Grammar Explorer 2 Answer Key
Badomero Schoulund
N2 - The increasing availability of knowledge bases (KBs) on the web has opened up the possibility of improved inference in automated query answering (QyA) systems. We have developed a rich inference framework (RIF) that responds to queries where no suitable answer is readily contained in any available data source, by applying functional inferences over heterogeneous data from the web. Our technique combines heuristics, logic and statistical methods to infer novel answers to queries. It also determines what facts are needed for inference, searches for them, and then integrates these diverse facts and their formalisms into a local query-specific inference tree. We explain the internal representation of RIF, the grammar and inference methods for expressing queries and the algorithm for inference. We also show how RIF estimates confidence in its answers, given the various forms of uncertainty faced by the framework.
AB - The increasing availability of knowledge bases (KBs) on the web has opened up the possibility of improved inference in automated query answering (QyA) systems. We have developed a rich inference framework (RIF) that responds to queries where no suitable answer is readily contained in any available data source, by applying functional inferences over heterogeneous data from the web. Our technique combines heuristics, logic and statistical methods to infer novel answers to queries. It also determines what facts are needed for inference, searches for them, and then integrates these diverse facts and their formalisms into a local query-specific inference tree. We explain the internal representation of RIF, the grammar and inference methods for expressing queries and the algorithm for inference. We also show how RIF estimates confidence in its answers, given the various forms of uncertainty faced by the framework.
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I know this question has been asked before (by many people), but I truly do not understand why Canvas Inbox can't be disabled. I *fully* understand that messages can be forwarded to my email but that doesn't solve the basic issues. I have SO many messages to deal with, and having one more system (even if it's forwarded) adds unnecessary work. (Note: The subject line of forwarded messages state that I've been sent a message, so I have no idea what the message is actually about.) Additionally -- and this is important -- students use very casual language, often with poor grammar, unreasonable demands, and 'text speak' with Canvas Inbox that they don't use via email. Despite my constant reminders in my syllabus and announcements, I've gotten to the point of simply not responding to messages sent from Canvas Inbox. It's baffling that I can't disable it; it adds nothing and only creates problems. (Others in my department share my frustrations and also don't use it. Without question, it should be an option.)
You may have seen other postings here in the Community that are related to turning off the Inbox within Canvas. I would highly recommend that you reach out to your school's local Canvas administrator to have a discussion about this. Your Canvas admin could then reach out to your assigned Customer Success Manager at Instructure to learn more about how the Canvas Inbox can be turned off. This may be a setting that affects everyone at your school, or it might be able to be turned off per role type...I'm really not sure. That would be a discussion your Canvas admin would have to have...because it could affect a large number of people at your school (students and instructors). Also, while the Inbox may be something that is not helpful for you and for others, it may be useful to a different set of folks at your school...so these are all things to keep in mind as you have these discussions.
While I have always had the same issue/concern re: disabling Inbox since my first days with Canvas, your well-meaning reply characterizes another significant foible (my opinion) with Canvas Help.....Instructure, Inc. has an inflexible, algorithm-based "Help" community, and related "Help" functions. Voting up and down, submitting ideas, even things to, "keep in mind as (we) have discussions (about troubleshooting)." I find Instructure, Inc.'s entrenched approach to "Help" untenable for my regular use. Most efficient for me is to figure out my own work-arounds, and avoid Canvas "Help" altogether. With five courses per-semester and 150-200 students per-semester, I do not have the luxury of time to vote issues up & down, propose ideas for improvement, and hope that my issue/question will make its way into Instructure, Inc.'s "Help" algorithms.
I actually NEED inbox disabled to allow students to take an exam in Canvas without using lockdown browsers. I want them to be able to access Canvas content - but NOT inbox screenshots of the exam to themselves. This feature needs to be something that can easily be toggled on/off.
I see that a new Feature Idea was just recently created called Disconnect Student Ability to Send Email Through C... - Instructure Community. You may want to consider adding your own feedback to this Feature Idea as well as giving it a star rating...described in this Guide:
It's been a while since you posted this, but your response is another non-answer. Please propose helpful responses that individuals can use. All this does is links to another post to reach out to canvas help again. This is not the hero's journey - we shouldn't end up where we started.
I am sorry to read that you feel my response from October 2021 doesn't help to answer the question. I reviewed this conversation, and I believe what I've stated still holds true. If you read my earlier posting (above) from July 5, 2021, I indicated that turning off the Canvas Inbox is a discussion you'll need to have with your school's Canvas administrator...as your assigned Customer Success Manager team would need to be involved. The idea that I linked to in October 2021 seems to now have a different title:
To be clear, this is an idea that has been submitted by a fellow Community member, and you can subscribe (follow) to the conversation so that you'd be updated when anything changes about that idea (just click on the three dot kebab icon at the top right corner of that page, and click "Subscribe"). I understand that this idea has been out there for a couple years now, and I know it can be frustrating when ideas we submit don't get implemented quickly. I get it. I've been there myself with ideas I've submitted that I've wanted to see in the core Canvas product. It sure would be nice for Instructure to be able to develop all of our ideas, but like many other companies, Instructure has a budget and a given set of resources to use. I'd encourage you to follow the Canvas Product Roadmap - Instructure Community (canvaslms.com) to learn more about what things Instructure has coming to Canvas in the near future and beyond.
My Gmail account at my university is set up so that any email coming from an "external" account is flagged with a warning. That includes every Canvas notification I get sent. Also, Canvas reformats the message in an unattractive way. I very much want to disable the Canvas messaging system; otherwise, I have to keep telling students not to use it.
Seriously, I don't need yet one more communication channel, let me select what means I like to use to communicate with my students (e.g., official U e-mail). Or perhaps there's at least a Canvas auto-reply I can place that will remind students that I don't reply to Canvas e-mails?
I'm another person who (not wanting to engage with yet another creepy treehouse that wastes time) simply doesn't use this, and mentions so on Canvas prominently, but there's always some students who fail to notice my communications route and simply never get a reply from me.
It's all well and good forwarding, but that just means garbled messages arriving in my inbox that I cannot reply to, often with no indication of who they're from in terms of looking them up on our system.
With all the notifications on talk pages now over the sortkey issue and pages being auto-populated in Category:Pages with DEFAULTSORT conflicts, is there a central discussion or article on the problem somewhere and a quick breakdown of what must be done to the relevant templates to fix this? Nanonic (talk) 00:41, 5 December 2008 (UTC)[reply]
I asked about this (potential future) "re-naming" idea, more than a week ago, and apparently I was asking in the wrong place, because it appears that no one (who can advise me about how to properly tag the "body of water" article Austin Bay for possible "re-naming") has read the question (or, if they have, they didn't answer) ("yet").
Can you please tell me how to add the picture of an album cover as well as edit all of the other things in the squares on the top right hand side that include information about the album? This is driving me NUTS trying to figure out...I've spent an hour getting THIS far. Lord save me!
Changing different fields will change the values in the boxes. In the case when a field is not self explanatory, refer to the documentation at Template:Infobox Album/doc. Icewedge (talk) 03:29, 5 December 2008 (UTC)[reply]
This is probably a somewhat odd request, but could anyone have a look at the grammar of the Duplicatepage template, which i recently created? I have a tendency to make grammar/spelling mistakes in pages where the wording is not completely my own choice (IE: Where the sentences should follow certain guidelines). Thanks in advance! Excirial (Contact me,Contribs) 10:32, 5 December 2008 (UTC)[reply]
(undent) Over time, the nature of Wikipedia necessarily changes. When Wikipedia was new, it had few articles. Therefore, many notable topics did not yet have articles. Before there was an article about Jupiter, for example, it was pretty easy to start the Jupiter article without worrying about whether the subject was notable enough. Wikipedia also was not very well-known, so the people who first discovered Wikipedia tended to be a fairly select and capable group. Today the situation is different. The English Wikipedia has 6,857,771 articles, so almost all of the obviously notable topics have articles now. The remaining topics have increasingly marginal notability, making it progressively harder for new users to create new articles that stick. Furthermore, Wikipedia is so famous now that it attracts many casual computer users, along with many deliberately malicious users. Wikipedia has had to introduce progressively more artificial barriers to simulate the natural barrier that Wikipedia's former obscurity provided. However, despite the increasing difficulty of creating new articles on Wikipedia and making them stick, the pace of new article creation has hardly slowed down. Wikipedia might be frustrating thousands of people who can't figure out how to create new articles here, but thousands more are able to read the friendly manuals and figure it out. Also note that as the quality and power of Wikipedia continue to increase, this unavoidably comes at the cost of increasing complexity. In science and technology, there is a steady trend for things to get more complex over time. For example, compare a Wright Flyer to a Boeing 747. The former was simple enough for a couple of bicycle mechanics to build in 1903; the latter has more than one million parts, and requires thousands of trained professionals in a massive division of labor to build and operate. The 747 is far more capable than the Flyer, and there is probably no way to make it much simpler than it is. In many highly developed (i.e. complex) fields, there are wistful old-timers who long for the good old days when things were simple. They just have to step aside and let the whiz kids keep moving things forward. --Teratornis (talk) 19:08, 5 December 2008 (UTC)[reply]
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