Text Categorization for Authorship based on the Features of Lingual Conceptual Expression

PACLIC 21 / Seoul National University, Seoul, Korea / November 1-3, 200

Gigabit Concept Mining: A Sensitivity Analysis, Masters Thesis, December 2006

Massive amounts of data are passed over public networks. There is a need for network administrators to analyze this traffic, but it was not previously possible to analyze live network data at high speed. It has been shown that streaming computation and deep packet analysis are possible at very high rates through the use of hardware acceleration. This work provides analysis for a larger project that involves digesting large amounts of network traffic. In this system, we process the traffic using hardware that has constraints. The workings of the system are first discussed. Tradeoffs in the design of hardware and software components are also discussed. Next, an experiment to classify topics of newsgroups is described that utilizes the system. The contribution of this thesis is to show that it is possible to change the parameters of the system to minimize the representation of concepts

NASA JSC neural network survey results

A survey of Artificial Neural Systems in support of NASA's (Johnson Space Center) Automatic Perception for Mission Planning and Flight Control Research Program was conducted. Several of the world's leading researchers contributed papers containing their most recent results on artificial neural systems. These papers were broken into categories and descriptive accounts of the results make up a large part of this report. Also included is material on sources of information on artificial neural systems such as books, technical reports, software tools, etc

D22 Analysis of Pilot

The evaluation of the CHERMUG games was carried out in 3 phases which contributed in different ways to the game development and evaluation. Different cohorts of staff and students were involved in each phase and a detailed account of the list of pilot institutions is shown in Deliverable 21. Phase 1 was the preliminary testing of the initial game prototype and involved a small number of serious games experts, research methods experts and teacher trainers. Elements of the games were still changeable at this point. Phase 2 was the usability phase and involved nursing and social science staff who teach research methods and students taking research methods modules. Surface elements of the games and game mechanics were still changeable at this point. Phase 3 of the evaluation was a more rigorous evaluation designed to establish whether the use of the CHERMUG games engages students and helps them to learn about research methods and statistics.The present work was carried out as part of the CHERMUG project. This project is partially supported by the European Community under the Lifelong Learning Programme project nr. 519023-LLP-1-2011-1-UK-KA3-KA3MP. This document does not represent the opinion of the European Community, and the European Community is not responsible for any use that might be made of its conten

The effects of semantic clustering in L2 word learning : evidence from an action research study. Vol.1.

In recent years, contradictory advice to teachers has been emerging from studies into the use of semantic links or networks in classroom materials and activities for vocabulary learning in a L2. There is some experimental evidence which suggests that learning semantically related words (e.g., body parts) at the same time makes learning more difficult (Tinkham, 1993, 1997; Waring, 1997; Finkbeiner, Nicol, 2003). There is also a theoretical framework that strongly supports the idea that it is very useful to present words of related meaning together so that learners can see the distinctions between them and gain a complete coverage of the defined area of meaning (Channell, 1981, 1990; Neuner, 1992; Dunbar, 1992). The following paradox appears: while the experimental evidence suggests that semantically related vocabulary does not help vocabulary learning, the EFL coursebook-writers present vocabulary in semantic clusters. The experimental evidence mainly derives from research using artificial language and not a natural L2. The purpose of our research is to investigate which of the two contrasting views will prove to be a useful tool in L2 vocabulary learning. The present study was influenced by action research. It was conducted in EFL classrooms with natural learners in Greece. The subjects were 31 intermediate EFL children and 32 beginners EFL adults. Two different ways of organizing new vocabulary for presentation were employed: a) presenting semantically related words (topic-related vocabulary i.e. mugging, terrorism,jorgery, synonyms, antonyms or homonyms) together at the same time, and b) presenting vocabulary in an unrelated fashion (i.e. carpenter, tornado, sage). Short and long-term tests were administered to the students. The presentation will focus on the main conclusion that semantically related vocabulary impedes L2 vocabulary learning. Adult beginners performed significantly better on the unrelated vocabulary test compared to their performance on the related vocabulary test. Word frequency (in language) when combined with unrelated presentation of new L2 vocabulary appears to make a difference in students' performance