KMi Seminars
The role of layout in natural language processing (NLP)
This event took place on Monday 01 November 2004 at 12:45

 
Prof. Donia Scott Centre for Research in Computing, The Open University, UK

This talk will present the case for abstract document structure as a separate descriptive level in the analysis and generation of written texts. The purpose of this representation is to mediate between the message of a text (i.e., its discourse structure) and its physical presentation (i.e., its organisation into graphical constituents like sections, paragraphs, sentences, bulleted lists, figures, footnotes and so forth). Abstract document structure can be seen as an extension of Nunberg's `text-grammar'; it is also closely related to `logical' mark-up in languages like HTML and LaTeX. I will argue that by using this intermediate representation, several subtasks in language generation and language understanding can be defined more cleanly.

Biography

Donia Scott is professor of Computational Linguistics at the University of Brighton, where she has been director of the Information Technology Research Institute since 1991. During this period she has built a research group specializing in several areas of computational linguistics, especially natural language generation (NLG), lexical representation, and corpus linguistics. Her own research has focused on multilingual NLG, and on the realization of rhetorical relationships through layout, punctuation, and discourse connectives. Earlier in her career Professor Scott worked for some years on speech and intonation, at Sussex University and Philips Research Laboratories.

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KMi Seminars Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.