Thursday, November 5, 2009

Baroque! From St Peter's to St Paul's: part 1

The first episode of art critic Waldemar Januszczak's three-part BBC4 documentary on Baroque painting, sculpture and architecture sees him examine the birth of the movement in Rome and Naples at the start of the 17th century. He starts in Saint Peter's Square, designed in 1656-67 by Gian Lorenzo Bernini, and gives a nice overall summary - "The Baroque was after you. So it threw the kitchen sink at you."

The Baroque started out as the artistic contribution of Catholic Italy to the Counter-Reformation. Lutherans dismissed sacred art as blasphemous. The Catholic Church's reaction, one of the outcomes of the Council of Trent, was to reemphasise the central role of religious art in inspiring faith amongst the masses.

The Baroque was born in Rome with the paintings of Michelangelo Merisi de Caravaggio (1571-1610), especially those in the Church of Santa Maria del Popolo. Caravaggio was the most important religious painter of the Counter-Reformation (in contrast to the typical 20th century view of him as "a knife-mad, predatory homosexual, who went berserk in Baroque Rome"). He was a master of darkness, turning painting into theatre, with tangible, vivid, cinematic paintings. He "made sure that the religious message of the counter-Reformation came after you like a spotlit rottweiler". He created a vivid new religious art that spoke to the people in language they could understand, using ordinary people as his models.

3. Baroque pearls. Portuguese word "barocco" - a misshapen pearl. If Renaissance art is a perfectly shaped pearl, then Baroque art is a misshapen pearl.

Architecture: Baroque is the default architecture of Rome.

Francesco Borromini: bendy architecture; "the Picasso of architecture", "a man of twisted brilliance". Courtyard of the Church of San Carlo in Rome. "Boromini was a rulebreaker by instinct, and that makes him totally Baroque." The church interior itself - "completely crazy". A blunt Greek cross fighting for control with a perfect oval. A perfect bit of geometry underlying apparent chaos. "He builds this exact mathematical basis, and then he just ruffles it up, like someone messing up your hair." A homosexual who later committed suicide.

Gian Lorenzo Bernini: "the undisputed King of Yang" in Baroque Rome. Architect, sculptor, painter, who "charmed the kings and popes". A ladies men. Sant'Andrea al Quirinale. "That's the Baroque for you. It twists this way and that. Always on the move. Like a restless dragonfly." Church filled with rich colour. A very theatrical efect, telling a story of St Andrew's mmartyrdom and ascension into heaven. St Peters itself is a truly stupendous piece of Baroque theatre - Bernini's Baldacchino under the transept. Is it sculpture or is it architecture? "All the dividing lines get blurred." The Cornaro Chapel in Santa Maria della Vittoria - Bernini's masterpiece. St Teresa of Avila having an ecstatic vision, an angel piercing her heart with an arrow. A young woman, overpowered by the love of god. Misinterpreted in the 20th century as something sexual.

"The Baroque loved painted ceilings, filling the air around you and above you with remarkable sights was a very Baroque ambition." Difficult to do: "The Baroque however was never afraid of effort. Whatever it took, whatever it cost, the Baroque was up for it." 17th century virtual reality, blurring the divide between the art and you. French Embassy in Rome - the first great painted ceiling of the Baroque age. Formelrly the palace of Cardinal Odoardo Farnese. A young painter from Bologna, Annibale Carracci, and his brothers. "Piano nobile of the Farnese Palace" room - a room filled with stories about the mad love affairs of the pagan gods - "a diving orgy of love and conflict, and roleplaying, and naughtiness". Employs a cunning optical trick. Each love affair in its own picture, all the pictures crammed onto the roof, held wonkily in place by an assotment of cupids, nudes and statues. Time and space are being played with by a master scenographer. A huge curved roof.

Jesuit church of Sant'Ignazio - the ceiling painting is the fullest most perfect statement of the Baroque. Celebrates the canonisation of Ignacious Loyola (founder of the Jesuits). Painted by a Jesuit Lay brother from Trento, Padre Pozzo. "A master of illusion. The best there's ever been at making small spaces look huge." Even wrote a book about optical illusions. "A wonderful movie maker, born 300 years early". Included a painted dome, cheap and easy to repair. The roof itself - A flat roof, designed to look like a vertical gateway into heaven, with clouds, architraves and columns. St Ignacious hilself, in the middle, floating up on a cloud, being greeted into heaven by Jesus. The four corners of the earth represented in the corners Asia, Africa, Europe, America. "A rather cheesy bit of Jesuit propoganda". Also: a side room inside the Jesuit College has an illusionistic collonnade, showing the life of St Ignatius. Only look right from one place.

Naples: where the baroque learned to scream and howl. The second biggest city in Europe after Paris. A Spanish colony. Half a million people squashed into slums. Caravaggio turend up in 1606 for YEAR, on the run after murdering his tennis opponent. His art grew darker. The Pio Monte della Misericordia, home church of the Misericordists. Paintings by Caravaggio, including the Seven Acts of Mercy, the greatest religious painting of the 17th century. Bury the dead, clothe the naked, help the sick and infirm, visit those in prison, feed the hungry, offer shelter to pilgrims, give something to srink to the thirsty. "One Baroque tornado of a composition".

Giuseppe Ribera - the Little Spaniard. Bearded women. Macabre. The Cabal of Naples, with Corenzio the greek and ...

Thursday, September 10, 2009

The House of Saud

Episode 2 of The Frankincense Trail sees Kate Humble in Saudi Arabia, gaining unprecedented access to some of the most notable grandsons of the kingdom's founder Abdul Aziz al Saud.

First up, she gets to meet Prince Al-Waleed bin Talal bin Abdul Aziz Al Saud, the 22nd richest man in the world. Prince Al-Waleed is the founder and chief executive of the Kingdom Holding Company, which own large chunks of some of the world's most famous companies. Kate gets to interview him at his company HQ in Riyadh, the Kingdom Tower. Then it's off in an cortege of bulletproof limousines (the prince sitting up front on his mobile phone, sealing business deals) to the prince's city resort on the edge of Riyadh to pick up his 4th wife, 27 year old Princess Amera. They all head off two hours into the desert to attend a traditional tribal gathering, where the prince distributes hundreds of thousands of dollars to his needy tribesmen. "Islam in practice", as he calls it.

Next she meets his cousin Prince Sultan bin Salman bin Abdulaziz Al Saud - the "most qualified pilot in Saudi Arabia", as well as the first Royal, first Arab and first Muslim in space. Prince Sultan takes her for a private flight in his glider along the Asir Mountains.

Prince Bandar - head of the wildlife and conservation ministry, then introduces Kate to his camels.

The House of Saud.

Najran. Known in ancient times as Al-Ukhdood, this oasis was an important stopping point on the Incense Route. In AD 524 it was the scene of a massacre of the entire native Christian population by the king of Jewish Yemen (Himyar), Yusuf As'ar Dhu Nuwas.

Tuesday, September 8, 2009

Shibam

I'm watching the BBC travelogue The Frankincense Trail, where Kate Humble follows the overland route of the ancient frankincense traders from Oman to the Mediterranean. She passes through the ancient Yemeni city of Shibam, the "oldest high-rise city in the world", with mud brick apartment buildings reaching as high as 11 storeys.

Later she crosses the Haraz mountain range to the capital Sana'a, passing medieval mountain fortresses, like the following, nameless one:

Saturday, August 29, 2009

MSc in Cognitive Computing at Goldsmiths

Goldsmiths' Department of Computing offers an interdisciplinary MSc in Cognitive Computing, aimed at humanities graduates. It claims to offer "a broad exploration of radical new theoretical approaches, characterised by their emphasis on embodiment, enactivism and European phenomenology". Some of the courses:

Cognitive science and its critics: This is the core module of the course and covers the history of cognitive science from the British empiricists to mind as motion; second order cybernetics and the embodied mind. You will look at: computing machinery and intelligence – the fundamentals of computing, program speedup, limitations of computing, what is a computer; the philosophy of artificial intelligence – critical review of key papers in the foundations of artificial intelligence; problems with computationalism – review of critiques by Dreyfus, Searle, Varela, Brooks, Penrose, Putnam, van Gelder etc.

Human cognition: The focus of this course is on the experimental investigation of cognition. The topics covered will include: expertise, talent, and savants; implicit and explicit memory; and face recognition and naming. The course will draw on behavioural, neuro-imaging, and neuropsychological studies, developmental approaches, computational modeling.

Topics in neuropsychology: This course covers a range of issues fundamental to developments in understanding the neuropsychology of both normal and abnormal human functioning. Specific topics will include: causes and psychological sequelae of brain injury; dysfunctions of memory, perception, language, and executive processes; neuro-imaging techniques; disorders of motivation, behaviour, and mood; neuropharmacology of cognitive dysfunction.

Technology of thought/Artificial Intelligence: This course provides an introduction to some of the ideas and techniques of artificial intelligence. The course will concentrate upon formal approaches to artificial intelligence, where logic is used as language for representation and reasoning with problems. The aim of the course is to encourage critical and analytical thinking.

Neural networks: This course introduces the theory and practice of neural computation. It provides the principles of neural computing with artificial neural networks widely used for addressing real world problems such as classification, regression, system identification, pattern recognition, data mining, time series prediction etc.

Tuesday, August 4, 2009

Colazzo and Costantino (1998)

Luigi Colazzo and Marco Costantino (1998): 'Multi-user hypertextual didactic glossaries' (International Journal of Artificial Intelligence in Education, 9: 111-127).

MOTIVATION: Traditional technical glossaries (either printed or electronic, either monolingual or bilingual) suffer from a number of limitations from the perspective of the user: (a) 'loss of reading context' - the user must 'move away' from the text he is reading to look a word up in the glossary; (b) it can take a non-native speaker of the language a significant amount of time to identify the correct 'citation form' of the word he wants to look up in the dictionary; (c) glossaries are traditionally 'closed' or 'static' - it is not possible for the user to MODIFY entries or ADD new entries; (d) users who are used to working with traditional printed glossaries often fail to make use of the most useful 'search' features of electronic glossaries (i.e. they lack a sophisticated 'mental model' of the glossary - Marchionini, 1989). There are also many problems for authors of 'hypertext glossaries' (where words or phrases in the text are marked up as 'anchors' (i.e. hyperlinks) to glossary entries): (a) such annotation is very time consuming when done by hand; (b) the glossary text may not be stored in a linkable format (e.g. binary doc files); (c) if annotation is to be done automatically, then the source text needs to be morphologically analysed to identify the underlying lexemes; (d) although overlapped/embedded anchors are occasionally desirable, they are impossible to code.

Four models of hypertext glossary lookup (Black, Wright, Black and Norman, 1992): (a) TABS - the glossary entry for the selected word completely replaces the source text (it is not possible to view both at the same time, but the user had to toggle between the two tabs); (b) POPUPS - the glossary entry for the selected word effaces only a small (hopefully unimportant) part of the source text; (c) SIDEBAR - there is a permanent sidebar for displaying the selected glossary entry; (d) PREDICTIVE SIDEBAR - there is a permanent sidebar containing the glossary entries for all relevant words in the current paragraph of the source text. However, none of these models make it clear how to handle RECURSIVE lookups, i.e. where the glossary definition itself contains a word which needs to be looked up.

SOLUTIONS: (a) the glossary is indexed by 'stems' rather than particular word-forms; (b) the lookup method relies on a 'word-stemming algorithm' (what about irregular forms?); (c) links are created 'automatically' from the text to the glossary, i.e. no explicit 'anchors'; (d) the popup window containing the glossary definition should be a proper window, able to be moved around, iconised and destroyed independently of the main text window - this also provides a solution to the 'recursive lookup' problem. Also, the user can access the glossary in two distinct ways: (a) RETRIEVAL - send the glossary a text string and get back a definition; (b) BROWSING - either using an alphabetical index organised as a card file, or performing a sequential scan of entries. There is a dynamic (i.e. can be extended by the user) word-stemming algorithm, which is based on a list of all the stems in Italian, as well as the regular suffixes (but it cannot handle irregular morphology or do any POS disambiguation). The system also allows the glossary to updated by multiple users (i.e. it is a wiki).

Monday, August 3, 2009

Nerbonne, Dokter and Smit (1998)

John Nerbonne, Duco Dokter and Petra Smit (1998): 'Morphological processing and computer-assisted language learning' (Computer Assisted Language Learning 11(5) pp. 543-559).

MOTIVATION: CALL systems do not generally make use of NLP technology - they limit themselves to putting self-study courses into electronic form, and hence use hand-coded/hard-wired linguistic knowledge. However, there are many CALL subtasks which should benefit from state-of-the-art (almost 'error-free') morphological or phonological processing, i.e. for use as 'support tools' in analysis of 'authentic materials', and acquisition of vocabulary.

SYSTEM DESCRIPTION: GLOSSER is a program which allows Dutch learners of French to import French texts, select individual words, and get information about these words. The main frame is a read-only text display for the source text. There are three minor frames giving information about the selected word: (a) dictionary definition (for the underlying lexeme) from the Van Dale French-Dutch dictionary; (b) (disambiguated) POS and morphological analysis; and (c) other example sentences using forms of the underlying lexeme (including some from bilingual corpora). Users can add NOTES to each selected word, to avoid multiple look-ups. The morphological analysis/POS disambiguation/lexeme identification is done using the state-of-the-art LOCOLEX software (from the Rank Xerox Research Centre).

There is a simple evaluation of the system (from the perspective of lexical coverage and accuracy). There was also a small user study with 22 students, comparing use of GLOSSER with traditional physical dictionary lookup in a traditional text comprehension task, with generally positive results.

COMMENT: The authors point out the problem of identifying 'multi-word lexemes' in source text as being worthy of future work. This is a big question. Integration with some kind of personal vocabulary database (flashcard generator?) would be a good idea. Can this idea be extended for spoken language files or videos?

The GLOSSER homepage.

Wednesday, July 29, 2009

Lisa Michaud (2008): King Alfred ...

Lisa N. Michaud (2008): 'King Alfred: a translation environment for learners of Anglo-Saxon English' (Proceedings of 3rd ACL Workshop on Innovative Use of NLP for Building Educational Applications, 19-26, link).

MOTIVATION: Learning a dead language is a much simpler task than learning a living language - the student is just learning to read/translate, rather than to listen AND speak AND read AND write. Thus, the standard approaches taken to teaching living and dead languages differ - the former focuses on developing communicative/conversational fluency and the latter syntactic accuracy. From this perspective, it appears that the somewhat primitive state-of-the-art in language technology is more appropriate for learners of dead languages.

SUMMARY: King Alfred is an online tutoring system for developing Anglo-Saxon sentence translation skills. Students have access to: (a) a morpho-syntactic scratchpad for each sentence to be translated, complete with hints and corrections; (b) a complete glossary of Anglo-Saxon word forms; and (c) a complete set of statistics about their interactions with the scratchpad.

DETAILS: The UI has three independent 'tabs': (a) the workspace; (b) the glossary; and (c) user statistics. The workspace is the core of the system:

  1. The user is presented with an Anglo-Saxon sentence to translate, along with a text field to enter his/her translation (and a morpho-syntactic scratchpad - see below).
  2. The user works out the translation (in consultation with the morpho-syntactic scratchpad and the glossary tab), enters it into the text field, and then presses the 'submit' button.
  3. The system presents a screen containing: (a) the user's translation; (b) the instructor's model translation; (c) a 'rate your translation' bar for the user to select very poor/poor/good/very good/excellent; and (d) some tips about what morphosyntactic features the user needs to focus on (derived from his interactions with the scratchpad).
  4. The user clicks the 'submit and continue' button to go to the next sentence.

The morphosyntactic scratchpad allows the user to associate morphosyntactic features with individual words. In other words, the user can guess the part-of-speech (verb, noun, adjective etc.) as well as POS-dependent grammatical features (tense, person, number etc.). The system will tell the user when he makes an incorrect guess, tell him the correct answer on request, or give him a hint.

The glossary is an alphabetised list of WORD-FORMS (i.e. not lexemes), associated with morphosyntactic information. This information is of two types: (a) lexeme-based, e.g. POS, translation, class (strong/weak), declension (1st, 2nd, etc.); and (b) form-based, e.g. number, person, tense, mood.

User statistics are derived from a complete record of the user's interactions with the system, in particular the scratchpad, across all sessions (hence the need for individual user logins). Feedback (either high-detail or low-detail) is given about the user's strengths and weaknesses in terms of particular parts-of-speech and morpho-syntactic features. In the future, this information will ideally be used to 'tailor' the order in which sentences are presented to the user.

IMPLEMENTATION: For reasons of efficient storage, the sentences and glossary are organised into a fairly complicated database structure:

The ROOTS glossary is a list of all the 'lexemes' in the glossary:

roots
  > root+ @id @orthography @pos @definition
      > feature* @name @value

The WORDS glossary is a list of all the 'word-forms' in the glossary, cross-referenced to the ROOTS glossary:

words
  > word+ @id @orthography @root-id
      > feature* @name @value

The sentences corpus is a list of all the sentences to be translated, cross-referenced to the WORDS glossary:

sentences
  > sentence+ @translation
      > word+ @word-id @translation

Our approach, which doesn not rely on any kind of automatic morphological analyser/stemmer, offers pedagogical accuracy.

INSTRUCTOR INTERFACE: There is an online interface to allow the instructor to add sentences to be translated (and hence word-forms and roots to the glossary), without needing to manipulate the database directly.

AUTOMATIC TRANSLATION EVALUATION: We intend to adapt the n-gram-based BLEU metric for translation accuracy to give users automatic feedback about the quality of their translations. Our main modification to BLEU will be to ensure that serious errors are penalised more heavily than trivial errors, and in particular that errors of morpho-syntactic parsing (e.g. mistaking a past-tense form for a present-tense form) are treated most seriously of all.

CRITIQUE: Ignores the potential for group interaction, i.e. only one user at a time can interact with the tutor. No attempt at evaluation. The section on automatic translation evaluation is purely speculative. NO NLP TECHNOLOGIES ARE USED IN THE SYSTEM.

The King Alfred homepage and documentation; Lisa Michaud's homepage; Michael Drout's homepage.

Workshops on language teaching or cultural heritage

  • LaTeCH–SHELT&R'09: EACL 2009 Workshop on Language Technology and Resources for Cultural Heritage, Social Sciences, Humanities, and Education (proceedings).
  • The Fourth Workshop on Innovative Use of NLP for Building Educational Applications (2009, proceedings).
  • The Third Workshop on Innovative Use of NLP for Building Educational Applications (2008, proceedings).
  • he Second Workshop on Building Educational Applications Using NLP (2005, proceedings)

Saturday, July 25, 2009

Saturday swimming

60 lengths (1500 yards) in 45 minutes.

Friday, July 24, 2009

The Uncanny Valley

In general, the more a robot or 3D animation looks and acts like a human, the more people will react positively to it. However, there is a point on the scale of similarity, at 'almost human', where people's reactions dip dramatically, before recovering higher up the scale. This dip is called the uncanny valley, and constitutes a problem for productive human-robot interaction.

Many viewers of the animated film The Polar Express found the lifelike characters to be 'creepy', especially because of their 'dead eyes'. In his ACL president's speech in 2007, Mark Steedman mentioned the implications of this for language technology.

Parts and Boundaries 4 - functions that map between values of B and I

Plural

  • ∀x,y. plural(x,y) -> ~bounded(x) and complex(x) and bounded(y) and x=$y
  • ∀x. ~bounded(x) and complex(x) -> ∃y. plural(x,y)

Note that =$ is an equivalence relation for conceptual parts of speech:

  • ∀x,y. x=$y <-> (matter(x) <-> matter(y) and event(x) <-> event(y) and place(x) <-> place(y) and event(x) <-> event(y))

e.g. (a) 'cattle/cows': plural(x,y), cow(y); (b) 'the light flashed (until dawn)': plural(e,f), lightflash(f).

Element

  • ∀x,y. element(x,y) -> bounded(x) and ~complex(x) and ~bounded(y) and complex(y) and x=$y

e.g. 'a grain of rice': element(x,y), rice(y). Note that 'element' is an extracting function - element(x,y) does not imply the existence of y, unlike its inverse plural(x,y).

This might also be used for substances (e.g. 'a drop of water'), but I think it'd be better to have another function that reanalyses substances as aggregates first.

Composition

  • ∀x,y. composition(x,y) -> bounded(x) and ~complex(x) and ~bounded(y) and ~complex(y) and x=$y

e.g. 'a coffee': composition(x,y), coffee(y); 'a house of wood': house(x), composition(x,y), wood(y). Further extensions are possible for 'a house of bricks', 'a pile of bricks/sand', 'a stack of bricks', 'a herd of cows'.

Grinder

  • ∀x,y. grinder(x,y) -> ~bounded(x) and ~complex(x) and bounded(y) and ~complex(y)

e.g. 'beef': grinder(x,y), cow(y); 'Bill is writing a novel': grinder(x,y), write(y,bill,z), novel(z).

Wednesday, July 22, 2009

Parts and Boundaries 3 - the features b(ounded) and i(nternal structure)

It has frequently been noted (Bach 1986, Fiengo 1974, Gruber 1967, Talmy 1978, among others) that the distinction between count and mass nouns strongly parallels that between temporally bounded events and temporally unbounded processes.

This is to do with the property of being able to be divided up into subparts which are conceptually of the same type as the whole (e.g. 'an apple' vs. 'water'; 'the light flashed' vs. 'Bill slept').

Some entities are BOUNDED (meaning that the boundaries are in view or of concern) and some are not.

Some entities are COMPLEX (meaning that they have relevant internal membership) and some are not.

  • ∀x. matter(x) xor event(x) xor place(x) xor path(x)
  • ∀ x. individual(x) <-> matter(x) and bounded(x) & ~complex(x)
  • ∀ x. substance(x) <-> matter(x) and ~bounded(x) & ~complex(x)
  • ∀ x. aggregate(x) <-> matter(x) and ~bounded(x) & complex(x)
  • ∀ x. group(x) <-> matter(x) and bounded(x) & complex(x)

Some examples: (a) 'a cow' denotes an individual; (b) 'cattle' denotes an aggregate; (c) 'beef' denotes a substance; and (d) 'a herd' denotes a group. Note that 'individual' is the only subtype of matter that has an inherent shape, hence physical boundaries.

Parts and Boundaries 2 - The puzzle and a preliminary solution

Consider the following sentence:

  The light flashed until dawn.

This sentence expresses repetition, despite the fact that neither of its component parts does - 'the light flashed' and 'until dawn'. Where does the sense of repetition come from, and why is it necessary here?

Here is a rough form of the explanation:

  1. The sentence 'the light flashed' denotes a BOUNDED event.
  2. The PP 'until dawn' combines with an UNBOUNDED event to form a BOUNDED event.
  3. The lexico-syntactic conceptual structure of 'the light flashed until dawn' is thus INCONSISTENT with the ontology.
  4. The inconsistent conceptual structure can be made consistent by COERCING the bounded event E denoted by 'the light flashed' into an UNBOUNDED event consisting of a plurality of events of the same type as E.

Here is the corresponding lexicon:

  the light flashed :- S1 : lightflash(1)
  until dawn :- S1\S2 : untildawn(1,2)

This lexicon is used to derive the following lexico-syntactic conceptual structure for the sentence 'the light flashed until dawn':

 untildawn(e,f), lightflash(f)

And here is the corresponding ontology:

               event
              /     \
            /         \
         bounded     plural
         /     \   
        /       \  
  lightflash  untildawn 

More formally:

  • ∀x. lightflash(x) -> bounded(x)
  • ∀x,y. untildawn(x,y) -> bounded(x) and ~bounded(y)
  • ∀x,y. plural(x,y) -> ~bounded(x) and bounded(y)

It is clear that using the lexico-syntactic coceptual structure of 'the light flashed until dawn' and this ontology, we can derive the following contradiction:

  bounded(f) and ~bounded(f)

The interpretation is rescued by applying the following COERCION RULE to the interpretation of sentence 'the light flashed':

  Sx => Sy : plural(y,x)

This yields the following COERCED conceptual structure for the whole sentence, which is consistent with the ontology:

  untildawn(e,f)
  plural(f,g)
  lightflash(g)

This is not a million miles away from Jackendoff's own notation:

 [UNTIL([PLURAL([LIGHT FLASHED])],[DAWN])]

Note that there are two alternatives that do not require such post-derivational coercion:

  1. Treat 'the light flashed' as lexico-syntactically ambiguous, i.e.
    1. S1 : lightflash(1)
    2. S1 : plural(1,2), lightflash(2)
  2. Treat 'until dawn' as lexico-syntactically ambiguous, i.e.
    1. S1/S2 : untildawn(1,2)
    2. S1/S2 : untildawn(1,3), plural(3,2)

In both these cases, the lexico-syntactic conceptual structure will be consistent with the ontology.

Parts and Boundaries 1 - the technology of conceptual semantics

The following two sentences are synonymous:

  Bill went into the house.
  Bill entered the house.

This means that they encode the same underlying conceptual structure:

  go(e,bill,t)
  to(t,i)
  in(i,h)
  house(h)

This is equivalent to Jackendoff's notation, where the referential indices are left implicit:

  [GO([BILL],[TO([IN([HOUSE])])])]

The mapping between sentences and concepts is ensured by the following CCG lexicon:

  went :- S1\NP2/PP3 : go(1,2,3)
  entered :- S1\NP2/NP3 : go(1,2,4), to(4,5), in(5,3)
  Bill :- NPbill
  into :- PP1/NP2 : to(1,3), in(3,2)
  the house :- NP1 : house(1)

The conceptual predicates are organised into an ontology:

           entity
         /   / \  \
       /    /   \   \
     /     /     \    \
 thing  place  path  event
   |      |      |     |
   |      |      |     |
 house    in    to     go

This is to be understood as follows:

  • Every entity belongs to exactly one of the following four categories: thing, place, path or event.
  • Every 'house' is also a 'thing'.
  • Every 'in' is also a 'place'.
  • Every 'to' is also a 'path'.
  • Every 'go' is also an 'event'.

More formally:

  • ∀x. thing(x) xor place(x) xor path(x) xor event(x)
  • ∀x. house(x) -> thing(x)
  • ∀x,y. in(x,y) -> place(x) and thing(y)
  • ∀x,y. to(x,y) -> path(x) and place(y)
  • ∀x,y,z. go(x,y,z) -> event(x) and thing(y) and path(z)

Note that we do NOT NEED to decompose lexical concepts like 'into' or 'enter':

  • ∀x,y. into(x,y) -> ∃z. to(x,z) and in(z,y)
  • ∀x,y,z. to(x,y) and in(y,z) -> into(x,z)
  • ∀x,y,z. enter(x,y,z) -> ∃w. go(x,y,w) and into(w,z)
  • ∀x,y,z,w. go(x,y,z) and into(z,w) -> enter(x,y,w)

In other words, 'into' is a subtype of 'in', and 'enter' is a subtype of 'go'.

The semantic interpretation process takes place as follows:

  1. The input sentence S is parsed using the lexicon/grammar, yielding a lexico-syntactic conceptual structure C (or a set of these if S is ambiguous).
  2. C is tested for 'consistency' with the ontology.

Tuesday, July 21, 2009

Iran and Britain

Summary of a 2009 BBC4 documentary on the history of the relationship between Britain and Persia/Iran, presented by Christopher de Bellaigue, a British writer living in Iran.

This programme presents a brief history of relations between Britain and the country which we nowadays call Iran but which was traditionally called Persia. In particular, the aim is to explain why, even after 30 years of almost complete mutual diplomatic isolation, the popular Iranian attitude towards Britain remains one of mistrust.

In the early 1600s, when Shakespeare was writing about the Shah Abbas (1571-1629, reigned from 1587), Britain and Persia were equals on the world stage. By the late 1800s however, Britain was the greatest imperial power in the world, and Persia was a poor country whose sole significance was that it formed a buffer zone between the British empire to the east and west and Russia to the north. Britain needed to prevent what it saw as a weak Persia from falling into the hands of the Russians, since it was an important part of the overland communication route between Britain and India.

One of Britain's tactics in controlling Persia was to foment popular support for liberal democracy as a counterweight to the Shah's influence. This resulted in the constitutional revolution, where the Shah backed down and allowed the creation of a parliament. However, the situation was completely altered by the treaty of alliance between Britain and Russia in 1907, brokered by France to counter the growing influence of Germany. This led to Persia being carved up between the British and Russians into 'spheres of influence', and when the Russians forced the suspension of the Persian parliament, the British made no objection. The liberal democratic movement in Persia felt they had been betrayed by Britain.

The discovery of oil in southern Persia in 1908 transformed Britain's political interest in the country. Production was controlled by the Anglo-Persian Oil Company (later to become British Petroleum), in which the British government had a majority share. By the end of the First World War, Persia was one of Britain's most important strategic assets, and with the collapse of Russia into revolution and civil war, the entire country came under British influence. The Anglo-Persian Agreement, negotiated by the British foreign secretary Lord Curzon (1859-1925), led to Britain taking over the running of Persia's armed forces and the exploitation of its economy. Persia was not a colony of Britain, but neither was it independent. Britain offered tacit support to the bloodless coup in 1921, which saw the pro-British army officer Reza Khan (1878-1944, reigned 1925-41) seize power. Reza went on to crown himself Shah in 1925, establishing a new dynasty, and rebranding the country as 'Iran'.

1941: Russia and Britain preemptively invaded Iran, to protect the oil fields from the Germans. Reza Shah had become unpopular by this time, so he abdicated and went into exile. His son, Mohammed Reza, took over, and always blamed the British for his father's downfall. By this time, Abidan was the largest oil refinery in the world, with 2000 British expatriates and 75000 Iranian staff. Tensions rose however as the Iranians felt excluded from senior roles in the firm. 1951: Mossadegh became PM. He wanted to remove foreign influence (including British influence) from Iran, and make the country properly independent. He passed a bill nationalising Iranian oil. The oil company retaliated by closing the Abadan refinery. Britain tried to undermine Mossadegh, and even came close to military intervention. They then persuaded the new US president Eisenhower that the Mossadegh government was a threat to both UK and US interests, since it would lead to a communist takeover. The US then organised a coup in 1953 (led by CIA-sponsored mercenaries) to unseat Mossadegh. General Zahedi became the new PM. Oil production was divided up between British and American companies, with 50% of the profits going to Iran. Shah Mohamed slowly assumed absolute power. In 1959 he undertook a state visit to the UK. Oil revenues led to a dramatic expansion of Iran's economy. 1973: the Shah, as head of OPEC, doubled the price of world oil. Britain's response was to sell as many arms and tanks to Iran as possible, to offset the oil price rises. As the economy grew, the gap between rich and poor got wider, and Iran's religious traditions were ignored. The Shah made sure all opposition was brutally repressed. The Shah became upset with the BBC World Service, which broadcast news about popular discontent which Radio Iran censored. The Shah tried to persuade the British government to intervene in the management of the BBC. The Iranian government particularly resented BBC reporting the words of Ayatolah Khomeini. Dec 1978: chaos in Iran. Majority of people against the Shah. He fled Iran and Ayatollah Khomeini returned to assume power. Relations between Britain and Iran became almost completely estranged. Even now, after a generation of mutual isolation, the notion of the 'hidden hand' of the British lingers on in Iranian popular consciousness (i.e. 'Uncle Napoleonism'). Presenter: Christopher De Bellaigue (a British writer and journalist living in Iran) Director: Neil Cameron 2009

Saturday, July 11, 2009

Saturday swimming

70 lengths (1750 yards) in 50 minutes.

Saturday, July 4, 2009

Saturday swimming

70 lengths (1750 yards) in 50 minutes.

Russell's Paradox (1901)

Where Φ denotes the axioms of Frege's naïve set theory, we can prove the following argument:

Φ :- {x|x∉x} ∈ {x|x∉x} & ~ {x|x∉x} ∈ {x|x∉x}

In other words, the axioms of Frege's naïve set theory are inconsistent.

A = {x | x ∉ x}, i.e. the set of sets which are not members of themselves.

If A ∈ A then A ∉ A.

If A ∉ A then A ∈ A.

Moral: Frege's naive set theory, based on the axioms of extensionality (two sets are equal iff they contain the same elements) and unlimited set abstraction, leads to a contradiction. Proposed solutions (1908): (a) Russell's type theory; (b) Zermelo's axiomatic set theory, which later evolved into the canonical Zermelo-Fraenkel (ZF) set theory.

Extensionality: ∀x∀y((∀z(z∈x ↔ z∈y)) ↔ x=y)

Reality consists solely of sets, along with a single primitive relation ∈ (any restrictions?). Equality is defined in terms of ∈ by means of extensionality.

Thursday, July 2, 2009

Vienna: City of Dreams

My notes on the BBC 4 programme Vienna: City of Dreams, where 'Joseph Koerner (Harvard University) explores the art, architecture and music of fin de siecle Vienna'.

At the close of the 19th century, Vienna, ancient fortress city turned capital of the vast, multinational, 'antiquated' Hapsburg Empire was 'politically the last bastion of medieval Europe'. It was also a hotbed of 'freethinking', its cafés full of 'artists, visionaries and political revolutionaries'.

Vienna was also the home of the 'greatest interpreter of dreams the world had ever known', Sigmund Freud (1856-1939), for whom dreams were the 'road to the primal urges of the human psyche'. Freud was a medical doctor treating 'nervousness' in patients (mainly Jewish women) who exhibited incapacitating physical symptoms without being physically sick. Freud pioneered the 'talking cure', where the patient is made to 'remember and re-remember' to get at the truth of the matter, while the analyst remains silent. He argued that we never forget our past - it returns in the form of 'haunting dreams and crippling symptoms', for both individuals and cultures. 'What we cannot remember, we are doomed to repeat'.

In the late 19th century, the emperor finally got round to having the city's medieval walls demolished in order to build a great boulevard, the Ringstraße built, serving as an interface between the growing suburbs and the old town. This is where the bourgeoisie erected their cultural institutions (the Burgtheater, the Kunsthistorisches Museum, the Naturhistorisches Museum and the opera) and their political institutions (the Rathaus and the imperial parliament). The Ringstraße was the setting for the 'golden age' of Vienna.

In golden age Vienna, architecture was taken very seriously - the architect of the opera house (constructed 1861-9) killed himself after the building was panned by the critics. The first building on the Ringstraße was a great imperial monument, the neo-gothic Votive Church (constructed 1856-79), built on the site of a failed assassination attempt in 1853 on Emperor Franz Joseph by a Hungarian revolutionary. The Ringstraße is a mishmash of inconsistent architectural styles, from renaissance to Graeco-Roman to gothic, all built at the same time - it 'evokes' different histories and styles but is itself 'without' a history or a style. For example, the Flemish-gothic Rathaus (1872-83) is based on the fantasy that 19th century Vienna is like one of the great late medieval powerhouses of northern Europe (like Bruges or Antwerp). But the building is much bigger than anything that medieval people themselves actually built, and the real-life counterparts of the sturdy medieval craftsmen featured in the stonework were imperial bureaucrats, capitalist speculators and the vast proletarian poor.

13.00: Leopoldstadt - Jewish Vienna.

Late 19th century Viennese artists were trained at the conservative Academy of Fine Arts, where they underwent a rigorous training in the styles of every historical era. They were expected to have encyclopaedic knowledge of the past, repressing the present moment. This repression came to a head during the building of the University (1877-84). Progressives demanded a modern building, suited to being a temple of science and reason. But the building was constructed in an Italian renaissance style, because that was where the university had its historical roots. They employed the most spectacular young painter in 1890s Vienna to paint a ceiling cycle representing the academic faculties - Gustav Klimt (1862-1918). However, the paintings that he came up with were totally different to the conventional Ringstraße style, much more enigmatic and sexually explicit. Klimt's paintings provoked outrage among the conservative university professors and among the popular press, and were ultimately never put in place.

Klimt subsequently helped found the Secession in 1897, and used this new institution as his public stage. When it came to constructing a permanent home for their work, the Secessionists came up with one of the most radical departures in architectural history - a 'windowless temple of art', 'a white space in which art can appear in a pristine environment'. The building (popularly known as the 'cabbage head' because of its characteristic dome of golden leaves, and built in 1897-8) was designed by the young architect Joseph Olbrich (1867-1908). The facade was inscribed with the Secessionist creed - "der Zeit ihre Kunst, der Kunst ihre Freiheit". Members of the Secession chose to rebel against the backward-looking, 'historicist' approach of their teachers, celebrating the 'new'. Its interior was an exhibition space, not a museum, with movable walls, used to exhibit painting, sculpture and the applied arts. Klimt's vision was of a humanity, fallen prey to carnal pleasures, but ultimately redeemed by artistic genius, embodied by Vienna's demigod, Beethoven. Klimt's most important subsequent works were portraits, represting his 'retreat from the public to the private in the face of savage criticism'.

Viennese cafés were the 'nerve centre' of the city's cultural avant-garde, home to literary circles like the Jung-Wien. The real-life hero of this cult was the poet Hugo von Hoffmanstal (1874-1929), whose poetry was the sensation of literary Vienna in 1891, especially when the author turned out to be a 17-year-old schoolboy rather than an ageing aristocrat - 'Might experience itself be just a dream?'. Arthur Schnitzler (1862-1931) was a Jewish writer, with roots in Leopoldstadt. Influenced by Freud's 'talking cure', he pioneered the 'inner monologue' (or 'stream of consciousness') technique, to get inside the minds of his characters. Schnitzler also kept a careful record of all his orgasms, reflecting a 'clinical approach' to his sexuality. He explored the 'facades' of Viennese society - the bourgeois facade and the hidden world of sexual exploitation of poor women ('süsse Mädel').

The sewer system (memorably featured in the film The Third Man) was the underbelly of golden age Vienna. Due to a local housing shortage, it was home to thousands of people. They recycled metal, bones (for making glue) and grease (for making soap) from the sewers and sold them to factories to buy cheap alcohol.

The Ringstraße also featured the so-called 'red palaces' - opulent apartment blocks built in the 1880s for the wealthy bourgeoisie to rent, with shops and offices on the ground floor. Unlike the townhouses of the aristocrats, the symbols are abstract - the bourgeois renter is a 'private individual' rather than the public heir to a long and distinguished history. Indeed, it was the bourgeoisie who invented the very concept of 'privacy'. A good example of these is Otto Wagner's (1841-1918) art nouveau style apartments (1898). These eliminated the traditional distinctions between the storeys (rich at top, poor at bottom), except for the basic distinction between public (shops at street level) and private (apartments on upper floors). The facade consists of ceramic tiles decorated with flower motifs, and is hence weatherproof.

Otto Wagner was Vienna's great city planner, who understood architecture in 'total terms'. His most ambitious project was designing Vienna's urban railway. He was one of the first people to understand that transport is the key to modern city life. For example, Hernals station in the Vienna suburbs was designed by Wagner. The details (lighting and tiles) introduce efficiency, rationality and beauty into the everyday lives of commuters. The proportions are unrationally, uneconomically generous - to make people happy when they go to work. Wagner's vision was 'democratic' - he expected everyone to use his railway, and even built a pavilion-like station near the emperor's country palace (in 1899). The emperor only used it once - during the opening ceremony.

The parliament building was built to represent all the empire's peoples, in a city with absolutely no democratic tradition. Thus, the architects turned to ancient Athens for their inspiration. There were eleven different languages and no translators, so parliament was 'an embarassing babble to its supporters'. However, parliament was popular theatre for the Viennese, who queued up for hours to watch the spectacle, including a young Adolf Hitler. Hitler came to the conclusion that the German 'master race' had ceded too much power to the other peoples of the empire. He went on to obliterate parliamentary democracy.

Karl Lueger (1844-1910) was Vienna's most popular mayor, commemorated to this day in countless statues and street names. He was responsible for inventing the 'jews' as a popular enemy - the capitalists and bankers oppressing the little man, and the avant-garde artists scandalising petit-bourgeois sensibilities. He famously said: 'I decide who is a jew'. Lueger was not an extreme anti-semite, but he made jew-hating 'mainstream'.

The Leopold Museum features works by Klimt's scandalous successor, Egon Schiele (1890-1918), who eroticised the art of drawing itself. Schiele was the most obsessive self-portraitist of the 20th century, in the way he painted himself naked, viewed in a mirror, with particular focus on his exposed genitals. The curator of the collection is the artist Peter Weibel, who himself scandalised Vienna in the 1960s, by for example inviting passers-by to fondle his girlfriend's breasts from inside a box attached to her chest. Weibel tells how Schiele mastered the technique of 'nervous lines' - shakey lines caused by the artist's nervous excitement as he approached the genital area of his model, and also his foregrounded use of armpit hair - at that time, a woman opening her armpits was a 'promise of sexual pleasure'. Schiele often used prebuscent girls as models; in fact, he was jailed for corrupting minors. But then as now, 'bad publicity was better than no publicity' - in 1900 Vienna, breaking taboos made people famous.

Michaelerplatz punctuates Vienna's old city, and includes the Baroque entrance facade for the Hofburg, the old imperial castle. The city authorities tore town some of the old buildings and commissioned a 'firebrand architectural critic', Adolf Loos (1870-1933), to design a new structure. Loos had written that 'ornament is a crime' and dismissed the Ringstraße as a 'paper facade'. He wanted to do away with the deceit of using poured concrete nailed on to the front of a building as a substitute for marble or stucco ('the twin monsters of falsehood and bad taste'). He used expensive materials (wood, stone, metal, glass, leather) for his interiors and used them simply, thus bringing out their sensual appeal, 'foreshadowing all the best of modern design'. The emperor hated the Loos house, with its unornamented facade ('windows without eyebrows'). This house represents the birth of the modern in Vienna, rather than Klimt or Schiele - 'representation stripped bare', the 'blank canvas or zero point of Austrian modernism'.

This point in time is perfectly represented by the house Ludwig Wittgenstein designed for his sister, with its 'obsessive functionality' (bare light bulbs, no carpets or curtains). Wittgenstein's philosophy was centrally concerned with 'establishing the narrow limits of what it can saw and what it can do'. His first book, the Tractatus Logico-Philosphicus, made him the most influential philosopher of the modern age. He sought to describe what the world looks like to a completely isolated individual. He tried to explain how the mind, through language, can possibly reflect the world, using the powerful tools of modern logic. He strips language bare, demonstrating that there are certain concepts which cannot be put into words (god, art, history). They are unsayable and meaningless. Language can only refer to facts. Everything else lies outside of language - 'That whereof we cannot speak, we must pass over in silence.'

Ethnic hatred, assassination of Franz Ferdiniand, WWI and WWII.

In 1938, Vienna had 96 synagogues (all but one completely destroyed during Kristallnacht). In 1900, 220,000 Jews in Vienna (10%). Barabara Timmermann (Vienna Walks)

Gerhard Roth. ('Vienna's great chronicler of silence')

Vienna was where the classical style of music was born. It was also here that this legacy was 'shaken to the core' Arnold Schönberg, 'liberated dissonance' or 'transformed music into noise'. Caused a literal riot in the music hall in 1913 at the premiere of ??. 'Strictly anarchic, atonal music'. Influenced Kandinksy.

Steinhof, Otto Wagner's church, http://en.wikipedia.org/wiki/Kirche_am_Steinhof

Monday, June 29, 2009

The Pre-Raphaelites: Victorian Revolutionaries II

Notes from episode 2 of a BBC4 series on the Pre-Raphaelite Brotherhood. Notes from episode 1 are here.

After focusing on a new realistic approach to painting sacred scenes and scenes from modern urban life, the Pre-Raphaelites turned to a new approach to landscape painting, featuring a microscopic examination of the natural world, with closely observed scientific fidelity (following the ideas of John Ruskin). Landscape painting had been traditionally executed in the studio from sketches. John Everett Millais and William Holman Hunt used the newly established train system to get out of London into the countryside, along with all their paints and easels and canvasses.

John Everett Millais' Ophelia (1852):

This painting breaks a number of established 'rules' - for example, the river flows (counterintuitively) from right to left, rather than the traditional left-to-right. Many of the featured flowers come straight from Shakespeare's text, and are painted in exquisite, botanical detail. The backdrop was painted in situ in Surrey, and the figure of drowned Ophelia was painted in the studio, with Elizabeth Siddal in a big bath of water. Unlike his earlier controversial works, this painting was highly acclaimed.

William Holman Hunt's The Hireling Shepherd (1851):

This painting was painted on top of a white background, rather than the traditional dark foundation - to try and capture the luminosity of nature under the bright sun. Minute details were painted with a very fine brush - every blade of grass and every eyelash.

John Everett Millais' Portrait of John Ruskin (1854):

Ruskin commissioned Millais to paint his portrait against a Scottish landscape. There is no horizon, which was itself an innovation in landscape portraiture. The painting focuses on the detail of the rock on which he is standing, with geological detail. Millais fell in love with Ruskin's wife Effie, who was still a virgin after 5 years of marriage. They married in 1855, and the relation between Millais and Ruskin never recovered. Ruskin diverted his patronage to Dante Gabriel Rossetti, who continued to embrace medievalism, rather than the realism of the other Pre-Raphaelites.

Dante Gabriel Rossetti's The First Anniversary of the Death of Beatrice: Dante Drawing the Angel (1853):

William Holman Hunt's Our English Coasts (1852):

This was painted at Hastings on the Sussex coast, with careful depictions of the geological formations of the collapsing coastline (influenced by Charles Lyell's great work on British geology). The sheep assembled on the brink of the cliff are a "metaphor for what is going on in Britain at this time", i.e. fear of a resumption of the Napoleonic Wars, with Napoleon III recently established on the French throne. The tiny steamship in the background emphasises the modernity of the scene. One sheep is caught in the brambles, appealing to the viewer for help. The painting is painted at the end of the day (see the lengthening shadows), adding to the ominous atmosphere.

Close associate Ford Madox Brown's Pretty Baa-Lambs (1852):

The entire scene is painted out-of-doors (including the models, probably for the first time in painting), ensuring consistent conditions of light. Many of the details of light and shade (e.g. coloured shadows) are also innovative. This painting was not executed according to the 'rules', but by fresh, new observation.

Ford Madox Brown's An English Autumn Afternoon (1852-55):

This is the view from the back window of Brown's cottage in Hampstead. It doesn't look like any landscape painting ever made before, with its panoramic perspective and microscopic detail. It is both deeply objective and deeply subjective. The canvas is shaped like an eye. This 'immediacy of vision', almost photographic, is a property of all the Pre-Raphaelite paintings.

Saturday, June 27, 2009

200 sit up challenge: week 1

Day 1Day 3Day 5
15 sit-ups15 sit-ups17 sit-ups
60 seconds60 seconds60 seconds
18 sit-ups18 sit-ups22 sit-ups
60 seconds60 seconds60 seconds
10 sit-ups15 sit-ups14 sit-ups
60 seconds60 seconds60 seconds
10 sit-ups15 sit-ups14 sit-ups
60 seconds60 seconds60 seconds
>14 sit-ups>18 sit-ups>20 sit-ups

From here.

100 push up challenge: week 1

Day 1Day 3Day 5
10 push-ups10 push-ups11 push-ups
60 seconds90 seconds120 seconds
12 push-ups12 push-ups15 push-ups
60 seconds90 seconds120 seconds
7 push-ups8 push-ups9 push-ups
60 seconds90 seconds120 seconds
7 push-ups8 push-ups9 push-ups
60 seconds90 seconds120 seconds
>9 push-ups>12 push-ups>13 push-ups

From here.

Saturday swimming

70 lengths (1750 yards) in 45 minutes.

Thursday, June 25, 2009

Argument diagramming

Chris Reed, Douglas Walton and Fabrizio Macagno (2007). "Argument diagramming in logic, law and artificial intelligence". The Knowledge Engineering Review, 22(1), 87-109.

Some notable fields: informal logic, argumentation theory, evidence law, legal reasoning. Argument diagramming was first used in these fields, but is recently attracting interest in AI and CS.

Argument diagrams - nodes/vertices represent propositions, and arcs/edges represent inferences.

Argument Markup Language is an XML application for representing arguments/argument diagrams. Araucaria is a software tool for interactively creating an argument diagram by annotating a source text with propositions and inferences.

Enthymemes - arguments which have implicit premises or conclusions, which are not explicitly expressed in the discourse.

The 'milk' argument ("Drink milk - Lose weight?"):

Looking to drop a few pounds? Including enough milk in your reduced-calorie diet could provide the nutritional support you need for healthy, effective weight loss. In fact, emerging research suggests that drinking three glasses of milk daily when dieting may promote the loss of body fat while maintaining more muscle. The calcium and protein in milk may help explain these weight loss benefits. Recent studies indicate that calcium is part of the body's natural system for burning fat, while protein is essential for building and keeping muscle. And milk is the only beverage that naturally provides the unique combination of calcium in protein for healthy, effective weight loss support. In fact, no other single food item provides more calcium to America's diet than milk. So it's time to add healthy weight loss to the already extensive list of good things that milk can do for your body. If you're serious about losing weight the healthy way, make sure to exercise, limit your calories and drink at least three glasses a day of low fat or fat-free milk, which has the same amount of calcium, protein and other nutrients as whole milk. For more information on these key studies, and additional important research on dairy and weight loss, visit healthyweightwithmilk.com

Jobs in Dundee

Two RA jobs on the (EPSRC-funded) Dialectical Argumentation Machines project.

Thursday swimming

60 lengths (1500 yards) in 40 minutes.

Wednesday, June 24, 2009

Latitude and longitude

The latitude of a place expresses how far north of the Equator it is.

  • North Pole: 90º
  • Arctic Circle: 66.56756º
  • Tropic of Cancer: 23.?º
  • Equator: 0º
  • Tropic of Capricorn: -23.?º
  • Antarctic Circle: -66.56083º
  • south pole: -90º

The longitude of a place expressed how far east of Greenwich it is. The International Date Line can be expressed as either 180º or -180º.

Edinburgh is approximately 56º latitude, -3.2º longitude. In Google Maps, this is expressed using the following URL:

http://maps.google.com/?ll=56,-3.2&z=10

Google maps basics

Start by going to the URL http://maps.google.com. Assuming you are signed in, you should see something like the following:

This page has three parts:

  1. the search pane, at the top
  2. the info pane, on the left
  3. the current map pane, on the right

The info pane can be minimised, in order to increase the size of the current map pane.

Things you can do with the current map pane:

  1. Click on one of the arrow icons at the top left to scroll north, south, east or west to a new map. If you click on the hand icon in the centre, you will be taken back to the original map.
  2. Click and hold the mouse button - the pointer change from a hand to a clenched fist, which you can drag around to scroll in any direction you want to a new map.
  3. Click on the plus or minus icons on the left in order to zoom in or out to a new map. You can also drag the bar between the two icons to zoom faster.
  4. Double click the mouse button to centre the map on a new point AND zoom in one level, thus giving a new map.
  5. Use the hyperlinks at the top right of the map pane to switch between map, satellite (with or without place names) and terrain view of the current map.

Other things you can do:

  1. Reset your default map, using the relevant link in the info pane.
  2. See the URL of the current map, using the 'link' link at the top right of the current map pane.
  3. Email that URL to someone, using the 'send' link.
  4. Right click, 'what's here?'

Google mapplet basics

From this page here.

A mapplet is an XML file on your own webserver, which overlays stuff on the standard Google maps page. You run the mapplet in your webbrowser as follows:

http://maps.google.com/ig/add?synd=mpl&pid=mpl&moduleurl=...

For example, here is mine.

Here is the code for my mapplet:

<?xml version="1.0" encoding="UTF-8"?>
<Module>
  <ModulePrefs title="Bum bum bum" 
               description="Says bum a lot"
               author="Mark McConville"
               author_email="markmcco@gmail.com"
               height="150">
    <!-- load the Google mapplets API -->
    <Require feature="sharedmap"/>    
  </ModulePrefs>
  <Content type="html"><![CDATA[
    <!-- Add a title to the left-hand info pane -->
    <h2>Bum bum bum!</h2>
    <!-- Manipulate the map pane -->
    <script>
      <!-- create a new map -->
      var map = new GMap2();
      <!-- centre the map in middle of Mediterranean and zoom out to level 2 -->
      var point = new GLatLng(37.71859,6.679688);
      map.setCenter(point,2);
      <!-- add a marker/pin to the point -->
      var marker = new GMarker(point);
      map.addOverlay(marker);
      <!-- add an info bubble to the marker -->
      marker.openInfoWindowHtml("Bum bum bum!");
    </script>
    ]]>
  </Content>
</Module>

Some facts about Heathrow Airport

From the first episode of the BBC4 TV series 'The Secret Life of the Airport':

  1. The original airport was built (in the late 1940s) with six runways (each about one mile in length) in a star of David form. This was because contemporary airplanes needed to take off into the wind, in order to gain lift. The two east-west runways were extended during the early 1970s, and the other runways were removed to allow for terminal expansions or turned into taxiways
  2. The three original terminal buildings were built during the 1950s and 1960s at the centre of the airport, i.e. within the internal hexagon. Tunnels were built under the runways to allow access. One of the flaws in this design was lack of space to build carparks - the original architects had assumed that air travel would always be reserved for the rich, who would be driven to the terminal buildings by their chauffeurs. Terminals 4 and 5 were built later outside the original star, on the south and west of the airport respectively.

Tuesday, June 23, 2009

Tuesday swimming

60 lengths (1500 yards) in 40 minutes.

Monday, June 22, 2009

How the Celts saved Britain - Salvation

Episode of 2 of Dan Snow's new history programme How the Celts Saved Britain, where he "blows the lid on the traditional, Anglo-centric view of history and reveals how the Irish saved Britain from cultural oblivion during the Dark Ages". My summary of episode 1 can be found here.

Mid-sixth century: The former Roman province of Britannia had reverted to an uncivilised (i.e. illiterate, pagan, iron-age, inward-looking) patchwork of warring Anglo-Saxon tribes, ruling over the native Britons. In contrast, Ireland was a civilised (i.e. literate, christian, technologically advanced, outward-looking) society, dotted with monasteries. The Irish/Gaelic kingdom of Dalriada was based at Dunadd in present-day Argyll, and the rest of Scotland was dominated by Picts.

563: Twelve Irish monks sailed from Ireland to Dunadd, led by Colum Cille (later known as Saint Columba, 521-597), a rising star of the Irish church (and descendant of the high kings of Ireland). Columba intended to spread the christian faith in Pictland, and to this end he asked the king of Dalriada to give him a piece of land to build a church. He was given the little island of Iona, on the western edge of Scotland.

Iona was to become the 'Westminster Abbey' of early medieval Scotland, a place where religious and political power came together. As a mark of this, Columba blessed the new king of Dalriada, Áedán mac Gabráin (d. 609) on Iona, in a christian ceremony. Iona also become the main cultural centre for Celtic christianity - It was on Iona that the Book of Kells (a lavishly illustrated copy of the four gospels) was created, one of the great achievements of western art.

In the late 560s, after the church on Iona was complete, Columba set out along the Great Glen, to start converting the Picts. He confronted King Bridei (d. 585) at his fortress near Inverness, impressing him with his christian 'magic' (for example, chasing off the Loch Ness monster!). Over the course of time, the Picts became christianised and subsumed into Gaelic culture and language, thus forming the race of the Scots (see the Aberlemno standing stones in Angus).

Down in England, an attempt was already being made to reintroduce christianity. In 597 Pope Gregory the Great (540-604) sent a mission, led by the Benedictine monk Augustine of Canterbury (d. 604), to the Kingdom of Kent to meet King Æthelberht (560-616), who had married a christian Frankish princess, Bertha. This was part of Gregory's imperial ambitions to reassert centralised Roman control over western European christians, and in particular to counteract the influence of the (self-governing) Irish monasteries. Æthelberht himself converted to christianity, and mission moved on to London (in the Kingdom of Essex), building St Paul's church (on the site of the present-day cathedral). However, the mission failed to make any further inroads into Anglo-Saxon Britain, and ended up being thrown out of London after 20 years or so.

In 634, King Oswald (604-642) returned to Bamburgh as King of Northumbria, the most powerful of the Anglo-Saxon kingdoms. He had spent the previous 18 years in exile in Ireland and Iona, where he had become a christian. Determined to turn Northumbria into a christian kingdom, he brought with him a young monk from Iona, called Aiden (d. 651). Aiden, the last of the great Irish missionaries, established the first church on Lindisfarne in 635. This was the nucleus from where Irish priests would spread the christian message across the north of England, building churches as they went (including Escomb in County Durham and Hexham Abbey, both built largely from recycled Roman stone).

Wilfrid of York was a monk trained at Lindisfarne, and one of the first to travel to Rome to meet the Pope. He went on to be instrumental in establishing written law in England, as well as establishing centralised Roman control over the English church, causing tensions with the Irish monks of Lindisfarne. Things came to a head in Bamburgh in 663, involving a clash over the correct date of Easter. King Oswiu came from the Irish tradition, his queen was from Kent and followed the Roman tradition, where Easter Sunday was one week behind. The king and queen couldn't have sex until Lent had finished, thus triggering a marital crisis! In 664 the king convened a synod at Whitby Abbey to settle the date of Easter once and for all (as well as to resolve the concomitant power struggle in the English church). This synod pitted Wilfred against the Irish monk Colman, Aiden's successor as Abbot of Lindisfarne. As a result, the king decided to join the European mainstream, probably for political reasons. Colman and his monks returned to Iona in a huff, with the remains of Saint Aiden. This was a fatal blow to the prestige of the Iona and the Irish monasteries, later symbolised by the massacre of the Iona monks by the Vikings in the late 8th century, bringing the great age of Irish christianity to a bloody end.

Saturday, June 20, 2009

Saturday swimming

60 lengths (1500 yards) in 40 minutes.

Friday, June 19, 2009

Learning contracts

A learning contract is a written agreement between a tutor and a group of students, specifying:

  • What will the students learn?
  • How will they learn it?
  • When will they learn it?
  • How will they demonstrate what they have learned?
  • Who will evaluate what they have learned?

Here are some good reasons for having an explicit learning contract, drafted by both tutor and students:

  • students feel more involved in the running of the course, and hence more motivated
  • learning can be made more relevant to individual students' needs
  • students can clarify their goals at the outset
  • it can offer a clear framework for struggling students to tackle their difficulties

It is a good idea to make drafting a learning contract one of the first activities in a course.

Thursday, June 18, 2009

Thursday swimming

60 lengths (1500 yards) in 40 minutes.

Disadvantages of online learning

  1. both students and tutor can get to feel isolated
  2. students need access to appropriate technology, as well as knowledge of how it works
  3. students need to be self-motivated
  4. students receive delayed feedback
  5. students may be unfamiliar with a student-centered format
  6. a high level of participation is required, in order for the course to be successful
  7. written communication lacks the customary visual cues (e.g. facial expression, body language), as well as tone of voice
  8. students may fear publishing their immediate thoughts on a permanently existing forum
  9. multiple simultaneous conversations may lead to information overload

Advantages of online courses

Online courses have numerous advantages over tradition face-to-face courses:

  1. students have more choice of courses (including disabled students); courses can attract more students
  2. students don't have to travel to class, hence saving time, money, and the environment
  3. the student grouping is more diverse, including students from different cultures, students with disabilities, etc.
  4. students can retain more anonymity, thus reducing the opportunity for discrimination
  5. students are not distracted by others' physical presence
  6. students can fit learning in alongside their other commitments (i.e. work, children) more easily
  7. students can work at their own pace, taking as much time as they need for each activity
  8. students and tutor usually construct a stronger sense of shared community, since there is generally more interaction between students themselves
  9. students can focus on the aspects of the course which are most relevant to them personally
  10. students idiosyncratic learning styles can be accommodated more easily
  11. the information discussed in the course can include the latest developments; often the tutor can learn as much from the students as vice versa
  12. students have more time to reflect before articulating their ideas
  13. the tutor and the students have access to a fully searchable record of written contributions

Special features of online tutoring

Five ways in which online tutoring differs from traditional face-to-face tutoring:

  1. location - the tutor and the students are not all in the same room, or even on the same continent
  2. time - the tutor and the students are not all participating at the same time, or even in the same time zone
  3. pace - the students are not all working through activities at the same pace
  4. interaction - there is more interaction between students themselves, and less interaction involving the tutor
  5. communication - almost all communication is written rather than spoken

Berge's four roles of an online tutor

People who write about online tutoring like to cite Zane Berge's Four Roles for an Online Tutor (1995):

  1. pegagogical - moderating, facilitating, asking, probing, answering, steering, explaining, guiding, referring, evaluating, critiquing
  2. social - welcoming, encouraging, praising, reinforcing, resolving, entertaining, motivating, team-building, collaborating
  3. managerial - instructing, clarifying, forwarding, monitoring, recording, following up, arranging, informing, fixing, initiating, redirecting, summarising, notifying
  4. technical - familiarising, confidence-building, reassuring, advising, referring

These roles are also characteristic of traditional face-to-face tutoring. However, online tutoring differs in the relative proportion of time taken up by each role - online tutors are liable to spend more time performing the social and technical roles, and less time performing the narrow pedagogical role (since more interaction happens between students themselves).

Wednesday, June 17, 2009

The Pre-Raphaelites: Victorian Revolutionaries

Notes from episode 1 of a BBC4 series on the Pre-Raphaelite Brotherhood.

The Pre-Raphaelite Brotherhood was a group founded in the revolutionary year of 1848 by three young painters from London's Royal Academy - John Everett Millais (1829-96), William Holman Hunt (1827-1910), and Dante Gabriel Rossetti (1828-82, the bohemian son of a political refugee from Italy). The group set out to overturn the prevailing dogma of the art establishment ("lazy, predictable and boring"), in particular the rules of composition derived from the renaissance Italian painter Raphael. In doing so, they shocked the London art world, attracting unprecedented levels of negative criticism (for example from Charles Dickens).

The Pre-Raphaelites' early paintings involved the controversial application of a bold new realism to sacred subjects, in an attempt to 'restore meaning to art'.

John Everett Millais' Christ in the House of his Parents (1850):

This painting was painted to shock, deliberately breaking the accepted rules of composition, in particular the 'pyramid structure' copied from Raphael. In addition, there is an audacious, almost blasphemous, realism (wrinkles, dirty toenails, sunburn, protruding veins etc.), which was a complete break with the customary idealistic approach to representing saintly religious figures.

William Holman Hunt's A Converted British Family Sheltering a Christian Missionary from the Persecution of the Druids (1850):

This painting is modelled like a Roman relief sculpture, with everything foregrounded, rather than the traditional Raphaelite pyramid. The use of apertures to show secondary scenes in the background harks back to 15th century paintings.

Dante Gabriel Rossetti's Ecce Ancilla Domini! (1850):

This painting portrays the Archangel Gabriel as a 'corporeal', wingless young man (naked under his gown) thrusting a lily stem at Mary's womb, symbolising the moment of the immaculate conception. The accepted rules of perspective are abandoned - the space is 'foreshortened'.

The PRB then moved on to painting insalubrious subjects from modern urban life, fully ten years before the French Impressionists did the same. These often involved the role of women in society, at a time when women outnumbered men.

John Everett Millais' Mariana in the Moated Grange (1851):

This painting is inspired by a poem by Tennyson, and explores women's dependence on marriage. Mariana's dowry has been lost at sea, and she has thus been abandoned by her fiance Angelo, forced into a nunlike existence. An image of lassitude, boredom, ennui, and sexual frustration.

William Holman Hunt's The Awakening Conscience (1853):

This painting explores the role of the kept woman, and the increasing visibility of prostitutes in urban society. One important point is that this is a 'portrait' of a prostitute (modelled by real-life prostitute Annie Miller) rather than a 'caricature'. The back wall has a mirror reflecting the door to the garden, i.e. we are presented with the 'whole view'. Key features are the discarded glove on the floor, the fact that she has just jumped out of his lap as if in sudden realisation of her situation, the cat under the table imitating the pose of the man with respect to a bird trying to escape.

Dante Gabriel Rossetti's Found (185?):

This painting was modelled by Rossetti's mistress, Fanny Cornforth. It depicts a prostitute at the end of the road, a former country girl laid low by a life of urban vice. A countryman has come up to London to take his calf to market and spots his former sweetheart, who recoils in shame. Key features are the calf trapped under the net, on its way to be slaughtered, and the intertwined hands of the two protagonists.

Although the PRB had achieved their aims of reforming British art, they were still critically damned, and their work didn't sell. But then John Ruskin, the trusted Victorian art critic (and suspected paedophile!) came to their defence, in a supportive letter to the Times. This marked a turning point in the Pre-Raphaelites' fortunes.

Episode 2 here.

Tuesday, June 16, 2009

Tuesday swimming

60 lengths (1500 yards) in 40 minutes.

Monday, June 15, 2009

How the Celts saved Britain - A New Civilisation

Summary of the first episode of Dan Snow's new history programme How the Celts Saved Britain, where he "blows the lid on the traditional, Anglo-centric view of history and reveals how the Irish saved Britain from cultural oblivion during the Dark Ages".

At the start of the 5th century, the southern part of Britain had been under Roman rule for 300 years. The Roman superpower had brought civilisation to iron-age, pagan Britain - centralised political authority, towns, roads, commerce/trade, money, technology, art, literacy/books, law and christianity. The Roman garrisons protected the Britons from their unruly, uncivilised, pagan, iron-age, tribal, illiterate, uncultured neighbours - the Picts in the north on the other side of Hadrian's Wall, and Irish across the sea to the West.

With the collapse of the Roman Empire and the consequent departure of the Roman legions from Britain, anarchy and lawlessness returned (i.e. the 'Dark Ages'). During the ensuing chaos, a 16 year old British christian boy from the area around the Severn estuary, named Patrick (390-460), son of a deacon and grandson of a priest, was captured by pirates and sold into slavery in pagan Ireland (called by the Romans 'Hibernia', or 'Land of Winter'). For six years, he worked as a shepherd in the west of Ireland, with only his christian religion for comfort. After his escape, he returned to Britain, only to discover that his homeland had changed beyond recognition, and centralised political authority had disappeared completely. Patrick chose to return to Ireland, inspired by a dream to bring the christian faith and civilisation to the pagan Irish.

At the time, the Ireland was still under the influence of the pagan religion that once had held sway over all of western Europe - a religion, presided over by druids, of sacred trees, woods and lakes, of animal and human sacrifice. Patrick set about converting the Irish to christianity, reinterpreting their traditional beliefs in christian terms, in the face of hostility from the native druids. Sacred places were turned into christian alters, traditional festivals were coopted.

Patrick then decided to directly confront both the 'high king' of Ireland, and the chief pagan priests, by lighting a fire at the Hill of Tara during the Beltana festival. The king was so impressed by Patrick's christian message (and presumably by the accompanying gifts of literacy and culture), that he converted. Thus was Patrick's christianisation of Ireland cemented.

Back across the Irish Sea, the British had employed continental Germanic mercenaries (Angles, Saxons, Friesians and Jutes) to protect them from the invading Picts. Unfortunately, the pagan mercenaries decided that they liked the look of Britain and they decided to stay, taking over the land and throwing out the Britons (or forcing them to adopt Anglo-Saxon language and culture). Thus the last vestiges of christianity, literacy and civilisation was forced to the western peripherary of Britain, to Wales and Cornwall.

Meanwhile, christianity had transformed Ireland. Monasteries appeared all over the country, little islands of modernity and technological innovation, built of stone and mortar, with hospitals and libraries. During the sixth century, Irish monasteries were the only places in western Europe where literacy was still practised, and manuscripts were being produced in scriptoria. This social and cultural revolution brought with it new contact between the Irish monasteries and their counterparts in North Africa and the Atlantic seaboard, providing the springboard for the re-christianisation of western Europe. Irish monks went on to found monasteries all over Europe, e.g. Luxeuil (founded 585), Bobbio (founded 614), St Gallen (founded 719). Ireland's monasteries formed the cradle of a new European civilisation, "every bit as great as Rome's".

See also: Hadrian's Wall, Vindolanda fort, the Groans of the Britons, West Stow Anglo-Saxon village, Croagh Patrick, Kevin of Glendalough (498-618), Glendalough Monastery (the 'Monastic City'), Nendrum Monastery, velum, the Stowe Missal.

Episode 2 here.

Old English nouns of relationship (in -r)

singplur
nombrōðorbrōðor
accbrōðorbrōðor
genbrōðorbrōðra
datbrēðerbrōðrum
singplur
nomdohtordohtor
accdohtordohtor
gendohtordohtra
datdehterdohtrum
singplur
nomsweostorsweostor/tru/tra
accsweostorsweostor/tru/tra
gensweostorsweostra
datsweostorsweostrum
singplur
nomfæderfæd(e)ras
accfæderfæd(e)ras
genfæderfæd(e)ra
datfæderfæderum
singplur
nommōdormōdra/u
accmōdormōdra/u
genmōdormōdra
datmēdermōdrum

Some Old English nouns

formmeaninggenderdeclension
fæderfathermasc
fōtfootmasc
æcerfieldmasc
brōðorbrothermasc
durudoorfem
ġieststranger
dæġdaymasc

Saturday, June 13, 2009

Weekend swimming

60 lengths (1500 yards) in 40 minutes.

Friday, June 12, 2009

Haydn music to look for

Farewell Symphony; Quartet op 74 no 3 (also 1 2); Quarter op 71 no 2; Symphony no 100 The Military; Surprise Symphony; Sonata no 62; The Creation - representation of chaos/sunrise/the heavens are telling the glory of god; Symphony no 6 Morning; Divertimento no 47; Gypsy Rondo; Mermaid Song; Scottish folk songs (Auld Lang Syne)

Some unicode character sets (10 bits)

0-127: C0 Controls and Basic Latin

128 characters; hex: 0000-007F; dec: 0-127, i.e. makes full use of 7 bits. Subsets are: (a) C0 controls (0000-001F or 0-31); (b) ASCII punctuation and symbols, including 'space' (0020-002F or 32-47); (c) ASCII digits 0-9 (0030-0039 or 48-57); (d) more ASCII punctuation and symbols (003A-0040 or 58-64); (e) uppercase Latin alphabet A-Z (0041-005A or 65-90); (f) more ASCII punctuation and symbols (005B-0060 or 91-96); (g) lowercase Latin alphabet A-Z (0061-007A or 97-122); (h) more ASCII punctuation and symbols, including control character 'delete' (007B-007F or 123-127).

128-255: C1 controls and Latin-1 Supplement

128 characters; hex 0080-00FF; dec: 128-255, i.e. together with 'CO Controls and Basic Latin', this makes full use of 8 bits. Subsets are: (a) C1 controls (0080-009F or 128-159); (b) Latin-1 punctuation and symbols, mainly mathematical (00A0-00BF or 160-191); (c) letters (00C0-00D6 or 192-214); (d) mathematical operator × (00D7 or 215); (e) more letters (00D8-00F6 or 216-246); (f) mathematical operator ÷ (00F7 or 247); (g) more letters (00F8-00FF or 248-255). The letters are those extra ones needed for writing Western European languages, i.e. uppercase and lowercase accented vowels, ç, ñ, ß, ø, ð, þ, and æ.

256-383: Latin Extended-A

128 characters; hex 0100-017F; dec 256-383, i.e. this makes half-use of the 9th bit. Adds accented Latin vowels and consonants for Eastern European languages, and ones like Finnish, Turkish, Greenlandic etc.

384-591: Latin Extended-B

208 characters; hex 0180-024F; dec 384-591, i.e. this makes full use of the 9th bit (<512) and partial use of the 10th (<1024). Subsets: (a) non-European and historic Latin; (b) African letters for clicks; (c) Croatian digraphs matching Serbian Cyrillic letters; (d) Pinyin diacritic-vowel combinations; (e) phonetic and historic letters; (f) additions for Slovenian and Croatian; (g) additions for Romanian; (h) miscellaneous additions; (i) additions for Livonian; (j) additions for Sinology; (k) miscellaneous additions.

592-687: IPA Extensions

96 characters; hex 0250-02AF; dec 592-687. Additional characters needed for the IPA.

688-767: Spacing Modifier Letters

80 characters; hex 02B0-02FF; dec 688-767.

768-879: Combining Diacritical Marks

112 characters; hex 0300-036F; dec 768-879.

880-1023: Greek and Coptic

144 characters (9 are blank and reserved for future use); hex 0370-03FF; dec 880-1023.