Finding Structured and Unstructured Features to Improve the Search Result of Complex Question

-Recently, search engine got challenge deal with such a natural language questions. Sometimes, these questions are complex questions. A complex question is a question that consists several clauses, several intentions or need long answer. In this work we proposed that finding structured features and unstructured features of questions and using structured data and unstructured data could improve the search result of complex questions. According to those, we will use two approaches, IR approach and structured retrieval, QA template. Our framework consists of three parts. Question analysis, Resource Discovery and Analysis The Relevant Answer. In Question Analysis we used a few assumptions, and tried to find structured and unstructured features of the questions. Structured feature refers to Structured data and unstructured feature refers to unstructured data. In the resource discovery we integrated structured data (relational database) and unstructured data (webpage) to take the advantaged of two kinds of data to improve and reach the relevant answer. We will find the best top fragments from context of the webpage In the Relevant Answer part, we made a score matching between the result from structured data and unstructured data, then finally used QA template to reformulate the question. In the experiment result, it shows that using structured feature and unstructured feature and using both structured and unstructured data, using approach IR and QA template could improve the search result of complex questions

Rapport : a fact-based question answering system for portuguese

Question answering is one of the longest-standing problems in natural language processing. Although natural language interfaces for computer systems can be considered more common these days, the same still does not happen regarding access to specific textual information. Any full text search engine can easily retrieve documents containing user specified or closely related terms, however it is typically unable to answer user questions with small passages or short answers. The problem with question answering is that text is hard to process, due to its syntactic structure and, to a higher degree, to its semantic contents. At the sentence level, although the syntactic aspects of natural language have well known rules, the size and complexity of a sentence may make it difficult to analyze its structure. Furthermore, semantic aspects are still arduous to address, with text ambiguity being one of the hardest tasks to handle. There is also the need to correctly process the question in order to define its target, and then select and process the answers found in a text. Additionally, the selected text that may yield the answer to a given question must be further processed in order to present just a passage instead of the full text. These issues take also longer to address in languages other than English, as is the case of Portuguese, that have a lot less people working on them. This work focuses on question answering for Portuguese. In other words, our field of interest is in the presentation of short answers, passages, and possibly full sentences, but not whole documents, to questions formulated using natural language. For that purpose, we have developed a system, RAPPORT, built upon the use of open information extraction techniques for extracting triples, so called facts, characterizing information on text files, and then storing and using them for answering user queries done in natural language. These facts, in the form of subject, predicate and object, alongside other metadata, constitute the basis of the answers presented by the system. Facts work both by storing short and direct information found in a text, typically entity related information, and by containing in themselves the answers to the questions already in the form of small passages. As for the results, although there is margin for improvement, they are a tangible proof of the adequacy of our approach and its different modules for storing information and retrieving answers in question answering systems. In the process, in addition to contributing with a new approach to question answering for Portuguese, and validating the application of open information extraction to question answering, we have developed a set of tools that has been used in other natural language processing related works, such as is the case of a lemmatizer, LEMPORT, which was built from scratch, and has a high accuracy. Many of these tools result from the improvement of those found in the Apache OpenNLP toolkit, by pre-processing their input, post-processing their output, or both, and by training models for use in those tools or other, such as MaltParser. Other tools include the creation of interfaces for other resources containing, for example, synonyms, hypernyms, hyponyms, or the creation of lists of, for instance, relations between verbs and agents, using rules

Question Answering Systems

Sistema de NLP capaç d'entendre preguntes i respondre utilitzant l'ontologia de DBpedia

PROBLEM FACED BY THE ELEVENTH GRADE STUDENTS OF MAN GONDANGREJO IN THE ANSWERING ENGLISH FINAL TEST FOR THE FIRST SEMESTER IN ACADEMIC YEAR 2016/ 2017

ABSTRACT Annisa Aulia Rohmah. 2017. Problem Faced by the Eleventh Grade Students of MAN Gondangrejo in the Answering English Final Test for the First Semester in Academic Year 2016/ 2017. Thesis. English Education Department. Islamic Education and Teacher Training Faculty. State Islamic Institute of Surakarta. Advisor : Fithriyah Nurul Hidayati, M. Pd. Keywords : Assessment, Language Testing, Studens’ Problem. The objectives of this research were to explore the problems faced by the eleventh grade studens of MAN Gondangrejo in the answering English final test for the first semester and the causes of the problems faced by the eleventh grade studens of MAN Gondangrejo in the answering English final test for the first semester in academic year 2016/ 2017. This research was discriptive study based on the analysis the difficulty level of the English final test item and the result of interview. The subject of the research was the English teacher and the eleventh grade students of MAN Gondangrejo. The techniques of collecting data were document analysis and interview. The researcher took 25 students’ work sheet randomly from the five classes to analyze and interviewed both of the teacher and students. The activity of data collection form an interactive process which was analyzing qualitative data as data collection, data reduction, data display, then conclusion drawing or verification. The result of the research showed as follow: 1) the students’ problems in the answering English final test for the first semester of eleventh grade students of MAN Gondangrejo as the test questions were too difficult for the students, test questions or intructios were ambiguous or confusing, students did not have enough time to thoughtfully complete the test, students felt overconfident, and students gave up during the test; 2) and the causes of the problems are students lack of vocabularies, less practice, less Motivation, less interest, suffer from some form of anxiety or stereotype, and the last students did not prepare appropriately

The Arts and School Reform: Lessons and Possibilities From the Annenberg Challenge Arts Projects

The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind)

Pupils' and teachers' reflections in the wake of the 2020, 2021 and 2022 cancellation of written exams: The benefits and drawbacks of written examination in the English subject at Norwegian upper secondary schools

This study concerns how cancelation of centralized exams in the English subject in 2020 and 2021 affected teachers and pupils at Norwegian upper secondary schools. The aim of the study is to describe and reflect on how the cancelation of exams affected teachers and pupils when working towards the end of the semester. Additionally, the study also investigates how the absence of exams affect teachers’ ability to calibrate their assessment practices. Finally, the study attempts to describe the benefits and drawbacks of written examination for pupils, teachers, and the Norwegian school system. The study utilizes a mixed methods approach through a combination of quantitative- and qualitative data. Statistics on average exam- and overall achievement grades stemming from nearly 400.000 grades are used to establish deviations in grading in 2020 and 2021. The study also implements pupils’ opinions on assessments in the English subject through an online survey answered by 98 pupils. Materials from seven structured interviews with upper secondary school teachers is used to better understand how teachers experienced the cancelation of exams. Assessment of English as a foreign language learners can be challenging for teachers. The present study found that the cancellation of exams temporarily created an opportunity for teachers to grade their pupils more favorably. While statistics show an abnormal increase in average overall achievement grades in nearly all subjects, materials from the interviews revealed that there were many factors influencing this development. The study also revealed that pupils find the threat of a written examination at the end of the course stressful. The overall goal from these materials is to shed light on final assessment practices in Norwegian upper secondary schools and to add valuable inquiry and research into the field of applied linguistics

The Item Analysis in Reading Test on Junior High School 4 Pekanbaru

ABSTRACT Desy Ariani, (2019): The Item Analysis in Reading Test on Junior High School 4 Pekanbaru This research aims to determine the difficult items of descriptive text on reading test of English final examination at seventh grade of Junior High School 4 Pekanbaru. There was only one variable in this research. This research design was descriptive quantitative. The subject of this research was the seventh grade of Junior High School 4 Pekanbaru and the object of this research was the difficult item of descriptive text on reading test in English summative examination. The populations of the seventh grade of Junior High School 4 Pekanbaru were 336 students. The writer used cluster random sampling technique because the number of the population was too large, then the writer choose class VII.6 as the sample of this research. The data were obtained by analyzing the answer sheets of the students in English final examination academic year of 2018/2019. From 50 questions of the test, there were 7 questions of descriptive text which were item number 32-38. The result showed that the level of difficulty of descriptive text in English final examination for class VII.6 of Junior High School 4 Pekanbaru with number 32, 33, 34, 36, 37, and 38 are easy level and number 35 is medium level. The discrimination power of English summative test for class VII.6 of Junior High School 4 Pekanbaru with number 33, 36, and 37 are categorized poor. Item number 34 and 38 are categorized satisfactory. Item number 32 is categorized good and item number 35 is categorized excellent. Keywords: Item Analysis, Reading Text, Difficulty Level, Discrimination Power

A software based mentor system

This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.