[〈det level.n〉 constituted-of-or-filled-with.a (k literacy.n)]
In the ICWSM 2009 Weblog Corpus:
High Voltage Software is looking for a creative, talented and technical sound specialist with a background in sound design, digital music composition / production, audio engineering and has a high level of literacy in computer hardware and software.
(Parse)
(S1 (S (NP (JJ High) (NN Voltage) (NN Software))
(VP (VP (AUX is)
(VP (VBG looking)
(PP (IN for)
(NP (NP (DT a)
(ADJP (JJ creative) (, ,) (JJ talented) (CC and) (JJ technical)) (NN sound) (NN specialist))
(PP (IN with)
(NP (NP (DT a) (NN background))
(PP (IN in)
(NP (NP (JJ sound) (NN design)) (, ,)
(NP (JJ digital) (NN music) (NN composition) (NN /) (NN production)) (, ,)
(NP (JJ audio) (NN engineering))))
(CC and)
(VP (AUX has)
(NP (NP (DT a) (JJ high) (NN level))
(PP (IN of)
(NP (NP (NN literacy))
(PP (IN in)
(NP (NN computer) (NN hardware) (CC and) (NN software)))))
(. .)))
In Wikipedia:
Although it enjoyed a relatively high level of literacy, the script gradually fell into disuse in favor of the Latin alphabet during Spanish colonial rule.
(Parse)
(S1 (S (SBAR (IN Although)
(S (NP (PRP it))
(VP (VBD enjoyed)
(NP (NP (DT a)
(ADJP (RB relatively) (JJ high)) (NN level))
(PP (IN of)
(NP (NN literacy))))
(, ,)
(NP (DT the) (NN script)) (ADVP (RB gradually))
(VP (VBD fell)
(PP (IN into)
(NP (NN disuse)))
(PP (IN in)
(NP (NP (NN favor))
(PP (IN of)
(NP (DT the) (NNP Latin) (NN alphabet)))))
(PP (IN during)
(NP (JJ Spanish) (NN colonial) (NN rule))))
(. .)))
In Wikipedia:
They had achieved a high level of literacy and sophistication under French and Spanish rule, becoming educated, taking the names of white fathers or lovers, and often receiving property from the white men involved with their families.
(Parse)
(S1 (S (NP (PRP They))
(VP (AUX had)
(VP (VBN achieved)
(NP (NP (DT a) (JJ high) (NN level))
(PP (IN of)
(NP (NN literacy) (CC and) (NN sophistication))))
(PP (IN under)
(NP (NNP French) (CC and) (NNP Spanish) (NN rule)))
(, ,)
(S (VP (VP (VBG becoming)
(ADJP (VBN educated)))
(, ,)
(VP (VBG taking)
(NP (NP (DT the) (NNS names))
(PP (IN of)
(NP (JJ white) (NNS fathers) (CC or) (NNS lovers)))))
(, ,) (CC and)
(VP (ADVP (RB often)) (VBG receiving)
(NP (NN property))
(PP (IN from)
(NP (NP (DT the) (JJ white) (NNS men))
(VP (VBN involved)
(PP (IN with)
(NP (PRP$ their) (NNS families)))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
The original exponent of’ ’ fast soul music “Tony Colman manages here to combine heartfelt soul, with a level of musical literacy and emotion unparalleled in Drum & Bass.
(Parse)
(S1 (S (NP (NP (DT The) (JJ original) (NN exponent))
(PP (IN of)
(NP (NP (POS ')) (: ')
(NP (JJ fast) (NN soul) (NN music) (POS ')) (: ')
(NP (NNP Tony) (NNP Colman)))))
(VP (VBZ manages) (ADVP (RB here))
(S (VP (TO to)
(VP (VB combine)
(NP (JJ heartfelt) (NN soul)) (, ,)
(PP (IN with)
(NP (NP (DT a) (NN level))
(PP (IN of)
(NP (JJ musical) (NN literacy) (CC and) (NN emotion)))
(VP (VBN unparalleled)
(PP (IN in)
(NP (VB Drum) (CC &) (NNP Bass))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
Conclusion: Notwithstanding the constraints in a developing country, in a population with low levels of literacy and education, the quality of informed consent found in this study can be considered acceptable for public health research.
(Parse)
(S1 (FRAG (NP (NN Conclusion)) (: :)
(S (PP (IN Notwithstanding)
(NP (NP (DT the) (NNS constraints))
(PP (IN in)
(NP (DT a) (VBG developing) (NN country)))))
(, ,)
(PP (IN in)
(NP (NP (DT a) (NN population))
(PP (IN with)
(NP (NP (JJ low) (NNS levels))
(PP (IN of)
(NP (NN literacy) (CC and) (NN education))))
(, ,)
(NP (NP (DT the) (NN quality))
(PP (IN of)
(NP (NP (JJ informed) (NN consent))
(VP (VBN found)
(PP (IN in)
(NP (DT this) (NN study))))
(VP (MD can)
(VP (AUX be)
(VP (VBN considered)
(S (ADJP (JJ acceptable)
(PP (IN for)
(NP (JJ public) (NN health) (NN research)))
(. .)))
In the ICWSM 2009 Weblog Corpus:
The following notes I have taken while reviewing the Interview (it’s my understanding and misinterpretations are of course my fault): Some rights that Joi finds particularly important in cyberspace right to communicate freedom to connect right to speak without fear of retribution competition of ideas open society in the 21 century interrelated architecture of the internet data puts people on list with direct consequences – no job in public company, people can not use planes we need to develop tools to stop human rights abuse Creative Commons and Internet Rights communities have similar way to explain things Creative Commons is like a user interface for copyright Creative Commons forces you to decide what kind of use you want to allow the internet rights movement should empower the individual by increasing literacy you increase literacy by making it simple for the people to see what the choices are a key challenge for the rights movements is that terms like privacy are defined and interpreted very different in different countries hence there needs to be much more discussion on the definition of rights so the approach should be less legal, less technical, maybe more normative Rights movement is broader and maybe more difficult than Copyright, but it is also SUPER IMPORTANT in fact many people think they can do everything with content once they are using a creative commons licence, but rights (e. g. the privacy rights of someone in a video) are needed and serve to complement and create the frictionless fair legal coyright network we aim for at creative commons – we really need another level of literacy to be generated from the experience at ICANN it has become clear that much depends on the environment and frame for a conversation, and as the aim is to find a global consensus on Rights – how do you have that conversation?
(Parse)
(S1 (S (NP (DT The) (VBG following))
(VP (VBZ notes)
(SBAR (S (NP (PRP I))
(VP (AUX have)
(VP (VBN taken)
(PP (IN while)
(S (VP (VBG reviewing)
(NP (NP (NP (DT the) (NN Interview)) (PRN (-LRB- -LRB-)
(S (NP (PRP it))
(VP (AUX 's)
(S (NP (PRP$ my) (NN understanding) (CC and) (NNS misinterpretations))
(VP (AUX are)
(PP (IN of)
(NP (NN course)))
(NP (PRP$ my) (NN fault)))
(-RRB- -RRB-)))
(: :)
(NP (NP (DT Some) (NNS rights))
(SBAR (WHNP (WDT that))
(S (NP (NNP Joi))
(VP (VBZ finds)
(ADJP (RB particularly) (JJ important)
(PP (IN in)
(NP (NN cyberspace) (JJ right))))
(S (VP (TO to)
(VP (VB communicate)
(NP (NN freedom))
(S (VP (TO to)
(VP (VB connect) (ADVP (RB right))
(S (VP (TO to)
(VP (VB speak)
(PP (IN without)
(NP (NP (NN fear))
(PP (IN of)
(NP (NP (NN retribution) (NN competition))
(PP (IN of)
(NP (NP (NNS ideas))
(SBAR (S (NP (NP (JJ open) (NN society))
(PP (IN in)
(NP (NP (DT the)
(ADJP (CD 21) (NN century)) (JJ interrelated) (NN architecture))
(PP (IN of)
(NP (DT the) (NN internet) (NNS data)))
(VP (VBZ puts)
(NP (NNS people))
(PP (IN on)
(NP (NP (NN list))
(PP (IN with)
(NP (JJ direct) (NNS consequences)))
(: -)
(NP (NP (DT no) (NN job))
(PP (IN in)
(NP (JJ public) (NN company))))
(, ,)
(SBAR (S (NP (NNS people))
(VP (MD can) (RB not)
(VP (VB use)
(NP (NP (NNS planes))
(SBAR (S (NP (PRP we))
(VP (AUX need)
(S (VP (TO to)
(VP (VB develop)
(NP (NP (NNS tools))
(SBAR (S (VP (TO to)
(VP (VB stop)
(NP (NP (JJ human) (NNS rights) (NN abuse))
(SBAR (S (NP (NNP Creative) (NNPS Commons) (CC and) (NNP Internet) (NNP Rights) (NNS communities))
(VP (AUX have)
(NP (NP (JJ similar) (NN way))
(SBAR (S (VP (TO to)
(VP (VB explain)
(NP (NP (NNS things))
(SBAR (S (NP (NNP Creative) (NNP Commons))
(VP (VBZ is)
(PP (IN like)
(NP (NP (DT a) (NN user) (NNP interface))
(PP (IN for)
(NP (JJ copyright) (JJ Creative) (NNP Commons) (NNS forces)))))
(S (NP (PRP you))
(VP (TO to)
(VP (VB decide)
(SBAR (WHNP (WP what) (NN kind)
(PP (IN of)
(NP (NN use))))
(S (NP (PRP you))
(VP (VBP want)
(S (VP (TO to)
(VP (VB allow)
(SBAR (S (NP (DT the) (NN internet) (NNS rights) (NN movement))
(VP (MD should)
(VP (VBP empower)
(NP (DT the) (JJ individual))
(PP (IN by)
(S (VP (VBG increasing)
(NP (NN literacy))
(S (NP (PRP you))
(VP (VB increase)
(NP (NN literacy))
(PP (IN by)
(S (VP (VBG making)
(S (NP (PRP it))
(ADJP (JJ simple))
(SBAR (IN for)
(S (NP (DT the) (NNS people))
(VP (TO to)
(VP (VB see)
(SBAR (WHNP (WP what))
(S (NP (DT the) (NNS choices))
(VP (AUX are)
(NP (DT a) (JJ key) (NN challenge)
(SBAR (IN for)
(S (NP (DT the) (NNS rights) (NNS movements))
(VP (AUX is)
(SBAR (IN that)
(S (NP (NP (NNS terms))
(PP (IN like)
(NP (NN privacy))))
(VP (AUX are)
(VP (VP (VBN defined)) (CC and)
(VP (VBD interpreted)
(ADJP (RB very) (JJ different)
(PP (IN in)
(NP (JJ different) (NNS countries))))
(ADVP (RB hence))
(S (NP (EX there))
(VP (VBZ needs)
(S (VP (TO to)
(VP (AUX be)
(NP (ADJP (RB much) (JJR more)) (NN discussion)
(SBAR (IN on)
(S (S (NP (NP (DT the) (NN definition))
(PP (IN of)
(NP (NNS rights)
(SBAR (IN so)
(S (NP (DT the) (NN approach))
(VP (MD should)
(VP (AUX be)
(NP (ADJP (ADJP (RBR less) (JJ legal)) (, ,)
(ADJP (RBR less) (JJ technical)) (, ,)
(ADJP (RB maybe) (RBR more) (JJ normative)))
(NNS Rights) (NN movement)))
(VP (AUX is)
(ADJP (ADJP (ADJP (JJR broader)) (CC and) (RB maybe)
(ADJP (RBR more) (JJ difficult)))
(PP (IN than)
(NP (NNP Copyright)))
(, ,) (CC but)
(S (NP (PRP it))
(VP (AUX is)
(ADJP (RB also) (JJ SUPER))
(S (NP (ADJP (JJ IMPORTANT)
(PP (IN in)
(NP (NN fact))))
(JJ many) (NNS people))
(VP (VBP think)
(SBAR (S (NP (PRP they))
(VP (MD can)
(VP (AUX do)
(NP (NP (NN everything))
(PP (IN with)
(NP (NN content))))
(SBAR (IN once)
(S (NP (PRP they))
(VP (AUX are)
(VP (VBG using)
(NP (NP (DT a) (JJ creative) (NNP commons) (NNP licence)) (, ,)
(S (CC but)
(NP (NP (NNS rights)) (PRN (-LRB- -LRB-)
(NP (SYM e) (. .)
(NP (NNP g)) (. .)
(NP (DT the) (NN privacy) (NNS rights))
(PP (IN of)
(NP (NP (NN someone))
(PP (IN in)
(NP (DT a) (NN video)))
(-RRB- -RRB-)))
(VP (VP (AUX are)
(VP (VBN needed)))
(CC and)
(VP (VBP serve)
(S (VP (TO to)
(VP (VB complement) (CC and) (VB create)
(NP (NP (DT the) (JJ frictionless) (JJ fair) (JJ legal) (NN coyright) (NN network))
(SBAR (S (NP (PRP we))
(VP (VBP aim)
(SBAR (IN for)
(S (PP (IN at)
(NP (JJ creative) (NNP commons)))
(: -)
(NP (PRP we)) (ADVP (RB really))
(VP (AUX need)
(NP (NP (DT another) (NN level))
(PP (IN of)
(NP (NN literacy)))
(SBAR (S (VP (TO to)
(VP (AUX be)
(VP (VBN generated)
(PP (IN from)
(NP (NP (DT the) (NN experience))
(PP (IN at)
(NP (NNP ICANN)))
(SBAR (S (NP (PRP it))
(VP (AUX has)
(VP (VBN become)
(ADJP (JJ clear))
(SBAR (SBAR (IN that)
(S (NP (JJ much))
(VP (VBZ depends)
(PP (IN on)
(NP (NP (DT the) (NN environment) (CC and) (NN frame))
(PP (IN for)
(NP (DT a) (NN conversation)))))
(, ,) (CC and)
(SBAR (IN as)
(S (NP (DT the) (NN aim))
(VP (AUX is)
(S (VP (TO to)
(VP (VB find)
(NP (DT a) (JJ global) (NN consensus))
(PP (IN on)
(NP (NNPS Rights)))
(: -) (SBARQ (WHADVP (WRB how)) (SQ (AUX do)
(NP (PRP you))
(VP (AUX have)
(NP (DT that) (NN conversation)))))
(. ?)))
In the ICWSM 2009 Weblog Corpus:
But, ultimately, good policy is going to require that a much larger percentage of Australians having a higher level of scientific literacy.
(Parse)
(S1 (S (CC But) (, ,) (ADVP (RB ultimately)) (, ,)
(NP (JJ good) (NN policy))
(VP (AUX is)
(VP (VBG going)
(S (VP (TO to)
(VP (VB require)
(SBAR (IN that)
(S (NP (NP (DT a)
(ADJP (RB much) (JJR larger)) (NN percentage))
(PP (IN of)
(S (NP (NNPS Australians))
(VP (AUXG having)
(NP (NP (DT a) (JJR higher) (NN level))
(PP (IN of)
(NP (JJ scientific) (NN literacy)))
(. .)))
In the ICWSM 2009 Weblog Corpus:
This is assuming functional levels of literacy, basic math skills, rudiments of world history, bits of science, music, theatre, a basic understanding of important works of fiction (works one should know to understand the culture) in other words enough high school to get by.
(Parse)
(S1 (S (NP (DT This))
(VP (AUX is)
(VP (VBG assuming)
(NP (NP (NP (JJ functional) (NNS levels))
(PP (IN of)
(NP (NN literacy) (, ,) (JJ basic) (NN math) (NNS skills))))
(, ,)
(NP (NP (NNS rudiments))
(PP (IN of)
(NP (NN world) (NN history))))
(, ,)
(NP (NP (NNS bits))
(PP (IN of)
(NP (NN science))))
(, ,)
(NP (NN music)) (, ,) (FW theatre) (, ,)
(NP (NP (DT a) (JJ basic) (NN understanding))
(PP (IN of)
(NP (NP (JJ important) (NNS works))
(PP (IN of)
(NP (NN fiction)))))
(PRN (-LRB- -LRB-)
(VP (VBZ works)
(S (NP (PRP one))
(VP (MD should)
(VP (VB know)
(S (VP (TO to)
(VP (VB understand)
(NP (DT the) (NN culture)))
(-RRB- -RRB-))))
(PP (IN in)
(NP (JJ other) (NNS words)))
(NP (JJ enough) (JJ high) (NN school))
(S (VP (TO to)
(VP (VB get) (PRT (RP by))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
This is severely limited if within the family unit, there are low levels of literacy.
(Parse)
(S1 (S (NP (DT This))
(VP (AUX is)
(ADJP (RB severely) (JJ limited))
(SBAR (IN if)
(S (PP (IN within)
(NP (DT the) (NN family) (NN unit)))
(, ,)
(NP (EX there))
(VP (AUX are)
(NP (NP (JJ low) (NNS levels))
(PP (IN of)
(NP (NN literacy)))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
Much is written about No Child Left Behind and how public schools are improving the standards of education, but huge numbers of children still leave high school with less than an adult level of literacy.
(Parse)
(S1 (S (S (NP (JJ Much))
(VP (AUX is)
(VP (VBN written)
(PP (IN about)
(NP (NP (DT No) (NN Child))
(VP (VBN Left) (PRT (RP Behind)))))
(CC and)
(S (NP (WRB how) (JJ public) (NNS schools))
(VP (AUX are)
(VP (VBG improving)
(NP (NP (DT the) (NNS standards))
(PP (IN of)
(NP (NN education))))
(, ,) (CC but)
(S (NP (NP (JJ huge) (NNS numbers))
(PP (IN of)
(NP (NNS children))))
(ADVP (RB still))
(VP (VBP leave)
(NP (JJ high) (NN school))
(PP (IN with)
(NP (NP (JJR less))
(PP (IN than)
(NP (NP (DT an) (JJ adult) (NN level))
(PP (IN of)
(NP (NN literacy)))
(. .)))
In the ICWSM 2009 Weblog Corpus:
In times of lower levels of literacy, how were these things passed from one generation to another?
(Parse)
(S1 (SBARQ (PP (IN In)
(NP (NP (NNS times))
(PP (IN of)
(NP (NP (JJR lower) (NNS levels))
(PP (IN of)
(NP (NN literacy))))
(, ,) (WHADVP (WRB how)) (SQ (AUX were)
(NP (DT these) (NNS things))
(VP (VBN passed)
(PP (PP (IN from)
(NP (CD one) (NN generation)))
(PP (TO to)
(NP (DT another)))
(. ?)))
In Wikipedia:
Topics unsuitable for children would be written for a higher level of literacy and when most children would try to read these books they would be beyond their literary capabilities.
(Parse)
(S1 (S (NP (NNS Topics))
(VP (VBP unsuitable)
(SBAR (SBAR (IN for)
(S (NP (NNS children))
(VP (MD would)
(VP (AUX be)
(VP (VBN written)
(PP (IN for)
(NP (NP (DT a) (JJR higher) (NN level))
(PP (IN of)
(NP (NN literacy))))
(CC and)
(SBAR (WHADVP (WRB when))
(S (NP (JJS most) (NNS children))
(VP (MD would)
(VP (VB try)
(S (VP (TO to)
(VP (VB read)
(NP (DT these) (NNS books)))))
(SBAR (S (NP (PRP they))
(VP (MD would)
(VP (AUX be)
(PP (IN beyond)
(NP (PRP$ their) (JJ literary) (NNS capabilities))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
We have purposefully have not automated our booking system yet as this is the first ever e – Learning rollout at my company and we identified the need to keep things human as being a major factor in the long term success of our e – Learning strategy (up until 6 years ago we didn’t have computers in our branch locations, and we still have a very low level of digital literacy now).
(Parse)
(S1 (S (NP (PRP We))
(VP (AUX have) (ADVP (RB purposefully))
(VP (AUX have)
(S (RB not)
(VP (VBN automated)
(NP (PRP$ our) (NN booking) (NN system)) (ADVP (RB yet))
(SBAR (IN as)
(S (NP (DT this))
(VP (AUX is)
(NP (NP (DT the) (JJ first)) (ADVP (RB ever)
(NP (NP (NP (SYM e)) (: -)
(NP (NP (NNP Learning) (NN rollout))
(PP (IN at)
(NP (PRP$ my) (NN company)
(S (CC and)
(NP (PRP we))
(VP (VBD identified)
(NP (DT the) (NN need)
(S (VP (TO to)
(VP (VB keep)
(S (NP (NNS things))
(ADJP (JJ human)
(PP (IN as)
(S (VP (AUXG being)
(NP (NP (DT a) (JJ major) (NN factor))
(PP (IN in)
(NP (NP (DT the) (JJ long) (NN term) (NN success))
(PP (IN of)
(NP (PRP$ our) (NN e)))))
(: -)
(NP (NNP Learning) (NN strategy)))
(PRN (-LRB- -LRB-)
(PP (RB up) (IN until)
(S (S (ADVP (NP (CD 6) (NNS years)) (RB ago))
(NP (PRP we))
(VP (AUX did) (RB n't)
(VP (AUX have)
(NP (NNS computers))
(PP (IN in)
(NP (PRP$ our) (NN branch) (NNS locations)))
(, ,) (CC and)
(S (NP (PRP we)) (ADVP (RB still))
(VP (AUX have)
(NP (NP (DT a)
(ADJP (RB very) (JJ low)) (NN level))
(PP (IN of)
(NP (JJ digital) (NN literacy))))
(ADVP (RB now)))
(-RRB- -RRB-)))
(. .)))
In Wikipedia:
They have low levels of literacy and health. 3.
(Parse)
(S1 (S (NP (PRP They))
(VP (AUX have)
(NP (NP (JJ low) (NNS levels))
(PP (IN of)
(NP (NN literacy) (CC and) (NN health) (. .) (CD 3)))))
(. .)))
In Wikipedia:
Sierra Leone has a low level of literacy among adults with only 37.1 % of adults literate in 2006, the level of literacy is higher among 15 to 24 year old who have a literacy rate of 52.2 %.
(Parse)
(S1 (S (NP (NNP Sierra) (NNP Leone))
(VP (AUX has)
(NP (NP (DT a) (JJ low) (NN level))
(PP (IN of)
(NP (NP (NN literacy))
(PP (IN among)
(NP (NP (NNS adults))
(PP (IN with)
(NP (NP (QP (RB only) (CD 37.1)) (NN %))
(PP (IN of)
(NP (NP (NNS adults))
(SBAR (S (VP (VBP literate)
(SBAR (S (PP (IN in)
(NP (CD 2006)))
(, ,)
(NP (NP (DT the) (NN level))
(PP (IN of)
(NP (NN literacy))))
(VP (AUX is)
(ADJP (NP (QP (JJR higher) (IN among) (CD 15) (TO to) (CD 24) (NN year)))
(JJ old))
(SBAR (WHNP (WP who))
(S (VP (AUX have)
(NP (NP (DT a) (NN literacy) (NN rate))
(PP (IN of)
(NP (CD 52.2) (NN %)))))
(. .)))
In the British National Corpus:
Because this diffusion was not even, and was far more marked where levels of literacy were comparatively high, it resulted in the growth of two cultural zones: on the one hand, French-speaking regions receptive to “foreign” ideas, and on the other, rural areas which retained the old language and the old ways of life.
(Parse)
(S1 (S (SBAR (IN Because)
(S (NP (DT this) (NN diffusion))
(VP (AUX was) (ADVP (RB not) (RB even)))))
(, ,) (CC and)
(S (S (VP (AUX was)
(ADJP (ADVP (RB far) (RBR more)) (JJ marked))
(SBAR (WHADVP (WRB where))
(S (NP (NP (NNS levels))
(PP (IN of)
(NP (NN literacy))))
(VP (AUX were)
(ADJP (RB comparatively) (JJ high))))
(, ,)
(S (NP (PRP it))
(VP (VBD resulted)
(PP (PP (IN in)
(NP (NP (DT the) (NN growth))
(PP (IN of)
(NP (CD two) (JJ cultural) (NNS zones)))))
(: :)
(PP (IN on)
(NP (DT the) (CD one) (NN hand)))
(, ,)
(NP (NP (JJ French-speaking) (NNS regions))
(ADJP (JJ receptive)
(PP (TO to) ('' '')
(NP (JJ foreign) ('' '') (NNS ideas)))))
(, ,) (CC and)
(PP (IN on)
(NP (NP (DT the) (JJ other) (, ,) (JJ rural) (NNS areas))
(SBAR (WHNP (WDT which))
(S (VP (VBD retained)
(NP (NP (DT the) (JJ old) (NN language)) (CC and)
(NP (NP (DT the) (JJ old) (NNS ways))
(PP (IN of)
(NP (NN life)))))
(. .)))
In the ICWSM 2009 Weblog Corpus:
IBM is testing a Spoken Web to link communities that have low levels of literacy and low Internet penetration.
(Parse)
(S1 (S (NP (NNP IBM))
(VP (VBZ is)
(VP (VBG testing)
(NP (DT a) (VBN Spoken) (NN Web))
(S (VP (TO to)
(VP (VB link)
(NP (NP (NNS communities))
(SBAR (WHNP (WDT that))
(S (VP (AUX have)
(NP (NP (JJ low) (NNS levels))
(PP (IN of)
(NP (NP (NN literacy)) (CC and)
(NP (JJ low) (NNP Internet) (NN penetration)))))
(. .)))
In Wikipedia:
NFL football, for comparison, professional baseball and basketball gain no personal income for residentsthe new Target Field ballpark funded by the Twins and 75 % by Hennepin County sales tax, costs each taxpayer about $ 25 per year.
(Parse)
(NP (NNP NFL) (NN football)))
(, ,)
(S (PP (IN for)
(NP (NN comparison)))
(, ,)
(NP (JJ professional) (NN baseball) (CC and) (NN basketball))
(VP (VB gain)
(NP (NP (DT no) (JJ personal) (NN income))
(PP (IN for)
(NP (NP (NP (JJ residentsthe) (JJ new) (NNP Target) (NNP Field) (NN ballpark))
(VP (VBN funded)
(PP (IN by)
(NP (DT the) (NNP Twins)))))
(CC and)
(NP (CD 75) (NN %)))))
(PP (IN by)
(NP (NNP Hennepin) (NNP County) (NNS sales) (NN tax)))))
(, ,)
(VP (VBZ costs)
(NP (DT each) (NN taxpayer))
(PP (IN about)
(NP (NP ($ $) (CD 25))
(PP (IN per)
(NP (NN year)))
(. .)))
In the ICWSM 2009 Weblog Corpus:
Compared to their urban residents, rural residents tend to have lower education levels, lower levels of literacy, lower incomes, fewer job opportunities, fewer higher paying job opportunities, more seasonal employment, more housing that is in need of repairs, relatively poorer health, and relatively poorer access to health care services Rural Poverty Outcomes Some of the impacts of poverty are similar in both rural and urban regions of Canada.
(Parse)
(S1 (S (PP (VBN Compared)
(PP (TO to)
(NP (PRP$ their) (JJ urban) (NNS residents))))
(, ,)
(NP (JJ rural) (NNS residents))
(VP (VBP tend)
(S (VP (TO to)
(VP (AUX have)
(NP (NP (JJR lower) (NN education) (NNS levels)) (, ,)
(NP (NP (JJR lower) (NNS levels))
(PP (IN of)
(NP (NN literacy))))
(, ,)
(NP (JJR lower) (NNS incomes)) (, ,)
(NP (JJR fewer) (NN job) (NNS opportunities)) (, ,)
(NP (JJR fewer) (JJR higher) (VBG paying) (NN job) (NNS opportunities)) (, ,)
(NP (JJR more) (JJ seasonal) (NN employment)) (, ,)
(NP (NP (JJR more) (NN housing))
(SBAR (WHNP (WDT that))
(S (VP (AUX is)
(PP (IN in)
(NP (NP (NN need))
(PP (IN of)
(NP (NNS repairs)))
(, ,) (RB relatively)
(NP (JJR poorer) (NN health)) (, ,) (CC and) (RB relatively)
(NP (JJR poorer) (NN access)))
(PP (TO to)
(NP (NN health) (NN care) (NNS services)))
(NP (NP (JJ Rural) (NN Poverty) (NNS Outcomes))
(SBAR (S (NP (NP (DT Some))
(PP (IN of)
(NP (NP (DT the) (NNS impacts))
(PP (IN of)
(NP (NN poverty)))
(VP (AUX are)
(ADJP (JJ similar)
(PP (IN in)
(NP (NP (DT both)
(ADJP (JJ rural) (CC and) (JJ urban)) (NNS regions))
(PP (IN of)
(NP (NNP Canada)))))
(. .)))
And 108 more sentences.
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