The Tiger Vol. 108 Issue 6 2014-02-28

https://tigerprints.clemson.edu/tiger_newspaper/2285/thumbnail.jp

Unlocking the Pragmatics of Emoji: Evaluation of the Integration of Pragmatic Markers for Sarcasm Detection

Emojis have become an integral element of online communications, serving as a powerful, under-utilised resource for enhancing pragmatic understanding in NLP. Previous works have highlighted their potential for improvement of more complex tasks such as the identification of figurative literary devices including sarcasm due to their role in conveying tone within text. However present state-of-the-art does not include the consideration of emoji or adequately address sarcastic markers such as sentiment incongruence. This work aims to integrate these concepts to generate more robust solutions for sarcasm detection leveraging enhanced pragmatic features from both emoji and text tokens. This was achieved by establishing methodologies for sentiment feature extraction from emojis and a depth statistical evaluation of the features which characterise sarcastic text on Twitter. Current convention for generation of training data which implements weak-labelling using hashtags or keywords was evaluated against a human-annotated baseline; postulated validity concerns were verified where statistical evaluation found the content features deviated significantly from the baseline, highlighting potential validity concerns for many prominent works on the topic to date. Organic labelled sarcastic tweets containing emojis were crowd sourced by means of a survey to ensure valid outcomes for the sarcasm detection model. Given an established importance of both semantic and sentiment information, a novel sentiment-aware attention mechanism was constructed to enhance pattern recognition, balancing core features of sarcastic text: sentiment incongruence and context. This work establishes a framework for emoji feature extraction; a key roadblock cited in literature for their use in NLP tasks. The proposed sarcasm detection pipeline successfully facilitates the task using a GRU neural network with sentiment-aware attention, at an accuracy of 73% and promising indications regarding model robustness as part of a framework which is easily scalable for the inclusion of any future emojis released. Both enhanced sentiment information to supplement context in addition to consideration of the emoji were found to improve outcomes for the task

Flyer News, Vol. 58, No. 02

Student-run newspaper of the University of Dayton

Flyer News, Vol. 58, No. 02

Student-run newspaper of the University of Dayton

The Tiger Vol. 107 Issue 22 2013-11-15

https://tigerprints.clemson.edu/tiger_newspaper/2241/thumbnail.jp

A Case Study of the Pedagogical Use of Technology by a Selected Graduate-Level Educational Leadership Program: How it Affects Students\u27 Learning Experience

Abstract The purpose of this study was to learn how professors in educational leadership use technology and how that usage effected their students’ learning experience. To gather data relevant to this study, I interviewed twelve participants from an educational leadership program: four faculty members and eight students. The data from this case study revealed that the faculty viewed technology as a tool for student engagement and motivation and for measuring student understanding in real time. They also used technology as a student-centered pedagogical tool. The students valued technologies that facilitated synchronous interactions within and beyond the classroom, as well as those that used visual media to facilitate learning. They saw a clear link between faculty proficiency with technology and their own educational experience. Their responses also showed several criteria that they used to evaluate the effective integration of technology into their leaning environment. Deeper analysis of these themes revealed the effectiveness of shifting educational leadership settings toward hybrid courses. The case study offers a theoretical framework for approaching technology use in higher education and further research into its pedagogical role

It's a virtual life: exploring social networks

As information librarians we are focused on communication and the need to keep in touch with our user communities. Across a wide age range in the UK, nearly half the population (24 million adults) use one or more social networking sites. Information producers, librarians and users have had to come to terms, in their different ways, with the challenges posed by the exponential growth in social networking sites and the opportunities that Web 2.0 provides. The East of England ISG Spring Meeting on “lt's a Virtual Life: exploring social networks” discussed the issues and examined experiences of using Web 2.0. lt was held on 17 April 2008 at BT's Adastral Park in lpswich. Several of the papers are available on the web at www.cilipeoe.org.uk/archives/isg_l7thapril.shtm

Reconnecting the Urban Dwelling to the Urban Fabric with Wearable Architecture: Reshaping Urban Living

The purpose of this research is to take architecture to a more human scale, redefining how we interact with our built environment. As density levels begin to increase in cities such as New York, London, and Tokyo, our way of living is slowly adapting to that fast-paced intense urban‐lifestyle redefining what makes a “home”, a home. Urban identities, cultures, and sociologies are beginning to form and take shape. This is where my thesis will play an important role in our congested built environment – reconnecting our urban dwelling to the urban fabric. As one of the early designers of minimal spaces, with the technological advancements we have today, the Metabolist Movement that was established 50 years ago could play a key role on how we design for the future. It is there where we can reconnect our urban dwelling to the urban fabric

Spring 2016

https://scholar.rose-hulman.edu/rose_echoes/1094/thumbnail.jp

Mirror - Vol. 35, No. 16 - February 3, 2010

The Mirror (sometimes called the Fairfield Mirror) is the official student newspaper of Fairfield University, and is published weekly during the academic year (September - May). It runs from 1977 - the present; current issues are available online.https://digitalcommons.fairfield.edu/archives-mirror/1785/thumbnail.jp