Product review summarization through question retrieval and diversification

Product reviews have become an important resource for customers before they make purchase decisions. However, the abundance of reviews makes it difficult for customers to digest them and make informed choices. In our study, we aim to help customers who want to quickly capture the main idea of a lengthy product review before they read the details. In contrast with existing work on review analysis and document summarization, we aim to retrieve a set of real-world user questions to summarize a review. In this way, users would know what questions a given review can address and they may further read the review only if they have similar questions about the product. Specifically, we design a two-stage approach which consists of question selection and question diversification. For question selection phase, we first employ probabilistic retrieval models to locate candidate questions that are relevant to a given review. A Recurrent Neural Network Encoder–Decoder is utilized to measure the “answerability” of questions to a review. We then design a set function to re-rank the questions with the goal of rewarding diversity in the final question set. The set function satisfies submodularity and monotonicity, which results in an efficient greedy algorithm of submodular optimization. Evaluation on product reviews from two categories shows that the proposed approach is effective for discovering meaningful questions that are representative of individual reviews.     

Photography

Alexander Gardner, Gardner's Photographic Sketch Book of the Civil War (original edition 1866, reissued in 1959, $4.50, 224 pp.)

Ray Meredith, Mr. Lincoln's Cameraman: Mathew B. Brady (original edition 1946, reissued in slightly revised form in 1974, $6.95, 368 pp.)

Mary Black, Old New York in Early Photographs: 1853-1901 (new publication in 1973 (not a reprint), $6.00, 228 pp.)

Berenice Abbott, New York in the Thirties (original edition 1939, reissued 1973, $3.50, 100 pp.)

William Welling's Collector's Guide to Nineteenth Century Photographs (New York: Macmillan, 1976---$15.95/7.95)

Weston J. Naef and James N. Wood's Era of Exploration: The Rise of Landscape Photography in the American West: 1860---1885 (Boston: New York Graphic Society, 1975---S25.00)

James L. Lager's Leica Illustrated Guide: 1925-1975 (Dobbs Ferry, N.Y.: Morgan and Morgan, Inc., 1975---$7.95, paper)

Mark Jacobs and Ken Kokrda's Photography in Focus (Skokie, Ill.: National Textbook Co., 1975---price not given, paper; with a "Curriculum Guide for Photography" instructor's manual available as well)

Claus-Peter Sdhmid's Photography for Artists and Craftsmen (New York: Van Nostrand Reinhold, 1975---$9.95)     

Talent,Schmalent: An Instructional Design/Action Research Framework for the Professionalization of Teaching in Academic Libraries

When myths become canonical beliefs within a professional culture, they can have a profound impact on professional practice. In this paper we identify as a pernicious educational myth the belief that the ability to teach well is a naturally occurring innate talent or skill. The first two sections of the paper aim to demonstrate (i) that the concept of the naturally gifted teacher is a myth based on factually incorrect assumptions about expertise development and (ii) that this myth has several major negative implications for professional practices around teaching in academic libraries. We then we draw on the education literature to offer an alternative model for the cultivation of teaching excellence, an instructional design/action research framework that prioritizes ‘deliberative’ practice over innate talent. We close with suggestions for how academic librarians and library administrators can implement this framework within their institutions.     

Peer collaboration: the relation of regulatory behaviors to learning with hypermedia

Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students learn with these environments? Little research looking closely at face-to-face peer collaboration with computer learning environments exists. Utilizing a social-cognitive theoretical framework, this study investigated the relation between the conceptual-knowledge learning and the collaborative regulatory behaviors of students working with a peer as they studied about the human circulatory system using a hypermedia CLE. Fifty-four high-school students from the East Coast of the United States were audiotaped to identify the collaborative regulatory behaviors they evidenced as they studied. Results revealed significant correlations among students’ proportion of categories of regulatory behaviors and their learning gains (from pretest to posttest). Moreover, qualitative analyses revealed particular behaviors that larger-gain collaborative pairs engaged in to a greater extent than smaller-gain pairs as they learned with the hypermedia environment.     

Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.