title: Mysteries of English Grammar. A guide to complexities of the English language

authors: Calude, Andreea S.

abstract: Despite a history of hundreds of years of research analysing aspects of English grammar, there are still open problems which continue to baffle language researchers today. Such ‘grammar mysteries’ arise for a number of reasons: because the language is changing; because different speakers of the language adhere to distinct norms and thus introduce and maintain variation in the system; because there are differences between the grammar of spoken and written English. This book illuminates some of the complexities of the subject, the areas where new discoveries await and why it matters.

Through a series of accessible and engaging case studies on various aspects of grammar, from multiple negation to possession, the authors present grammar as an intellectual challenge. This book brings out into the open questions about language usage to which we still do not have good answers in a bid to make variation overt and to revel in the mystery of the English language.

Both aimed at the interested general reader and the beginning student of English language and linguistics, this is a fresh take on grammar.

text: Mysteries of English Grammar. A guide to complexities of the English language Despite a history of hundreds of years of research analysing aspects of English grammar, there are still open problems which continue to baffle language researchers today. Such ‘grammar mysteries’ arise for a number of reasons: because the language is changing; because different speakers of the language adhere to distinct norms and thus introduce and maintain variation in the system; because there are differences between the grammar of spoken and written English. This book illuminates some of the complexities of the subject, the areas where new discoveries await and why it matters.

Through a series of accessible and engaging case studies on various aspects of grammar, from multiple negation to possession, the authors present grammar as an intellectual challenge. This book brings out into the open questions about language usage to which we still do not have good answers in a bid to make variation overt and to revel in the mystery of the English language.

Both aimed at the interested general reader and the beginning student of English language and linguistics, this is a fresh take on grammar.

year: 2021

title: Glycemic-aware metrics and oversampling techniques for predicting blood glucose levels using machine learning.

authors: Mayo, Michael

abstract: Techniques using machine learning for short term blood glucose level prediction in patients with Type 1 Diabetes are investigated. This problem is significant for the development of effective artificial pancreas technology so accurate alerts (e.g. hypoglycemia alarms) and other forecasts can be generated. It is shown that two factors must be considered when selecting the best machine learning technique for blood glucose level regression: (i) the regression model performance metrics being used to select the model, and (ii) the preprocessing techniques required to account for the imbalanced time spent by patients in different portions of the glycemic range. Using standard benchmark data, it is demonstrated that different regression model/preprocessing technique combinations exhibit different accuracies depending on the glycemic subrange under consideration. Therefore technique selection depends on the type of alert required. Specific findings are that a linear Support Vector Regression-based model, trained with normal as well as polynomial features, is best for blood glucose level forecasting in the normal and hyperglycemic ranges while a Multilayer Perceptron trained on oversampled data is ideal for predictions in the hypoglycemic range.

text: Glycemic-aware metrics and oversampling techniques for predicting blood glucose levels using machine learning. Techniques using machine learning for short term blood glucose level prediction in patients with Type 1 Diabetes are investigated. This problem is significant for the development of effective artificial pancreas technology so accurate alerts (e.g. hypoglycemia alarms) and other forecasts can be generated. It is shown that two factors must be considered when selecting the best machine learning technique for blood glucose level regression: (i) the regression model performance metrics being used to select the model, and (ii) the preprocessing techniques required to account for the imbalanced time spent by patients in different portions of the glycemic range. Using standard benchmark data, it is demonstrated that different regression model/preprocessing technique combinations exhibit different accuracies depending on the glycemic subrange under consideration. Therefore technique selection depends on the type of alert required. Specific findings are that a linear Support Vector Regression-based model, trained with normal as well as polynomial features, is best for blood glucose level forecasting in the normal and hyperglycemic ranges while a Multilayer Perceptron trained on oversampled data is ideal for predictions in the hypoglycemic range.

year: 2019

title: Putting Sylvia in her place: history, geographical theory and the “New” Education

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

text: Putting Sylvia in her place: history, geographical theory and the “New” Education New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

year: 2011