, graduating in 2017. I was in employed by a CNGL research project as a software programmer. My role was to My main task in Voysis involves developingCurrent a Roletext-to -speech (TTS) system using a deep developmentlearning machine technique. translation It requires meengines to haveCurrent for the several ability Role to European/A understand thesian state languages.-of-the-art TTS Other roles systems and deep learning knowledges. Main included Tasks front/back and Responsibilities end server design and implementation.
MyMain main Tasks task and in Responsibilities Voysis involves developing a text-to-speech (TTS) system using a deep learningMyPhD mainwith technique. ADAPTtask in Voysis It requires involves me developingto have the aability text- to- understandspeech (TTS) the system state -ofusing-the -aart deep TTS systemslearningI then had andtechnique. the deep opportunity learning It requires toknowledges. do me a PhDto have in Neural the ability Machine to understand Translation the and state Statistical-of-the Machine-art TTS systemsTranslation and Run with deep by: ADAPT, learning DCU, knowledges. graduating Part inof: 2017. Supported by:
Current Role
38 Main Tasks and Responsibilities Run by: Part of: Supported by: My main task in Voysis involves developing a text- to-speech (TTS) system using a deep learning Run by: technique. It requires me to Part have of: the ability to understand Supported the state by:- of-the-art TTS systems and deep learning knowledges.
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.1 AILO Sample Set and ADAPT Career Profile One
Sample Set One - September 2018
Career Profile Career Profile
Problems I need to solve in my job on a day-to-day basis The problem usually cannot be solved in a few days or even weeks. I normally break down the large problem into several small problems withName: a research Jian Zhangplan. The plan is dynamic as new experiment results can change the research directions significantly. Job title: Language Technology Scientist About me Current Company: What kind of puzzles/problems do you enjoy? Voysis - https://voysis.com/ I like challenges that requires me to think a lot and research a lot. Industry: Artificial Intelligence (AI), Speech What school subjects influenced your career path?Technology I think all school subjects contribute a lot in my career path. The school subjects provide me the basic tools and skills that I need for my PhD and current job.
Who inspired you? Dr. Alexandru Ceausu, who was my working colleague in CNGL / ADAPT. I learned so much from him. He shared his knowledge with me and made me ready to be a PhD student. Education and Work Experience Work/life balance Yes and No. I always try to have a good balance between work and life. However, it is so hard toUndergrad have a clear boundary between them if you enjoy what you are doing. I studied a B.Sc. in Computer application for software engineering in the School of Computing Yourat Dublin top tips?City University (DCU). It is important to have a deep understanding of deep learning in different fields, such as in speech,Internship language and image. Programming is also an essential skill. I joined CNGL / ADAPT as an undergraduate intern working on a Centre for Talented Youth ( CTYI) course on Search Engines.
Programmer at CNGL / ADAPT I was in employed by a CNGL research project as a software programmer. My role was to development machine translation engines for several European/Asian languages. Other roles included front/back end server design and implementation.
PhD with ADAPTRun by: Part of: Supported by: I then had the opportunity to do a PhD in Neural Machine Translation and Statistical Machine Translation with ADAPT, DCU, graduating in 2017.
Current Role
Main Tasks and Responsibilities 39 My main task in Voysis involves developing a text-to-speech (TTS) system using a deep learning technique. It requires me to have the ability to understand the state-of-the-art TTS systems and deep learning knowledges.
Run by: Part of: Supported by: Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018 Sample Set Two - October 2018
Teacher / Student Guide
This pack includes: - introductory logic and language puzzles. - Problem-solving career profile from an Irish Language Technology PhD Student - Last year’s samples, workshops and competition papers: https://ailo.adaptcentre.ie/sample-puzzles/2018-2/ - Free nationwide workshops: https://ailo.adaptcentre.ie/enter/workshops-20189/
Puzzle Guide The “Curragh of Kildare” puzzle and solution - Helps students to recognise features based on Irish place names. - It is useful to look at how rules are written about a language that you may know.
The “Reach for the Top” puzzle and solution (difficult) - Ilocano was written in the Baybayin script. - Ask students to write down any observations / rules they see about the writing system.
Students should attempt AILO February 2018 Preliminary / Round One if they have not done it: - https://ailo.adaptcentre.ie/sample-puzzles/2018-2/
Career Profile - Abigail Walsh, Irish Language Technology PhD Student, ADAPT Centre, Dublin City University.
Run by: Run by: PartPart of: Supported Supported by: by:
40
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
41 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
42 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
(J) The Curragh of Kildare
J1. Determine the Irish names of the following villages and translate each name.
English Irish Translation 20 Mullaghbane An Mullach Bán The White Summit 21 Killananny Cill an Eanaigh/ Church of the Fen/ Coill an Eanaigh Wood of the Fen 22 Knocknakillardy Cnoc na Cille Airde/ Hill of the High Church/ Cnoc na Coille Airde Hill of the High Wood 23 Gortnabinna Gort na Binne Field of the Peak 24 Clashgortmore Clais an Ghoirt Mhóir Pit of the Big Field 25 Killbeg An Chill Bheag/ The Small Church/ An Choill Bheag The Small Wood 26 Blackcastle An Caisleán Dubh Black castle
J2. Explain your answers.
Orthographic correspondences: The English names are phonetic imitations of the Irish names. The letter correspondences (Irish/English) include c/k, ch/gh, and aigh/y, but many Irish letters do not have English equiavalents; for example, there is no distinction between cill and coill.
Irish place names: The names fit the following pattern, where brackets represent optional parts; note that adjectives come after the respective nouns:
[An]
If a name includes a second noun, it is in the “of” form, which is analogous to the “
Nouns: Base “Of” Trans- Base “Of” Trans- form form lation form form lation gort an ghoirt field an dún ? ford an currach an churraigh marsh talamh ? land an pháirc/páirc na páirce park an mhainistir ? abbey cill na cille church an chlais ? pit an choill na coille wood ? na muice pig an bun/ bun ? base ? an mhullaigh summit an bhinn ? peak ? an uain lamb baile ? town ? an chairn mound cluain ? meadow ? an chaisleáin castle gleann ? valley ? an chnoic hill eanach ? fen
43 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
We notice two classes of nouns.
Class A: The nouns whose last vowel is i. • Insert –h– in the base form when preceded by the article. • Add –e in the end to construct the “of” form. • Use the article na in the “of” form.
Class B: The nouns whose last vowel is not i. • No changes in the base form. • Add –i– before the last consonant cluster to construct the “of” form. • Use the article an and insert –h– after the first consonant in the “of” form.
Adjectives: The behavior of an adjective depends on the class of the related noun. Base form “Of” form Translation Class A Class B Class A Class B dhubh duibhe black bhán bháin white ard high íseal low mór mhór big beag small
An adjective after a Class A noun behaves like a Class A noun with an article. Similarly, an adjective after a Class B noun behaves like a Class B noun with an article.
English place names: The Irish words always have the same English correspondence, regardless of their grammatical form, with the exception of the –ach/–aigh words; for example, bán, bháin, bhán, and báine all correspond to –bane in an English name.
44 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
YOURNAME: REGISTRATION#: TheIlocanolanguageisoneofthemajorlanguagesofthePhilippines,spokenbymorethan8 millionpeople.TodayisitwrittenintheRomanalphabet,whichwasintroducedbytheSpan ish,butbeforethatIlocanowaswritteninthescript.(whichliterally means“spelling”)wasusedtowritemanyPhilippinelanguagesandwasinusefromthe14thto the19thcenturies. BelowaretwelveIlocanowordswritteninBaybayin.MatchthemtotheirEng lishtranslations,listedinscrambledorderbelow. ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ {tolook,isskippingforjoy,isbecomingaskele ton,tobuy,variousskeletons,variousappear ances,toreachthetop,islooking,appearance,su mmit,happiness,skeleton} Fillinthemissingforms.
______ ______ ______ ______ (the/a)purchase ______ isbuying
45 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
YOURNAME: REGISTRATION#: ExplainthereasoningbehindyoursolutionstoC1andC2.
46 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
(C) Reach for the top C1. Match Ilocano words to their English translations. kit appearance kit+kit various appearances kumit to look kumit+kit is looking rg+sk + happiness rumg+rg+sk + is skipping for joy rurug + skeleton rur+rurug + various skeletons rumur+rurug + is becoming a skeleton gumtN+ to buy spt+ summit sumpt + to reach the top
C2. Fill in the missing forms. rumurog + to become a skeleton sp+spt+ various summits sump+spt+ is reaching the top
gtN+ (the/a) purchase gumt+gtN+ is buying C3. Explain the reasoning behind your solutions.
The first step is to divide the English items into semantically similar groups, and the Baybayin items into groups based on shared symbols. We then deduce that the group including k it must correspond to the “look/appearances” group (four members each), rurug+ must correspont to the “skeleton” group (three members each), and gumtN+ must be “to buy.” We also need to figure out the nature of the Baybayin alternations, which include two basic processes: • From the basic form, copy the initial two symbols and add them to the beginning. The first symbol retains its diacritic, whereas the diacritic of the second symbol is replaced by a cross below. • Insert m as the second symbol, move the diagritic of the initial symbol to m, and add an underdot to the first symbol.
47
NACLO 2008 3 Solutions AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Career Profile Career Profile
Sample Set Two - October 2018
Name: Jian Zhang Career Profile Abigail Walsh Name:
Job title: Language Technology Scientist Career ProfileJob title: Irish Language Technology PhD
Student CurrentAbigail Company: Walsh Name: Voysis - https://voysis.com/ Current Study: ADAPT Research Centre, Job title: Irish Language Technology PhD StudentDublinName: City Jian University Zhang https://www.adaptcentre.ie/Industry: Artificial Intelligence (AI), Speech
Current Technology Study: ADAPT Research Centre, Job title: Language Technology Scientist DublinIndustry: City UniversityNatural Language Processing (NLP) https://www.adaptcentre.ie/
Current Company: Industry: Natural Language Processing (NLP) Voysis - https://voysis.com/
Industry: Artificial Intelligence (AI), Speech Education and Work Experience Technology Education and Work Experience Education and Work Experience
Undergrad uate Undergraduate UndergradI finished my undergraduate degree in Computer Science and Language at Trinity College Dublin inI finished2016. After my undergraduate graduating, degreeI was employed in Computer as Science a research and Language assistant at at Trinity the ADAPT College Centre, I studied aDublin B.Sc. in in 2016. Computer After graduating, application I was employedfor software as a research engineering assistant in at the the ADAPTSchool Centre, of Computing at before Dublin starting beforeCity University starting my PhD my (DCU).PhDhere. here. I also I also did did several several research internships internships in the in areasthe areasof NLP ofand NLP and Machine Learning, one of which was the ADAPT Internship. Machine Learning, one of which was the ADAPT Internship.
Internship Education and Work Experience InternshipInternship I joined CNGL / ADAPT as an undergraduate intern working on a Centre for Talented Youth My internshipMy internship title was title Semanticwas Semantic Fuzzy Fuzzy Matching Matching forfor Translation Translation Memory Memory. At the. At time the of time my of my internship at ADAPT, I was questioning my career path and whether I was suited to academic (CTYIinternship) course at on ADAPT, Search I was Engines questioning. my career path and whether I was suited to academic Undergradwork. I was also experiencing some burnout, after a stressful final year. My internship at I studiedwork. I aADAPTwas B.Sc. also gave in Computerexperiencing me a positive application experience some burnout, in for setting software aftermy own a engineering goalsstressful and deciding final in theyear. which School My challenges internship of Computing at ProgrammerADAPT gaveI could at me tackle, CNGL a positive within / ADAPT the experience framework in of setting an existing my research own goals project. and I decidingdiscovered which aspects challenges of at Dublin City University (DCU). I wasI could in employedtackle,research within I truly by enjoyed, athe CNGL framework and research other areasof projectan I wasexisting struggling as aresearch software in. project. programmer. I discovered My aspectsrole was of to
developmentresearch I truly machine enjoyed, translation and other engines areas I wasfor several struggling European/A in. sian languages. Other roles Internship included front/back end server design and implementation. I joined CNGL / ADAPT as an undergraduateCurrent intern Role working on a Centre for Talented Youth
(CTYI) course on Search Engines. PhD with MainADAPT Tasks and Responsibilities Current Role I then hadAs the a PhD opportunity Candidate, I toresearch do a PhDthe automatic in Neural processing Machine of Translationmultiword expressions and Statistical in Irish - Machine TranslationProgrammerMain Tasksthis with andtopicat CNGL ADAPT, Responsibilitieslies /at ADAPT DCU,the intersection graduating of inlinguistics, 2017. machine learning, Irish language and technology. I wasAs a inPhD employed Candidate, by Ia research CNGL research the automatic project processing as a software of multiword programmer. expressions My role in Irishwas -to development machine translation engines for several European/Asian languages. Other roles this topicWhat lies are theat mainthe skillsintersection you learned of duringCurrent linguistics, your Role job machineat ADAPT? learning, Irish language and includedtechnology. front/backAside from learning end server practical design research and skills, implementation. and honing my knowledge of the topic and related Main Tasksfields; and I haveResponsibilities learned and am still learning some other very important life skills, such as PhDWhat with are maintainingADAPT the main a skillsgood youwork/life learned balance, during exploring your job my atpassions, ADAPT? building my professional My main network,task in managing Voysis myinvolves time, and, developing most importantly, a text understanding-to-speech (TTS)my own system strengths using and a deep learningI thenAside had from technique. the learning opportunity It practical requires to researchdo me a PhDto haveskills, in Neural theand abilityhoning Machine to my understand Translationknowledge ofthe and the state Statistical topic-of and-the relatedMachine-art TTS Translationfields; I have with learned ADAPT, and DCU, am graduating still learning in 2017. some other very important life skills, such as systems and Run deep by: learning knowledges. Part of: Supported by: maintaining a good work/life balance, exploring my passions, building my professional network, managing my time, and, mostCurrent importantly, Role understanding my own strengths and
Main Run Tasks by: and Responsibilities Part of: Supported by: 48 My main task in Voysis involves developing a text-to-speech (TTS) system using a deep
learning Run by: technique. It requires me to Part have of: the ability to understand Supported the state by:- of-the-art TTS systems and deep learning knowledges.
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
Career Profile Career Profile weaknesses and working with those aspects of my personality. I believe this type of personal development comes from working in a positive, supportive and understanding environment.
My Typical Day Name: Jian Zhang I usually start the day with administrative tasks, such as scheduling meetings or responding to emails; these tasks require excellent organisation skills and attention to detail. My work provides many opportunities for learning and Jobdevelopment: title: Language the lecture Technologys and meetings Scientist I attend inform about developments in my field, and I enjoy tutoring other students and sharing my knowledge and experience with them. TheCurrent bulk of myCompany: own PhD work is research and running experiments; only after I sufficiently understandVoysis - https://voysis.com/the problem and how others in my field have tackled it, do I begin to plan my own approach. I relish the challenge of establishing a research questions, planning a method, and workingIndustry: towards Artificial a solution. Intelligence (AI), Speech Technology How important is problem solving in your role? Many of my tasks I complete throughout the day require some level of problem-solving. Particularly as a computer scientist, much of my work revolves around taking complex and multifaceted problems and distilling them into simpler tasks. This technique is called divide- and-conquer and is particularly helpful when the problem at hand seems too complex to be solved at first glance.
What kinds of problems do you need to solve in your job on a day-to-day basis? Some of the problems seemEducation trivial, like andhow Work do I install Experience this piece of software, or how do I locate a paper by a certain author. Other problems are more complex; for example, the question of how to automatically process MWEs in Irish. This complex issue actually Undergradincorporates several other tasks; such as research, coding, and linguistic analysis. I’ve found I studiedthat aregardless B.Sc. in Computer of whether application the problem for is software simple or engineering complex, the in same the School problem of- solvingComputing at Dublinstrategies City University can often be (DCU). applied.
What is your favourite thing about your work? InternshipI love the challenges presented by tacking a difficult research question and trying to discover I joinedsomething CNGL / entirely ADAPT new as anand undergraduate unknown. I love tointern ask questions, working andon ait’s Centre very gratifying for Talented to have Youth (CTYI)the course opportunity on Search to answer Engines them. myself, particularly if nobody else can!
Programmer at CNGL / ADAPT About me I was in employed by a CNGL research project as a software programmer. My role was to developmentWhat kind machine of puzzles/problems translation doengines you enjoy? for several European/Asian languages. Other roles includedI’ve front/backalways enjoyed end logic server puzzles, design abstract and implementation. thinking and brain -teasers. For me, a career in computer science seemed a natural choice. I particularly enjoy the types of outside-the-box thinking required for creating a new piece of code, while also trying to work within the PhD withlimitations ADAPT of the language. Applying this logical and structured way of thinking to the very I thenmessy had the problems opportunity posed by to language do a PhD is fascinatingin Neural Machineand immensely Translation satisfying and to Statisticalme. Machine Translation with ADAPT, DCU, graduating in 2017. What school subjects influenced your career path? Choosing subjects to study at school wasCurrent difficult, Role because I was interested in everything! My favourite subjects were maths, physics, technical graphics, music and English. Luckily my Main Tasks and Responsibilities My main Run task by: in Voysis involves developing Part of: a text - to - speech Supported (TTS) system by: using a deep 49 learning technique. It requires me to have the ability to understand the state-of-the-art TTS systems and deep learning knowledges.
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.2 AILO Sample Set and ADAPT Career Profile Two
Sample Set Two - October 2018
Career Profile Career Profile
course allowed me to study both science and languages, and I’ve continued to wor in both ields to this day
Who inspired you? Name: Jian Zhang y su ervisor, eresa ynn, has been a big ins iration to me, articularly when I was deciding what to do ne t a ter graduating I was burned outJob andtitle: elt Language a rehensive Technology about returning Scientist to academic wor he reignited my con idence, my assion or research and my interest in Irish Current Company: Work/life balance Voysis - https://voysis.com/ s a ull time student, my hours are very le ible his allows me to dictate my own schedule and wor when I am most roductive I re er to wor in the evening time owever, it can Industry: Artificial Intelligence (AI), Speech be di icult to maintain this balance ome days I struggle to be roductive, while other days I Technology can overwor mysel verall, I really en oy the reedom and le ibility
Your top tips? and other related ields are ty ically at an intersection o science and humanities om uter science in articular is a creative sub ect that allows or some very interesting and diverse a lications It is ideal or eo le who are logical, inventive and en oy solving roblems hat said, I thin the number one uality you can ossess as a otential researcher is curiosity ind an area that Education ascinates you and and Work start E xperienceas ing uestions I nobody else nows answer, then maybe you should ind out what it is
Undergrad I studied a B.Sc. in Computer application for software engineering in the School of Computing
at Dublin City University (DCU).
Internship I joined CNGL / ADAPT as an undergraduate intern working on a Centre for Talented Youth (CTYI) course on Search Engines.
Programmer at CNGL / ADAPT I was in employed by a CNGL research project as a software programmer. My role was to development machine translation engines for several European/Asian languages. Other roles included front/back end server design and implementation.
PhD with ADAPT I then had the opportunityRun by: to do a PhDPart in of:Neural Machine TranslationSupported by: and Statistical Machine Translation with ADAPT, DCU, graduating in 2017.
Current Role
Main Tasks and Responsibilities 50 My main task in Voysis involves developing a text-to-speech (TTS) system using a deep learning technique. It requires me to have the ability to understand the state-of-the-art TTS systems and deep learning knowledges. Run by: Part of: Supported by:
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Sample Set Three - November 2018
Teacher / Student Guide
This pack includes: - Introductory logic and language puzzles. - Problem-solving career profile from a Senior Program Manager, Microsoft Ireland. - Last year’s samples, workshops and competition papers: https://ailo.adaptcentre.ie/sample- puzzles/2018-2/ - Free nationwide workshops: https://ailo.adaptcentre.ie/enter/workshops-20189/ - This year’s Nov/Dec 2018 workshop materials are now online: https://ailo.adaptcentre.ie/sample-puzzles/
Puzzle Guide The Georgian Café - Thanks to the Babette Newsome and the UKLO. - Ask students to write down any observations / rules they see about the new language.
Visible Speech - Thanks to the Daniel Harbour and the UKLO. - Ask students to write down any observations / rules they see about the new language.
Students should attempt AILO February 2017 Preliminary / Round One if they have not done it: - https://ailo.adaptcentre.ie/sample-puzzles/2017-2/ - Ask students to write down any observations / rules they see about the new languages in the problems as we are introducing this in the preliminary round.
Career Profile - Dr Declan Groves, Senior Program Manager, Microsoft Ireland.
Run by: Part of: Supported by: Run by: Part of: Supported by:
51
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
(Author: Babette Newsome)
52 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Drinking ყავა in a Georgian Café – Solutions located at http://www.uklo.org/problems.
Answers:
1 f 2 b 3 e 4 g 5 a 6 d 7 c ‘tea spoon’ = ჩაის კოვზი
How to solve it • #7 is the only Georgian example with two words, and ‘tea cup’ is the only two-word English form, so they probably match. Notice the careful use of hyphens in ‘sugar-pot’ and ‘coffee- pot’! • If #7 means ‘tea cup’, then it must contain the word for ‘tea’. That must be #1, in spite of the extra letter in #7. • #3 contains #2, and #4 contains #5; moreover in both #3 and #4 the extra letters are the same. So we can assume that these pairs are related. In the English we also find two related pairs: ‘sugar’~’sugar-pot’ and ‘coffee’~’coffee-pot’, so we can assume that these translate the Georgian pairs, with ‘pot’ translated by the extra letters. But which pair is which? • Now look at the title of the problem, containing a Georgian word for something you can drink. This must be ‘coffee’, not ‘sugar’. So #5 must be ‘coffee’, and the rest follows. • The remaining word is #6, which must be ‘spoon’. This is crucial for solving the bonus question, but you also have to build on the example of ‘tea cup’, where the word for ‘tea’ has an extra letter.
53 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Georgian is not related to the Indo uropean group of languages to which the vast ma ority of languages in urope belong than s to a common ancestor , but belongs to the artvelian group of languages. It is part of the South aucasian languages sub group of Georgian an also arto an and is, as far as most linguists are concerned, unrelated to the nearby North aucasian languages.
The Georgian alphabet has letters it used to have because it avoids ‘di graphs’ such as the nglish sh combination representing a single sound represented in the International honetic lphabet as ʃ .
The script may be familiar to science fiction fans, however. ecently, the BB adaptated hina i ville’s novel The City and the City, and language consultant lison ong from eele niversity gave the characters from the fictional city of l oma the Georgian script for their language, Illitan. Illitan was invented initially by i ville as part of the novel, but then developed by ong for the T series. ong decided to use the Georgian alphabet because it loo ed so different from nglish and would convey an alien setting for the story.
ou may recognise some of the Georgian words when given in oman alphabet as they are loanwords just as English borrowed “tea” and “coffee”, so did Georgian).
Georgian Transliteration in Roman alphabet English Translation ჩაი chai tea შაქარი sha ari sugar საშაქრე sasha re (‘pot’ = sa…e) sugar pot საყავე saq’ave (‘pot’ = sa…e) coffee pot 5 ყავა q’ava [q’ is a k sound produced deep in the coffee throat 6 კოვზი k’ovzi spoon 7 ჩაის ჭიკა chais ch’ika notice s on ‘tea’ linking it to ‘cup’. tea cup This is your clue for ‘sugar spoon’.
54 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Visible Speech – problem and solution (author: Daniel Harbour)
55
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Solution Located at http://www.uklo.org/problems. Alexander Melvil Bell (in the International Phonetic Alphabet: /ælεkzandə mεlvɪl bεl/).
How to solve the problem One challenge in both constructing and solving this problem is that Bell’s name has slightly different pronunciations in different English accents – for instance, in some accents the final
1. To read the name, you need vowels /æ ε a ə ɪ/ and consonants /l z n d m v b k/. 2. Of these, /v m d a ə ɪ/ are found directly in the text. 3. In addition, the text includes /š ž i p t ŋ g e/, which are not in the name. 4. Using 2 and 3, the following “deductions” are possible:
o from nasals /m ŋ/ deduce nasal /n/ o from labial and alveolar /m n d/ deduce labial /b/ o from labial, alveolar and velar /p t ŋ g/ deduce velar /k/ o from sibillant /š ž s/ deduce sibillant /z/ o from high front vowels /ɪ e/ deduce mid front vowel /ε/ o from high/mid front vowels /i ɪ ε/ deduce low front vowel /æ/
56 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Background details (From Wikipedia: Visible speech}
Visible Speech is a system of phonetic symbols developed by Alexander Melville Bell in 1867 to represent the position of the speech organs in articulating sounds. Bell was known internationally as a teacher of speech and proper elocution and an author of books on the subject. The system is composed of symbols that show the position and movement of the throat, tongue, and lips as they produce the sounds of language, and it is a type of phonetic notation. The system was used to aid the deaf in learning to speak.
In 1864 Melville promoted his first works on Visible Speech, in order to help the deaf both learn and improve upon their speech (since the profoundly deaf could not hear their own pronunciation).[1] To help promote the language, Bell created two written short forms using his system of 29 modifiers and tones, 52 consonants, 36 vowels and a dozen diphthongs:[2] they were named World English, which was similar to the International Phonetic Alphabet, and also Line Writing, used as a shorthand form for stenographers.[3]
Melville's works on Visible Speech became highly notable, and were described by Édouard Séguin as being "...a greater invention than the telephone by his son, Alexander Graham Bell".[3] Melville saw numerous applications for his invention, including its worldwide use as a universal language. However, although heavily promoted at the Second International Congress on Education of the Deaf in Milan, Italy in 1880, after a period of a dozen years or so in which it was applied to the education of the deaf, Visible Speech was found to be more cumbersome, and thus a hindrance, to the teaching of speech to the deaf, compared to other methods,[4] and eventually faded from use.
Bell's son Alexander Graham Bell learned the symbols, assisted his father in giving public demonstrations of the system and mastered it to the point that he later improved upon his father's work. Eventually, Alexander Graham Bell became a powerful advocate of visible speech and oralism in the United States. The money he earned from his patent of the telephone and the sale of his Volta Laboratory patents helped him to pursue this mission.
57 AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Career Profile Career Profile Career Profile SampleCareer Set Profile Three - November 2018 Name: Dr Declan Groves
Dr Declan Groves Career ProfileName:Job title: Senior Program Manager,
Name:Language Dr DeclanTechnology Groves JobName: title: Dr Declan Senior Groves Program Manager,
Career ProfileJobLanguage title: Technology Senior Program Manager, Employer: Microsoft Language Job title: Technology Senior Program Manager, Name: Dr Declan Groves EmployerLanguage : TechnologyMicrosoft
Industry: Software Localization / Language JobEmployer title:: MicrosoftSenior Program Manager, Technology Software Localization / Language Language Industry:Name:Employer Dr Technology :Declan Microsoft Groves Technology Industry: Software Localization / Language Technology EmployerJobIndustry: title:: MicrosoftSoftware Senior Localization Program / Manager,Language
LanguageTechnology Technology Industry: Software Localization / Language
Technology Employer: Microsoft
Education and Work Industry: Experience Software Localization / Language Education and Work Technology Experience
Education and Work Experience
Undergrad uate and Career Undergraduate and Career Education and Work Experience BSc. in Applied Computational LinguisticsEducation andfrom Work DCU E (2003)xperience UndergradBSc. in Applieduate Computational and Career Linguistics from DCU (2003) PhD in Machine Translation funded via an Irish Research Council (IRCSET) Postgrad Fellowship BSc.PhD in MachineApplied Computational Translation funded Linguistics via an fromIrish ResearchDCU (2003) Council (IRCSET) Postgrad Fellowship Award (2007) UndergradPhDAward in Machine(2007)uate and Translation Career funded via an Irish Research Council (IRCSET) Postgrad Fellowship Commercial Undergrad Developmentuate and Career Researcher & Research Integration Officer at CNGL (ADAPT) (2011- BSc.AwardCommercial in Applied (2007) Development Computational Researcher Linguistics & Research from DCU Integration (2003) Officer at CNGL (ADAPT) (2011- 2013)BSc. in Applied Computational Linguistics from DCU (2003) PhDCommercial2013) in Machine Development Translation Researcherfunded via &an Research Irish Research Integration Council Officer (IRCSET) at CNGL Postgrad (ADAPT) Fellowship (2011- JoinedPhD Microsoft in Machine asTranslation a Linguistic fundedEducation Engineer via an and Irish Work (2013)Research Experience in Council Xbox; (IRCSET) joined Postgrad Office FellowshipInternational Award2013)Joined (2007) Microsoft as a Linguistic Engineer (2013) in Xbox; joined Office International EngineeringAward (2007) in 2016 as a Program Manager. CommercialJoinedEngineeringCommercial Microsoft Development in Development2016 as as aa Program LinguisticResearcher Researcher Manager. Engineer & & Research Research (2013) IntegrationIntegration in Xbox; Officer Officer joined at atCNGL OfficeCNGL (ADAPT) (ADAPT)International (2011 (2011- -
Undergrad2013)Engineering2013) uate in and2016 Career as a Program Manager. WorkWork at at CNGL CNGL / /ADAPT ADAPT BSc.Joined inJoined AppliedMicrosoft Microsoft Computational as asa aLinguistic Linguistic Linguistics EngineerEngineer from (2013) DCU (2003) inin Xbox;Xbox; joined joined Office Office International International In InCNGL, CNGL, and and then then ADAPT, ADAPT, my my primary primary dutiesduties were thethe managementmanagement of of a anumber number of of different different PhDEngineeringWork inEngineering Machine at CNGL in 2016 in Translation/ ADAPT2016 as asa Program a Program funded Manager. Manager.via an Irish Research Council (IRCSET) Postgrad Fellowship EUEUIn research CNGL, research and projects projectsthen ADAPT, concerning concerning my primary MachineMachine duties Translation were the management andand LanguageLanguage of Technologies aTechnologies number of differentand and also also Award (2007) managingEUmanagingWork research atand andCNGL projectsimplementing implementing / ADAPT concerning industrial industrial Machine andand Translation commercial and projectsprojects Language (including (including Technologies projects projects and jointly jointly also- - CommercialWork at CNGL Development / ADAPT Researcher & Research Integration Officer at CNGL (ADAPT) (2011- Infunded managingfundedCNGL,In CNGL, by andby Science and andSciencethen thenimplementing ADAPT, Foundation Foundation ADAPT, my my primaryindustrial IrelandprimaryIreland duties dutiesand andand Ent commercial werewereerprise thethe management managementIreland).Ireland). projects This This(including of positionof aposition number a number projects focused offocused different of jointlydifferent on on all - all 2013)aspectsEU research of both projects research concerning and resource Machine management Translation - managing and Language the local Technologies team of researchers, and also EUaspectsfunded research of by both Scienceprojects research Foundation concerning and resource Ireland Machine management and Translation Enterprise - managing Ireland).and Language theThis local position Technologies team focused of researchers, and on allalso Joinedteammanaging Microsoftrecruitment and implementingas & interviewing,a Linguistic industrial budget/financialEngineer and commercial(2013) management, in projectsXbox; (includingjoined working Office projectswith commercialInternational jointly- managingteamaspects recruitment ofand both implementing research & interviewing, and resourceindustrial budget/financial management and commercial -management, managing projects the local(includingworking team with ofprojects researchers, commercial jointly - Engineeringandfunded research byin Science2016partners, as Foundation a andProgram leadi ng IrelandManager. the composition and Enterprise and Ireland). submission This ofposition funding focused applications. on all fundedandteam research byrecruitment Science partners, Foundation& interviewing, and leadi Irelandng thebudget/financial compositionand Enterprise management,and Ireland). submission This working of position funding with focused applications.commercial on all and aspects research of both partners, research and and leadi resourceng the managementcomposition -and managing submission the local of fundingteam of researchers,applications. aspects of both research and resource management - managing the local team of researchers, Work team at CNGL recruitment / ADAPT & interviewing, budget/financial management, working with commercial team and recruitment research partners, & interviewing, and leading budget/financial the composition andmanagement, submission of working funding applications.with commercial In CNGL, and then ADAPT, my primary dutiesCurrent were Role the management of a number of different and research partners, and leading the compositionCurrent Role and submission of funding applications. EU research projects concerning MachineCurrent Translation Role and Language Technologies and also
managing Main Tasks and and implementing Responsibilities industrial and commercial projects (including projects jointly- Main Tasks and Responsibilities Current Role funded The group by Science I work withFoundation are responsibly Ireland forand localizing Enterprise all ofIreland). Office’s This products position and focusedservices intoon all TheMain group Tasks I work and withResponsibilities are responsibly for localizing all of Office’s products and services into over 100 languages around the globe. MyCurrent work isRole focused on looking at language technology overaspectsThe Main100 group of languages Tasks both I work andresearch with Responsibilitiesaround are and theresponsibly resource globe. managementMy for worklocalizing is focused -all managing of Office’s on looking the products local at languageteam and ofservices researchers, technology into overand how100 languagesit can help around us produce the globe. high Myquality work localized is focused products on looking for our at language international technology Office andteam howThe recruitment group it can I workhelp & withinterviewing,us produce are responsibly high budget/financial quality for localizing localized allmanagement, of products Office’s products for working our andinternational with services commercial into Office Mainandcustomers Tasks how itand in can a Responsibilitiessmart help usand produce efficient high way, quality which includeslocalized the products application for our of artificialinternational intelligence Office customersand researchover 100 in languagesapartners, smart and aroundand efficient leadi theng globe. way, the compositionMywhich work includes is focused and the submission on application looking at of language of funding artificial technology applications. intelligence Thecustomers groupand how I work init acan smart with help andare us produceefficientresponsibly highway, forquality which localizing includeslocalized all the productsof applicationOffice’s for productsour of international artificial and intelligenceservices Office into over Run 100 by:languages around the globe. Part My of: work is focused on looking Supported at language by: technology Runcustomers by: in a smart and efficient way,Part which of: includes the application Supported of artificial by: intelligence 58 and Runhow by:it can help us produce high Part qualityCurrent of: localized Role products Supported for our international by: Office Run by: Part of: Supported by: customers in a smart and efficient way, which includes the application of artificial intelligence Main Tasks and Responsibilities The Run group by: I work with are responsibly Part for of: localizing all of Office’s Supported products by:and services into
over 100 languages around the globe. My work is focused on looking at language technology
and how it can help us produce high quality localized products for our international Office
customers in a smart and efficient way, which includes the application of artificial intelligence
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Career Profile Career Profile and achine learning This eans I need good listening and proble solving skills as well as engineering skills to work with a larger tea of software developers to design and develop solutions and tools that will scale to the large nu ber of languages we work with daily
Name: Dr Declan Groves How important is problem solving in your role? roble solving is essential to y role very day there are new and interesting proble s to solve and challenges to overco e I need to be ableJob to thinktitle: about Senior proble s Program broadly andManager, think of s arter ways to solve the Language Technology
What kinds of problems do you need to solve inEmployer your job on: Microsoft a day-to- day basis? Typical proble s I have to solve involve things like how can we ake auto ated translation work better for all languages how can we takeIndustry: a tool thatSoftware was writtenLocalization to proces / Languages and categorize nglish te t work as well for panish Technology ussian or apanese or how can we respond better to the feedback our international custo ers provide us with on the uality of our products and services
What is your favourite thing about your work? The favourite thing about y work is that I a able to learn fro cutting edge research and apply it to real world proble s I also love working with a large tea of diverse people fro different backgrounds and different e periences icrosoft has a real co it ent to diversity and inclusion and it is so ething that I a particularly passionate about it is a co pany where you really canEducation co e as youand are Work and Edoxperience what you love
About me Undergraduate and Career BSc. Whatin Applied kind of Computational puzzles/problems Linguistics do you enjoy? from DCU (2003) PhD yin Machine favourite Translation puzzles are brainfunded teasers via an algebra Irish Research proble s Council and dingbats (IRCSET) I re e ber Postgrad evenFellowship at Awardpri ary (2007) school y teachers always co ented that I see ed to en oy proble solving without realising a lot of those basic ath proble s were rooted in algebra Commercial Development Researcher & Research Integration Officer at CNGL (ADAPT) (2011-
2013)Wha t school subjects influenced your career path? Joined s yMicrosoft career lies as on athe Linguistic border between Engineer co puter (2013) science in Xbox; and linguistics joined bothOffice athe atics International Engineeringand languages in 2016 I studiedas a Program rench Manager.in school were the biggest influence on y career path I re e ber loving both e ually in school in particular the proble solving aspects of aths Workand at alsoCNGL learning / ADAPT how cultural aspects influence how we co unicate so I was happy to be In CNGL,able toand choose then aADAPT, career path my primarythat involved duties co bining were the both management language and of technology a number of different EU research projects concerning Machine Translation and Language Technologies and also managingWho inspired and implementing you? industrial and commercial projects (including projects jointly- fundedInitially by ScienceI would haveFoundation to say y Ireland parents and – they Ent alwayserprise put Ireland). a huge i portance This position on learning focused and on all education growing up and were always supportive of anything y siblings or I wanted to do aspects of both research and resource management - managing the local team of researchers, career wise oa ho sky would be another big inspiration to e – he is a great e a ple teamof recruitment so eone with & a interviewing, growth indset budget/financial and has contributed management, so any great working ideas to with the commercialareas of and researchlanguage partners,linguistics and cognitiveleading thescience composition a ongst anyand submission others of funding applications.
Current Role 59
Run by: Part of: Supported by: Main Tasks and Responsibilities The group I work with are responsibly for localizing all of Office’s products and services into over 100 languages around the globe. My work is focused on looking at language technology and how it can help us produce high quality localized products for our international Office customers in a smart and efficient way, which includes the application of artificial intelligence
Run by: Part of: Supported by:
AILO MONTHLY SAMPLES PUZZLES AND CAREER PROFILES 4.3 AILO Sample Set and ADAPT Career Profile Three
Sample Set Three - November 2018
Career Profile Career Profile
Work/life balance Name: Dr Declan Groves for delivering completed projects. It’s easy to Jobget suckedtitle: into Senior an interesting Program problem Manager, and Language Technology Employer: Microsoft Your top tips? Industry: Software Localization / Language Technology work. The need for good presentation and writing skills should not be neglected as there’s no point in doing really interesting work if you can’t communicate it effectively to your
Education and Work Experience
Undergraduate and Career BSc. in Applied Computational Linguistics from DCU (2003) PhD in Machine Translation funded via an Irish Research Council (IRCSET) Postgrad Fellowship Award (2007) Commercial Development Researcher & Research Integration Officer at CNGL (ADAPT) (2011- 2013) Joined Microsoft as a Linguistic Engineer (2013) in Xbox; joined Office International Engineering in 2016 as a Program Manager.
Work at CNGL / ADAPT In CNGL, and then ADAPT, my primary duties were the management of a number of different EU research projects concerning Machine Translation and Language Technologies and also managing and implementing industrial and commercial projects (including projects jointly- Run by: Part of: Supported by: funded by Science Foundation Ireland and Enterprise Ireland). This position focused on all aspects of both research and resource management - managing the local team of researchers, team recruitment & interviewing, budget/financial management, working with commercial and research partners, and leading the composition and submission of funding applications.
60 Current Role
Main TasksRun by: and Responsibilities Part of: Supported by: The group I work with are responsibly for localizing all of Office’s products and services into over 100 languages around the globe. My work is focused on looking at language technology and how it can help us produce high quality localized products for our international Office customers in a smart and efficient way, which includes the application of artificial intelligence
Run by: Part of: Supported by: