Curriculum Vitae

Ivan Andrei Uemlianin, Ph. D.

This c.v. can also be viewed online at: http://www.llaisdy.com/static/cv.html.

See also pdf version here.

Contents

  1. Skills and experience
  2. Employment
  3. Research and publications
  4. Education
  5. Personal information
  6. Appendix 1: details
  7. Appendix 2: abstracts

Skills and experience

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Working with information technology

Working with information

Working with people


Employment

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Current positions

I am a self-employed software consultant, specialising in social networking and natural language processing. Below I list some recent projects. See also my open-source projects on github.

Some recent projects

Previous employment


Research and publications

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Research funding received

Liaison with Russian researchers

A grant from the Royal Society funded a visit to Pomor State University, Arkhangelsk in March 1996. During my visit I was able to make contact with research staff in Artificial Intelligence, English, Linguistics and Psychology departments, to discover areas of common interest, and to establish the potential for future collaboration. Since then, in spite of Russia's difficulties, I have kept in touch with contacts at the university.
See also employment details

Publications and papers given

Reviews for CVu can be accessed via the ACCU website: http://accu.org.

Uemlianin, I. A.
(2017a). "The Internet of Value / 价值互联网". Invited talk at WTO Global Value Chain Innovation Development Summit. Shenzhen, China, 2017/10/13.
(2017b). "Big Data and Bigger Pies". Invited talk at OECD Initiative for Policy Dialogue on Global Value Chains, Production Transformation and Development, 9th Plenary meeting. Bangkok, Thailand, 2017/11/16.
(2008). Review of Dayley, B.: SAMS Teach Yourself Django in 24 Hours. CVu, 20, 3.
(2007a). Review of Chun, W. J.: Core Python Programming. CVu, 19, 5.
(2007b). Review of Burke, D.: Speech Processing for IP Networks: Media Resource Control Protocol (MRCP). CVu, 19, 4.
(2006a). Review of Martelli, Ravenscroft, Ascher (eds): Python Cookbook, 2nd edn. CVu, 18, 6 [?].
(2006b). Review of Rappin & Dunn: wxPython in Action. CVu, 18, 4.
(2006c). Review of Lutz: Python Pocket Reference, 3rd edn. CVu, 18, 2 [?].
(2005a). SpeechCluster: A speech database builder's multitool. Paper given at Lesser Used Languages & Computer Linguistics, European Academy Bozen/Bolzano, Italy, October 2005. MS Word file
(2005b). Review of Robertson, J. & S. Robertson: Requirements-Led Project Management. CVu, 17, 2.
(2005b). Review of Gottesdiener, Ellen: Requirements by Collaboration. CVu, 17, 2.
(2004a). Review of Niemeyer, P., et al.: Learning Java 2ed. CVu, 16, 6.
(2004b). Review of Palmer, Grant: Technical Java. CVu, 16, 6.
(2004c). Review of Lutz, Ascher: Learning Python, 2nd Ed. CVu, 16, 5.
(2004d). Review of Powers, Shelley: Practical RDF. CVu, 16, 2.
(2004e). Review of Korf, I., et al.: BLAST. CVu, 16, 2.
(2004f). Review of Markel, S & D. Leon: Sequence Analysis in a Nutshell. CVu, 16, 2.
(2003). Review of Mertz, D. Text Processing in Python. CVu, 15, 6.
(2000). Engaging text: paraphrase and understanding. Studies in Higher Education, 25, 3.
(1999). Review of Lightfoot, D.: The development of language: acquisition, change and evolution. Journal of Child Language, 26, 3, 357-362.
(1998a). `Entertainment and education': a case study of a newsgroup as an on-line tutorial. Computers in psychology 98 conference proceedings. York: CTI Centre for Psychology.
(1998b). Some problems with the Developmental Lexical Principles Framework. Paper given at University of Sussex, School of Cognitive Science research seminar.
(1998c). Vygotsky, quantification and lexical development. Paper given at University of Wales Bangor, School of English and Linguistics research seminar.
(1997). A formal analysis of dialogue and problem solving using a Vygotskyan paradigm. In Uemlianin (Ed.).
(Ed.) (1997). Proceedings of the first University of Wales Bangor School of Psychology Mini-Conference. University of Wales, Bangor.
(1994). Particularising the intranet: the activity of syncretism in the child. In Kirby, S. (Ed.) Proceedings of the 1994 University of Edinburgh Postgraduate Linguistics Conference, University of Edinburgh.
Uemlianin, I. A. & Beverley, M. (1998a). ASI & IT questionnaires and students' performance. Computers in psychology 98 conference proceedings. York: CTI Centre for Psychology.
(1998b). A positive rôle for OMR forms in assessment. Computers in psychology 98 conference proceedings. York: CTI Centre for Psychology.

Education

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Higher education

Diploma in Statistics. Open University. December 2005.
Ph.D. The development of the subject category in first language acquisition. University of Edinburgh, Department of Linguistics. January 1995.
M.A. (Hons) 2i. Linguistics with artificial intelligence. University of Edinburgh, Department of Linguistics. June 1989.
higher education details

Secondary education

Five `A' levels (1985); nine `O' levels (1983).
secondary education details

Languages

Conversational Russian, Welsh.
Elementary Chinese (Mandarin).
Some understanding of French, Spanish and Turkish; Classical Latin and Greek.

Teaching certificates

Teaching in Higher Education. Centre for Learning Development, University of Wales, Bangor. July 1998.
Introduction to philosophical enquiry in education. Society for the advancement of philosophical enquiry in education. August 1995.


Personal information

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Date of birth: 27th December 1966
Nationality: British

Personal interests



Appendix 1: details

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Employment details

Research Officer

Language Technologies Unit, Canolfan Bedywr, University of Wales, Bangor, Bangor, Gwynedd LL57 2DG, Wales, U.K. Oct 2004 - Sept 2006.

Working on the WISPR project I developed the infrastructure used to develop Welsh synthetic voices. This was essentially a set of python scripts wrapping festival and HTK; see Uemlianin (2005a). On the conclusion of WISPR I worked on maintenance and improvement of Cysgliad, Canolfan Bedwyr's flagship package of spelling and grammar checkers, and electronic dictionaries. This involved primarily C++ and C#.

Speech Recognition Research and Development, Project Leader.

Jura Technology Limited, 35 Norroy Road, London SW15.

Successfully applied for, won and completed a DTI Smart project to assess the feasibility of developing a speech-enabled plug-in for Jura Technology's categorisation and knowledge management software. The project focussed on automatic speech recognition (ASR) but also involved some multimedia processing (i.e., mpeg). Used the following technologies:

Head of Topic Map Development.

Jura Technology Limited, 35 Norroy Road, London SW15. Apr. 2001 - Dec.2001.

Developed standards-compliant Topic Map processor as a middle-ware component of Jura's automatic categorisation and knowledge management software. Participated in software development and strategic business planning. Represented Jura in international discussions, e.g. at the Organisation for the Advancement of Structured Information Standards (OASIS). Used the following technologies:

Teaching fellow.

School of Psychology, University of Wales Bangor, Bangor, Gwynedd LL57 2DG, Wales, U.K. Dec. 1994 - Mar. 1999.

Organised and taught modules on practical phonetics, psycholinguistics and philosophy. Methods included web-based teaching and computer-assisted assessment. This work was instrumental in the School's being awarded an Excellent in the 1996 Teaching Quality Assessment. Supervised final year experimental psychology projects: this involved designing and running experiments, and analysing data using SPSS. Organised the first School of Psychology mini-conference, and produced the conference proceedings. Involved in pastoral care of students and in School administration at all levels.

Visiting fellow.

Department of English Philology, Pomor State University, Lomonosov Pr. 4, 163006 Arkhangelsk, Russia. Mar. - May 1996.

Advised staff on course content; held seminars and tutorials on English phonetics and rhetoric.

Tutor (part-time).

Department of Linguistics, University of Edinburgh, Edinburgh, EH8 9LL. Oct. 1989 - Jun. 1994.

Held tutorials on linguistics and phonetics; marked exams and term papers; acted as personal tutor; trained staff on the CHILDES child language database; was elected post-graduate representative.

Editorial assistant (part-time).

The encyclopaedia of language and linguistics, Pergamon Press Ltd., Headington Hill Hall, Oxford, OX3 0BW. Oct. 1990 - Jul. 1993.

Carried out editorial work including proof-reading and verification of bibliographies, enabling publication of the encyclopaedia by deadline.

Research associate.

Centre for Speech Technology Research, 80 South Bridge, Edinburgh, EH1 1HN. Jul. 1989 - Sept. 1990.

Designed, compiled, managed and analysed a database of spoken British English, providing a valuable resource for researchers at CSTR; trained staff in spectrograph analysis.

Research assistant.

Survey of the Gaelic dialects of Scotland. Dublin Institute for Advanced Studies, School of Celtic Studies, 10 Burlington Road, Dublin 2, Ireland. Jun. - Sept. 1988.

Assisted in the compilation of phonetic data from paper to electronic media for the Survey.

Education details

Higher education details

Secondary education details


Appendix 2: abstracts

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 Back to Education

PhD Thesis

The development of the Subject category in first language acquisition

The concept of the `Subject' is a central one in both formal linguistics and psychology. Formal linguistics tends to speak of `Subject' as a purely grammatical object which has identity only in relation to that over which it predicates. Psychology on the other hand tends to consider `the Subject' as more closely to do with notions of the `Self' and meaningful activity. The difference of these views becomes most profound in the study of first language acquisition.

This area seems to be one in which both perspectives are at a similar weakness, each displaying the drawbacks of its own mode of analysis. The rigidly fixed lexicon characteristic of formal linguistics finds the description of change problematic; psychology, which characteristically eschews `theory' for empirical veracity, can sometimes become too impressionistic to comfortably describe a tendency for systematicity.

The critical review of literature which comprises Chapter 1 takes issue with the Chomskyan formal linguistic assertion that much linguistic ability, including a formally defined Subject, must be innate. It is argued and demonstrated here that the assertion is not a conclusion based on well-founded empirical evidence, but is a consequence of an adherence to formal principles.

Chapter 2 is rooted in an exposition of the developmental ideas of the early Soviet Psychologist Lev Vygotsky - especially in critical relationship with Jean Piaget - whose dialectical forms allow the description of a constantly changing and developing device. Beginning with a recognition that the `Subject' of early child language does not fulfil formal linguistic criteria for Subjecthood, the chapter goes on through a close interpretation of infant behaviour to explore the changing ways in which the child relates to the physical world around it, to its social environment, and to itself. The goal of this chapter is to build an image of the child's growing sense of Self - and thus to a reconstructed psychological notion of `Subject'.

The final chapter 3 returns to formal linguistics and demonstrates the compatibility of the above psychological approach to early cognitive development and the formal linguistic description of the more principled and systematic changes of later child language. The formal linguistic concept of `Subject' is seen to be a development of the earlier psychological notion.

In conclusion, the thesis is intended to be a dialectical synthesis of psychological and formal linguistic methods, which is able to overcome inherent problems of both. The portrait of the development of the `Subject' category is intended to be a portrait in little of the development of language as a whole.

MA Dissertation

From Saussure to Chomsky: a critical survey of structural linguistics

Taking Saussure as our point of departure, motivated by his rational and structural approach to language, we can trace a pattern of ideas in the history of twentieth century linguistics. Analysis of this pattern is instructive in its illustration of the changing conceptions of language and their consequences on aspects of theory and practice.

Saussure's system of dichotomies is portrayed as the foundation of twentieth century structuralist linguistics and also a product of the Comparative and Neogrammarian study of texts. Its re-interpretation in America is described both in terms of the early Structuralists' changed empirical and theoretical circumstances, and Chomsky's later re-assessment of the Structuralist framework as a whole.

Most of the dissertation is then concerned with the development of Generative Grammar, and an investigation into the complex relationship between theory and practice. The biological determinist implications of Government-Binding theory are exposed, and their roots within the framework are examined.

An alternative to biological determinism - a dialectical overview - is suggested, and its implications to linguistic theory and practice are explored - answering questions and raising problems of its own.

MA Project

Principles in parsing: Government-Binding theory, Lexical Functional Grammar and Warlpiri

A major goal of modern linguistic theory is the development of a theory of Universal Grammar and sentences are parsed using general principles of language. This paper explores Berwick's (1987) ideas about `principles' in relation to existing linguistic theories.

Two theories of grammar are compared in their relative efficiency and coherence in the treatment of Warlpiri, a free word order language of Central Australia. This experiment is used, along with ideas in Berwick's paper, to construct a principle-based system, which reflects the Lexical Functional Grammar (LFG) model of language [parser implemented in Prolog]. This parser is contrasted with Kashket's (1986) parser for Warlpiri which is faithful to the Government-Binding paradigm.

It is concluded that an LFG model of language is closer to what Berwick calls a Principle Based system (notwithstanding his loyalty to GB) and questions are raised about the use of LFG and Unification in the study of Universal Grammar.


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