bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Global Joint Model for Semantic Role Labeling
Authors: Toutanova Kristina , Haghighi Aria , Manning Christopher D. 
Published: June 2008

We present a model for semantic role labeling that effectively captures the linguistic intuition that a semantic argument frame is a joint structure, with strong dependencies among the arguments. We show how to incorporate these strong dependencies in a statistical joint model with a rich set of features over multiple argument phrases. The proposed model substantially outperforms a similar state-of-the-art local model that does not include dependencies among different arguments. We evaluate the gains from incorporating this joint information on the Propbank corpus, when using correct syntactic parse trees as input, and when using automatically derived parse trees. The gains amount to 24.1% error reduction on all arguments and 36.8% on core arguments for gold-standard parse trees on Propbank. For automatic parse trees, the error reductions are 8.3% and 10.3% on all and core arguments, respectively. We also present results on the CoNLL 2005 shared task data set. Additionally, we explore considering multiple syntactic analyses to cope with parser noise and uncertainty.
Tree Kernels for Semantic Role Labeling
Authors: Moschitti Alessandro , Pighin Daniele , Basili Roberto 
Published: June 2008

The availability of large scale data sets of manually annotated predicate-argument structures has recently favored the use of machine learning approaches to the design of automated semantic role labeling (SRL) systems. The main research in this area relates to the design choices for feature representation and for effective decompositions of the task in different learning models. Regarding the former choice, structural properties of full syntactic parses are largely employed as they represent ways to encode different principles suggested by the linking theory between syntax and semantics. The latter choice relates to several learning schemes over global views of the parses. For example, re-ranking stages operating over alternative predicate-argument sequences of the same sentence have shown to be very effective. In this article, we propose several kernel functions to model parse tree properties in kernel-based machines, for example, perceptrons or support vector machines. In particular, we define different kinds of tree kernels as general approaches to feature engineering in SRL. Moreover, we extensively experiment with such kernels to investigate their contribution to individual stages of an SRL architecture both in isolation and in combination with other traditional manually coded features. The results for boundary recognition, classification, and re-ranking stages provide systematic evidence about the significant impact of tree kernels on the overall accuracy, especially when the amount of training data is small. As a conclusive result, tree kernels allow for a general and easily portable feature engineering method which is applicable to a large family of natural language processing tasks.
The Importance of Syntactic Parsing and Inference in Semantic Role Labeling
Authors: Punyakanok Vasin , Roth Dan , Yih Wen-tau 
Published: June 2008

We present a general framework for semantic role labeling. The framework combines a machine-learning technique with an integer linear programming-based inference procedure, which incorporates linguistic and structural constraints into a global decision process. Within this framework, we study the role of syntactic parsing information in semantic role labeling. We show that full syntactic parsing information is, by far, most relevant in identifying the argument, especially, in the very first stage—the pruning stage. Surprisingly, the quality of the pruning stage cannot be solely determined based on its recall and precision. Instead, it depends on the characteristics of the output candidates that determine the difficulty of the downstream problems. Motivated by this observation, we propose an effective and simple approach of combining different semantic role labeling systems through joint inference, which significantly improves its performance. Our system has been evaluated in the CoNLL-2005 shared task on semantic role labeling, and achieves the highest F1 score among 19 participants.
Efficient Evaluation Functions for Evolving Coordination
Authors: Agogino A. , Tumer K. 
Published: June 2008

This paper presents fitness evaluation functions that efficiently evolve coordination in large multi-component systems. In particular, we focus on evolving distributed control policies that are applicable to dynamic and stochastic environments. While it is appealing to evolve such policies directly for an entire system, the search space is prohibitively large in most cases to allow such an approach to provide satisfactory results. Instead, we present an approach based on evolving system components individually where each component aims to maximize its own fitness function. Though this approach sidesteps the exploding state space concern, it introduces two new issues: (1) how to create component evaluation functions that are aligned with the global evaluation function; and (2) how to create component evaluation functions that are sensitive to the fitness changes of that component, while remaining relatively insensitive to the fitness changes of other components in the system. If the first issue is not addressed, the resulting system becomes uncoordinated; if the second issue is not addressed, the evolutionary process becomes either slow to converge or worse, incapable of converging to good solutions. This paper shows how to construct evaluation functions that promote coordination by satisfying these two properties. We apply these evaluation functions to the distributed control problem of coordinating multiple rovers to maximize aggregate information collected. We focus on environments that are highly dynamic (changing points of interest), noisy (sensor and actuator faults), and communication limited (both for observation of other rovers and points of interest) forcing the rovers to evolve generalized solutions. On this difficult coordination problem, the control policy evolved using aligned and component-sensitive evaluation functions outperforms global evaluation functions by up to 400%. More notably, the performance improvements increase when the problems become more difficult (larger, noisier, less communication). In addition we provide an analysis of the results by quantifying the two characteristics (alignment and sensitivity discussed above) leading to a systematic study of the presented fitness functions.
Coupled Air, Sea, and Land Interactions of the South American Monsoon
Authors: Misra Vasubandhu 
Published: June 2008

Abstract
The dominant interannual variation of the austral summer South American monsoon season (SAM) is associated with El Niño–Southern Oscillation (ENSO). Although this teleconnection provides a basis for the seasonal predictability of SAM, it is shown that the conventional tier-2 modeling approach of prescribing observed sea surface temperature (SST) is inappropriate to capture this teleconnection. Furthermore, such a forced atmospheric general circulation model (AGCM) simulation leads to degradation of the SAM precipitation variability.
However, when the same AGCM is coupled to an ocean general circulation model to allow for coupled air–sea interactions, then this ENSO–SAM teleconnection is reasonably well simulated. This is attributed to the role of air–sea coupling in modulating the large-scale east–west circulation, especially associated with Niño-3 SST anomalies. It is also shown that the land–atmosphere feedback in the SAM domain as a result of the inclusion of air–sea coupling is more robust. As a consequence of this stronger land–atmosphere feedback the decorrelation time of the daily rainfall in the SAM region is prolonged to match more closely with the observed behavior.
A subtle difference in the austral summer seasonal precipitation anomalies between that over the Amazon River basin (ARB) and the SAM core region is also drawn from this study in reference to the influence of the air–sea interaction. It is shown that the dominant interannual precipitation variability over the ARB is simulated both by the uncoupled and coupled (to OGCM) AGCM in contrast to that over the SAM core region in southeastern Brazil.
Rainfall and Water Resources Variability in Sub-Saharan Africa during the Twentieth Century
Authors: Conway Declan , Persechino Aurelie , Ardoin-Bardin Sandra , Hamandawana Hamisai , Dieulin Claudine , Mahé Gil 
Published: June 2008

Abstract
River basin rainfall series and extensive river flow records are used to characterize and improve understanding of spatial and temporal variability in sub-Saharan African water resources during the last century. Nine major international river basins were chosen for examination primarily for their extensive, good quality flow records. A range of statistical descriptors highlight the substantial variability in rainfall and river flows [e.g., differences in rainfall (flows) of up to −14% (−51%) between 1931–60 and 1961–90 in West Africa], the marked regional differences, and the modest intraregional differences. On decadal time scales, sub-Saharan Africa exhibits drying across the Sahel after the early 1970s, relative stability punctuated by extreme wet years in East Africa, and periodic behavior underlying high interannual variability in southern Africa. Central Africa shows very modest decadal variability, with some similarities to the Sahel in the adjoining basins. No consistent signals in rainfall and river flows emerge across the whole of the region.
An analysis of rainfall–runoff relationships reveals varying behavior including strong but nonstationary relationships (particularly in West Africa); many basins with marked variations (temporal and spatial) in strength; weak, almost random behavior (particularly in southern Africa); and very few strong, temporally stable relationships. Twenty-year running correlations between rainfall and river flow tend to be higher during periods of greater rainfall station density; however, there are situations in which weak (strong) relationships exist even with reasonable (poor) station coverage. The authors conclude for sub-Saharan Africa that robust identification and attribution of hydrological change is severely limited by data availability, conflicting behavior across basins/regions, low signal-to-noise ratios, sometimes weak rainfall–runoff relationships, and limited quantification of the magnitude and effects of land use change.
Snow Model Verification Using Ensemble Prediction and Operational Benchmarks
Authors: Franz Kristie J. , Hogue Terri S. , Sorooshian Soroosh 
Published: June 2008

Abstract
Hydrologic model evaluations have traditionally focused on measuring how closely the model can simulate various characteristics of historical observations. Although advancing hydrologic forecasting is an often-stated goal of numerous modeling studies, testing in a forecasting mode is seldom undertaken, limiting information derived from these analyses. One can overcome this limitation through generation, and subsequent analysis, of ensemble hindcasts. In this study, long-range ensemble hindcasts are generated for the available period of record for a basin in southwestern Idaho for the purpose of evaluating the Snow–Atmosphere–Soil Transfer (SAST) model against the current operational benchmark, the National Weather Service’s (NWS) snow accumulation and ablation model SNOW17. Both snow models were coupled with the NWS operational rainfall runoff model and ensembles of seasonal discharge and weekly snow water equivalent (SWE) were evaluated. Ensemble predictions from both the SAST and SNOW17 models were better than climatology forecasts, for the period studied. In most cases, the accuracy of the SAST-generated predictions was similar to the SNOW17-generated predictions, except during periods of significant melting. Differences in model performance are partially attributed to initial condition errors. After updating the SWE state in the snow models with the observed SWE, the forecasts were improved during the first 2–4 weeks of the forecast window and the skills were essentially equal in both forecasting systems for the study watershed. Climate dominated the forecast uncertainty in the latter part of the forecast window while initial conditions controlled the forecast skill in the first 3–4 weeks of the forecast. The use of hindcasting in the snow model analysis revealed that, given the dominance of the initial conditions on forecast skill, streamflow predictions will be most improved through the use of state updating.
Verification Techniques and Simple Theoretical Forecast Models
Authors: Fawcett Robert 
Published: June 2008

Abstract
This paper investigates the performance of some skill measures [e.g., linear error in probability space, (LEPS), relative operating characteristics score (ROCS), Brier scores, and proportion correct rates], commonly used in the validation and verification of seasonal climate forecasts, within the context of some simple theoretical forecast models. The models considered include linear regression and linear discriminant analysis types, where the forecasts are presented in the form of above/below median probabilities and tercile probabilities. Above and below the median categories are also explored within the context of stratified climatology models, while tail categories are explored within the context of the linear regression type. The skill scores for the models are calculated in each case as functions of a parameter that expresses the strength of the relationship between the predictor and predictand. The skill scores investigated are found to exhibit different dependencies on the model parameter, implying that a given skill score value (0.1 say) can imply a range of strengths in the relationship between predictor and predictand, depending on which skill score is being considered. On the other hand, interrelationships between pairs of skill scores are found to be similar across the different types of models, provided model reliability is preserved. The two-category and three-category LEPS skill scores are found to be on approximately the same scale for the linear regression–type model, thereby enabling a direct comparison.
Talented Students in an Exemplary Career and Technical Education School
Authors: Gentry Marcia , Saiying Hu  , Peters Scott J. , Rizza Mary 
Published: June 2008

Outstanding talents exist in all areas of human endeavor, yet little information exists concerning gifted and talented students in career and technical education (CTE) settings. This qualitative study investigated an exemplary CTE center and the experiences of the rural secondary students who were identified as talented in this setting. Four themes emerged and paralleled suggested practices in gifted education: individualization, student-centered meaningful choices, instructors as developers of talent, and participation in career and technical student organizations. Results offer methods that secondary educators can use to recognize and identify talented CTE students and engage them in challenging, meaningful learning. Findings of positive experiences of talented students in this setting led to the conclusions that CTE programs should be included as part of the continuum of services for gifted and talented youth and that CTE programs should identify, recognize, and serve gifted and talented students. Putting the Research to Use: With the current U.S. Department of Education's definition of gifted and talented including all areas of human endeavor, career and technical education areas need to be included among programming options for gifted and talented students. The results of this study indicate that not all students with gifts or talents have skills in the traditional academic areas. Some prefer applied content areas taught in hands-on, student-centered classrooms, such as those found in the career and technical education center described in this study. Teachers of traditional academic subjects can use this research to engage their students in meaningful learning by providing them with choices, encouraging their self-direction, and presenting content in a relevant manner. This study also reinforces the value that students place on teachers who care about and connect with them on personal levels.
Teachers' Negative Affect Toward Academically Gifted Students
Authors: Geake John G. , Gross Miraca U. M. 
Published: June 2008

A frequent reason for teachers not making special provisions for a gifted child is that the child is “not fitting in socially.” The conjecture that a psychological source of such negative affect has evolved along with human language was tested with a large sample ( N = 377) of teachers in England, Scotland, and Australia who were undertaking continuing professional development (CPD) in gifted education. Quantitative indicators of teachers' subconscious feelings toward gifted children were measured using a five-dimensional semantic differential instrument. Oblique factor analysis produced a three-factor structure, namely, general characteristics of gifted children including high cognitive abilities, social misfits, and antisocial leaders. Teachers' negative affect toward gifted children concerns the potential use of high intelligence toward social noncompliance. The factor scores for teachers completing the CPD programs were lower for the social noncompliance factors and higher for the general factor compared with scores of teachers commencing the programs. Putting the Research to Use: The results of this research can be used by designers and presenters of teacher professional development (PD) programs in gifted education to address implicit negative attitudes of teachers toward gifted students. The major cause of such negative affect is a deep concern about potential antisocial applications of the intelligence of gifted students, and this should be made explicit to PD participants. The results show that teachers' unconscious negative attitudes can be reduced through PD courses in which teachers become more familiar with the characteristics of gifted students and their learning needs. In future PD programs, teachers could be asked to reflect on their personal responses to questions based on this research: Are gifted students potential social misfits? Are gifted students disrespectful of authority? Are gifted students sensitive to the feelings of others? Could gifted students use their intelligence for antisocial leadership? Would gifted students make good schoolteachers?
A Narrow Escape
Authors: Hertberg-Davis Holly , Callahan Carolyn M. 
Published: June 2008

Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study investigates how a broad range of gifted secondary students perceives and evaluates the curriculum, instruction, and environments within AP and IB courses. Interviews with 200 students in 23 U.S. high schools revealed that although students believe that AP and IB courses provide a greater level of academic challenge and more favorable learning environments than other existing high school courses, the curriculum and instruction within AP and IB courses are not a good fit for all learners, particularly those from traditionally underserved populations. Recommendations for increasing the fit of AP and IB courses for—and consequently for increasing the participation of—students from traditionally underserved populations are discussed. Putting the Research to Use: Nearly all of the students in our study indicated that AP and IB courses were the first courses in which they experienced genuine challenge, and the first academic environments in which they felt comfortable with their advanced abilities and academic interests. This indicates that many gifted students have to wait until the last few years of their school careers to encounter courses appropriately matched to their needs. Infusing greater rigor into the K-12 curriculum and allowing gifted students to spend at least part of the day with like-ability peers would go a long way in ensuring that gifted students' academic and social/emotional needs are being met throughout their school careers. Additionally, many former AP and IB students indicated that these lecture-heavy courses were not a good fit for their preferred modes of learning, suggesting a need for a broader range of gifted services at the high school level than AP and IB courses alone.
The politics of poverty and social development
Authors: Correll Denys 
Published: June 2008

English The Copenhagen World Summit for Social Development established detailed commitments to facilitate social development. In 2000 these commitments were replaced by random and minimalist targets that became known as the Millennium Development Goals. Leading acade mics, policy-makers and the International Council on Social Welfare are seeking to re-establish the commitments made in Copenhagen. French Le sommet mondial de Copenhague pour le développement social établit des engagements détaillés afin de faciliter le développement social. En 2000 ces engagements ont été remplacés par des buts aléatoires et minimalistes devenus connus sous l'appellation d'Objectifs de Développement du Millénaire. Des universitaires importants, des décideurs politiques et le Conseil International de la Protection sociale cherchent à rétablir les engagements pris à Copenhague. Spanish La Cumbre Mundial para el Desarrollo Social, de Copenhague, estableció compromisos detallados para facilitar el desarrollo. En al año 2000, tales compromisos fueron remplazados con objetivos tomados al azar y minimalistas, conocidos como los Objetivos de Desarrollo del Milenio. Líderes académicos, políticos y el Concilio Internacional de Bienestar Social intentan restablecer los compromisos tomados en Copenhague.
Microenterprise, global poverty and social development
Authors: Midgley James 
Published: June 2008

English Microenterprise and microfinance are widely promoted today as comprising an important anti-poverty strategy. While they have a role to play, this article shows that claims about their successes are exagge rated. It concludes that these programmes are most effective when incorporated into a wider set of social development policies and programmes specifically designed to address the problem of global poverty. French Micro-entreprise et micro-finance sont généralement présentées aujourd'hui comme faisant partie d'une importante stratégie anti-pauvreté. Bien qu'elles jouent effectivement un rôle, ce papier montre que leurs prétentions aux succés en la matiére sont exagérées. L'article conclut sur le fait que ces méthodes sont le plus efficaces lorsqu'elles sont intégrées dans un ensemble plus large de politiques de développement social et de programmes visant spécifiquement à résoudre le probléme de la pauvreté mondiale. Spanish Hoy se promueve ampliamente la pequeña empresa y el pequeño crédito como estrategia importantes en contra de la pobreza. Aunque dichas estrategias tienen un papel que cumplir, este ensayo muestra que se exageran sus éxitos. Se concluye que tales programas son más efectivos cuando se les incorpora a un conjunto más amplio de políticas sociales y programas específicamente diseñados para bregar con el problema de pobreza global.