Social media opinion summarization using emotion cognition and convolutional neural networks

Quickly and accurately summarizing representative opinions is a key step for assessing microblog sentiments. The Ortony-Clore-Collins (OCC) model of emotion can offer a rule-based emotion export mechanism. In this paper, we propose an OCC model and a Convolutional Neural Network (CNN) based opinion summarization method for Chinese microblogging systems. We test the proposed method using real world microblog data. We then compare the accuracy of manual sentiment annotation to the accuracy using our OCC-based sentiment classification rule library. Experimental results from analyzing three real-world microblog datasets demonstrate the efficacy of our proposed method. Our study highlights the potential of combining emotion cognition with deep learning in sentiment analysis of social media data.     

Automatic thematic classification of election manifestos

We digitized three years of Dutch election manifestos annotated by the Dutch political scientist Isaac Lipschits. We used these data to train a classifier that can automatically label new, unseen election manifestos with themes. Having the manifestos in a uniform XML format with all paragraphs annotated with their themes has advantages for both electronic publishing of the data and diachronic comparative data analysis. The data that we created will be disclosed to the public through a search interface. This means that it will be possible to query the data and filter them on themes and parties. We optimized the Lipschits classifier on the task of classifying election manifestos using models trained on earlier years. We built a classifier that is suited for classifying election manifestos from 2002 onwards using the data from the 1980s and 1990s. We evaluated the results by having a domain expert manually assess a sample of the classified data. We found that our automatic classifier obtains the same precision as a human classifier on unseen data. Its recall could be improved by extending the set of themes with newly emerged themes. Thus when using old political texts to classify new texts, work is needed to link and expand the set of themes to newer topics.     

Sports-based Text Sets: Fostering Critical Literacy at the Intersections of Sport and Society

Sports culture is central to the lives of many students, whether they participate in athletic competitions or sports fandom. Unfortunately, sports culture also reflects many sociopolitical issues and inequities that impinge upon our greater society in the present day (e.g., domestic violence, racism). For those reasons, sports-based text sets—diverse collections of texts about figures, events, and happenings in sports culture—stand to support teachers in honoring students' knowledge of and interests in sports culture while also facilitating critical literacy practices through the investigation of inequities that ail both sport and society. This article introduces the notion of a sports-based text set, addresses the types of texts that might be featured in such a set, and presents ideas for exploring specific texts with students, using the issue of inequitable compensation for male and female athletes as an example.     

Spontaneous spatial strategy use in learning from scientific text

Two studies explored the role of the spontaneous use of spatial note-taking strategies (i.e., creating maps and drawings) and spatial ability in learning from a scientific passage. In Study 1, college students read and took notes by hand on a 10-paragraph scientific passage about the human respiratory system. Students tended to use verbal strategies such as lists (on 48% of the paragraphs), outlines (29%) and running text (15%), but also used spatial strategies such as maps (28%) and drawings (11%). Regression analyses indicated that spatial ability and the use of spatial strategies (maps or drawings) significantly predicted learning outcomes, with spatial strategy use explaining additional variance beyond spatial ability. In Study 2, students read the same scientific passage and took notes either by hand on paper (paper group), by hand on a large whiteboard (whiteboard group), or on a laptop computer (computer group). A similar general pattern as Study 1 was found for the paper group, but this pattern was not found for the computer or whiteboard groups, suggesting that the relationships found in Study 1 might depend on the note-taking medium. Results also indicated that students in the paper and whiteboard groups spontaneously used more spatial strategies, whereas the computer group tended to use verbal strategies (i.e., words only), suggesting that different note-taking contexts encourage different strategies.     

存在与生成:基于文本接受的教学认识逻辑

文本是客观世界所呈现出的本体存在与应然样态。作为教学的文本具有客观性、接受性与认同性。由于对先验内容的观念体认,召唤结构的内发生成,共生互融的认同语境,使通过文本的教学得以可能。基于文本接受的教学认识逻辑,应回归知识本体,对文本进行由博返约;激发召唤结构,生发基于作品的动态文本;追寻期待视野,涵育共生性的对话交往,从而实现主体与文本的共存。     

垃圾邮件过滤系统模型的研究与设计

邮件过滤是反垃圾邮件的一种重要方法,其中基于邮件内容的过滤又是一种重要的、有效的过滤手段.基于电子邮件是一种半结构化的数据,并且,电子邮件中主要包括的是文本信息,因此,本文将文本挖掘的分类技术和方法引入到邮件过滤系统模型中,以实现对垃圾邮件的过滤.     

A text to speech interface for Universal Digital Library

INTRODUCTION The objective of Universal Digital Library (UDL) is to capture all books in digital format (Universal Digital Library, 2005; Digital Library of India, 2005). Most of the digital information present in the digital world is accessible to a few who can read or under- stand a particular language. Language technologies can provide solutions in the form of natural interfaces so that digital content can reach the masses and fa- cilitate the exchange of information across differe…     

网络舆情监控系统中的主题帖自动标引及情感倾向分析研究

本研究以逸仙时空BBS为舆情信息源,对需要关注的帖子进行情感倾向性分析的探索性研究,设计了主题帖自动标引和情感倾向性分析策略,并对主题帖自动标引结果、倾向性人工判断与自动分析的结果进行对比。     

Competing priorities: Singaporean teachers’ perspectives on critical literacy

This paper explores a group of Singaporean English language teachers’ knowledge and beliefs about critical literacy as well as their perspectives on how best to teach literacy and critical literacy in Singapore schools. A face-to-face survey was conducted among 58 English language teachers by using open-ended questions. The survey covered various topics related to literacy instruction including text decoding, meaning construction, and critical analysis of texts. The participating teachers believed strongly that reading and writing are transactional and interactional practices. However, they were less certain in their beliefs about teaching critical literacy including the critical, analytical and evaluative aspects of text reading. Some teachers saw a conflict between using time on teaching critical literacy and preparing students to pass their exams. As critical literacy is not a requirement at exams, they found it difficult to justify using time teaching it. The results suggest that the teachers’ belief systems are strongly influenced by the broad macro-structure of the educational system in Singapore and their own educational experiences.