Simple site

http://133.39.115.67/~kazuo-h/annotation20121225_kokubo/cgi-bin/


 * Object "Represent(Its their)" Target　と宣言したら　Object "Target 's" に書き換える
 * センド後の書き換え時間短縮：　表示　行数（横マス）の数に上限ができないか
 * ３列表示　幅に自由度は（３列目にもう少し幅をあげるとさらに読みやすいのでは？）
 * マスにまたがるアノテーションの対処：前のマスに　IS-NOT-END-OF-SENTENCEを　stateした場合　アノテーションでは　次のマス　に融合したい　>> 影響が大きいので短期の課題では不可能（M)

=Simplify時の課題（覚書）=
 * Some/Each/All of them と　Some/Each/All : Some of them do it と書かずに　Some do it とかいてる場合　Represent で書き換えると　They do it の意味になってしまう.
 * Nucleus ambiguus (Fig1,2), the dorso-lateral part of this, this, and that.... : Stateted as " CONJUNCT( parallelly ) Nucleus ambiguus + .....

=EZ2Read=
 * And で述部がつながってる場合の　主部と述部を切り分けることが　読みやすさに貢献してる　（残念ながらパースの副産物　動詞を見つけてやればもっと簡単）
 * テキストはもともと音読するもの＝視線はシーケンシャルに動く（聴覚領域に読み込む）　一方３カラム目の表現では　視線が　ジャンプして平面を自由に動いている
 * 言語処理の脳活動　http://www.nict.go.jp/publication/shuppan/kihou-journal/kihou-vol50no3.4/3-6.pdf
 * Dislexiaの脳活動　http://www.sound-therapy-japan.com/articles/Dyslexia%20Japanese%20article.pdf
 * http://www.nhk.or.jp/special/onair/081012.html
 * http://en.wikipedia.org/wiki/Dyslexia


 * 音で読む文章を図面で読む文章に変える機械を作ってる人はいるのか？　　機械はDyslexiaの補助になるのか？？


 * KIM Jin-Dong のアノテーションサイトは明らかに目的が違う　　http://bionlp.dbcls.jp/textae/textav.html?target=http://pubannotation.dbcls.jp/pmcdocs/2626671/divs/0/annsets/bionlp-st-ge-2013-sample/annotations.json


 * Knowing through storytelling (sound) http://web.mit.edu/comm-forum/mit4/papers/worth.pdf

=What is " story" by the way=
 * report, account: A report or account is any informational work (usually of writing, speech, television, or film) made with the specific intention of relaying information or recounting certain events in a widely presentable form. Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields.
 * A narrative (or story) is any account that presents connected events,[1] and may be organized into various categories:
 * non-fiction (e.g. New Journalism, creative non-fiction, biographies, and historiography);
 * fictionalized accounts of historical events (e.g. anecdotes, myths and legends); and
 * fiction proper (i.e. literature in prose, such as short stories and novels, and sometimes in poetry and drama, although in drama the events are primarily being shown instead of told).
 *  Narrative is found in all forms of human creativity and art, including speech, writing, songs, film, television, video games, photography, theatre, and visual arts such as painting, with the modern art movements refusing the narrative in favour of the abstract and conceptual) that describes a sequence of events.
 * The word derives from the Latin verb narrare, "to tell", and is related to the adjective gnarus, "knowing" or "skilled".[2]
 * The word "story" may be used as a synonym of "narrative". It can also be used to refer to the sequence of events described in a narrative. Narratives may also be nested within other narratives, such as narratives told by unreliable narrator (a character) typically found in noir fiction genre. An important part of narration is the narrative mode, the set of methods used to communicate the narrative through a process narration (see also "Narrative Aesthetics" below).


 * Narrative based medicine: Narrative Based Medicine by Trisha Greenhalgh http://www.amazon.co.jp/dp/0727912232/ref=cm_sw_r_tw_dp_Ubm9qb0W2DN3R

= 4 Rhetorical Modes = http://en.wikipedia.org/wiki/Rhetorical_modes Rhetorical modes (also known as modes of discourse) describe the variety, conventions, and purposes of the major kinds of writing. Four of the most common rhetorical modes and their purpose are
 * exposition,
 * argumentation,
 * description,
 * narration

=History of textbook=

The ancient Greeks wrote texts intended for education. The modern textbook has its roots in the standardization made possible by the printing press. Johannes Gutenberg himself may have printed editions of Ars Minor, a schoolbook on Latin grammar by Aelius Donatus. Early textbooks were used by tutors and teachers, who used the books as instructional aids (e.g., alphabet books), as well as individuals who taught themselves. The Greek philosopher Socrates (469-399 B.C.) lamented the loss of knowledge because the media of transmission were changing.[citation needed] Before the invention of the Greek alphabet 2,500 years ago, knowledge and stories were recited aloud, much like Homer's epic poems. The new technology of writing meant stories no longer needed to be memorized, a development Socrates feared would weaken the Greeks' mental capacities for memorizing and retelling. (Paradoxically, we know about Socrates' concerns only because they were written down by his student Plato in his famous Dialogues.) [1] The next revolution for books came with the 15th-century invention of printing with changeable type. The invention is attributed to German metalsmith Johannes Gutenberg, who cast type in molds using a melted metal alloy and constructed a wooden-screw printing press to transfer the image onto paper. Gutenberg's first and only large-scale printing effort was the now iconic Gutenberg Bible in the 1450s — a Latin translation from the Hebrew Old Testament and the Greek New Testament, copies of which can be viewed on the British Library website www.bl.uk. Gutenberg's invention made mass production of texts possible for the first time. Although the Gutenberg Bible itself was stratospherically expensive, printed books began to spread widely over European trade routes during the next 50 years, and by the 16th century printed books had become more widely accessible and less costly.[2]
 * QUote form Wikipedia

=Discourse analysis= K.H. 自然言語処理分野では以下のような感じで研究が行われているようです：

「談話関係認識では,接続詞が明示的に示されているか否かで問題の難易度が大きく異なる. 接続詞が非 明示的な場合は特に解析が困難であり,表層的な単語の情報や統語的な情報はほとんど解析の有用な手がかりにならない. 実際,接続詞が非明示的な場合を対象とした先行研究 [6, 9, 5, etc.] の多くは表層的な手がかりを主として用いているが, F値で 4 割ほどの性能しか得ていない. ...」

（以上， http://plata.ar.media.kyoto-u.ac.jp/mori/research/Proceedings/NLP2012/pdf_dir/D1-6.pdf のイントロより抜粋）

また，談話コーパスとしては

http://www.seas.upenn.edu/~pdtb/ http://www.isi.edu/~marcu/discourse/Corpora.html

があるようです．

=Noel Carrol's Narrative condition= Beyond Aesthetics: Philosophical Essays Noël Carroll http://www.amazon.co.jp/dp/0521786568/ref=cm_sw_r_tw_dp_k6o9qb16N7J9J
 * Carroll’s narrative connection obtains when:
 * 1. the discourse represents at least two events and/or states of affairs
 * 2. in a globally forward-looking manner
 * 3. concerning the career of at least one unified subject
 * 4. where the temporal relations between the events and/or states of affairs are perspicuously ordered, and
 * 5. where the earlier events in the sequence are at least causally necessary conditions for the causation of later events and/or states of affairs (or are contributions thereto).

=Narrative reasoning= Narrative Reasoning There are two general models from which most of our reasoning is generated: discursive and narrative. Discursive reasoning relies on logical, direct arguments, while narrative reasoning depends on the narrative aspects of a story to order a certain experience. Discursive reasoning, “passing from premises to conclusions; proceeding by reasoning or argument”is here meant to include inductive, deductive, and abductive reasoning. What I am trying to capture in this term is the ideal of a formal system of description and/or explanation. It is not merely linear, syllogistic reasoning systems. Jerome Bruner explains his version of this kind of reasoning as one that “employs categorization or conceptualization and the operations by which categories are established, instantiated, idealized, and related one to the other to form a system.”
 * The imaginative application of discursive reasoning leads to “the ability to see possible formal connections before one is able to prove them in any formal way” while the imaginative application of the narrative “leads instead to good stories, gripping drama, [and] believable historical accounts.”

=Example: ANNAL:CHRONICLE:NARRATIVE:DISCURSIVE=
 * A: The Space shuttle Challenger explodes in 1988, the Berlin wall comes down in 1989, there was a massacre at Srebenica, Bosnia in 1995.” (Annal discourse)
 * B: The Space Shuttle Columbia blows up upon reentry to Earth; the Space Shuttle Challenger explodes upon take off.” (ununified subject)
 * B': the Space Shuttle Challenger explodes upon take off in 1986; The Space Shuttle Columbia blows up upon reentry in 2003 (chronicle on space disaster)
 * C: The thief enters the bank to rob it, but subsequently, as he exits, he is apprehended by the police.”(Narrative: two events one subject chronological and necessiating relation not causal)
 * D: the king died and then the queen died.  (chronicle discourse)
 * E: the king died and then the queen died, of grief. (narrative discourse)
 * F: “Socrates is a man, all men are mortal, therefore, Socrates in mortal.”   (Discursive discourse)
 * G: “there was a man called Socrates, who, because of his suggestion that people needed to question the folkways of knowledge in ways they had never done before, was tried as a heretic, condemned as guilty, and made to drink hemlock.” (Narrative discourse)

Structure and Function of Narratives: Different Source
http://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PDF/Prose.pdf literature (written in natural language) = poetry and prose Prose is written group of sentences in ordinary language. Prose と narrative の関係は不明 Narrative text : 読めばわかる書き物？

Discourse technique
http://papyr.com/hypertextbooks/comp1/coherent.htm Sentence Cohesion In order to make a set of sentences into a narrative discourse, sentences have to be cohesive to each other along the PLOT. To achieve cohesion, the link of one sentence to the next, consider the following techniques: Repetition. :In sentence B (the second of any two sentences), repeat a word from sentence A. Synonymy. :If direct repetition is too obvious, use a synonym of the word you wish to repeat. This strategy is call 'elegant variation.' Antonymy. :Using the 'opposite' word, an antonym, can also create sentence cohesion, since in language antonyms actually share more elements of meaning than you might imagine. Pro-forms. :Use a pronoun, pro-verb, or another pro-form to make explicit reference back to a form mentioned earlier. Collocation. :Use a commonly paired or expected or highly probable word to connect one sentence to another. Enumeration. :Use overt markers of sequence to highlight the connection between ideas. This system has many advantages: (a) it can link ideas that are otherwise completely unconnected, (b) it looks formal and distinctive, and (c) it promotes a second method of sentence cohesion, discussed in(7) below. Parallelism. :Repeat a sentence structure. This technique is the oldest, most overlooked, but probably the most elegant method ofcreating cohesion. Transitions. :Use a conjunction or conjunctive adverb to link sentences with particular logical relationships. Identity. :Indicates sameness. that is, that is to say, in other words, ... Opposition. :Indicates a contrast. but, yet, however, nevertheless, still, though, although, whereas, in contrast, rather, ... Addition. :Indicates continuation. and, too, also, furthermore, moreover, in addition, besides, in the same way, again, another, similarly, a similar, the same, ... Cause and effect: therefore, so, consequently, as a consequence, thus, as a result, hence, it follows that, because, since, for, ... Indefinites. :Indicates a logical connection of an unspecified type. in fact, indeed, now, ... Concession. :Indicates a willingness to consider the other side. admittedly, I admit, true, I grant, of course, naturally, some believe, some people believe, it has been claimed that, once it was believed, there are those who would say, ... Exemplification. :Indicates a shift from a more general or abstract idea to a more specific or concrete idea. for example, for instance, after all, an illustration of, even, indeed, in fact, it is true, of course, specifically, to be specific, that is, to illustrate, truly, ...

Auto-text to knwledge project at DARPA (machine reading)

Machine ReadingThe operational warfighter is inundated with information in narrative text, such as reports, email and chat, and the resulting task overload can preclude timely processing and exploitation of information. Artificial intelligence (AI) offers a promising approach to this problem, however the cost of handcrafting information within the narrow confines of first order logic or other AI formalisms is currently prohibitive for many applications. The operational warfighter is inundated with information in narrative text, such as reports, email and chat, and the resulting task overload can preclude timely processing and exploitation of information. Artificial intelligence (AI) offers a promising approach to this problem, however the cost of handcrafting information within the narrow confines of first order logic or other AI formalisms is currently prohibitive for many applications. The Machine Reading program aims to address this issue by replacing expert and associated knowledge engineers with un-supervised or self-supervised learning systems that can ”read” natural text and insert it into AI knowledge bases (i.e., data stores especially encoded to support subsequent machine reasoning). If successful, the Machine Reading program will produce language-understanding technology that will automatically process text in timelines consistent with operational tempo. The Machine Research program is in its final phase and is expected to conclude at the end of FY 2012. The program developed and evaluated numerous innovative prototypes and has laid the technical foundation for future research and development in operational-scale language-understanding capabilities. [2]