Comprehensive Review of Opinion Summarization

The abundance of opinions on the web has kindled the study of opinion summarization over the last few years. People have introduced various techniques and paradigms to solving this special task. This survey attempts to systematically investigate the different techniques and approaches used in opinion summarization. We provide a multi-perspective classification of the approaches used and highlight some of the key weaknesses of these approaches. This survey also covers evaluation techniques and data sets used in studying the opinion summarization problem. Finally, we provide insights into some of the challenges that are left to be addressed as this will help set the trend for future research in this area.unpublishednot peer reviewe

Management of e-technology in China

"e" technology is bringing about many challenges for companies, in particular for their managers. This concerns a vast range of business processes in many sectors of the economy and in nearly every country of the world. In rapidly industrializing China, companies and other organizations are actively finding their way by adapting, developing and exploiting new e-technologies. The paper's focus is the identification of the management issues in implementing e-technology in China. The paper reports on research into difficulties of establishing and operating e-business in China. In particular, it discusses management related to e-technology sharing and application. A brief review of literature is followed by the analysis of three recent case studies: an international IT services alliance, a financial services provider and an international manufacturing joint venture. All case companies are applying e-technology in China, but the role of e-technology differs in the three cases: adding a service line to the existing business processes; developing a new business process; and increasing efficiency and effectiveness in business processes. The conclusions present the emerging management issues: cooperation is a key asset in networking; the choice of business models plays an important role; adequate management attention for details such as a training program is require

Understanding the Relationship between Online Discussions and Bitcoin Return and Volume: Topic Modeling and Sentiment Analysis

This thesis examines Bitcoin related discussions on Bitcointalk.com over the 2013-2022 period. Using Latent Dirichlet Allocation (LDA) topic modeling algorithm, we discover eight distinct topics: Mining, Regulation, Investment/trading, Public perception, Bitcoin’s nature, Wallet, Payment, and Other. Importantly, we find differences in relations between different topics’ sentiment, disagreement (proxy for uncertainty) and hype (proxy for attention) on one hand and Bitcoin return and trading volume on the other hand. Specifically, among all topics, only the sentiment and disagreement of Investment/trading topic have significant contemporaneous relation with Bitcoin return. In addition, sentiment and disagreement of several topics, such as Mining and Wallet, show significant relationships with Bitcoin return only on the tails of the return distribution (bullish and bearish markets). In contrast, sentiment, disagreement, and hype of each topic show significant relation with Bitcoin volume across the entire distribution. In addition, whereas hype has a positive relation with trading volume in a low-volume market, this relation becomes negative in a high-volume market

Time Series Management for Operational River Basin Management

Source: ICHE Conference Archive - https://mdi-de.baw.de/icheArchiv

Combating Fake News: A Gravity Well Simulation to Model Echo Chamber Formation In Social Media

Fake news has become a serious concern as distributing misinformation has become easier and more impactful. A solution is critically required. One solution is to ban fake news, but that approach could create more problems than it solves, and would also be problematic from the beginning, as it must first be identified to be banned. We initially propose a method to automatically recognize suspected fake news, and to provide news consumers with more information as to its veracity. We suggest that fake news is comprised of two components: premises and misleading content. Fake news can be condensed down to a collection of premises, which may or may not be true, and to various forms of misleading material, including biased arguments and language, misdirection, and manipulation. Misleading content can then be exposed. While valuable, this framework’s utility may be limited by artificial intelligence, which can be used to alter fake news strategies at a rate exceeding the ability to update the framework. Therefore, we propose a model for identifying echo chambers, which are widely reported to be havens for fake news producers and consumers. We simulate a social media interest group as a gravity well, through which we identify the online groups postured to become echo chambers, and thus a source for fake news consumption and replication. This echo chamber model is supported by three pillars related to the social media group: technology employed, topic explored, and confirmation bias of group members. The model is validated by modeling and analyzing 19 subreddits on the Reddit social media platform. Contributions include a working definition for fake news, a framework for recognizing fake news, a generic model for social media echo chambers including three pillars central to echo chamber formation, and a gravity well simulation for social media groups, implemented for 19 subreddits

Design and development of learning material with the Ten Steps to Complex Learning : a multiple case study

This study is an example of design and development research involving the design and development of learning material using the Ten Steps to Complex Learning model or TSM. It seeks to answer the key question, what is the value of the TSM? It does this by asking: What is TSM?; How does TSM work?; Is TSM useful?; and What are the contexts that need to be considered in adapting TSM?. TSM is a prescriptive instructional design model comprises of ten design steps needed in designing instruction. The ten steps are the expansion from four design components; learning task; supportive information; procedural information; and part-task practice; that derived from the 4C/ID model. TSM emphasises designing instruction for complex learning that promotes transfer of learning. In order to explore TSM, the model was used in developing learning material for three different topics using computer-based instruction as a medium of instruction. The study involved three different contexts, meaning that a multiple case study approach was adopted. The cases covered different higher education institutions in Malaysia and involved Interface Design, Injection Moulding, and Web Programming. The three cases enabled an exploration of the value of TSM by reflecting on the experience of design and by the gathering of the perspectives of learners and lecturers on the learning materials. Each case involved a mixed method data collection procedure that comprises of interview with the lecturer who taught the subject; online survey (Case 1: 16 items, n=17 and 18 items, n=6; Case 2: 17 items, n=21; Case 3: 18 items, n=15); Facebook feedback (in Case 1), open-ended questions (in all cases); observation, and document analysis. Each case study was examined with direct reference to the TSM whereby the process of reflecting on action that build up the knowledge about TSM and how it works in practice were recorded in a design log. The mixed methods enabled data triangulation and provide an in-depth exploration of TSM. From the reflection on the three cases studies, it was found that, TSM is a procedural model and could be categorized as product-oriented model. TSM works by breaking down the competencies or complex skills into learning task and structuring the content of the subject matter. TSM also was found useful in terms of focusing on content and learning task but was weak in considering context. The study suggested TSM should be used flexibly and designers should consider the content and curriculum, placement of media and learner readiness, they should also be aware that design takes place in a wider ecological context. These findings provide the basis for a model of design. This study not just brings value to the field by describing the use of TSM but also raises wider issues about design in general. Design is not solely about following procedures but is shaped by social cultural context. Designers need to ask the right key questions of where and how the learning takes place as well as who the learners are

Power dynamics and questioning in elementary science lessons

Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort