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121.
Classifying Amharic webnews 总被引:1,自引:1,他引:0
Lars Asker Atelach Alemu Argaw Björn Gambäck Samuel Eyassu Asfeha Lemma Nigussie Habte 《Information Retrieval》2009,12(3):416-435
We present work aimed at compiling an Amharic corpus from the Web and automatically categorizing the texts. Amharic is the
second most spoken Semitic language in the World (after Arabic) and used for countrywide communication in Ethiopia. It is
highly inflectional and quite dialectally diversified. We discuss the issues of compiling and annotating a corpus of Amharic
news articles from the Web. This corpus was then used in three sets of text classification experiments. Working with a less-researched
language highlights a number of practical issues that might otherwise receive less attention or go unnoticed. The purpose
of the experiments has not primarily been to develop a cutting-edge text classification system for Amharic, but rather to
put the spotlight on some of these issues. The first two sets of experiments investigated the use of Self-Organizing Maps
(SOMs) for document classification. Testing on small datasets, we first looked at classifying unseen data into 10 predefined
categories of news items, and then at clustering it around query content, when taking 16 queries as class labels. The second
set of experiments investigated the effect of operations such as stemming and part-of-speech tagging on text classification
performance. We compared three representations while constructing classification models based on bagging of decision trees
for the 10 predefined news categories. The best accuracy was achieved using the full text as representation. A representation
using only the nouns performed almost equally well, confirming the assumption that most of the information required for distinguishing
between various categories actually is contained in the nouns, while stemming did not have much effect on the performance
of the classifier.
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Lemma Nigussie HabteEmail: |
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Kevin J. Boudreau Lars Bo Jeppesen Toke Reichstein Francesco Rullani 《Research Policy》2021,50(7):104264
The bulk of today's (“preorder-,” “reward-,” “gift-,” and “donation-based”) crowdfunding raises funds for small, private entrepreneurial ventures without granting funders private claims to the projects’ income or the ability to guarantee the realization and delivery of project outcomes. We theorize and show empirically – via a mixed-method approach applied to a representative and remarkably informative case – that the payoff structure for crowdfunders, akin to a public good contribution problem, leads to the tangible value of main project outputs exerting little influence on contributions to crowdfunding. This then raises the question of which funder motivations fund seekers may have to address to crowdfund their projects. We demonstrate the especially large role of non-pecuniary motivations and pinpoint three particular motivations that profit-seeking entrepreneurs may stimulate to be financed through crowdfunding. The findings hold important implications for entrepreneurs’ crowdfunding strategies, platform design, and our understanding of how this funding institution works in general. The study also adds to emerging research on the implications of the public good nature of crowdfunding. 相似文献
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Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《Cultural Studies of Science Education》2014,9(3):755-786
The paper presents results from a longitudinal study of students’ decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students’ transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students’ choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students’ negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences. 相似文献
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Jenßen Lars Möller Regina Eilerts Katja Roesken-Winter Bettina 《Educational Studies in Mathematics》2022,110(3):435-455
Educational Studies in Mathematics - Emotions play an essential role in pre-service teachers’ competence development, particularly in mathematics. However, the emotion of shame in mathematics... 相似文献
126.
Peer Problems and Hyperactivity–Impulsivity Among Norwegian and American Children: The Role of 5‐HTTLPR 下载免费PDF全文
Frode Stenseng Zhi Li Jay Belsky Beate W. Hygen Vera Skalicka Ismail C. Guzey Lars Wichstrøm 《Child development》2018,89(2):509-524
Peer problems are linked to attention deficit hyperactivity disorder (ADHD) symptoms and the serotonin system is thought to be involved in ADHD‐related behavior. Hence, from a Gene × Environment perspective, the serotonin transporter 5‐HTTLPR may play a moderating role. In two large community samples, the moderating role of 5‐HTTLPR was examined related to more hyperactivity–impulsivity symptoms (HI symptoms) predicted by more peer problems. In Study 1, involving 642 Norwegian children, results indicated that for s‐allele carriers only, caregiver‐reported peer problems at age 4 predicted more parent‐reported HI symptoms at age 6. In Study 2, similar results emerged involving 482 American children. Discussion focuses on differential sensitivity to the adverse effects of poor peer relations. 相似文献
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Oda Bjørklund Lars Wichstrøm Clare H. Llewellyn Silje Steinsbekk 《Child development》2019,90(6):e803-e818
Eating more or eating less in response to negative emotions, called emotional over- and undereating, is common in children, but research on the etiology of these behaviors is in its infancy. Drawing on a large, representative community sample of Norwegian children followed up on a biennial basis from 6 to 10 years of age (analysis sample: n = 802), child and contextual predictors (i.e., child temperament, depression symptoms, serious life events, family functioning, parental sensitivity and structuring) of change in emotional over- and undereating were examined. Results revealed that low (temperamental) soothability and less parental structuring at age 6 predicted increased emotional overeating at age 10 and that lower family functioning at age 6 predicted more emotional undereating during the same period. 相似文献
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Lars Kajlert 《Educational Media International》2013,50(2-3):111-118
The National Action Programme, for information and communication technologies in the classroom is a unique effort by the Government to help safeguard equivalent standards and quality between schools. The national curricula adopted in 1992 prescribes a change of focus from teaching to learning. In this change ICT can be a powerful tool for learning and as such promote the transition. Evaluations of ICT projects in schools provide strong evidence that only when the organisation of work has been changed can the introduction of ICT fully support the children's learning. Le programme d’action national pour les TIC dans les écoles suédoises. Le programme national d'action pour les TIC dans les classes constitue de la part du Gouvernement une tentative unique pour maintenir des standards et une qualité équivalente entre les écoles. Le curriculum national adopté en 1992 prescrit un changement d'intérêt – de point de vue – de l'enseignement vers l'apprentissage. Les TIC peuvent devenir un outil particulièrement efficace pour soutenir l'apprentissage et peuvent donc jouer un rÔle important dans cette évolution. Les évaluations des projets d'école intégrant les TIC mettent cependant en évidence le fait que l'introduction des TIC ne soutient réellement l'apprentissage que si l'organisation du travail a elle aussi été changée. Das nationale Aktionsprogramm für ICT (Information and Communcation Technologies) an schwedischen Schulen. as nationale Aktionsprogramm für Informations- und Kommunikationstechnologien in der Schule ist eine einzigartige Anstrengung der schwedischen Regierung, gleichwertigen Standard und Qualität zwischen den Schulen sicherzustellen. Der 1992 übernommene nationale Lehrplan schreibt einen Positionswechsel vom lehren zum lernen vor. In diesem Uebergang kann ICT ein wertvolles Instrument für die neue Entwicklung in der Bildung sein. Analysen von ICT Projekten an Schulen liefern den sicheren Beweis, Organisation des Unterrichts entsprechend modifiziert wurde. dass ICT die Ausbildung der Schüler im vollen Umfang unterstützen kann, sobald die 相似文献
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