Seed42Lab/en_gum-ud-dev · Datasets at Hugging Face

text stringlengths 7 498	label class label 2 classes
Research on adult-learned second language (L2) has provided considerable insight into the neurocognitive mechanisms underlying the learning and processing of L2 grammar [1]–[11].	1clean
Of interest here, studies suggest that, despite the difficulties in acquiring L2 grammar, adult learners can approximate native-like levels of use and neurocognitive processing [12]–[15].	1clean
In the present study, we examine the outcomes of such a period of no exposure on the neurocognition of L2 grammar: that is, whether a substantial period of no exposure leads to decreased proficiency and/or less native-like neural processes (“use it or lose it” [20]), no such changes, or perhaps whether even higher proficiency and/or more native-like processing may be observed.	1clean
Additionally, we test whether any such outcomes might vary as a function of the type of L2 training, in particular between classroom-like and immersion-like contexts.	1clean
The six studies tested L2 learners after periods of 1 month to 50 years of limited L2 exposure, mainly on general language skills [17], [18], [21], [23], [24], though also on more specific paradigms meant to target aspects of grammatical abilities [17], [18] or lexical abilities [22], [23].	1clean
Across the studies, the periods of limited exposure followed either classroom training [17], [18], [22], [24] or mixed classroom and immersion training [21], [23], [24].	1clean
The training lasted varying lengths of time, apparently usually in the range of a few years, and resulted in seemingly varying proficiency levels (though not directly measured, except by [24]) prior to the period of limited exposure.	1clean
Overall, the results of the six studies have been taken to suggest the following.	1clean
A period of limited exposure generally leads to attrition (loss) of L2 performance or knowledge [17], [18], [21], [23].	1clean
Such loss has been observed after as little as a few months of limited exposure, e.g., after a 1-7 month [23] or 6 month delay [21], as well as after 2 years [18], though in one case it was observed only by 3-5 years, and not earlier [17].	1clean
Although attrition may take place within the first few years, some studies suggest that it then appears to level off, with no further losses occurring [17], [18].	1clean
Moreover, one study found no changes at all in performance, across proficiency levels, after either 2 or 4 years of limited exposure [22].	1clean
Finally, in some cases a gain in performance has been observed: after 1.5 years of limited exposure in one study, particularly for L2 learners with immersion as well as classroom training [24], and in another study after 2 years, though only for some abilities, such as listening and reading comprehension [18].	1clean
On the administrative level, the directors of the libraries participating in the consortium of Dutch academic libraries (UKB) also expressed the wish that librarians become more fluent in DH.	1clean
A year later, the National Library of the Netherlands (Koninklijke Bibliotheek), and the University Library of the Vrije Universiteit Amsterdam again concluded that librarians at their institutes who wanted to get involved in DH needed more training to adequately support researchers and students in this field.	1clean
Therefore both institutes joined forces to develop a set of clinics on DH for librarians.	1clean
We see this as the ideal opportunity to provide these educative sessions not only to our own librarians, but also to the academic librarians of other Dutch research libraries.	1clean
In essence, we want to teach our country ’s librarians the ins and outs of DH in order for them to take up their natural role of facilitating and supporting research and ideally become the research partner needed in DH projects.	1clean
We are not setting out to turn them into programmers or data crunchers, but want to boost their knowledge level to where they feel comfortable providing information about DH projects, follow the literature and research, follow online tutorials and hopefully take up the challenge of finishing this professional development by engaging with the DH community.	1clean
In order to design this curriculum we follow a four step approach with a Working Out Loud-principle (Williams, 2010):	1clean
Each day starts with one or more lectures by researchers, that address the conceptual knowledge needed.	1clean
By having researchers provide the lecture sessions, we hope to fuel the enthusiasm of the librarians with the inspiration of direct contact with researchers and to provide access to a network within and across universities.	1clean
With these clinics, we hope to initiate a stream of DH activities in Dutch universities, making access to support easier for new digital scholars.	1clean
We welcome discussion about our efforts and the possibilities of applying this in other contexts.	1clean
Byron received his early formal education at Aberdeen Grammar School, and in August 1799 entered the school of Dr. William Glennie, in Dulwich. [17]	1clean
His mother interfered with his studies, often withdrawing him from school, with the result that he lacked discipline and his classical studies were neglected.	1clean
An undistinguished student and an unskilled cricketer, he did represent the school during the very first Eton v Harrow cricket match at Lord's in 1805. [19]	1clean
Byron fell in love with Mary Chaworth, whom he met while at school, [6] and she was the reason he refused to return to Harrow in September 1803.	1clean
His mother wrote, "He has no indisposition that I know of but love, desperate love, the worst of all maladies in my opinion. In short, the boy is distractedly in love with Miss Chaworth." [6]	1clean
Byron finally returned in January 1804, [6] to a more settled period which saw the formation of a circle of emotional involvements with other Harrow boys, which he recalled with great vividness: "My school friendships were with me passions (for I was always violent)." [21]	1clean
His nostalgic poems about his Harrow friendships, Childish Recollections (1806), express a prescient "consciousness of sexual differences that may in the end make England untenable to him." [23]	1clean
Letters to Byron in the John Murray archive contain evidence of a previously unremarked if short-lived romantic relationship with a younger boy at Harrow, John Thomas Claridge.	1clean
Sure some stronger impulse vibrates here, Which whispers friendship will be doubly dear To one, who thus for kindred hearts must roam, And seek abroad, the love denied at home.	1clean
The following autumn, he went up to Trinity College, Cambridge, [24] where he met and formed a close friendship with the younger John Edleston.	1clean
About his "protégé" he wrote, "He has been my almost constant associate since October, 1805, when I entered Trinity College. His voice first attracted my attention, his countenance fixed it, and his manners attached me to him for ever."	1clean
In his memory Byron composed Thyrza, a series of elegies. [25]	1clean
In later years, he described the affair as "a violent, though pure love and passion".	1clean
This statement, however, needs to be read in the context of hardening public attitudes toward homosexuality in England and the severe sanctions (including public hanging) against convicted or even suspected offenders. [26]	1clean
Byron spent three years at Trinity College, engaging in sexual escapades, boxing, horse riding and gambling. [28]	1clean
Also while at Cambridge he formed lifelong friendships with men such as John Cam Hobhouse, who initiated him into the Cambridge Whig Club, which endorsed liberal politics, [28] and Francis Hodgson, a Fellow at King's College, with whom he corresponded on literary and other matters until the end of his life.	1clean
He later expanded his pretense by claiming to be "Protector of Mexico" as well.	1clean
Born in England, Norton spent most of his early life in South Africa.	1clean
After the death of his mother in 1846 and his father in 1848, he sailed west, arriving in San Francisco possibly in November 1849.	1clean
Norton initially made a living as a businessman, but he lost his fortune investing in Peruvian rice.	1clean
After he lost a lawsuit in which he tried to void his rice contract, Norton's public prominence faded.	1clean
He reemerged in September 1859, laying claim to the position of Emperor of the United States.	1clean
He had no political power, and his influence extended only so far as he was humored by those around him;	1clean
Though some considered him insane or eccentric, citizens of San Francisco celebrated his regal presence and his proclamations, such as his order that the United States Congress be dissolved by force and his numerous decrees calling for a bridge connecting San Francisco to Oakland, and a corresponding tunnel to be built under San Francisco Bay.	1clean
On January 8, 1880, Norton collapsed at the corner of California and Dupont (now Grant) streets and died before he could be given medical treatment.	1clean
Nearly 30,000 people packed the streets of San Francisco to pay him homage at his funeral.	1clean
Norton has been immortalized as the basis of characters in the literature of writers Mark Twain, Robert Louis Stevenson, Christopher Moore, Morris and Goscinny, Selma Lagerlöf, and Neil Gaiman.	1clean
By 1859, Norton had become completely disgruntled with what he considered the inadequacies of the legal and political structures of the United States.	1clean
On September 17, 1859, he took matters into his own hands and distributed letters to the various newspapers in the city, proclaiming himself "Emperor of these United States":	1clean
At the peremptory request and desire of a large majority of the citizens of these United States, I, Joshua Norton, formerly of Algoa Bay, Cape of Good Hope, and now for the last 9 years and 10 months past of S. F., Cal., declare and proclaim myself Emperor of these U. S.;	1clean
Thus commenced his unprecedented and whimsical 21-year "reign" over America.	1clean
In his self-appointed role of emperor, Norton issued numerous decrees on matters of the state.	1clean
After assuming absolute control over the country, he saw no further need for a legislature, and on October 12, 1859, he issued a decree formally abolishing the United States Congress.	1clean
In it, Norton observed:	1clean
that the citizen has not that protection of person and property which he is entitled.	1clean
Norton ordered all interested parties to assemble at Platt's Music Hall in San Francisco in February 1860 to "remedy the evil complained of".	1clean
In an imperial decree the following month, Norton summoned the Army to depose the elected officials of the U.S. Congress:	1clean
NOW, THEREFORE, we do hereby Order and Direct Major-General Scott, the Command-in-Chief of our Armies, immediately upon receipt of this, our Decree, to proceed with a suitable force and clear the Halls of Congress.	1clean
What'd you do Sabrina?	1clean
I left the phone in my bedroom last night, and so I'm grounded from the phone.	1clean
I came home last night and told you.	1clean
She thinks I spent the night in my jeans —	1clean
Kim wasn't staying the night.	1clean
But I didn't spend the night, and I don't deserve this.	1clean
And her mom wanted to take her home early, and I'm like, no let's stay longer.	1clean
And so she went home and, I was like, I'll call you when I get home, and then you come over.	1clean
And she goes, no just spend the night.	1clean
Melanie lies but —	1clean
I know how that works.	1clean
I thought Melanie didn't have a phone.	1clean
I didn't want you to have her phone number.	1clean
Are they having a carwash?	1clean
They're not getting any people though.	1clean
They're making it into something.	1clean
You're not going anywhere for a while.	1clean
God, I didn't spend the night, that's what makes me so mad, I'm grounded for nothing.	1clean
Well you woke me up last night, to tell me Kim wasn't spending the night.	1clean
I don't know why you couldn't wake me up in the morning, to tell me that you were going.	1clean
You guys wake me up every time I'm trying to take a little nap.	1clean
My hair looks like a mess.	1clean
I left it in a ponytail, I didn't even have time to take a shower.	1clean
I think if I spent the night I would've took a shower.	1clean
I don't care.	1clean
And Susan's going to it too.	1clean
Marlena did it.	1clean
Marlena did it a long time ago, but it hasn't been watered.	1clean
It's dying.	1clean
I know.	1clean
I know.	1clean
I know she's —	1clean
I know what you're doing.	1clean
I love your jeans.	1clean
Cause I wanted to go to the bathroom when you're done.	1clean
Did you get a Sawzall?	1clean
I got the blades.	1clean
Do you remember the uh, program on TV, about Hantavirus?	1clean

Research on adult-learned second language (L2) has provided considerable insight into the neurocognitive mechanisms underlying the learning and processing of L2 grammar [1]–[11].

1clean

Of interest here, studies suggest that, despite the difficulties in acquiring L2 grammar, adult learners can approximate native-like levels of use and neurocognitive processing [12]–[15].

1clean

In the present study, we examine the outcomes of such a period of no exposure on the neurocognition of L2 grammar: that is, whether a substantial period of no exposure leads to decreased proficiency and/or less native-like neural processes (“use it or lose it” [20]), no such changes, or perhaps whether even higher proficiency and/or more native-like processing may be observed.

1clean

Additionally, we test whether any such outcomes might vary as a function of the type of L2 training, in particular between classroom-like and immersion-like contexts.

1clean

The six studies tested L2 learners after periods of 1 month to 50 years of limited L2 exposure, mainly on general language skills [17], [18], [21], [23], [24], though also on more specific paradigms meant to target aspects of grammatical abilities [17], [18] or lexical abilities [22], [23].

1clean

Across the studies, the periods of limited exposure followed either classroom training [17], [18], [22], [24] or mixed classroom and immersion training [21], [23], [24].

1clean

The training lasted varying lengths of time, apparently usually in the range of a few years, and resulted in seemingly varying proficiency levels (though not directly measured, except by [24]) prior to the period of limited exposure.

1clean

Overall, the results of the six studies have been taken to suggest the following.

1clean

A period of limited exposure generally leads to attrition (loss) of L2 performance or knowledge [17], [18], [21], [23].

1clean

Such loss has been observed after as little as a few months of limited exposure, e.g., after a 1-7 month [23] or 6 month delay [21], as well as after 2 years [18], though in one case it was observed only by 3-5 years, and not earlier [17].

1clean

Although attrition may take place within the first few years, some studies suggest that it then appears to level off, with no further losses occurring [17], [18].

1clean

Moreover, one study found no changes at all in performance, across proficiency levels, after either 2 or 4 years of limited exposure [22].

1clean

Finally, in some cases a gain in performance has been observed: after 1.5 years of limited exposure in one study, particularly for L2 learners with immersion as well as classroom training [24], and in another study after 2 years, though only for some abilities, such as listening and reading comprehension [18].

1clean

On the administrative level, the directors of the libraries participating in the consortium of Dutch academic libraries (UKB) also expressed the wish that librarians become more fluent in DH.

1clean

A year later, the National Library of the Netherlands (Koninklijke Bibliotheek), and the University Library of the Vrije Universiteit Amsterdam again concluded that librarians at their institutes who wanted to get involved in DH needed more training to adequately support researchers and students in this field.

1clean

Therefore both institutes joined forces to develop a set of clinics on DH for librarians.

1clean

We see this as the ideal opportunity to provide these educative sessions not only to our own librarians, but also to the academic librarians of other Dutch research libraries.

1clean

In essence, we want to teach our country ’s librarians the ins and outs of DH in order for them to take up their natural role of facilitating and supporting research and ideally become the research partner needed in DH projects.

1clean

We are not setting out to turn them into programmers or data crunchers, but want to boost their knowledge level to where they feel comfortable providing information about DH projects, follow the literature and research, follow online tutorials and hopefully take up the challenge of finishing this professional development by engaging with the DH community.

1clean

In order to design this curriculum we follow a four step approach with a Working Out Loud-principle (Williams, 2010):

1clean

Each day starts with one or more lectures by researchers, that address the conceptual knowledge needed.

1clean

By having researchers provide the lecture sessions, we hope to fuel the enthusiasm of the librarians with the inspiration of direct contact with researchers and to provide access to a network within and across universities.

1clean

With these clinics, we hope to initiate a stream of DH activities in Dutch universities, making access to support easier for new digital scholars.

1clean

We welcome discussion about our efforts and the possibilities of applying this in other contexts.

1clean

Byron received his early formal education at Aberdeen Grammar School, and in August 1799 entered the school of Dr. William Glennie, in Dulwich. [17]

1clean

His mother interfered with his studies, often withdrawing him from school, with the result that he lacked discipline and his classical studies were neglected.

1clean

An undistinguished student and an unskilled cricketer, he did represent the school during the very first Eton v Harrow cricket match at Lord's in 1805. [19]

1clean

Byron fell in love with Mary Chaworth, whom he met while at school, [6] and she was the reason he refused to return to Harrow in September 1803.

1clean

His mother wrote, "He has no indisposition that I know of but love, desperate love, the worst of all maladies in my opinion. In short, the boy is distractedly in love with Miss Chaworth." [6]

1clean

Byron finally returned in January 1804, [6] to a more settled period which saw the formation of a circle of emotional involvements with other Harrow boys, which he recalled with great vividness: "My school friendships were with me passions (for I was always violent)." [21]

1clean

His nostalgic poems about his Harrow friendships, Childish Recollections (1806), express a prescient "consciousness of sexual differences that may in the end make England untenable to him." [23]

1clean

Letters to Byron in the John Murray archive contain evidence of a previously unremarked if short-lived romantic relationship with a younger boy at Harrow, John Thomas Claridge.

1clean

Sure some stronger impulse vibrates here, Which whispers friendship will be doubly dear To one, who thus for kindred hearts must roam, And seek abroad, the love denied at home.

1clean

The following autumn, he went up to Trinity College, Cambridge, [24] where he met and formed a close friendship with the younger John Edleston.

1clean

About his "protégé" he wrote, "He has been my almost constant associate since October, 1805, when I entered Trinity College. His voice first attracted my attention, his countenance fixed it, and his manners attached me to him for ever."

1clean

In his memory Byron composed Thyrza, a series of elegies. [25]

1clean

In later years, he described the affair as "a violent, though pure love and passion".

1clean

This statement, however, needs to be read in the context of hardening public attitudes toward homosexuality in England and the severe sanctions (including public hanging) against convicted or even suspected offenders. [26]

1clean

Byron spent three years at Trinity College, engaging in sexual escapades, boxing, horse riding and gambling. [28]

1clean

Also while at Cambridge he formed lifelong friendships with men such as John Cam Hobhouse, who initiated him into the Cambridge Whig Club, which endorsed liberal politics, [28] and Francis Hodgson, a Fellow at King's College, with whom he corresponded on literary and other matters until the end of his life.

1clean

He later expanded his pretense by claiming to be "Protector of Mexico" as well.

1clean

Born in England, Norton spent most of his early life in South Africa.

1clean

After the death of his mother in 1846 and his father in 1848, he sailed west, arriving in San Francisco possibly in November 1849.

1clean

Norton initially made a living as a businessman, but he lost his fortune investing in Peruvian rice.

1clean

After he lost a lawsuit in which he tried to void his rice contract, Norton's public prominence faded.

1clean

He reemerged in September 1859, laying claim to the position of Emperor of the United States.

1clean

He had no political power, and his influence extended only so far as he was humored by those around him;

1clean

Though some considered him insane or eccentric, citizens of San Francisco celebrated his regal presence and his proclamations, such as his order that the United States Congress be dissolved by force and his numerous decrees calling for a bridge connecting San Francisco to Oakland, and a corresponding tunnel to be built under San Francisco Bay.

1clean

On January 8, 1880, Norton collapsed at the corner of California and Dupont (now Grant) streets and died before he could be given medical treatment.

1clean

Nearly 30,000 people packed the streets of San Francisco to pay him homage at his funeral.

1clean

Norton has been immortalized as the basis of characters in the literature of writers Mark Twain, Robert Louis Stevenson, Christopher Moore, Morris and Goscinny, Selma Lagerlöf, and Neil Gaiman.

1clean

By 1859, Norton had become completely disgruntled with what he considered the inadequacies of the legal and political structures of the United States.

1clean

On September 17, 1859, he took matters into his own hands and distributed letters to the various newspapers in the city, proclaiming himself "Emperor of these United States":

1clean

At the peremptory request and desire of a large majority of the citizens of these United States, I, Joshua Norton, formerly of Algoa Bay, Cape of Good Hope, and now for the last 9 years and 10 months past of S. F., Cal., declare and proclaim myself Emperor of these U. S.;

1clean

Thus commenced his unprecedented and whimsical 21-year "reign" over America.

1clean

In his self-appointed role of emperor, Norton issued numerous decrees on matters of the state.

1clean

After assuming absolute control over the country, he saw no further need for a legislature, and on October 12, 1859, he issued a decree formally abolishing the United States Congress.

1clean

In it, Norton observed:

1clean

that the citizen has not that protection of person and property which he is entitled.

1clean

Norton ordered all interested parties to assemble at Platt's Music Hall in San Francisco in February 1860 to "remedy the evil complained of".

1clean

In an imperial decree the following month, Norton summoned the Army to depose the elected officials of the U.S. Congress:

1clean

NOW, THEREFORE, we do hereby Order and Direct Major-General Scott, the Command-in-Chief of our Armies, immediately upon receipt of this, our Decree, to proceed with a suitable force and clear the Halls of Congress.

1clean

What'd you do Sabrina?

1clean

I left the phone in my bedroom last night, and so I'm grounded from the phone.

1clean

I came home last night and told you.

1clean

She thinks I spent the night in my jeans —

1clean

Kim wasn't staying the night.

1clean

But I didn't spend the night, and I don't deserve this.

1clean

And her mom wanted to take her home early, and I'm like, no let's stay longer.

1clean

And so she went home and, I was like, I'll call you when I get home, and then you come over.

1clean

And she goes, no just spend the night.

1clean

Melanie lies but —

1clean

I know how that works.

1clean

I thought Melanie didn't have a phone.

1clean

I didn't want you to have her phone number.

1clean

Are they having a carwash?

1clean

They're not getting any people though.

1clean

They're making it into something.

1clean

You're not going anywhere for a while.

1clean

God, I didn't spend the night, that's what makes me so mad, I'm grounded for nothing.

1clean

Well you woke me up last night, to tell me Kim wasn't spending the night.

1clean

I don't know why you couldn't wake me up in the morning, to tell me that you were going.

1clean

You guys wake me up every time I'm trying to take a little nap.

1clean

My hair looks like a mess.

1clean

I left it in a ponytail, I didn't even have time to take a shower.

1clean

I think if I spent the night I would've took a shower.

1clean

I don't care.

1clean

And Susan's going to it too.

1clean

Marlena did it.

1clean

Marlena did it a long time ago, but it hasn't been watered.

1clean

It's dying.

1clean

I know.

1clean

I know.

1clean

I know she's —

1clean

I know what you're doing.

1clean

I love your jeans.

1clean

Cause I wanted to go to the bathroom when you're done.

1clean

Did you get a Sawzall?

1clean

I got the blades.

1clean

Do you remember the uh, program on TV, about Hantavirus?

1clean