05151 Summary -- Annotating, Extracting and Reasoning about Time and Events

The main focus of the seminar was on TimeML-based temporal annotation and reasoning. We were concerned with three main points: determining how effectively one can use the TimeML language for consistent annotation, determining how useful such annotation is for further processing, and determining what modifications should be applied to the standard to improve its usefulness in applications such as question-answering and information retrieval

Aspectual Coercion and Logical Polysemy

Recent work in computational semantics and lexical semantics has made an interesting shift. Motivated by a concern for lexical organization and global coherence in the structure of the lexicon, some researchers have moved towards more expressive semantic descriptions, as well as more powerful methods of composition. There has been some concern expressed, however, as to the general applicability of type-changing operations such as coercion, as well as concerning the power of generative mechanisms operating in the lexicon and semantics. In this paper, we address these concerns directly, and show that, upon closer examination, these critiques are not substantiated by the linguistic data. Without a proper notion of constraints on coercion, however, there can indeed be overgeneration of interpretations in the semantics, and in fact the notion of conditions on coercion has always been integral to the basic spirit of generative lexicons. In particular, we examine the constraints on type coercion in complement constructions of aspectual predicates in English and French. What we discover is a natural explanation for the behavior of coercion that makes reference to different types of event selection while also addressing the polysemous nature of aspectual verb

Understanding Teacher Leadership in Middle School Mathematics: A Collaborative Research Effort

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration