Integrating External Knowledge to Supplement Training Data in Semi-Supervised Learning for Text Categorization

Text Categorization (TC) is the automated assignment of text documents to predefined categories based on document contents. TC has been an application for many learning approaches, which prove effective. Nevertheless, TC provides many challenges to machine learning. In this paper, we suggest, for text categorization, the integration of external WordNet lexical information to supplement training data for a semi-supervised clustering algorithm which can learn from both training and test documents to classify new unseen documents. This algorithm is the Semi-Supervised Fuzzy c-Means (ssFCM). Our experiments use Reuters 21578 database and consist of binary classifications for categories selected from the 115 TOPICS classes of the Reuters collection. Using the Vector Space Model, each document is represented by its original feature vector augmented with external feature vector generated using WordNet. We verify experimentally that the integration of WordNet helps ssFCM improve its performance, effectively addresses the classification of documents into categories with few training documents and does not interfere with the use of training data.     

基于需求和自我效能理论构建研究生英语分级教学新模式

分级教学改革旨在解决公共研究生英语教学中存在的问题,改革无论学生英语水平如何、需求如何,都使用同一本教材、采用同一种教学模式、教授同一种课型的方式。本文采取针对硕士研究生的不同英语水平和不同主体关于英语学习的不同需求进行"有的放矢"、"因材施教"的教学新模式,目标是缩小研究生的英语语言知识与实际应用能力之间的差距,促进学生英语能力与其本领域的研究相结合。     

Mechanical Player Load™ using trunk-mounted accelerometry in football: Is it a reliable,task- and player-specific observation?

The aim of the present study was to examine reliability and construct convergent validity of Player Load? (PL) from trunk-mounted accelerometry, expressed as a cumulative measure and an intensity measure (PL · min^–1). Fifteen male participants twice performed an overground football match simulation that included four different multidirectional football actions (jog, side cut, stride and sprint) whilst wearing a trunk-mounted accelerometer inbuilt in a global positioning system unit. Results showed a moderate-to-high reliability as indicated by the intra-class correlation coefficient (0.806–0.949) and limits of agreement. Convergent validity analysis showed considerable between-participant variation (coefficient of variation range 14.5–24.5%), which was not explained from participant demographics despite a negative association with body height for the stride task. Between-task variations generally showed a moderate correlation between ranking of participants for PL (0.593–0.764) and PL · min^–1 (0.282–0.736). It was concluded that monitoring PL^® in football multidirectional actions presents moderate-to-high reliability, that between-participant variability most likely relies on the individual’s locomotive skills and not their anthropometrics, and that the intensity of a task expressed by PL · min^–1 is largely related to the running velocity of the task.     

Reliability of laser Doppler,near-infrared spectroscopy and Doppler ultrasound for peripheral blood flow measurements during and after exercise in the heat

This study examined the test-retest reliability of near-infrared spectroscopy (NIRS), laser Doppler flowmetry (LDF) and Doppler ultrasound to assess exercise-induced haemodynamics. Nine men completed two identical trials consisting of 25-min submaximal cycling at first ventilatory threshold followed by repeated 30-s bouts of high-intensity (90% of peak power) cycling in 32.8 ± 0.4°C and 32 ± 5% relative humidity (RH). NIRS (tissue oxygenation index [TOI] and total haemoglobin [tHb]) and LDF (perfusion units [PU]) signals were monitored continuously during exercise, and leg blood flow was assessed by Doppler ultrasound at baseline and after exercise. Cutaneous vascular conductance (CVC; PU/mean arterial pressure (MAP)) was expressed as the percentage change from baseline (%CVC_BL). Coefficients of variation (CVs) as indicators of absolute reliability were 18.7–28.4%, 20.2–33.1%, 42.5–59.8%, 7.8–12.4% and 22.2–30.3% for PU, CVC, %CVC_BL, TOI and tHb, respectively. CVs for these variables improved as exercise continued beyond 10 min. CVs for baseline and post-exercise leg blood flow were 17.8% and 10.5%, respectively. CVs for PU, tHb (r² = 0.062) and TOI (r² = 0.002) were not correlated (P > 0.05). Most variables demonstrated CVs lower than the expected changes (35%) induced by training or heat stress; however, minimum of 10 min exercise is recommended for more reliable measurements.     

Learning and study strategies correlate with medical students' performance in anatomical sciences

Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination^® (USMLE^®) Step 1 and Comprehensive Osteopathic Medical Licensing Examination^® (COMPLEX‐USA^®) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self‐regulation (Concentration, Time management, Self‐testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product‐Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236–242. © 2017 American Association of Anatomists.     

Library Anxiety among Undergraduate Students: A Comparative Study on Egypt and Saudi Arabia

The purpose of this paper is to report the findings of a study of library anxiety among a group of Arab students in Saudi Arabia and Egypt. The paper also investigated the factors that affect the students' level of anxiety while using academic libraries. The study tried to compare the difference in the level of anxiety in the two countries using a scale (LLPB) developed by the researchers which fit the culture in the Arab region. The study adopted a mixed methods approach. Semi-structured interviews were conducted with several students in Saudi Arabia and Egypt to determine the main factors that lead to having a level of anxiety in the libraries. In the second stage, a questionnaire was sent to students to measure what factors have a greater impact on the level of anxiety. The data showed that Egyptian students are more anxious about using the libraries than the Saudi students. The results also indicated that there is a need to train students on how to use the libraries and also change students' perception regarding the library to reduce the level of anxiety. This study was conducted in Egypt and Saudi Arabia the level of library anxiety and the factors that may affect the students may vary in other countries.