Investigating and extending the methods in automated opinion analysis through improvements in phrase based analysis

Opinion analysis is an area of research which deals with the computational treatment of opinion statement and subjectivity in textual data. Opinion analysis has emerged over the past couple of decades as an active area of research, as it provides solutions to the issues raised by information overload. The problem of information overload has emerged with the advancements in communication technologies which gave rise to an exponential growth in user generated subjective data available online. Opinion analysis has a rich set of applications which are used to enable opportunities for organisations such as tracking user opinions about products, social issues in communities through to engagement in political participation etc.The opinion analysis area shows hyperactivity in recent years and research at different levels of granularity has, and is being undertaken. However it is observed that there are limitations in the state-of-the-art, especially as dealing with the level of granularities on their own does not solve current research issues. Therefore a novel sentence level opinion analysis approach utilising clause and phrase level analysis is proposed. This approach uses linguistic and syntactic analysis of sentences to understand the interdependence of words within sentences, and further uses rule based analysis for phrase level analysis to calculate the opinion at each hierarchical structure of a sentence. The proposed opinion analysis approach requires lexical and contextual resources for implementation. In the context of this Thesis the approach is further presented as part of an extended unifying framework for opinion analysis resulting in the design and construction of a novel corpus. The above contributions to the field (approach, framework and corpus) are evaluated within the Thesis and are found to make improvements on existing limitations in the field, particularly with regards to opinion analysis automation. Further work is required in integrating a mechanism for greater word sense disambiguation and in lexical resource development

Improving Neural Question Answering with Retrieval and Generation

Text-based Question Answering (QA) is a subject of interest both for its practical applications, and as a test-bed to measure the key Artificial Intelligence competencies of Natural Language Processing (NLP) and the representation and application of knowledge. QA has progressed a great deal in recent years by adopting neural networks, the construction of large training datasets, and unsupervised pretraining. Despite these successes, QA models require large amounts of hand-annotated data, struggle to apply supplied knowledge effectively, and can be computationally ex- pensive to operate. In this thesis, we employ natural language generation and information retrieval techniques in order to explore and address these three issues. We first approach the task of Reading Comprehension (RC), with the aim of lifting the requirement for in-domain hand-annotated training data. We describe a method for inducing RC capabilities without requiring hand-annotated RC instances, and demonstrate performance on par with early supervised approaches. We then explore multi-lingual RC, and develop a dataset to evaluate methods which enable training RC models in one language, and testing them in another. Second, we explore open-domain QA (ODQA), and consider how to build mod- els which best leverage the knowledge contained in a Wikipedia text corpus. We demonstrate that retrieval-augmentation greatly improves the factual predictions of large pretrained language models in unsupervised settings. We then introduce a class of retrieval-augmented generator model, and demonstrate its strength and flexibility across a range of knowledge-intensive NLP tasks, including ODQA. Lastly, we study the relationship between memorisation and generalisation in ODQA, developing a behavioural framework based on memorisation to contextualise the performance of ODQA models. Based on these insights, we introduce a class of ODQA model based on the concept of representing knowledge as question- answer pairs, and demonstrate how, by using question generation, such models can achieve high accuracy, fast inference, and well-calibrated predictions

A comparative study on scientific approaches for Center of Excellence in TVET sector under the scientific aspect of the demands in Thai Education System

This research offers an essential enlightenment for a better understanding towards the significance to establish the Center of Excellence for Technical Vocational Education and Training (CoE for TVET), especially in vocational education. It analyzes and synthesizes the data from the existing academic and commercial sources based on the fact that, in most cases, “excellence” is referred to as a foundation term for competitions. Many entities being recognized as or perceived by target audiences in business conduct as “excellent”, are generally “abstract”. In practice, there are only a few entities actually worthy of a true “excellence” judging by appropriate criteria—having “concrete” evidence of activities and components. Exemplifying an existing Center of Excellence would promote a better understanding both in terms of definition and its characteristics. The researcher focuses on conducting comparative research that combines with qualitative and case studies, with an important goal of acquiring 'new definition, new knowledge and specialized practical guidelines related to the CoE for TVET', and to invent a set of practices that will lead to answering of these key questions: • What is 'CoE for TVET'? How many types are they of ? • How is it currently recognized for the 'CoE in TVET' ? • What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” This is to provide in-depth research that can be beneficial to the public and visualized clearly worldwide. As per the mentioned aims, comparative case studies between different countries are required. There are neither much studies in the world which clearly proposed the definition; the identification and the demonstration of the applied practical guidelines nor in the dimension of excellence of TVET education management because all that exists are the context of excellence in business and nor in education sector that are often referred particularly to the level of Higher Education and that the basic education cannot be applied to TVET because of its being of different context. In each topic, the researcher clarified points of information including the perception, access, and maintenance of excellence. There shall be further discussion on the classification of all globally existing centers of excellence which is based on perception, presentation, and public understanding in conclusion. Once the foregoing section has been thoroughly accomplished, the next step is accessing the process and techniques of pursuing elements and characteristics that CoE in TVET at least should have by relying on techniques and principles called “Benchmarking+USP” that the researcher has developed recently based on the understanding that 'Apart from being superior to general standard and quality, that is, - no ordinary - ; having a status of excellence, the center of excellence, no matter operating or providing services in any regards, must have a unique identity and distinctiveness that should be as close as possible to -the top-notch – in that particular area.' To be an example case, the researcher had selected the 'Benching Partner' which is recognized for achieving excellence in service providing and educational management in the field of TVET: GTDEE and TGPES, as the answer of the research items that say: • How will there be techniques or processes in the pursuit of components, attributes that indicate the status of excellence of TVET CoE? • Are there any examples of centers of excellence or comparable organizations existing in Thailand? And how do those organizations have the required elements and characteristics of excellence? The final essence, therefore, is studying and striving for the needs in various dimensions regarding the establishment of the Center of excellence in TVET that is able to response to the demands of society for teaching and learning management of the Thai vocational education sector in the points of view of the sample groups --the direct stakeholders--, thus leading to answering the question in the endmost part of the research, that is: In what dimension does Thailand need TVET Center of Excellence? These will be beneficial suggestion to the relevant sectors in Thailand or those wishing to learn, study extensively on the basis of substantial findings delivered by this research.:Tabel of contents Abstract ii Acknowledgements iv Dedication vi Table of contents vii List of Figures xi List of Tables xii List of Abbreviations xiii Chapter 1: Introduction 1 1.1 Background and Importance 1 1.2 Definition of Excellence 1 1.3 Thailand's vocational education policies in the direction of excellence development 6 1.4 Research Question 11 1.5 Hypotheses 12 1.6 Purpose of research 13 1.7 Method and Scope of the Research 14 Chapter 2: Quality - Matters behind the scenes of excellence for vocational education 16 2.1 Definition and dimension of quality in the VET sector 16 2.2 “Quality” an impact factor of excellence in VET 19 2.3 Quality approaches: Strategies to improve excellence status 23 2.3.1 The Juran Quality Trilogy: Basic architect of Quality Management 24 2.3.2 Approaches to quality and quality objectives 25 Chapter 3: Centre of Vocational Excellence (CoVE) 32 3.1 How to understand the characteristics and definition of “CoVE” ? 32 3.2 Classic Excellence Approaches 36 3.3 Modern Excellence Approach and Education: EFQM – MBNQ 39 3.4 SEM &TVET Excellence Journey: The Singapore Experience 41 3.4.1 EFQM- MBNQA: The Foundation of the School Excellence Model 41 3.4.2 TVET Excellence Journey 43 Chapter 4: Conceptual Innovation: The Basic Approach to Establishing TVET-CoE Using Benchmarking+UPS 49 4.1 Level Analysis - Policy Examining: First Things to be Aware and Considered 50 4.2 Benchmarking: Learn from other sources, seek Best Practices, and adapt for excellence 53 4.2.1 Popularity and Definition 53 4.2.2 Type and scope 56 4.2.3 The benchmarking process: The Xerox way 57 4.3 Innovative concept: Establising TVET CoE based on excellence using Benchmarking+USP 61 4.3.1 Benchmarking and Vocational Development 61 4.3.2 Input, process and output/outcome: Benchmarking indicators 62 4.3.3 Outputs, outcomes and impacts: “The results chain in modern system” 64 4.3.4 Combining UPS and Benchmarking for TVET CoE under Blue Ocean 67 Chapter 5: Comparative case studies via adaptation of benchmarking technique to identify excellence based on scientific approach 70 5.1 Introduction: Principles of Case Studies Consideration 70 5.2 Analysis: Dual system, a new issue in Thailand - Why GTDEE? 72 5.2.1 Agricultural era and the advent of “Dual system” 72 5.2.2 Factory in school: Utilizing as a makeshift until deep-rooted and falling off from the ideal 74 5.2.3 Subsequent problems of practice that falls off the frame 75 5.2.4 What GTDEE show? - Pull the consciousness of the Thai vocational to look at the original “Dual system” 77 5.3 The application of Benchmarking+USP techniques to pursue unique excellence between GTDEE and TGPES 81 5.3.1 Scope and Basic norms of conducting the study 81 5.3.2 Enter the process of Benchmarking+USP 82 Chapter 6: Benchmarking+USP results conducted through information and views from executives of Benching Partner 91 6.1 Preliminary data and comments of Benching Partner about “TVET Excellence” 91 6.1.1 Personal information of the representatives of Benching Partner 91 6.1.2 Basic understanding of Excellence and Centres of Excellence 92 6.1.3 Awareness, experience, perspective and understanding of CoE for TVET 93 6.1.4 Suggestions and others 95 6.2 Results of exercising Benchmarking+USP based on the designed templates 96 6.3 SWOT analysis: a summary of the results of Benchmarking+USP to pursue excellence 105 6.3.1 Strengths 105 6.3.2 Opportunities 107 6.3.3 Weaknesses 108 6.3.4 Threats 109 Chapter 7: Understanding and demands for the CoE for TVET in Thailand: A case study from a sample group of 102 stakeholders 113 7.1 Introduction 113 7.2 The statistics used in the research and testing of the hypothesis 115 7.3 Personal information and basic information 116 7.4 Basic understanding of Excellence and Centres of Excellence 119 7.5 Awareness, experience, perspective and understanding of CoE for TVET 127 7.6 Suggestions and others 132 Chapter 8: Summary of body of knowledge and Suggestions 137 8.1 Understanding Excellence, CoE and CoE in TVET 137 8.1.1 Definition of excellence and CoE 137 8.1.2 SEM &TVET Excellence Journey: The Singapore Experience 139 8.2 Classification of definition by type and characteristics of “CoE for TVET” 140 8.3 Utilization Techniques and Guidelines for Benchmarking+USP within BOS in Identifying Distinct Excellence for CoEs in TVET 142 8.4 Examples of characteristics of excellence of the TVET CoE in Thailand 145 8.5.1 Factors making contribution to enhance journey toward organizational excellence 146 8.5.2 Perspectives on the mission of CoF for TVET 147 8.5.3 Demand for CoE of TVET in Thailand based-on the opinions of the sample groups 148 References 150 Internet sources 158 Appendix I: Benchmarking+USP templates 159 Appendix II: Questionnaire 17