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1.
Minh-Tien Nguyen Viet Cuong Tran Xuan Hoai Nguyen Le-Minh Nguyen 《Information processing & management》2019,56(3):495-515
In the context of social media, users usually post relevant information corresponding to the contents of events mentioned in a Web document. This information posses two important values in that (i) it reflects the content of an event and (ii) it shares hidden topics with sentences in the main document. In this paper, we present a novel model to capture the nature of relationships between document sentences and post information (comments or tweets) in sharing hidden topics for summarization of Web documents by utilizing relevant post information. Unlike previous methods which are usually based on hand-crafted features, our approach ranks document sentences and user posts based on their importance to the topics. The sentence-user-post relation is formulated in a share topic matrix, which presents their mutual reinforcement support. Our proposed matrix co-factorization algorithm computes the score of each document sentence and user post and extracts the top ranked document sentences and comments (or tweets) as a summary. We apply the model to the task of summarization on three datasets in two languages, English and Vietnamese, of social context summarization and also on DUC 2004 (a standard corpus of the traditional summarization task). According to the experimental results, our model significantly outperforms the basic matrix factorization and achieves competitive ROUGE-scores with state-of-the-art methods. 相似文献
2.
Phillippo Kate Griffin Briellen Del Dotto B. Jacob Lennix Crystal Tran Ha 《The Urban Review》2021,53(4):591-616
The Urban Review - School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents’ promises of equitable educational... 相似文献
3.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
4.
Ethene/norbornene copolymerization by the catalyst system [Me2Si(3-tertBuCp)(NtertBu)]TiCl2/MAO was investigated in detail at 30 °C, 60 °C, and 90 °C. A mass flow controller was used in this work to obtain kinetic
data and investigate temperature's effects on activity, norbornene incorporation, copolymerization parameter, microstructure,
glass transition temperature, and molar masses were described. High copolymerization valuesr
ξ and high alternation are determined. The number of isotactic alternating sequences is much higher than that of the syndiotactic
alternating sequences. 相似文献
5.
2-year-old children interacted with a robot in a large playroom while their mother sat quietly in the corner. Identical vocalizations from the robot had very different effects on 3 dimensions of the children's behavior when the vocalizations were embedded in reciprocating and nonreciprocating social structures. The reciprocating robot produced (1) more topic-maintaining verbal dialogue, (2) less physical and more linguistically mediated social play, and (3) gender-specific effects on the children's tendency to visually reference their mother during the play session. The data are discussed with reference to the frequently encountered assumption that reciprocal social structures have an impact on children's behavior when the quantity and other qualitative dimensions of social stimulation are held constant, and with reference to the children's attributions about the robot as a social partner. 相似文献
6.
Efficient lysis is critical when analyzing single cells in microfluidic droplets, but existing methods utilize detergents that can interfere with the assays to be performed. We demonstrate robust cell lysis without the use of detergents or other chemicals. In our method, cells are exposed to electric field immediately before encapsulation in droplets, resulting in cell lysis. We characterize lysis efficiency as a function of control parameters and demonstrate compatibility with enzymatic assays by measuring the catalysis of β-glucosidase, an important cellulase used in the conversion of biomass to biofuel. Our method enables assays in microfluidic droplets that are incompatible with detergents. 相似文献
7.
Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
8.
In June 2015, Melissa Harris-Perry infamously analogized the possibility of trans-Black identity to the reality of transgender identity. Such analogies happen often and are used mostly for the benefit of learning about a less familiar form of identity. Building from a recent article by Suthakaranm, Filsinger, and White (2013) that presented a compelling argument for the use of analogies as an experiential learning tool in multicultural education, we advance the conversation by distinguishing a particular form of analogies: identity analogies. We explore the benefits and challenges of utilizing identity analogies as a tool for multicultural educators within U.S. higher education. 相似文献
9.
Thi Tuyet Tran 《Journal of Education & Work》2015,28(3):207-227
Graduate employability has become an issue in Vietnam since many university students do not satisfy the needs of employers. Universities often receive the strongest criticism on the poor employability assets graduates possess. The ill-preparation of university graduates is considered the result of the out dated and irrelevant curriculum in the higher education system, of the traditional teaching methods and the absent of career guidance in most universities. This article, however, aims to challenge this common criticism that university is to blame for the ill-preparation for employment of its graduates. By conducting a qualitative research inviting the voices of both students and employers on the issue, this article wants to address a wider context and circumstance and also the related issues surrounding the transition from university to work of Vietnamese university graduates. It suggests that not only universities, but also students, employers and other related stakeholders (i.e. student’s family, government and educational policy makers) should acknowledge the changes in society, should be aware of the cultural features at work, and should see their responsibility in the process. They all should make an effort to create mutual understanding, to collaborate and to enhance the development of graduate employability in the Vietnamese context. 相似文献
10.