Text summarization using Wikipedia

Automatic text summarization has been an active field of research for many years. Several approaches have been proposed, ranging from simple position and word-frequency methods, to learning and graph based algorithms. The advent of human-generated knowledge bases like Wikipedia offer a further possibility in text summarization – they can be used to understand the input text in terms of salient concepts from the knowledge base. In this paper, we study a novel approach that leverages Wikipedia in conjunction with graph-based ranking. Our approach is to first construct a bipartite sentence–concept graph, and then rank the input sentences using iterative updates on this graph. We consider several models for the bipartite graph, and derive convergence properties under each model. Then, we take up personalized and query-focused summarization, where the sentence ranks additionally depend on user interests and queries, respectively. Finally, we present a Wikipedia-based multi-document summarization algorithm. An important feature of the proposed algorithms is that they enable real-time incremental summarization – users can first view an initial summary, and then request additional content if interested. We evaluate the performance of our proposed summarizer using the ROUGE metric, and the results show that leveraging Wikipedia can significantly improve summary quality. We also present results from a user study, which suggests that using incremental summarization can help in better understanding news articles.     

知识管理自学习案例平行结构体方面相似度模型

为建立知识管理系统的自学习与自组织机制,本文将基于案例推理的技术思想引入知识管理自学习子系统,对知识管理自学习案例的平行结构体方面相似度进行系统而深入地研究。首先,论文对相关文献进行述评,阐明了本文研究的出发点,诠释了知识管理自学习案例平行结构体方面的内涵及其特征;继而,分七种情况深入讨论了平行结构体方面维度相似度的计算方法,并在此基础上提出了方面相似度的计算策略;最后,通过算例分析了相关技术策略与实施细节。     

A Dual-Pointer guided transition system for end-to-end structured sentiment analysis with global graph reasoning

Structured sentiment analysis is a newly proposed task, which aims to summarize the overall sentiment and opinion status on given texts, i.e., the opinion expression, the sentiment polarity of the opinion, the holder of the opinion, and the target the opinion towards. In this work, we investigate a transition-based model for end-to-end structured sentiment analysis task. We design a transition architecture which supports the recognition of all the possible opinion quadruples in one shot. Based on the transition backbone, we then propose a Dual-Pointer module for more accurate term boundary detection. Besides, we further introduce a global graph reasoning mechanism, which helps to learn the global-level interactions between the overlapped quadruples. The high-order features are navigated into the transition system to enhance the final predictions. Extensive experimental results on five benchmarks demonstrate both the prominent efficacy and efficiency of our system. Our model outperforms all baselines in terms of all metrics, especially achieving a 10.5% point gain over the current best-performing system only detecting the holder-target-opinion triplets. Further analyses reveal that our framework is also effective in solving the overlapping structure and long-range dependency issues.     

功能高分子材料课程的教学实践与探索

功能高分子材料是高分子专业主要的专业课程,它建立在高分子物理、高分子化学等相关学科的基础上,与化工、环境、信息、物理、医学、生物等学科存在广泛的交叉融合,是当前高分子学科中发展最为迅速的领域之一。功能高分子材料具有种类繁多、知识体系复杂、知识更新快等特点,对课堂教学提出了较高的要求。笔者根据自身的教学经验探讨如何较好地开展教学实践并采取相应的教学改革措施。     

西林小学少儿男子乒乓球运动员专项素质与技术综合评价研究

为探索一条乒乓球传统运动学校少儿男子运动员训练的成功经验，本研究选择了14项专项素质和技术指标进行研究，运用聚类分析找出影响少儿运动员专项素质和技术的典型指标，计算典型指标中的专项素质和技术的权重值(Ri)，得出专项素质和技术在训练中所应占的百分比，制定出一套对典型指标进行单因素评价和多因素综合评价模型，为传统学校少儿乒乓球运动的科学训练和选材评价提供科学、客观的依据。     

Accounting for structure and agency in ‘close-up’ research on teaching,learning and assessment in higher education

This paper examines research into teaching, learning and assessment (TLA) in higher education in terms of structure and agency. It argues that although issues of structure and agency are seen as crucial in social theory, they are very little discussed in research into TLA in higher education and that a consideration of structure and agency raises some important questions about this research and the quality of the explanations that it generates. It is therefore time to reconsider this research from the standpoint of structure and agency so that more sophisticated approaches to researching, and generating explanations of, teaching, learning and assessment in higher education can be developed.     

The Greek elementary “What Is Happening In this Class?” (G-EWIHIC): A three-phase multi-sample mixed-methods study

Students’ perceptions of their classroom psycho-social climate (CPSC) have been found to relate significantly to students’ learning outcomes. The What Is Happening In this Class? (WIHIC) being one of most prominent instruments in measuring these perceptions. The purpose of the present study was to thoroughly examine the structure of preadolescents’ perceptions of the CPSC, through an elaborate mixed-methods three-phase design, in the Greek elementary school context. The study included semi-structured interviews with students and teachers, and two large-scale administrations of the qualitatively adapted WIHIC version. Both qualitative and quantitative results supported the seven-subscale structure of the instrument and identified potential issues with the conceptual content of two of the subscales. Quantitative findings also supported the theoretical second-order factorial structure of the instrument, but with different subscale allocation. The advantages of mixed-methodology in the cross-cultural examination of student’s perceptions of the learning environment and implications for research are discussed.     

基于软件体系结构的管理信息系统模型

在软件体系结构理论的指导下，提出了一个面向企业管理信息系统、具有层次体系结构风格的在一定范围内通用的管理信息系统软件体系结构模型GMISA。     

Effects of coaching on teacher use of sociocultural instructional practices

This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed.