More than Bags of Words: Sentiment Analysis with Word Embeddings

ABSTRACT

Moving beyond the dominant bag-of-words approach to sentiment analysis we introduce an alternative procedure based on distributed word embeddings. The strength of word embeddings is the ability to capture similarities in word meaning. We use word embeddings as part of a supervised machine learning procedure which estimates levels of negativity in parliamentary speeches. The procedure’s accuracy is evaluated with crowdcoded training sentences; its external validity through a study of patterns of negativity in Austrian parliamentary speeches. The results show the potential of the word embeddings approach for sentiment analysis in the social sciences.     

Effect of time of day on perceived exertion at work rates above and below the ventilatory threshold

The effect of time of day on ratings of perceived exertion (RPE) at various intensities of cycling exercise, both below and above the ventilatory threshold, was studied in 32 subjects, 18 to 35 years of age. The ventilatory threshold occurred at the same (p greater than .05) mean (+/- SD) work rate in the morning (110.6 +/- 27.0 watts) and in the afternoon (111.9 +/- 23.9 watts) and was perceived as equally strenuous (p greater than .05) in the morning (RPE = 13.8 +/- 2.4) and in the afternoon (RPE = 13.6 +/- 2.8). At intensities below the ventilatory threshold, RPE was the same (p greater than .05) in the morning and in the afternoon; above the ventilatory threshold, RPE was lower (p less than .05) in the morning. We conclude that, during incremental submaximal cycling exercise above the ventilatory threshold, a particular work rate is perceived as less strenuous in the morning than in the afternoon. About 20% of this difference in RPE is explained by lower ventilatory demands in the morning.     

SimPharm: How pharmacy students made meaning of a clinical case differently in paper‐ and simulation‐based workshops

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.     

The views of Pasifika students in New Zealand about communicating mathematically

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.     

Development and initial validation of the Psychological Characteristics of Developing Excellence Questionnaire

The development of talent is a complex process mediated by a host of psychological, social, physical, and environmental variables. Unfortunately, the multiple processes involved in talent development are frequently ignored by the systems and protocols employed in sport. Modern approaches to talent development are beginning to stress the initial possession, then subsequent development, of generic psychological characteristics (e.g. psychological characteristics of developing excellence; MacNamara, Button, & Collins, 2010a , 2010b ) as the best way to realize latent potential. Accordingly, this paper describes the development and initial validation of the Psychological Characteristics of Developing Excellence Questionnaire (PCDEQ). In the first phase, an initial list of 160 items was developed. A combination of expert panel reviews, cognitive interviews, and a pilot test was used to assess the relevance, representativeness, and validity of each item. Ninety-six items were retained following these steps. Exploratory factor analysis, with a sample of 363 athletes, revealed an interpretable 59-item, 6-factor solution with good internal consistency (0.870, 0.866, 0.847, 0.741, 0.749, and 0.701 respectively). The Psychological Characteristics of Developing Excellence Questionnaire would appear to hold promise as a useful tool to provide coaches and athletes with information about the psychological characteristics of developing excellence that are being properly addressed or neglected during different stages of development or in different contexts.     

Parameterising expertise in coaching: Past,present and future

Abstract

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.     

Distance education in an era of eLearning: challenges and opportunities for a campus‐focused institution

The growth of eLearning technologies has blurred the boundaries of educational modes to a point where distance education programs can be offered without drawing particular notice on campus. The experience of distance education staff working in campus‐focused universities and their perceptions of their chances of successfully planning and teaching by distance should inform evaluation of a university’s quality framework. In this case study, we report on the experience of distance educators at an Australian campus‐focused university. We identify organisational structure and culture as critical success factors for quality in distance education, with technology a, perhaps surprisingly, minor consideration. While the eLearning era has opened the door to a distance education cottage industry, eLearning strategy has failed to comprehensively prepare the way for the issues unique to distance education. The paper recommends that campus‐focused universities must protect their reputation by systematically assuring the quality of their (inevitable) distance offerings.     

A PERSONAL CONSTRUCT APPROACH TO EVALUATING TEACHING PRACTICE

During 1976, one of us decided to investigate the use of Kelly's personal construct theory and the triadic form of his repertory grid in enhancing understanding between a supervisor and a student‐teacher, when evaluating that student's teaching. An account of the procedure is given. In discussion, the student and supervisor agreed that the procedure, although long and demanding, led to a greater understanding of their own and each other's perspectives of the lesson evaluated. But it was admitted that the particular procedure employed and the use of the triadic form of the repertory grid are both time consuming and tiring. A rating form of the repertory grid in a simpler procedure was then explored in a similar teaching situation. An account of this second approach is also given. It was agreed that this approach was much simpler than in the original investigation and both student and supervisor (who were common to both investigations) found that it led to a greater understanding of their own and each other's perspectives. The authors therefore suggest that a rating form of the repertory grid (and the accompanying theory) can be used to enhance understanding between student‐teachers and their supervisors. They also propose that this would be a useful procedure in other educational contexts when an evaluation takes place.