How Good Is Popularity? Summary Grading in Crowdsourcing

ABSTRACT In this paper, we applied the crowdsourcing approach to develop an automated popularity summary scoring, called wild summaries. In contrast, the golden standard summaries generated by one or more experts are called expert summaries. The innovation of our study is to compute LSA (Latent Semantic Analysis) similarities between target summary and wild summaries rather than expert summaries. We called this method CLSAS, i.e., crowdsourcingbased LSA similarity. We evaluated CLSAS by comparing it with other approaches, Coh-Metrix language and discourse features and LIWC psychometric word measures. Results showed that CLSAS alone could explain 19% of human summary score, which was equivalent to the variance explained by dozens of language and discourse features and/or the word features. Results also showed that adding language and/or word features to CLSAS increased small additional correlations. Findings imply that crowdsourcing-based LSA similarity approach is a promising method for automated summary assessment

Combining Hierachical VAEs with LLMs for clinically meaningful timeline summarisation in social media

We introduce a hybrid abstractive summarisation approach combining hierarchical VAE with LLMs (LlaMA-2) to produce clinically meaningful summaries from social media user timelines, appropriate for mental health monitoring. The summaries combine two different narrative points of view: clinical insights in third person useful for a clinician are generated by feeding into an LLM specialised clinical prompts, and importantly, a temporally sensitive abstractive summary of the user's timeline in first person, generated by a novel hierarchical variational autoencoder, TH-VAE. We assess the generated summaries via automatic evaluation against expert summaries and via human evaluation with clinical experts, showing that timeline summarisation by TH-VAE results in more factual and logically coherent summaries rich in clinical utility and superior to LLM-only approaches in capturing changes over time

Needed: A Rewrite

Proposed far-reaching changes in the Federal Rules of Evidence are of major practical significance to every lawyer involved in the criminal justice process. The proposed changes are contained in a recent report by the American Bar Association Criminal Justice Section\u27s Rules of Criminal Procedure and Evidence Committee. The report was selected for publication in Federal Rules Decisions, 120 F.R.D. 299 (1988), because of its interest to federal practitioners and judges. More than 40 judges, lawyers, and scholars were involved in the four-year study, and experts on each particular rule acted as reporters to the committee on those areas. The report rewrites the rules on such important matters as prior convictions to impeach criminal defendants, expert testimony, character evidence, shielding rape victims, presumptions, child witnesses in violence and sex abuse cases, jurors impugning their own verdicts, competency, judicial notice, judicial comment, and admissibility of pleas, plea discussions, and related statements

Planning the OER landscape

The Open Educational Resources (OER) field will soon be entering its second decade and is thirsting for an analytic frame for the eco-system of content, tools, projects, institutions and enthusiasts. Community members are expressing concerns about redundancy and repetition in the field and the difficulty of tracking new developments and building on the work of others. We need to understand OER activity in a way that is descriptive of projects, goals and target audiences, and analytic with respect to educational efficacy and promising models. As the field advances, we need to create a common language, share a collective understanding of the gaps in the landscape and consider processes to improve connections and lessons learned. In this paper we look at options to “map” OER as they travel from institutional ideas to community use to next generation learning. Such a map will be of limited value imposed from outside but instead we need to form the right seeds for a map to emerge as dynamic and capable of being owned. There are many options for presentation that can be considered such as roadmaps, process diagrams, cartoons and animations. Each representation has different merits for communication, and indeed a hybrid approach may be what is needed. A particular approach used in looking at data from more than 100 funded projects has been to use an online system, Cohere, for researchers to describe the characteristics of each project and to derive different views. These provide possible starting points for more general summaries of work on OER

Maximizing the good and minimizing the bad: relationships in organizations

In this chapter we introduce the complexities of relationships in organizations, and outline why they are important to study. We discuss the main themes of this book providing a brief overview of the chapters and making links between them. The chapters canvas a wide range of organizational relationships, both positive and fruitful, and dysfunctional and damaging

Exploring the Effects of First- and Second-Language Proficiency on Summarizing in French as a Second Language

University students studying a second language are often required to summarize information they read or hear in that language. These learners bring with them a number of first-language summarization skills which may have an effect on how they acquire second-language summarization skills. What macrorules of summarization are actually affected by either first-language or second-language proficiency? According to the results of this study, both first-language summarizing skills and second-language proficiency affect second-language summarizing skills, except for inclusion of main ideas and amount of distortion which are more affected by first-language summarizing skills. Neither first-language summarizing skills nor second-language proficiency have an effect on combining within and across paragraphs and the use of macropropositions. Suggestions for teaching and future research conclude the paper.Les étudiants de niveau universitaire qui étudient une langue seconde ont souvent à résumer l'information qu'ils lisent ou entendent dans cette langue. Ces apprenants font preuve d'un nombre d'habiletés propres au résumé de texte dans leur langue maternelle qui pourraient avoir une influence sur la façon d'acquérir ces habiletés dans une langue seconde. Quelles macrorègles propres au résumé de texte sont en fait influencées soit par la compétence en langue maternelle soit par la compétence en langue seconde? Selon les résultats de cette étude, ces deux facteurs ont une influence sur l'habileté à résumer un texte dans la langue seconde, exception faite toutefois de l'incorporation des idées principales et du degré de distorsion du message qui sont plus influencés par leur habileté à résumer un texte dans leur langue maternelle. Ni la compétence dans ce domaine en langue maternelle, ni la compétence en langue seconde n'exercent une influence sur la combinaison de phrases au sein d'un paragraphe ou de plusieurs paragraphes, ou encore sur l'utilisation de macropropositions. Des suggestions quant à l'enseignement de ces habiletés et quant aux recherches à venir concluent cette étude