text: Department of Electronic and Computer Engineering Automatic Subject Classification of Textual Documents Using Limited or No Training Data Arash Joorabchi Supervised by Dr. Abdulhussain E. Mahdi Submitted for the degree of Doctor of Philosophy 10/11/2010 Outline Introduction to ATC Motivation, Aim, and Objectives Bootstrapping ML-based ATC systems (Ch.3) Bibliography-Based ATC method (BB-ATC) (Ch.4) Enhanced BB-ATC for Automatic Classification of Scientific Literature in Digital Libraries (Ch.5) Citation Based Keyphrase Extraction (CKE) (Ch.6) Conclusion & Future Work 2 Introduction • Automatic Text Classification/Categorization (ATC) – Automatic assignment of natural language text documents to one or more predefined classes/categories according to their contents. • Applications include: – Spam filtering – Web information retrieval, e.g., filtering, focused crawling, web directories, subject browsing – Organising digital libraries • Common Methods: – Rule-based Knowledge Engineering (until late 1980s) – Machine Learning (since 1990s) 3 ML Approach to ATC • Common ML algorithms used for ATC – Naïve Bayes (based on Bayes' theorem) – k-Nearest Neighbors (k-NN) – Support Vector Machines (SVM) [Vapnik, V 1995] • • SVM is reported to yield the best prediction accuracy [Joachims, T 1998]. However, the accuracy of ML-based ATC systems depend on many parameters such as: – Quantity and quality of training documents – Document representation models, e.g., bag-of-words vs. bag-of-phrases – Term weighting mechanisms, e.g., binary vs. multinomial (burstiness phenomenon) – Feature reduction and selection methods, e.g., document frequency vs. information gain. Therefore, the choice for the best classification algorithm highly depends on the characteristics of the ATC task at hand [Hand, D. J. 2006]. 4 Motivation, Aim, and Objectives • What if there is limited/no training data?(e.g., 100 classes & 200 samples per class) • Our aim was to alleviate this problem by pursuing two lines of research: i. Investigating bootstrapping methods to automate the process of building labelled corpora for training ML-based ATC systems. ii. Investigating a new unsupervised ATC algorithm which does not require any training data. • In order to realise this aim, we have focused on utilising two sources of data whose application in ATC had not been fully explored before: a) Conventional library organisation resources such as library classification schemes, controlled vocabularies, and catalogues (OPACs). b) Linkage among documents in form of citation networks. 5 AnDevelopment Overview of Developed Syllabus Repository System of a National Syllabus Repository for Higher Education in Ireland • Goal: Collecting unstructured electronic syllabus documents from participating higher education institutes into a metadata-rich central repository. • Extended the ISCED scheme • 482B - Science, Mathematics and Computing/Computing/Information Systems/Databases • • Naïve Bayes Classification algorithm [Tom Mitchell 1997] A New Web-based bootstrapping method FTP server Repository Database zip packages Hot-Folder Application Open Office Pre-processing Xpdf PDFTK Thesaurus Information Extractor Program Document Segmenter Segment Headings Module Syllabus Segmenter Entity names Named Entity Extractor Post Processing Classification Scheme GATE Classifier Web Search API Meta-data generator module Web Web 6 Web-based process Web-based Bootstrapping Bootstapping process 1. A list of subject fields (leaf nodes) in the classification scheme is compiled. 2. For each subject filed in the list a web search query is created including the caption of the subject field and the keyword "syllabus" and submitted to the Yahoo search engine using Yahoo search SDK. 3. The first hundred URL's in the returned results for each query are passed to the Gate toolkit [Cunningham et al. 2002], which downloads all corresponding files (in HTML, TXT, PDF, or MS-word formats) and extracts and tokenizes their textual contents. 4. The tokenised texts are converted to feature/word vectors are then used to train the classifier for classifying syllabus documents at the subject-field level. 5. The subject-field word vectors are also used in a bottom-up fashion to construct word vectors for the fields which belong to the higher levels of hierarchy (p.52). 7 Evaluation and Experimental Results • Test dataset contains 100 undergraduate syllabus documents and 100 postgraduate syllabus documents from 5 participating HE institutes in Ireland • The micro-average precision achieved by the classifier for undergraduate syllabi is 0.75, compared to 0.60 for postgraduate syllabi. • Mico-avg. Mico-avg. Mico-avg. Precision Recall F1 Named Entities 0.94 0.74 0.82 Topical Segments 0.84 0.72 0.77 Results published in: – The proceedings of the 12th European Conference on Research and Advanced Technology for Digital Libraries, ECDL 2008; and – The Electronic Library, 27, 4 (2009). 8 Overview of Developed ATC system Bootstrapping ML-based ATC Systems Utilizing Public Library Resources • A dynamic ML-based ATC system that can be adopted for wide range a ATC tasks with minimum customization required. LOC OPAC Internet • Dewey Decimal Classification (DDC) scheme. • small parts of books such as back cover, and editorial reviews for training • Transformed Weight-normalized Complement Naive Bayes (TWCNB) [Rennie et al., 2003]. • A linear SVM classifier called LIBLINEAR [Lin, C.-J et al., 2008] Z3950 API HttpClient API Unlabeled Texts Classification Scheme Training Corpus Builder Stop Words Training Dataset Builder Classifier NB Corpus Builder TWCNB SVM Corpus Builder LIBLINEAR General Stop Words Specific Stop Words GATE 9 Bootstrapping module Data Mining Process Retrieve a list of books from LOC's catalogue which are Classified into this category. Extract a list of ISBN's and use them to retrieve the books descriptions from Azmazon. http:/amazon.com/gp/product /ISBN-VALUE 10 Parsed Book Description Text • Product Description – Editorial Reviews: The Deitels' groundbreaking How to Program series offers unparalleled breadth and depth of object-oriented programming concepts and intermediate-level topics for further study. The Seventh Edition has been extensively fine-tuned and is completely up-todate with Sun Microsystems, Inc.'s latest Java release — Java Standard Edition 6 ("Mustang") and several Java Enterprise Edition 5 topics. Contains an extensive OOD/UML 2 case study on developing an automated teller machine. Takes a new tools-based approach to Web application development that uses Netbeans 5.5 and Java Studio Creator 2 to create and consume Web Services. Features new AJAXenabled, Web applications built with JavaServer Faces (JSF), Java Studio Creator 2 and the Java Blueprints AJAX Components. Includes new topics throughout, such as JDBC 4, SwingWorker for multithreaded GUIs, GroupLayout, Java Desktop Integration Components (JDIC), and much more. A valuable reference for programmers and anyone interested in learning the Java programming language. http:/amazon.com/gp/product/0132222205 11 Evaluation and Experimental Results • 20-Newsgroup-18828 dataset - a collection of 18,828 newsgroup articles, partitioned across 20 different newsgroups. • Eight classes in 20-Newsgroup were mapped to their corresponding classes in Dewey Decimal Classification scheme. (the remaining were inapplicable e.g., misellaneous.forsale) sci.space Dewey Number 520 Astronomy and allied sciences rec.sport.baseball 796.357 Baseball 997 rec.autos 796.7 Driving motor vehicles 587 rec.motorcycles 796.7 Driving motor vehicles 587 soc.religion.christian 230 Christian theology 1043 sci.electronics 537 Electricity and electronics 713 rec.sport.hockey 796.962 Ice hockey 270 sci.med 610 Medicine and health 1653 newsgroup Dewey Caption No. of training texts collected 810 12 Evaluation and Experimental Results (Cont.) B o o ts tra p p e d T W C N B P re c is io n % S ta n d a rd T W C N B P re c is io n % s c i.s p a c e 6 9 .1 9 9 4 .9 4 re c .s p o rt.b a s e b a ll 9 6 .7 8 9 3 .9 6 re c .a u to s 7 4 .7 4 9 1 .9 1 re c .m o to rc y c le s 7 1 .0 2 9 4 .9 7 s o c .re lig io n .c h ristia n 8 9 .3 6 9 6 .0 s c i.e le c tro n ics 6 9 .9 2 7 8 .1 7 re c .s p o rt.h o c k e y 7 5 .7 7 9 8 .5 s c i.m e d 7 6 .2 3 9 6 .9 6 A v g . 7 7 .8 7 A v g . 9 3 .1 7 N e w s g ro u p • Accuracy of Bootstrapped TWCNB is 15% Lower than standard TWCNB • The LIBLINEAR classifier with achieved average precision of 68% turned out to be considerably less accurate than TWCNB in this task. • Results published in: – The proceedings of the 19th Irish Conference on Artificial Intelligence and Cognitive Science (AICS08). 13 Leveraging the Legacy of Conventional Libraries for Organizing Digital Libraries Can we utilize the classification metadata of books referenced in a syllabus document to classify it? Tapping into: They are already classified by expert library cataloguers according to DDC and LCC classification schemes. The intellectual work that has been put into developing and maintaining library classification systems over the last century. The intellectual effort of expert cataloguers who have manually classified millions of books and other resources in libraries. 14 Bibliography-based ATC method BB-ATC is based on Automating the following processes: 1. Identifying and extracting references in a given document. 2. Searching catalogues of physical libraries for the extracted references in order to retrieve their classification metadata. 3. Allocating a class(es) to the document based on retrieved classification category(ies) of the references with the help of a weighting mechanism. Similarities to the k Nearest Neighbour K-NN algorithm 15 Bibliography-based ATC Advantages Over ML-based ATC systems: Library classification schemes are regularly updated and contain thousands of classes in every field of knowledge. No training data is needed. performance is not adversely affected by the large number of classes in DDC and LCC. New books are catalogued everyday and hence no concept drift. 16 BB-ATC Implementation DDC classification Scheme was adopted because of its worldwide usage and Hierarchical structure. Syllabi DB *.PDF *.HTM *.DOC Multi-label classification by assigning weights (0<w≤1) to candidate DDC classes and LCSHs. Pre-processing Xpdf Document's content in plain text JZkit Java API is used to communicate with the libraries' OPAC catalogues through Z39.50 protocol. JRegex/JAPE for extracting ISBNs/ISSNs. Open Office Information Extractor LOC Catalogue GATE Extracted reference identifiers (ISBNs/ISSNs) Catalogue-Search BL Catalogue References' DDC class numbers and LCSHs Classifier Weighted list of chosen DDC Class(es) & LCSHs 17 BB-ATC Evaluation Test dataset: 100 computer science related syllabus documents. L e v e r a g in g t h e L e g a c y o f C o n v e n t io n a l L ib r a r ie s f o r O r g a n iz in g D ig it a l L ib r a r ie s A ra s h J o o ra b c h i , A b d u l h u s s a in E . M a h d i D e p a rtm e n t o f E l e c tro n ic a n d C o m p u te r E n g in e e ri n g , U n iv e rs it y o f L im e ric k , R e p u b lic o f Ire la n d . T h is d o c u m e n t c o n ta in s th e f u ll e x p e rim e n ta l r e s u lts o f o u r B B -A T C s y s te m . Full results available online at: www.csn.ul.ie/~arash/PDFs/1.pdf T h e p ro p o s e d A T C s y s te m w a s u s e d to a u to m a tic a ll y c l a s s if y 1 0 0 s yll a b u s d o c u m e n ts w h ic h m a in l y b e lo n g to th e file d o f c o m p u te r s c ie n c e . T h e v a lid it y a n d c o rre c t n e s s o f e a c h a s s ig n e d D D C c la s s la b e l is e x a m in e d m a n u a ll y b y a n e x p e rt c a ta lo g u e r. W h e n n e c e s s a r y , a d d itio n a l n o te s a re p ro v id e d to h e lp c l a rif y th e r e s u lts . E a c h tim e a n e w c la s s a p p e a rs in th e r e s u lts if th e c a p tio n o f th e c la s s in n o t s e lf e x p la n a to r y th e n s o m e a d d itio n a l in fo rm a tio n a b o u t th a t c l a s s is p ro v id e d in fo rm o f fo o tn o te s . T h e s o u rc e fo r th e s e c la s s d e s c rip ti o n s is th e W e b D e w e y w e b s ite (h ttp ://c o n n e x io n .o c lc .o rg ) w h ic h p ro v id e s a c c e s s to th e l a t e s t v e rs io n o f D D C s c h e m e (D D C 2 2 a t th e tim e o f c re a tin g th is d o c u m e n t). T ru e F a ls e P o s itiv e P o s itiv e 210 19 F a ls e P r e c is io n R e c a ll F1 0 .9 1 7 0 .8 8 9 0 .9 0 2 N e g a tiv e 26 C la s s if ic a t io n r e s u lt s s u m m a r y LEGEND Micro-averaged performance measures TP T ru e P o s itiv e FP F a ls e P o s itiv e FN F a ls e N e g a tiv e NC N o t C a ta lo g u e d : th e re f e r e n c e d ite m is n o t c a ta lo g u e d in e ith e r L ib ra r y o f C o n g re s s o r B ritis h L ib r a r y c a ta lo g u e s . CE C a ta lo g u e r 's E r ro r: T h e c a ta lo g u e rs in e ith e r th e L ib r a r y o f C o n g r e s s o r B ritis h L ib ra r y h a v e c la s s ifie d th e ite m in to th e w ro n g c la s s (m a n u a l c la s s ific a tio n e rro r) o r th e y h a v e la b e lle d th e ite m w ith a n in v a lid c la s s n u m b e r (d a t a e n tr y e rro r). C o r r e s p o n d in g a u t h o r . T e l.: ( + ) 3 5 3 -6 1 -2 1 3 4 9 2 ; F a x :( + ) 3 5 3 -6 1 -3 3 8 1 7 6 . E - m a il a d d r e s s e s : a r a s h .j o o ra b c h i@ u l.ie ( A . J o o r a b c h i) , H u s s a in . m a h d i@ u l.ie ( A . E . M a h d i ) . TP FP FN Precision Recall F1 210 19 26 0.917 0.889 0.902 Author Method Data Set Pong et al. (2007) K-NN 505 training & 254 testing documents (web pages) 67 classes from LCC 0.80 Pong et al. (2007) NB 505 training & 254 testing documents(web pages) 67 classes from LCC 0.54 1889 training & 623 test documents Economic related web pages 575 subclasses of the DDC main class of 0.92 economics Chung et al. K-NN (2003) Classification Scheme F1 BB-ATC 100 computer science related Syllabi Full DDC scheme 0.90 Results published in: • The proceedings of the 13th European Conference on Research and Advanced Technology for Digital Libraries, (ECDL 2009). (Granted the best student paper award) 18 Enhanced BB-ATC method for Automatic Classification of Scientific Literature in Digital Libraries 1800 publication a day in biomedical science! eXist-DB The CiteSeer digital library is used as the experimental platform (~1 million records). CiteSeer OAI & BibTex Records CiteSeer infrastructure is fully open source and supports (OAI-PHM). Using Google Book Search database for mining citations networks. Using OCLC's WorldCat - a union catalogue of 70,000 libraries around the world. Pre-processing Chosen document's metadata records and list of references Google Book Search Data mining WorldCat Catalogue Pool of DDC numbers potentially related to the document Inferring Probabilistically chosen DDC number for the document 19 Data mining process List of publications citing Rn Document's Metadata: Title: Authors: Abstract: . . . Reference #1 (R1): title . . . Reference #n (Rn): title List of publications citing R1 Google Book Search Publication #1 (P1): ISBN . . . Publication #n (Pn): ISBN , DDC No. WorldCat Catalogue 20 Sample Data mining Results (Cont.) Document's Title: Statistical Learning, Localization, and Identification of Objects. (has only one reference) This work describes a statistical approach to deal with learning and recognition problems in the field of computer vision Citing publications: No. ISBN 1. 0123797721 2. 0123797772 3. 0769501648 4. 0780350987 5. 0780399781 6. 0792378504 7. 0818681845 8. 1558605835 DDC No. 006.3/7 006.3/7 Null 006.3/7 Null 621.36/7 621.367 Null No. 9. 10. 11. 12. 13. 14. 15. ISBN 3540250468 3540629092 3540634606 3540639314 3540646132 3540650806 389838019X DDC No. 629.8932 006.4/2 006.4/2 621.36/7 006.3/7 006.3 005.1/18 Level 1 0 Computer science, information & general works Level 2 00 Computer science, knowledge & systems Level 3 006 Special computer methods Level 4 006.3 Artificial intelligence Reference's Title: Learning Object Recognition Models from Images Citing publications: No. ISBN DDC No. No. ISBN DDC No. 1. 0120147734 537.5/6 8. 3540433996 629.8/92 2. 0195095227 006.3/7 9. 3540617507 006.3/7 3. 0780399773 Null 10. 3540634606 006.4/2 4. 0818638702 621.39/9 11. 3540636366 006.7 5. 1586032577 006.3 12. 3540667229 006.3/7 6. 1848002785 621.367 13. 389838019X 005.1/18 7. 3540282262 006.3 14. 3540404988 006.3/7 DDC No. Freq 0 17 6 7 00 17 006 15 005 2 0063 11 0064 3 00637 8 621367 4 006.4 Computer pattern recognition Level 5 006.31 Machine learning 006.33 Knowledge-based systems 006.32 Neural nets (Neural networks) 006.35 Natural language Processing (NLP) 006.37 Computer vision 006.42 Optical pattern recognition 006.45 Acoustical pattern recognition 21 Inference & Visualization depth CW ( DDC i ) GF ( DDC i ) NLF ( DDC i ) ULF ( DDC i ) 10 m NLF ( DDC i ) j 1 1 Freq ( DDC i , j ) |Rj | m GF ( DDC i ) DDC i R j j 1 m ULF ( DDC i ) Freq (DDC i , j ) j 1 20 CW ( cn ) D S ( cn ) CW ( pn ) The same concept TFIDF weighting as 22 Evaluation Results Test dataset contains 1000 research documents divided into 5 groups according to their number of references. Mico-avg. Pr Mico-avg. Re Mico-avg. F1 0.84 0.78 0.81 Micro-Avg. precision Micro-Avg. recall Micro-Avg. F1 No. of references Mico-avg. Mico-avg. Mico-avg. Pr Re F1 0 0.718 0.523 0.605 4 0.842 0.820 0.831 8 0.843 0.829 0.836 16 0.880 0.860 0.870 32 0.891 0.880 0.886 0.9 0.85 0.8 F1 0.75 0.7 0.65 0.6 0.55 23 0.5 0 4 8 Number of references 16 32 Evaluation Results (cont.) Number of documents classified in each level of DDC hierarchy and corresponding averaged performance Measure. Level No. of Docs % of Docs Mico-avg. Mico-avg. Mico-avg. Pr F1 Re 1 1000 100% 0.94 0.91 0.89 100% 2 1000 100% 0.92 0.89 0.87 90% 3 1000 100% 0.84 0.82 0.80 4 1000 100% 0.81 0.79 0.77 5 950 95% 0.75 0.70 0.66 6 394 39.4% 0.68 0.65 0.63 7 50 5% 0.59 0.58 0.57 30% 8 20 2% 0.62 0.58 0.55 20% 9 4 0.4% 0.59 0.69 0.83 No. of Docs (%) Micro-Avg. precision (%) Micro-Avg. recall (%) Micro-Avg. F1 (%) 80% 70% 60% 50% 40% 10% 0% 1 2 3 4 5 6 7 8 9 DDC hierarchy level http://www.skynet.ie/~arash/BB-ATC1/HTML/ Article under review in the journal Information Processing & Management Elsevier 24 BB-ATC Approach Applied to the Problem of Keyphrase Extraction form Scientific Literature keyphrases (multi-word units) describe the content of research documents and they are usually assigned by the authors. The task of automatically assigning keyphrases to a document is called keyphrase indexing Considered a form of ATC ((ML-based multi-label) and approached as such Free indexing vs. indexing with a controlled vocabulary (e.g., LCSH , MeSH) Extraction indexing vs. assignment indexing 25 Citation Based Keyphrase Extraction (CKE) 1. Reference extraction using ParsCit [Councill, I. G, et al. 2008] (CRF,F1=0.93) 2. Mining the Google Book Search (GBS) database (>10 million archived items) for candidate terms (i.e., Google word clouds) 3. Term weighting & selection List of publications citing t Document's Metadata: Title: t Authors: … Abstract: … . . . Reference #1 (R1): title . . . Reference #n (Rn): title List of publications citing Rn List of publications citing R1 1 Google Book Search 2 3 Publication #1 (P1): ISBN . . . Publication #n (Pn): ISBN , Key terms 4 26 Term Weighting and Selection Google Word Cloud (GWC): Google uses TFIDF + some heuristic rules to emphasize on proper nouns (names, locations, etc.) GWC for a book titled: "Data mining: practical machine learning tools and techniques": Normalization including: stopword removal, punctuation removal, abbreviation expansion, case-folding, and stemming (Porter2 [Porter 2002]) Keyphraseness score of each candidate term measured using: K ( t ) log log 2 2 ( GF ( t ) 1) log ( FO ( t ) 1) 2 2 ( LF ( t ) 1) 2 NW ( t ) log 2 RF ( t ) NC ( t ) 2 ADI ( t ) 27 Evaluation & Experimental Results wiki-20 Test dataset [Medelyan et al., 2009] 20 computer science research papers each manually indexed by 15 different human teams (teams of 2). Rolling's inter-indexer consistency formula adopted which is equivalent to F1 measure: Inter-inde xer consis tency 2C A B 28 Evaluation & Experimental Results (cont.) Performance of the CKE algorithm compared to human indexers and competitive methods. Method No. of keyphrases assigned to each document Inter-consistency (%) Min. Avg. Max. Manual Supervised Unsupervised Human indexing (gold standard) Varied 21.4 30.5 37.1 KEA (Naïve Bayes) Static - 5 15.5 22.6 27.3 Maui (Naïve Bayes & all features) Static - 5 22.6 29.1 33.8 Maui (Bagged Decision Trees & all features) Static - 5 25.4 30.1 38.0 Maui (Bagged Decision Trees & best features) Static - 5 23.6 31.6 37.9 Grineva et al. Static - 5 18.2 27.3 33.0 CKE (condition A) Static - 5 22.7 30.6 38.3 CKE (condition B) Static - 6 26.0 31.1 39.3 CKE (condition C) Varied - the same as assigned by human indexers 22.0 30.5 38.7 To appear in Journal of Information Science 36, 6 ( December 2010). Published online before print November 5, 2010 29 Conclusion & Future Work The main contribution of this work is the design, development, and evaluation of an alternative approach to ATC by utilizing two new knowledge/data sources: i. Conventional library classification schemes. ii. Citation networks among documents. The proposed approach addresses two major issues a) Lack of a standard and comprehensive classification scheme for ATC b) Lack of training data Future work includes: BB-ATC: Using mining the citing documents as well as the cited ones, Multi-label classification CKE: utilizing LCSH and user assigned keyphrases of cited and citing documents. Applying the underlying theory of BB-ATC to ACM DL and ACM's Computing Classification System (ACM-CSS). BB-ATC & CKE as an automatic metadata generator plug-in for scientific DLs such as Ryan, Ireland's National Research Portal and NDLTD (Networked Digital Library of Thesis 30 and Dissertations) Development of a National Syllabus Repository for Higher Education in Ireland • Goal: Collecting unstructured electronic syllabus documents from participating higher education institutes into a metadata-rich central repository. • Challenges: – Information Extraction: • Syllabus documents have arbitrary sizes, formats, and layouts; • contain multiple module descriptions (e.g., programme documents); • contain complex layout features (e.g., hidden/nested tables). – Automatic Classification: • Lack of a suitable standard education classification scheme for higher education in Ireland. • Lack of training data 31 Classifier • Classification scheme: – an enhanced version of International Standard Classification of Education (ISCED). – 3 levels of classification: broad field (9), narrow field (25), and detailed field (80) each represented by a digit in a hierarchical fashion. – We have extended this by adding a forth level of classification, subject field, represented by a letter in the classification coding system from Australian Standard Classification of Education (ASCED). – "482B" Science, Mathematics and Computing/Computing/Information Systems/Databases • Naïve Bayes Classification algorithm [Tom Mitchell 1997] • A Web-based bootstrapping method 32 Programme Document Segmenter (PDS) Definitive Programme Document Module Syllabus MSc in Business Management Introduction . . . Programme Structure . . . Module 1: BM3222 Leadership Management . . . 33 Module Syllabus Segmenter (MSS) Extracting topical segments of each individual syllabus. Module Syllabus Header segment Aim & Objectives segment Learning Outcomes segment 34 Named Entity Extractor (NEE) • extracts a set of common named entities/attributes such as module code, module name, module level, number of credits, pre-requisites and co-requisites from the header segment of syllabi . CODE: CE 4701 GRADING TYPE TYPE Core Module: Computer Software 1 Normal CREDITS 3 PRE_REQUISITES:None AIMS/OBJECTIVES To familiarise the student with the use of a computer and typical applications software. To introduce a high-level language, typically Pascal, as a concrete formalism for the representation of algorithms in a machinereadable form. 35 Bootstrapping ML-based ATC Systems Utilizing Public Library Resources • Developing a dynamic ML-based ATC system that can be adopted for wide range a ATC tasks with minimum effort required from users. • Users will select a set of categories from a comprehensive standard classification scheme, and a bootstrapping method is used to automatically build a training dataset accordingly. • Three main components: Universal Classification Scheme Training Corpus Builder (bootstrapper) ML-based Classification Algorithm 36 ATC System Components • Universal Classification Scheme – Acts as a pool of categories/classes that can be selectively adopted by the users to create their own classification scheme. – Dewey Decimal Classification (DDC) with thousands of classes has been used in conventional libraries for over a century to categorize library materials. – DDC is used in about 80% of libraries around the world and has a fully hierarchical structure (vs. LCC) • Training Corpus Builder – Textual item classified according to DDC are not available in an electronic format and/or are copyrighted. – Alternatively, we use the small parts of books such as topics covered, the back cover, and editorial reviews publicly available on books sellers' websites such as Amazon. – Short text (~500 words) containing semantically-rich terms used to summarize the book. • Classification algorithms – We implemented an optimized version of NB called Transformed Weight-normalized Complement Naive Bayes (TWCNB) [Rennie et al., 2003]. – A linear SVM classifier called LIBLINEAR [Lin, C.-J et al., 2008] which is an optimised implementation of SVM suitable for large linear classification tasks with thousands of features, such as ATC. 37 BB-ATC Performance Compared to Similar Reported Experiments Author Method Data Set Pong et al. (2007) K-NN 505 training & 254 testing documents (web pages) 67 classes from LCC 0.80 Pong et al. (2007) NB 505 training & 254 testing documents(web pages) 67 classes from LCC 0.54 1889 training & 623 test documents Economic related web pages 575 subclasses of the DDC main class of 0.92 economics Chung et al. K-NN (2003) Classification Scheme F1 BB-ATC 100 computer science related Syllabi Full DDC scheme • 0.90 Results published in: – The proceedings of the 13th European Conference on Research and Advanced Technology for Digital Libraries, (ECDL 2009). (Granted the best student paper award) 38 Evaluation & Experimental Results wiki-20 Test dataset [Medelyan et al., 2009] 20 computer science research papers each manually indexed by 15 different human teams (teams of 2). Rolling's inter-indexer consistency formula adopted which is equivalent to F1 measure: Inter-inde xer consis tency 2C A B The number of extracted references per document range between 10 to 79 with an average value of 25.9 references per document The number of retrieved GWCs per document ranges between 62 to 766 with an average value of 271 GWCs per document. In total, the data mining unit has retrieved the metadata records of 5,576 publications from GBS, which either cite one of the documents in the wiki-20 collection or one of their references, and almost all of these records (5421, 97.14%) contain a word cloud. 39 Pr ( c i ) Number of correctly Total assigned class labels assigned TP i TP 0 TP i FP i TP Re ( c i ) Number of correctly Total assigned possible class labels correct 0 4 TP i TP i FN FP i 3 TP 6 Assigned class 006.3 Correct class 006.4 4 FN F-score The weighted harmonic mean of precision and recall, the traditional F-measure or balanced F-score is: 2Pr ( c ) Re ( c ) F1 ( c i ) i i Pre ( c i ) Re ( c i ) This is also known as the F1 measure, because recall and precision are evenly weighted.The general formula for non-negative real β is: 40 [Joachims, 1997] 41 Outline Introduction to Automatic Text Classification (ATC) Motivation, Aim, and Objectives Bootstrapping ML-based ATC systems Leveraging Conventional Library resources for Organizing Digital Libraries (BB-ATC) Enhanced BB-ATC for Automatic Classification of Scientific Literature in Digital Libraries BB-ATC Approach Applied to the Problem of Keyphrase Extraction form Scientific Literature Conclusion & Future Work 42


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P. N. MATHUR brought his creative and wide-ranging talents from India to Aberystwyth when he took up a chair in Economics in 1970.
Born in a small village near Agra in 1925, Purushottam Narayan Mathur took an MA in Economics at Agra University in 1948, followed by a Diploma in Statistics at the Indian Agricultural Research Institute in New Delhi, where Pandit Nehru presented him with the Randhawa Gold Medal for outstanding performance. His studies had earlier been disrupted by his support for the independence movement, and he served a spell in jail for participation in a political demonstration. Curiously, it may have been at this time that he developed an affection for Britain, for he often remarked later that Gandhi's tactics might not have been so effective with other colonialist powers.
In economics he was exceptional in straddling the spectrum with high- quality contributions ranging from high mathematical theory to agricultural economics. But he will be particularly remembered for his work in two main areas: input-output analysis of economic activity, and development economics. On the former, for example, he initiated, edited and contributed substantially to a four-volume work, Economic Analysis in Input- Output Framework, which appeared between 1968 and 1976. On the latter, his most recent work was a book, published in 1991, on Why Developing Countries Fail to Develop, characteristically challenging the present neo-classical orthodoxy in economic thought. At the time of his death he was actively engaged in preparing a volume on vintages of capital whilst simultaneously writing a history of Indian astronomy.
At Aberystwyth his main contribution was to initiate and run a productive research school, mostly for postgraduate students from overseas. The weekly seminars gave a rigorous training to a stream of students attracted to work under Professor Mathur, who sent them back well-equipped to serve their own countries. The encouragement and assistance to such students continued beyond his 'so-called' retirement in 1984 and many still made the intellectual pilgrimage to his home - where, while 'PN' fed their minds, his wife, Sushila, filled their stomachs.
But if his life was one of scholarship, it was also one of service. Especially to India. Apart from his involvement in the independence movement of 1942, he was a founder member of the Indian Research Association for Input-Output Studies; and for Income and Wealth. He was active in various research projects of significance for Indian economy and society before coming to Aberystwyth. Nor did he confine himself to mingling with the great and the good. For over 30 years he associated himself with village development and literacy campaigns and interested himself in hand-looms as well as blast furnaces. He frequently returned to India to work and to serve.
Despite his charming diffidence and modesty his work received widespread international recognition. Wassily Leontief, a recent Nobel prize-winner in Economics, wrote immediately on hearing of his death: 'With the death of Professor PN Mathur, the economics profession lost an original, truly creative scholar.'
In his very first book, a Harvard Ph D thesis, Mathur identified the choice of appropriate technologies as the central problem confronting the less developed countries. Not being satisfied with abstract, purely theoretical analysis, he carried out the ambitious task of actually computing which of the Indian industries could profit and which could not profit through the adoption of advanced Western technologies.
His last contribution consisted in a penetrating analysis of the specific difficulties confronting less developed countries.
A modest man, P. N. Mathur did not compete for professional attention but centred his writing and teaching on the basic issues of economic growth and distributive justice.
- More about:
- Economics
- Higher Education
- Literacy
- Research

subset: commoncrawl


text:
Taiwan Dollar Has Biggest Weekly Advance in Seven Months on QE3
Taiwan's dollar had the biggest weekly gain since February as a Federal Reserve plan to lift asset purchases spurred demand for emerging-market assets.
The currency touched the strongest level in four months after global funds bought $944 million more of the island's stocks than they sold this week, taking 2012 net purchases to $1.5 billion, exchange data show. The Fed said yesterday it will expand its holdings of long-term securities with open-ended purchases of $40 billion of mortgage debt per month, and hold the federal funds rate near zero "at least through mid-2015."
"Confirmation of QE3 yesterday gave the Taiwan dollar a strong boost," said Tarsicio Tong, a foreign-exchange trader at Union Bank of Taiwan (2838) in Taipei. "The rally will probably last for another day or two, but after the news subsides traders will look at fundamentals again."
Taiwan's dollar rose 1.3 percent this week to NT$29.469 against its U.S. counterpart, according to Taipei Forex Inc. It advanced 0.8 percent today and touched NT$29.375 earlier, the strongest level since May 11.
One-month non-deliverable forwards added 1.1 percent to NT$29.34 against the greenback during the week, a 0.4 percent premium to the spot rate, according to data compiled by Bloomberg. The contracts gained 0.8 percent today.
The central bank, which has kept its benchmark rate at 1.875 percent since June 2011, will meet to review borrowing costs before the end of this month.
Government bonds declined. The yield on Taiwan's 1.125 percent notes due September 2022 climbed one basis point, or 0.01 percentage point, to 1.19 percent this week, according to Gretai Securities Market. It was little changed today. The overnight money-market rate held at 0.39 percent today and this week, a weighted average compiled by the Taiwan Interbank Money Center shows.
To contact the reporter on this story: Andrea Wong in Taipei at email@example.com
To contact the editor responsible for this story: James Regan at email@example.com


text:
The Added Dimension
€ 17,99
Bisher € 18,99
Lieferbar innerhalb von 2-3 Tagen
Juli 1998
BeschreibungThe authors of the national bestseller You Mean I'm Not Lazy, Stupid or Crazy?! return with a book that celebrates the special skills, insights, and challenges of adults with attention deficit disorder -- ADD. With wise, clear eyes and well-developed senses of humor, Kate Kelly, Peggy Ramundo, and D. Steven Ledingham look at the experience of ADDults. Their life- and self-affirming message is that ADD isn't just a disorder, but a different way of thinking. And different doesn't mean worse: it often means better, especially where energy and creativity are concerned. Without minimizing the difficulties ADDers face, they offer encouragement, inspiration, and guidance for dealing with everyday situations and taking advantage of the positive aspects of ADD.
Untertitel: Celebrating the Opportunities, Rewards, and Challenges of the Add Experience. 4:B&W 5 x 8 in or 203 x 127 mm Perfect Bound on Creme w/Gloss Lam. Sprache: Englisch.
Verlag: Scribner
Erscheinungsdatum: Juli 1998
Seitenanzahl: 276 Seiten
Format: kartoniert


text:
|Message view
|« Date » · « Thread »
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|Stefan Zoerner <ste...@labeo.de>
|Re: [bigbang] xbean-spring and removal of InterceptorConfiguration done
|Sat, 29 Sep 2007 09:40:32 GMT
David Jencks wrote: > I committed my suggestions for xbean-spring and removal of > InterceptorConfiguration to the new bigbang branch. I also created a > new bigbang jira version to make it a bit easier to track what we're > doing there. > > Please let me know if this has caused problems. I was able to build shared, daemon and apacheds. One question left, probably not related to your changes, David. The "server-installers" directory seems to be moved from below apacheds one level up to "installers". Good idea, especially because it handles combined Studio installation as well. The installers project builds successfully, but no installers are created. The "mvn install" only leads to apacheds-installers-1.5.2-SNAPSHOT.jar files only. I probably miss something. Chris, have you tested installer creation after this move? Thanks, Stefan
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text:
Serena: AttackMature
I convinced Evan that it was the day before my birthday and nothing was going to happen to me, because nothing had yet happened. Or at least I tried. I managed to convince him that walking downstairs to the milkshake bar to grab us drinks was not dangerous, and that I would be back soon. And that he could see both exits from one room, so there was no way I could be taken by any mysterious person.
His paranoia had been growing in strength since he had attacked Alex, although I didn't know why. Surely if Alex had been our problem then nothing could happen, because I knew he was in the hospital. And Evan was beating himself up about that. I had a feeling that not being able to see his sister was part of his high imagination. He'd hardly spoken about her all week, and when he did it was because I forced him to. I wished that he'd find her, make amends, but he was stubborn and uncooperative on the subject.
"Two cadbury caramel smoothies please." I ordered and sat on one of the bar stools at the counter to wait. I stared out the window. This was the first time I'd been alone in days. It was half term at school, so Evan had basically accompanied me everywhere and there was no one to stop us. On the one hand, I enjoyed being with him more than I'd ever enjoyed anything in my life. On the other... he was a protective force to be reckoned with.
"There you go." I smiled and took the smoothies, turning to go back upstairs. Out of the window I noticed something that made me stop. Dilila was stood in the middle of the road, staring at me through the window. I took a step towards the window to look closer, and she turned and walked a little way away, before turning to stare once more. She wanted me to follow her.
Evan would be watching... he'd have seen her from the window... Maybe I could get them to talk. If I went out, he would follow and I could make them speak. I headed out the door, carefully not looking back at the windows. He would be running down the stairs by now, I thought, as I followed Dilila down the street. She disappeared down the side of a building and I paused. But if I turned back now, Evan would catch up and stop me before he could see his sister. I followed down the alley.
Searing pain ripped through my arm and I cried out, falling against the bricks.
"How stupid do you have to be to follow someone who hates you down an alleyway?" Dilila taunted, smirking down at me with a knife in her hand.
"Dilila! I just want you and Evan... to talk!" I gasped, gripping my arm to stop the blood.
"I don't want to talk. Actions are better. And Hades and I have been planning this for sometime."
"Hades?" I gulped, remembering the guy I had bumped in to. "Why would a man who doesn't know me want me dead? Why do you want me dead?"
"Because you're a threat! To both of us! You took my brother from me, and you'll take everything from him."
"I didn't take your brother!"
"That was your doing." Evan's voice sounded against the bricks as he appeared in the alleyway. "You forced me away Dilila, by not accepting how I feel about Serena."
"How can I? She's nothing, she broke in to everything we had!"
"She broke nothing! She is the one who has been urging me to find you. To talk to you. And I tried. But you were too busy with Alex..."
Alex? I was confused, and rightly so, because Evan had never mentioned Alex and Dilila. Not together.
A slowly clapping of one pair of hands started, reverberating round the enclosed space. Hades emerged from the shadows.
"Well done. Very well done. You have used my pet's feelings for you against her." He was speaking to Evan, but I could tell he was focussed on me. He made me shiver, and I instinctively shrank away. "Serena, how lovely to see you again. What a pity that this meeting is not how I planned it. Your heart is still beating." Evan lunged towards him but suddenly crashed in to the wall. "Now now, let's not forget our manners. Dilila my pet, pass me the dagger. You know what they say, if you want something doing..."
I screamed. Pain flowed through me like an electrical current. There was something happening, something changing, and my skin felt as though it were on fire.
"It is happening!" Hades cried, running forward with the dagger, all his suave ways and manners put aside as one things filled his eyes. The kill.
The last thing I remember is his eyes as they burned down on me before I passed out.
I awoke to Evan's voice.
"Serena... Serena..."
"Evan?" I asked, reaching towards where the voice came from. The world was a haze, and I could only make out lights. Lots of lights.
"Serena... you're in your room..."
"He ran. I got in a burn or two first though." I could sense his smile.
"What happened?"
"You're changing. Go to sleep, it will be over soon."
I was too tired to argue. Sleep folded over me like a blanket and my consciousness slipped away.


text:
constructing schemata through mindful abstraction from the concrete experiences that are provided by the learning tasks
A prediction digital media will have on such practices over the next decade.
learning process
learning and performance in classrooms and in the workplace
a definition of field for instructional design and technology, performance problems, design, development, utilization or implementation, management, evaluation, analysis, current definition has a relation to processes and resources for learning and focuses on research and theory., extended 1994 AECT definition, performance technology, noninstructional solutions and instructional solutions to solve problems, the core of the field, the use of media for instructional purposes, the use of systematic instructional design procedures, the reason to use the term instructional design and technology
instructional medium
other than the teacher,chalkboard and textbook
Saettler's indication of the museums
the IDT field
visual instruction
visual education
the motion picture projector
Hereto is the Audiovisual Instruction Movement
technological advances
AECT maintained a leadership role
Visualizing the Curriculum
In 1946 Edgar Dale, Cone of Experience, ability to present concepts in a concrete manner
audiovisual devices in military services and in industry
Solve a training problem
audiovisual research, facilitate learning in given situations
media comparison studies
models of communication
communication process
by the mid-1960s, interest in instructional television abated
instructional quality
Ford Foundation
public television
educational technology and instructional technology
the Association for Educational Communications and Technology
Educational Communications and Technology Journal
minimal impact on educational practices
CAI at IBM
Gordon Pask, adaptive teaching machines
Richard Atkinson
Patrick Suppes
development of CAI systems
Use of Internet increased
reasons for this increased usage, performance support, a relatively low cost, job tasks, increased interactive capabilities, three types of interactions, a constructivist perspective
recently media have had a minimal impact on instructional practices in that environment
aforementioned reasons
greater changes
the analysis of instructional problems
instructional design procedures
based on instruction, learning, and human behavior
knowledge of evaluation and testing
Psychological Principles in System Development, edited by Gagne
The Science of Learning and the Art of Teaching, Skinner, learners be positively reinforced, formative evaluation
specific objectives
Preparing Objectives for Programmed Instruction, Robert Mager
Ralph Tyler the father of the behavioral objectives movement
behavioral terms, the basis for evaluating
In the 1950s, cognitive domain
hierarchical relationship
assess student entry-level behavior
determine the extent students had acquired the behaviors
a central feature
Five domains of learning outcomes, verbal information, intellectual skills, psychomotor skills, attitudes, cognitive strategies
nine events of instruction
hierarchical analysis had a significant impact, master subordinate skills before a superordinate one
summative evaluation
processes or models
many new models:, 1970s, the United States military adopted an instructional design model, many graduate programs in instructional design were created, Educational Technology Research and Development, 1980s, Growth and Redirection, interest burgeoned, business,industry,military and international arena, Curriculum development efforts, instructional design textbooks, a minimal impact in higher education, principles of cognitive psychology, small actual effects, use of microcomputers for instructional purposes, significance of this movement, 1990s, Changing Views and Practices, a variety of developments had a significant impact, performance technology movement, a collection of similar views of constructivism, antithetical problems, consideration for enhancement, electronic performance support systems, rapid prototyping, more efficient and quality instructional material, use of Internet, instructional features, Internet-based courses, knowledge management, current-day technologies
instructional media
instructional design
effective use of media requires models of instructional design
a positive influence on future developments
collaborative education, behavioral, cognitive information processing, humanistic, and sociocultural theory, Problems, inconsistency between instructional systems and learning goals, learner-centered, constructivist, and sociocultural perspectives on collaborative technology, Cunningham's three models of mind that guide our conceptions of learning and cognition, mind as computer, learning as information processing, mind as brain, learning as experiential growth and pattern recognition, mind as rhizome, learning as a sociocultural dialogic activity, availability of tools and structures to support them, interesting times, increasingly interactive and distributed technology, World Wide Web, influence of teaching-learning process, technology choices escalates, lack of pedagogical guidance, dilemmas and confusion, importance of research, various instructional strategies, facilitating,augmenting and redefining learning environments, computer-supported collaborative learning offer major promise, Theoretical Perspectives on Collaborative Learning Tools, A Learner-Centered View on Collaborative Technology, research and theory on learning, development and motivation not so great, 12 learner-centered principles, 14 basic principles from the APA, a foundation for educational reform and transformation, learner-centered technology, technology-enhanced instructional settings, learner-centered principles, demonstrating in action, A Constructivist View on Collaborative Technology, extensive implication for collaborative learning tools, constructivist paradigm, guidelines for practitioners, Cognitive Constructivistic Teaching Practices and Principles, the importance of social constructivism for electronic learning, transformation, need for national and international leadership, the backbone for such leadership from sociocultural theory and social constructivist, Sociocultural Views on Collaborative Technology, a social context, tenet of Vygotskian psychology, Mediation, Sociocultural Theory and Principles for CSCL Environments, dynamic intelligence, Zone of Proximal Development, mediational assistance, quality of the total interactive contexts, individual learner capabilities, prompts and feedback, intellectual benefits, Some Sociocultural "Ifs", questions and issues remain, offer interesting windows which leads to student intellectual growth and new competencies, students' independent problem-solving, problem-solving or problem-finding assessments improvement, tentative answers, Ending the Search, anchor learning in real-world or authentic contexts, pedagogical progress to be made in electronic learning environments, more powerful learning environment, CSCL tools can be evaluated and discussed, a sociocultural view on collaborative tools, ongoing developments in CSCL technology
a multimedia effect
a coherence effect: extraneous material is excluded rather than included
a spatial contiguity effect
a personalization effect
the same instructional design methods are effective across different media
Introduction, analysis of verbal-only method of instruction, positive side, negative side, two formats: words and pictures, What is the promise of multimedia learning, What is a multimedia instructional message?, words: printed or spoken text, pictures: static graphics, meaningful learning, How does multimedia learning work?, limited capacity, A framework for a cognitive theory of multimedia learning., selecting, build verbal and visual material, organizing, build connections, integrating, active learning, meaningful internal representations, Do methods work across media?, the multimedia effect can occur across two different media environments, printed text and illustrations on a page, spoken text and animation on a screen, Coherence effect, Multimedia effect, Contiguity effect, Personalization effect, Conclusion, The principles of instructional design do not necessarily change when the learning environment changes, an understanding of how the human mind works
training programs for complex skills, instructional methods, four interrelated components, learning tasks, instructional methods primarily aim at induction, a sequence of learning tasks, a simple illustration of this simplifying-assumptiona approach, learner support, product-oriented support, process-oriented support, supportive information, cognitive schemata, mental models allow one to reason within the learning domain, cognitive strategies allow one to systematically approach problems, Mental Models, cognitive feedback, New node, just-in-time (JIT) information, compilation and embedding, the step-by-step knowledge, specified at the entry level of the learners, Information displays, Demonstrations and instances, corrective feedback, part-task practice, schema construction, applied for recurrent constituent skills, Practice items, a pretty straightforward process, divergent, JIT information for part-task practice, not only relevant for learning tasks, but also to part-task practice, Overtraining
complex knowledge
one important goal, gradual evolution of design theory to accommodate complex learning.
on the integration and coordinated performance
specifies the performance
recommends a mixture
cognitive task analysis as a method
integrated sets of learning goals
the whole is clearly more than the sum of its parts
skills hierarchy, a horizontal relationship
be capable of analyzing, representing, and guiding instruction to teach integrated sets of knowledge and skills. be capable of producing pedagogic prescriptions for the selection of interactive instructional strategies and the selection and sequencing of instructional transaction aets.
Component Display Theory Conditions of Learning and Component Display
Limitations of ID1
From ID1 we retain Gagne's fundamental assumption.
able to incorporate new knowledge about teaching and learning and to apply these in the design process. integrate the phases of instructional development.
a theoretical base a knowledge base a series of intelligent computer-based design tools a collection of mini-experts a library of instructional transactions an on-line intelligent advisor program.
mental models, cognitive psychology
KRr is a class of representation for the purpose of retrieving the knowledge in various formats.
KRe is the class most often used in artificial intelligence
KRi is the class of interest
Knowledge Representation for ID2, elaborated frame network, three fundamental frame types, entities, activities, processes, three types of elaborations, components, abstractions, associations, two principal means, inheritance, propagation
Knowledge analysis and acquisition system(KAAS)
Instructional Strategies and Transactions, Transactions and Transaction Classes., Instructional strategy, interaction strategy, transaction strategy, goal strategy, a transaction goal sets, course strategy, strategy Analysis, Information gathering, Prescriptions and Filters, Course Organization, Strategy Analysis System(SAS), Transaction Configuration, Transaction Configuration System(TCS) and Library, An Intelligent Advisor System(IADV), An Open System-Mini-Experts
Integration of the ID Phases- A Single Knowledge Representation
ID1 Expert Systems
learning theory and ID; behaviorism, cognitivism and constructivism, connoisseurship, semiotics and contextualism, atomic theory
The Basics of Behaviorism, "Memory" focused on associations being made between events., overt behaviors that can be observed and measured, Pavlov's Experiment, Thorndike's Connectionism, law of effect, law of exercise, law of readiness, Watson' Experiment, Skinner, difference between classical and operant conditioning, Skinner and Behavioral Shaping, Reinforcement Schedules, interval schedules, ratio schedules
The Basics of Cognitivism, Edward Tolman, Bandura and Walters, Jean Piaget's cognitivism, Key concepts of cognitive theory, schema, three-stage information processing model, sensory register, short-term memory, long-term memory and storage
The Basics of Constructivism, Bartlett as pioneer, Jonassen: Thinking Technology: Toward a Constructivist Design Model., Realistic vs. Radical Construction, The Assumptions of Constructivism- Merrill
Comparison of Atomic Theory Development to Learning Theory Development, Connection what between the three theories
Paul Saettler's book, six areas
Behavioral Objectives Movement, Taxonomic Analysis of Learning Behaviors, Mastery Learning, Military and Industrial Approach
Accountability Movement, Franklin Bobbitt
Teaching Machines and Programmed Instruction Movement
Early Use of Programmed Instruction
Individualized Approaches to Instruction
Computer-Assisted Instruction(CAI)
Systems Approach to Instruction
Cognitivism and Instructional Design, a shift
Cognitivism and Computer-Based Instruction, Artificial intelligence
Constructivism and Instructional Design, Jonasson
Learning Theories and the Practice of Instructional Design
Learning Theories - Some Strengths and Weaknesses
Is There One Best Learning Theory for Instructional Design?, Why bother with Theory at all?, An Eclectic Approach to Theory in Instructional Design, What Works and How Can We use It?, Ertmer and Newby's suggestion
The distinction between "training" and "education".
a thorough understanding of learning theories
Advancements in technology make branched constructivist approaches to learning possible.
Instructional Systems Development(ISD), Instructional Design Theory, Instructional Transaction Theory, Descriptive Theory Of Knowledge, knowledge Representation and analysis, Elements of knowledge objects, Guided knowledge acquisition, Descriptive Theory of Strategy, Strategy in Instructional Transaction Theory, Algorithms vs. frame-based instruction, The computer program assumption, What is an instructional transaction, Uncoupled subject matter, Gagne conditions of learning, Merrill component display theory, Architecture for Instructional Transaction Theory, select knowledge objects, Sequence knowledge objects, Automatic objective generation, Select transactions, Component transactions, Abstraction transactions, Association transactions, Sequence transactions, Segment Strategy, Enact transactions, Adapt to individual learners
Three categories: data collection, location aware and collaborative
a certain naive degree of optimism
a simply technological determinist viewpoint
have a role to play in the way we learn
The most popular applications for handhelds are referential or presentational in nature., rapid changes in the PDA and mobile phone markets, devise classifications for this emerging field.
Pedagogical underpining, educationally appropriate pedagogical considerations.
In summary, much of the work presented across the categories has had limited success 'in the field'.
Microworld, encourage creation and exploration in learners, adopt a constructionist approach to learning., limitations on mobile devices result in a restricted version.
Data collection
Location aware
the most educationally appropriate applications currently available are built on a combination of collaborative, contextual, constructionist and constructivist principles.
Mapping challenge:
there are sound reasons to believe that handheld devices will have a role to play in the way we learn. the most appropriate underpinning of these categories can be found in the educational philosophies of collaboration, contextualization, constructionism and constructivism.
depend on how the technology is used
open source VLE Moodle
This articlc explores ideas and practices ir; relation to Wcb 2.0 a~id suggests ho\v these niiglit applv in education.
novel technological possibilities
Read-Write Web, A blog, Wiki
Emerging tools
flexible systems
"syndication feed" or "RSS"
Internet-based service
engaging people in collective activities in a social space
Resources sharing and referencing systems
Internet-based information retrieval methodology, access recommendations, collective perception
a platform that contains tools traditionally understood as being native to desktop computers. traditionally computer-based software applications into the lnternet environment.
an example: Google Docs
hackability and remixability
A number of innovative Web 2.0 applications that have come to notice through the last couple of years have been shown to be possibly some of the most socially engaging phenomena in human history.
discover new knowledge from a pool of collective intelligence existing in these environments.
understandings and expectations of technology aligned with Web 2.0. learn from Web 2.0 to design a technology-integration strategy that leads to pedagogically more productive engagements meeting the profiles of our students, and being otherwise relevant to the world?
E-learning 2.0
new forms of assessment such as digits portfolios
use of Internet-mediated social learning spaces
new models and methods for design of learning objects
new models for resources sharing and support for technology integration of communities of teachers
new generations of learning management systems (LMS), or possibly no LMS at all
(a) use of a blog to support teaching and learning in a graduate university course, and (b) social spaces and repositories ior teachers., serve as a novel and powerful collective intervention strategy,
the speed of adoption of innovations and the success of technology integration in education. What implications might this have on technology integration in education?
changing the culture o i lnternet users.
also a danger
to explore possible implications of Web 2.0
test applications of these technologies in teaching and learning.
mobile phones
altering fundamentally how, when, and for what purposes resources are created and used.
Resource-based learning involves the reuse of available assets to support varied learning needs
predigital resources were constrained by their static nature. teachers used resources incrementally and linearly to "convey" specific content; learners attempted to "acquire" specified knowledge or skills
static nature, visual cues, aural cues
with established curriculum objectives
physical location
pragmatic concerns
developments in knowledge-object technology, and the creation of standards for cataloging and classifying digital media isolate various components to meet specific needs within a particular context.
A resource, by the diversity, locating potentially
Intact resources(i.e., a single resource such as a book, videotape, etc.)
Emerging systems
Contemporary systems
a shift to more flexible resource-based approaches that emphasize problem solving and critical thinking.
AN RBLE PRIMER, Components of RBLEs
Contexts, Externally directed, Learner generated, Negotiated, Combination
Tools, Searching tools, Processing tools, copy-paste function, construct and revise representations, Manipulating tools, test beliefs, ideas, and theories., explore relationships among motion, force, speed, energy, and mass, propose and test potential solutions., meet specific needs., Communicating tools., asynchronous communication tools, Scaffolds, Conceptual scaffolds, simplify complex concepts, Metacognitive scaffolds, Procedural scaffolds, help learners use resources
repackage information in ways needed to assist the individual teacher and learner. The role and design of enabling contexts have not been well established. RBLEs need to work in the different settings where learning takes place, accounting for when it will occur and who will be involved. require significant electronic scaffolding of both procedural and conceptual aspects of the learning task. account for important learner differences if the framing is to be useful.
Standards and conventions for creating and distributing digital resources remain inconsistent.
the software used to distribute the resources is frequently changed
Resource credibility, content validity and reliability are unregulated.
Directed approaches tend to engender compliance and reliance over independent thinking.
Contemporary school accountability standards
Generative learning goals require varied rather than singular learning strategies.
emphasized both the historical development of ideas as well as the active and constructive role of humans.
learning must precede activity, goals, objects
subject, individual or group,designer
used in the transformation process
goal-directed hierarchy of actions, Activity(e.g., designing instructional materials), needs assessment
Activities are the human interactions with the objective world and the conscious activities that are a part of those interactions. the learner as subject activity and consciousness coexist, they are mutually supportive.
Minds in Context, interactive, objective world, conscious activities
Consciousness in the World
Intentionality, individuals perceive
Object-Orientedness, learning and doing are inseparable, they are initiated by an intention., asymmetry between people (subjects) and objects.
Community: A Dialectic Context
Historical-Cultural Dimension
Tool Mediation, artifacts
Methodological Assumptions of Activity Theory, data collection
Problem-Project Space., problem context, problem presentation, simulation, problem manipulation space.
Related Cases
Information Resources, Provide information banks
Cognitive Tools
Conversation and Collaboration Tools.
Step One: Clarify purpose of activity system
Step Two: Analyze the Activity System
Step Three: Analyze the Activity Structure
Step Four: Analyze Tools and Mediators
Step Five: Analyzing the Context
Step Six: Analyzing Activity System Dynamics, Outcome
explores the private theories of four vocational education teachers in Singapore who have engaged in the design of technology-based learning for their own classes. aims to understand and explicate areas of private theories that impede the effective design of student-centred technology-based learning.
cognitive constructs,beliefs,guiding principles,theories or preconceptions
four major areas of teachers' private theories, learning, students, teacher and technology, knowledge of curriculum and pedagogical content, learning ability, knowledge acquisition., epistemology
methodology, qualitative multicase study, shift, effective technology integration in learning, Study questions, Procedure, The orientation of the prototypes, prototypes, Changes
Results: private theories of the four cases in the study, Participant one: Tom, the final discussion, Tom's reflection, Participant two: Eleanor, Participant three: Nicole, Participant four: Jane
Discussion of results and recommendations, Areas of the participants' private theories
Emerging area of constraints to student-centred design practice
Summary and recommendations for further studies, six broad areas:, Four of these six areas were found to be dominant:
building blocks of higher-order skills without necessarily considering how the concepts will be used.
In the classical view, a person has learned a concept when he or she can correctly isolate and apply attributes of specific objects into their correct categories.
Concepts are represented as prototypes in memory, that is, contextual entities with common attrinutes that are most typical of category membership. Concepts that have high family resemblance will maximize similarity within categories while minimizing similarity between categories.
people actually encode concepts in memory, however, they still treat concepts as isolated and unconnected entities.
humans learn concepts primarily by inducing concept descriptions from examples or by combining previously existing concepts. Concepts may consist of multiple representations, and any one may be used to classify new instances. Concepts contain probabolistic and exemplar components, where instances are judged in terms of their degree of membership in a concept.
Actional View of Concepts
Theory-Based Views of Concepts, concepts are organized by theories.
Concepts and Conceptual Change
Others of conceptual change are more revolutionary.
Implications for Assessment: Propositions
Eliciting Conceptual Patterns, Free word associations, Similarity ratings, Card sort
Representing Conceptual Patterns, Cognitive maps
Concept Maps
Implications for Instruction: Propositions
concepts; are assessed in use; in order to assess meaning for concepts using these methods, it is necessary to use some form of discourse, protocol, or conversation analysis.
assessing concepts-in-use in research on conceptual change, generative questions are asked.
An alternative to interviews requires learners to think aloud while they are solving problems. Working in pairs
The most meaningful activity that humans engage in is problem solving. Problems provide a purpose for learning. Knowledge constructed while solving problems(knowledge-in-use) more integrated, better retained, and more transferable.
Concepts learned in isolation will lack coherence and therefore be less useful than concepts-in-use in thought construction processes. concept learning must be assessed in patterns and in use. students should learn how to use a variety of tools to build models of what they are learning and to engage in solving complex and ill-structured problems.


text:
53,047Added 7 years ago
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Christianity Today has gathered together a number of interesting articles related to the Pope's speech in which he quoted from some medieval ruler about Muslim which has incited so much ironic hate from the Muslim community. The individual articles collected are excellent and cover a wide-range of opinions as to what the Pope said, its meaning, the world's (over)reaction, and other opinions of interest. The Christianity Today page can be found here, or the individual subtopics related to this matter can be accessed through the following links:
All apologies
Mideast Christians worry
Muslims attack
Other Muslim reactions
Defending the Pope's comments
Jewish reaction
Other papal critics
Pope's upcoming Turkey visit
Did he know what he was doing?
Earlier Benedict XVI comments on Islam
Explaining papal infallibility
Other pope comments news
Blame the Pope
Blame the Muslims
Blame religion in general
Blame the media
Other op-eds
Interestingly, the Pope met yesterday with a number of Muslim leaders to discuss, once again, his comments. I thought the Pope was genius in the fact that he took the opportunity to press our Islamic friends for more freedom for Christians living in predominantly Islamic countries. According to "Pope Says 2 Faiths Must Overcome Enmity"
Seeking to end anger in the Islamic world over his remarks on holy war, Pope Benedict XVI told Muslim envoys Monday their two faiths must overcome historic enmities and together reject violence, saying the future of humanity is at stake.
The pope also urged "reciprocity" in religious freedom, calling for preserving the rights of Christians throughout the Islamic world.
Since the Muslim countries remain among the places in the world where Christian missionaries are least free to speak openly to the people about their faith without fear of state sponsored harm, it is appropriate to urge Muslim leaders to work to allow more freedom of religion to Christianity and other faiths in their countries if Islam really isn't a religion which has been spread by the sword.


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Is Chipotle Mexican Grill Stock A Bargain?
- Health concerns could harm Chipotle Mexican Grill's (CMG) reputation in the short-term.
- Non-recurring expenses put a dent in Chipotle Mexican Grill's profitability for the next year.
- Patient long-term investors could benefit from the recent correction in the Chipotle Mexican Grill stock price.
Wow! Shareholders of fast casual restaurant chain Chipotle Mexican Grill (NYSE:CMG) recently saw the price of their shares decline an incredible 45% from its 52 week high. Concerns about CMG's supply chain (and related investigations) stemming from E.coli and norovirus outbreaks sent CMG stock stumbling. Does this mean CMG shares are a bargain? The short answer is yes. However, long-term minded investors will need to suffer through some short to immediate term storms and uncertainty. Let's examine.
CMG's Brand Will Suffer In The Short-Term
Customers filled with fright over potential poisoning and illness will most likely want to shy away from the restaurant chain especially following reports of 120 sickened students at Boston College. CMG's management believes that same store sales will come in at a 14.6% decline in Q4 2015. Criminal investigations surrounding a Chipotle Mexican Grill location in Simi Valley, California could also hurt customer traffic. This certainly provides evidence of the suffering of the CMG brand.
CNBC reports that Chipotle moved away from some of its "food with integrity" cooking processes to preserve food safety. This may actually cast doubt on "organic food" in general. The paradigm of healthy food in the national discourse may shift back to food with antibiotics and preservatives. If this happens then Chipotle Mexican Grill could lose its competitive edge.
Moreover, The Associated Press stated that Chipotle Mexican Grill Co-CEO Steve Ells said "the company will likely never know what ingredient was to blame for the E. coli cases." If accurate, then serving food free of antibiotics and preservatives is no guarantee that consumers' health will improve or even stay intact. This could also shake the public's faith in its "food with integrity" program. Chipotle Mexican Grill needs to figure out a better way to keep its supply chain in check to better ensure the safety of its consumers.
Short-term fundamental risk
Non-recurring expenses stemming from fines, lawyers, cleanups, internal investigations, etc. could have a meaningful impact on CMG's profit and cash flow. Chipotle Mexican Grill said this about the investigation by U.S. Attorney's Office for the Central District of California, "It is not possible at this time to determine whether we will incur, or to reasonably estimate the amount of, any fines, penalties or further liabilities in connection with the investigation pursuant to which the subpoena was issued."
However, as of the Q3 FY 2015, Chipotle sat on a rock solid balance sheet with $604 million in cash and equivalents. Moreover, the company possesses no long-term debt. If nothing else the company could take on some debt to help fund its operations during this difficult period.
Uncertain Market Price Risk
Chipotle Mexican Grill has always been regarded by Wall Street as a "growth company". CMG's P/E ratio hovered above 30 for most of the time during the past five years (see chart below). Even now it trades at a P/E ratio of 25 versus 20 for the S&P 500 as a whole.
CMG stock PE ratio chart by amigobulls.com
This means that its stock price has a lot more room to fall, especially if things are worse than generally anticipated. Uncertainty regarding non-recurring expenses casts doubts on valuation measures. Lower EPS readings due to non-recurring expenses could mean that valuations could expand even if the CMG stock continues to decline.
Financial History Reveals A Bright Spot
History offers indications that popular brands generally recover. CNBC cites analysts that say brands eventually recover even after companies see sales slump for as many as four quarters. Jack In The Box (NASDAQ:JACK) experienced an E. coli outbreak 23 years ago. Since then, Jack In The Box shares returned 963%, not including dividends. Rivals Yum Brands (NYSE:YUM) and McDonalds (NYSE:MCD) have also suffered from major food safety issues. This means that long-term investors could benefit from Chipotle Mexican Grill's lower stock price and lock in a better return in the long run.
Long-term investors, noting the current volatility in Chipotle Mexican Grill stock, should try to see past CMG's issues. The company still serves a quality product and strives to bring satisfaction to its customers. Value minded investors with a long-term mindset could be rewarded vastly; a recovery back to its 52 week high would represent a whopping 82% potential return. However, keep in mind this may take a couple of years to happen. Watch Amigobulls' CMG stock analysis video for a quick roundup of key fundamentals.


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Mobile Security with AT&T Mobility
With today's proliferation of mobile devices, remote work locations, and cloud based apps, new cyber security threats are on the rise. Watch this video to learn about Distributed Denial of Service (DDoS) attacks, intellectual property attacks, and more. Learn how … Continue reading
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Director PMU Consultant Bohunice
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Back for the 8th year, Europe's leading nuclear decommissioning and waste management conference unites the leading industry experts to address the industry's biggest challenges, opportunities and innovations. With over 300 executives under one roof this forum provides the platform to present yourself at the cutting edge of the next generation of shutdown.
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Universidad Ces, Medellin, Colombia
SESSION TYPE: Improving Processes and Outcomes in Adult Critical Care
PRESENTED ON: Wednesday, October 24, 2012 at 02:45 PM - 04:15 PM
PURPOSE: Hospital 30-day readmissions are indicators of patient safety, quality of care and are associated with high health care cost. However, limited information is available regarding early avoidable readmissions on high health care users such as critically ill mechanically ventilated patients. Our aim was to describe the significance of early readmissions within 30-days after surviving an index admission of critically ill patients who required mechanical ventilation.
METHODS: A retrospective cohort study of critically ill patients requiring invasive mechanical ventilation (MV) at one VA hospital for ≥ 24 hours were identified from January 1, 2007 to December 31, 2008. Index admission was considered the first admission during the two-year period of the patient requiring invasive mechanical ventilation. 30-day readmissions were defined as the first re-admission that occurred within 30 days of hospital discharge. Early readmission occurred within 7 after discharge. The ICD-9 primary diagnosis of the index admission was compared to the primary ICD-9 diagnosis of the first early re-admission episode. Primary outcome was the time to 30-day readmission and the rate of early readmissions. Chi-square and Student s t-test were used to compare categorical and continuous variables, respectively.
RESULTS: We enrolled 286 patients during the two-year period, of which 154 (53.8%) survived the index admission. In survivors, 25 (16.2%) patients required readmission within 30 days of discharge. The mean (SD) time to the first 30-day readmission was 14.4 (9.9) days. Early readmission (less than 7 days) occurred in 8 (5.2%) of hospital survivors, and all of which were readmitted within 3 days from discharge. Length of hospital stay was not associated with early (32.5[21.3] days) vs. 30-day readmission (after 7 days - 32.2 [25.6] days; p=0.97). The most common reason for early readmission was congestive heart failure in 2 subjects, all the other reasons occurred in one subject, respectively. Myocardial infarction and pneumonia were not causes of early readmission.
CONCLUSIONS: Early readmissions after requiring mechanical ventilation are uncommon events in critically ill patients surviving a hospitalization and were not associated with hospital length of stay or specific clinical diagnosis.
CLINICAL IMPLICATIONS: it is unclear if 30-day readmission is a good marker of quality of care, and the small proportion of early readmissions precludes the use of this tool to implement programs for which hospitals are responsible for this outcome.
DISCLOSURE: The following authors have nothing to disclose: Sara Restrepo, Elena Laserna, Antonio Anzueto, Mary Bollinger, Mary Pugh, Luci Leykum, Jacqueline Pugh, Marcos Restrepo
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In What Is Intelligence?, his recent book about the massive increases in IQ that have occurred within the last century, James R Flynn enlarges on differences between our own minds and those of our pre-scientific ancestors. Invited to use logic to speculate about the existence of white bears, for instance, a Russian peasant of the early last century told his interviewer: 'I have seen only black bears and I do not talk of what I have not seen.' A differently educated modern mind, on the other hand, is equipped to deal with the hypothetical question: 'All bears are white where there is always snow; in Novaya Zemlya, there is always snow; what colour are the bears there?'
In politics, this cognitive progress has led to some improvements. In the early debates on women's suffrage, for example, American congressmen would happily substitute for argument their own concrete experience: 'My wife says she doesn't want to vote, that settles it for me.' Today, Flynn points out: 'No one would want that to appear under their name in the congressional record. It's not just that it would be anti-woman, it's just that it sounds so stupid.'
There are, however, regional variations. British children, according to one study, recently appeared to fall back in their grasp of abstract thinking. Turning to the current generation of British politicians, there are hints that they, too, may be reverting to the concrete referents of our recent ancestors. True, David Cameron, the Tory leader, has not, as yet, suggested that most women should go and sell £1,000 handbags in Smythson of New Bond Street, purely because this activity makes Samantha so happy.
Yet his latest surge of publicity, most of it comprising pictures of him at home with Samantha and their three children does suggest a certainty on his part that nothing could be more persuasive of the merits of Tory family policy than physical evidence of the fabulous contentment and prosperity enjoyed by his Tory family. Or as a Russian peasant might put it: 'I have seen only the Boden catalogue and I do not talk of what I have not seen.'
For affluent, metropolitan Conservative families with roughly the same number of children as the Camerons, these domestic scenes may look inspiring. And bold, when you look at the confident use of colour and open-plan space. Interesting, too, that the Cameron family values have changed; the porridge that featured in his first Webcameron kitchen broadcast has been replaced by a selection of more classless breakfast cereals, including Cheerios and Shreddies. Yes, we can! But will this inclusive touch be enough to prevent other less conventional or materially fortunate families recoiling from a performance which could easily be interpreted as smug, patronising and, above all, stupid?
One need hardly point out that this glimpse of west London bliss could have been designed to illustrate the untruth of Cameron's assertion on the News at Ten that 'the anxieties and challenges of parenting are universal'. To say nothing of the solutions to these challenges, which include, in the Camerons' case, a full-time nanny (not shown). On the ConservativeHome website, one critic has also objected to the sight of three packets of cereal on the breakfast table, since these are so likely to be knocked over, along with the milk. Others have found fault with Cameron's earlier family proposal, to supply every new mother with a maternity nurse, tasked with 'monitoring visitors to the mother's home to ensure that rest times are not interrupted'.
Even mothers, like myself, who appreciate his interest, may wonder, given the varieties of human suffering in this country, what, exactly, moved Cameron to feel such pity and concern. Would the mother's plight have struck him so forcefully had he not recently witnessed it in his own home? Along with the challenge of bagging a good state school place, the challenge of having a child with special needs and the challenge of finding a park that is not covered in dog shit, all of them trusted Cameron themes. How else would he know about them?
As the peasant said in 1920, of Novaya Zemlya: 'If a person has not been there, he can not say anything on the basis of words. If a man was 60 or 80 and had seen a white bear there and told me about it, he could be believed.' This must be why Cameron employs Iain Duncan Smith to tell him about poor people.
An unwarranted emphasis on the hard-won lessons of one's personal history is not, of course, unusual in politicians. Mrs Thatcher posed as a housewife, Kinnock blubbed about deprivation, Cherie enthused about hand-knits. Blair brought out his anecdotes and family snaps, while Brown, more protective of his privacy, has none the less made so much of the political lessons of becoming a father that we should all be very grateful to Sarah Brown, without whom there might be no schools.
To judge by last week's performance, however, Cameron seems determined to go further, defending the latest family promo as proof that: 'Nothing informs my thinking more than family because I think it's the most important thing there is in our society.' Leaving aside the kind of family attachment that would lead a father to trade his children's privacy for career advancement, there must be a risk that this commitment to graphic PR will inhibit the development of his political philosophy, supposing he plans to go in for one. Although it has proved possible to illustrate green values, both private (here is his bike), and global (see his dogsled) and his family ones (here's Nancy, of bag fame), more complex areas, such as fiscal planning, may not be as photogenic. Though perhaps a sock would do the trick.
Last week, admittedly, the excited response to his breakfast show did help obscure obvious flaws in his largely unworkable his'n'hers maternity leave, the successor to his even more idiotic maternity nurse scheme. No matter: a replacement wheeze is sure to emerge shortly from one of the branches of Carluccio's where brave young mums still summon the energy for urgent discussions of family issues. Pilates or yoga? Cayenne or Touareg? How do you spell Christmas Fayre? What should they charge for a cupcake? Shouldn't there be free Suzuki lessons for gifted under-fives? Not to mention drop-in chefs to prepare nutritious sushi for the thousands of British mums going through the agony of having their kitchens done.
It is Cameron's great insight, according to senior commentators, that he knows his party must begin to resemble 21st-century Britain. And even those of us who do not know people like the Camerons would have to agree that they may exist in the 21st century. Does it follow that a film showing their domestic arrangements makes a respectable substitute for political ideas? I think even an American congressman could have told us the answer to that. But as James R Flynn teaches us, cognitive progress may not stop people, even Etonian people with firsts in PPE, from acting stupidly. 'Have we begun to use science to enhance our ability to debate moral and social questions intelligently?' he asks. Not in the modern Tory party, we haven't.


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VIDEO: Kentucky coach John Calipari talks about Wildcats seeking offensive identity
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Gem of Elune
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Gem of Elune is found floating above the reactivated Altar of Elune during [59] Guardians of the Altar which is started by Ranshalla. According to the Priestess of Elune it was used to communicate direct with Elune. It is found in Winterspring.