Multilingual Twitter Sentiment Classification: The Role of Human Annotators

What are the limits of automated Twitter sentiment classification? We analyze a large set of manually labeled tweets in different languages, use them as training data, and construct automated classification models. It turns out that the quality of classification models depends much more on the quality and size of training data than on the type of the model trained. Experimental results indicate that there is no statistically significant difference between the performance of the top classification models. We quantify the quality of training data by applying various annotator agreement measures, and identify the weakest points of different datasets. We show that the model performance approaches the inter-annotator agreement when the size of the training set is sufficiently large. However, it is crucial to regularly monitor the self- and inter-annotator agreements since this improves the training datasets and consequently the model performance. Finally, we show that there is strong evidence that humans perceive the sentiment classes (negative, neutral, and positive) as ordered

Knowing More about Vocational Training. New Demands for Data and Research Infrastructure

Modern societies depend on the successful and comprehensive provision of skills, and receiving vocational training in any form has been experienced by a majority of the population in younger cohorts. There has therefore been a constant demand for timely information about the various forms of training and their relations to a broader societal context. Over the recent decades, the patterns of participation in education and training have become more extended, more complex and more heterogeneous. Against this background, the paper discusses to what extent existing and projected data sources are suitable for investigating the relevant scientific and policy-related questions. Among these questions are: How does participation in training develop over the life course? What are the relative chances of receiving specific types of training; who, in particular, is likely to receive the most attractive types? Are training measures effective? When reviewing the current data situation, it becomes clear that progress has undoubtedly been made in the past few years. It is also obvious, however, that fundamental questions can presently not be answered on the basis of the available large-scale data on vocational education and training. Some key recommendations are presented.Vocational training, data, research infrastructure, overview, Germany

Motorcycle Potential Problems in Jakarta

After the economic crisis in 1997, motorcycles become a popular transport mode in Indonesian cities.However this condition leads to large number of violation and accident rate. This study tried to discuss howthis problem started and what possible measure can be taken to solve the problems, mainly based on literaturereview. The traffic data used were compiled from the data provided by PT Pamintori Cipta. Interview surveywas conducted to find people perception of motorcycles issues. The conclusion suggests that there is a needof further comprehensive study to find out what condition that makes motorcyclists voluntary return to usepublic transport and social engineering and intensive training program should be implemented for youngergeneration to improve traffic condition in Jakarta

Treebank Embedding Vectors for Out-of-domain Dependency Parsing

A recent advance in monolingual dependency parsing is the idea of a treebank embedding vector, which allows all treebanks for a particular language to be used as training data while at the same time allowing the model to prefer training data from one treebank over others and to select the preferred treebank at test time. We build on this idea by 1) introducing a method to predict a treebank vector for sentences that do not come from a treebank used in training, and 2) exploring what happens when we move away from predefined treebank embedding vectors during test time and instead devise tailored interpolations. We show that 1) there are interpolated vectors that are superior to the predefined ones, and 2) treebank vectors can be predicted with sufficient accuracy, for nine out of ten test languages, to match the performance of an oracle approach that knows the most suitable predefined treebank embedding for the test set.Comment: Camera ready for ACL 202

Becoming a solicitor : an examination of the process by which trainee solicitors develop the appropriate skills and identity that enable them to become recognised as fully qualified members of the solicitors' profession.

The study examines the process by which trainee solicitors becomes fully qualified solicitors. It involves more than simply an examination of the process of training that leads to qualification. Included is a sense of the transformation from learning student to working professional. Very little work has been done in this area and two fundamental questions remained unanswered - what is it that trainee solicitors actually do and what is it that they are becoming, in other words, what is the solicitors' profession? The study focuses on the two year training contract and covers the trainees' experience of training from entry into a solicitors' firm to admission to the rolls. The method of investigation included preliminary interviews and a national questionnaire survey. There is an enormous degree of variation in the form and quality of training received in different firms. Law Society regulations imply a particular form of training, however, in actuality, what trainees experienced tended to be very different. The role of the supervisor was held to be central to the process of training and yet there was no consistent pattern to supervision. This reflected the often arbitrary nature of training as experienced by trainees. The quality of feedback that they received was often less than adequate. In view of this it is hardly surprising that in many firms there was little structured development through the two years of the Training Contract. Much of this variation, inconsistency and inadequacy may be as a result of apparent ambiguities as to the fundamental purpose of the Training Contract. The Law Society regulations expound a general form of training as a foundation for all areas of practice whilst the majority of trainees and many firms tended to prefer a degree of specialism. Furthermore, it seems as if the Law Society's intentions are not, and cannot be, fully translated across all Training Establishments. Whatever the training policy the experience of trainees is generally mediated by supervisors who may lack adequately training or appropriate resources. Ultimately, for trainees the training appears to have less to do with the development of skills through situated learning and more to do with the doing, coping and fitting in of everyday practice. This represents the broader function of the Training Contract as an essential mechanism for inculcating the trainee into the particular firm and into the wider profession. After all what they are training for is a job

Student Satisfaction and Program Evaluation for the First Three Psy. D. School Psychology Cohorts at the Philadelphia College of Osteopathic Medicine

There is a noticeable absence in the professional literature regarding what school psychology doctoral students believe leads to satisfaction during their advanced training. Consequently, a general review of available research was conducted to ascertain what other closely related fields say about student satisfaction during doctoral training. As the document progresses, a variety of issues including funding and mentoring as well as considerations for multicultural and ethical issues as they relate to the topic are investigated. A theoretical model of what constitutes a satisfying experience for doctoral training in school psychology is provided. A program specific evaluation was conducted of the first three cohorts that included survey data with the addition of semi-structured interviews also completed for cohort one. The data provides generally positive reviews of the PCOM experience within the school psychology program, although there are perceived limitations within certain aspect of the training experience that are explained. This document ends with a robust discussion that provides potential suggestions, based upon prior research and current data, for satisfaction improvement. A theoretical model of what might constitute an ideal training experience at PCOM, or other school psychology doctoral programs, is provided for consideration

Seeking the N in LLN

Numeracy skills are a key driver of economic growth and yet, according to the Australian Bureau of Statistics (ABS 2008) nearly eight million Australian adults lack the numeracy skills to cope with everyday life and work. The vocational education and training (VET) sector is one part of the solution; however the VET workforce may be limited by its own skills needs. There is no research available to indicate what the implications are for the delivery of adult numeracy skills training in the workplace and for building the skills capacity of workers to effectively and adequately meet business needs. This study begins to redress this gap by examining the capacity of the VET workforce to address workplace numeracy skills needs, particularly in the process manufacturing industries, industries that rely greatly on the numeracy skills of its semi-skilled workers. While this study is small, it does raise questions about the capacity of the current VET workforce to address the numeracy skills gaps of existing workers. The research questions examined were as follows. The term ‘VET practitioner’ is used to refer to language, literacy and numeracy (LLN) specialists and vocational specialists collectively. What numeracy teaching qualifications and experience do VET practitioners have? To what extent do VET practitioners understand the importance of the numeracy skills of working-aged Australians generally and, specifically, of existing workers in the process manufacturing industries? What are the perceived and actual numeracy skills levels of VET practitioners? What numeracy skills gaps are preventing VET practitioners from effectively addressing the numeracy skills needs of existing workers in the process manufacturing industries? What is the capacity of Australian VET practitioners to address the numeracy skills needs of working-aged Australians? Both qualitative (self-assessments, focus group discussions, interviews) and quantitative (numeracy assessments) approaches were used. The numeracy assessments comprised an assessment tool developed specifically for the research project. The assessment questions were contextualised to the process manufacturing industries and mapped to the Australian Core Skills Framework (ACSF), with a focus on numeracy levels 3 and 41. All data-collection tools are included in the support document. The sample included 44 VET practitioners from Melbourne and Sydney who deliver workplace-based training. Of these, 20 self-identified as LLN specialists and 24 self-identified as vocational specialists. Participants were approached on the basis of their attendance at state-based Australian WELL2 Practitioner Network meetings or as vocational trainers working at registered training organisations active in the delivery of process manufacturing qualifications. Minor differences in skills, qualifications and experiences relevant to adult numeracy training were found between the two groups. The research found that participants tended to have a limited understanding of the importance of numeracy in general but demonstrated an interest and a willingness to reflect on it and adapt their thinking. It was further found that participants had a limited focus on workplace numeracy. This was confirmed by participant accounts of their experience in delivering workplace numeracy skills. The numeracy skills delivery that was identified was described by participants as at a ‘basic’ level. Most LLN specialists reported rare and only incidental delivery of workplace numeracy skills training, while most vocational specialists reported delivering workplace numeracy skills training more often, as specified in the unit requirements within qualifications. None of the participants had a specialist adult numeracy training qualification, not surprising given that only one qualification, the Graduate Certificate in Adult Numeracy Teaching, was found to be available. Six participants were identified as having an adult training specialisation that included a numeracy component, including one participant with the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice, one with the Advanced Diploma of Language, Literacy and Numeracy Practice in VET and four with an adult basic education qualification. Adult numeracy specialist qualifications are discussed in relation to the United Kingdom’s Skills for Life Program, where there is a separate diploma-level qualification for each specialty area, and VET practitioners seeking to qualify as an adult numeracy specialist in the United Kingdom must undertake a numeracy proficiency entry test. The research draws attention to the unreliability of numeracy self-assessment and consequently the importance of the numeracy testing of trainers, with participants generally overestimating their numeracy skills. Best practice numeracy assessment scoring methods used for this research is questioned with respect to its suitability for determining VET practitioner preparedness in the workplace context. The analysis of the numeracy assessment data showed that most participants had numeracy proficiency skills levels below the current benchmark in the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice, the nationally recognised qualification applicable to those with responsibility for adult literacy and numeracy training. The benchmark is questioned by the researchers as being too low by comparison with the standard suggested by international research and adopted by the United Kingdom’s Skills for Life Program. The report also explores the differences between numeracy and mathematics, the characteristics of numeracy in the workplace context and the implications for pedagogy and numeracy assessment. Based on the findings, it appears there is a mismatch between what is required to address numeracy skills needs in the process manufacturing industries and the current capacity of VET practitioners, in terms of their understanding of numeracy requirements, and their qualifications, skills and experience. 1 The Australian Core Skills Framework describes performance in five core skills: learning, reading, writing, oral communication and numeracy. Within each core skill there are five performance levels ranging from 1 (low level) through to 5 (high level performance). 2 Workplace English Language and Literacy Program