brat: a Web-based Tool for NLP-Assisted Text Annotation

We introduce the brat rapid annotation tool (BRAT), an intuitive web-based tool for text annotation supported by Natural Language Processing (NLP) technology. BRAT has been developed for rich structured annotation for a variety of NLP tasks and aims to support manual curation efforts and increase annotator productivity using NLP techniques. We discuss several case studies of real-world annotation projects using pre-release versions of BRAT and present an evaluation of annotation assisted by semantic class disambiguation on a multicategory entity mention annotation task, showing a 15 % decrease in total annotation time. BRAT is available under an opensource license from

Swedish Undergraduate Information Systems Curricula: A Comparative Study

The authors do a comprehensive comparison of the Swedish Information Systems undergraduate programs in order to on the one hand get a better understanding of how the Swedish curriculum compares to the Australian and US counter parts and on the other hand also get an understanding of where the IS field has changed over time. This change is debated to get a clearer view of what courses should be core in a post 2020 curriculum. The study points to some significant overlaps where Foundations of Information Systems, Data and Information Management, and Systems Analysis and Design are important for both Swedish, Australian, and US undergraduate IS programs. The study also shows differences in focus in the different countries curriculum, where the Swedish programs have a clear focus towards enterprise architecture and application development in comparison to both the Australian and US counterparts

Freire re-viewed

The work of Paulo Freire is associated with themes of oppression and liberation, and his critical pedagogy is visionary in its attempts to bring about social transformation. Freire has created a theory of education that embeds these issues within social relations that center around both ideological and material domination. In this review essay, Sue Jackson explores three books: Freire’s final work Pedagogy of Indignation; Cesar Augusto Rossatto’s Engaging Paulo Freire’s Pedagogy of Possibility, which attempts to engage Freire’s pedagogy of possibility; and C.A. Bowers and Frederique Apffel-Marglin’s edited collection Re-thinking Freire, which asks readers to reconsider Freire’s work in light of globalization and environmental crises. Jackson questions the extent to which Freire’s pedagogical approaches are useful to educators as well as to “the oppressed,” and whether challenges to re-think Freire can lead to new kinds of critical pedagogies

Exclusive J/psi : photoproduction in ultraperipheral Pb plus Pb collisions at the CERN Large Hadron Collider calculated at next-to-leading order perturbative QCD

We present the first next-to-leading-order (NLO) perturbative QCD (pQCD) study of rapidity-differential cross sections of coherent exclusive photoproduction of J/psi mesons in heavy-ion ultraperipheral collisions (UPCs) at the CERN Large Hadron Collider (LHC), d sigma /dy(Pb + Pb -> Pb + J/psi + Pb). For this, we account for the photon-nucleon NLO cross sections at the forward limit, the t dependence using a standard nuclear form factor, and the photon fluxes of the colliding nuclei. Approximating the generalized parton distributions with their forward-limit parton distribution functions (PDFs), we quantify the NLO contributions in the cross sections, show that the real part of the amplitude and quark-PDF contributions must not be neglected, quantify the uncertainties arising from the scale choice and PDFs, and compare our results with ALICE, CMS, and LHCb J/psi photoproduction data in Pb + Pb UPCs, exclusive J/psi photoproduction data from HERA, and LHCb data in p + p. The scale dependence in d sigma /dy(Pb + Pb & RARR; Pb + J/psi + Pb) is significant, but we can find a scale choice that reproduces the Pb + Pb UPC data at both 2.76 and 5.02 TeV collision energies. This process has traditionally been suggested to be a direct probe of nuclear gluon distributions. We show that the situation changes rather dramatically from LO to NLO: the NLO cross sections reflect the nuclear effects of both gluons and quarks in a complicated manner, where the relative signs of the LO and NLO terms in the amplitude play a significant role.Peer reviewe

Analysis of time-profiles with in-beam PET monitoring in charged particle therapy

Background: Treatment verification with PET imaging in charged particle therapy is conventionally done by comparing measurements of spatial distributions with Monte Carlo (MC) predictions. However, decay curves can provide additional independent information about the treatment and the irradiated tissue. Most studies performed so far focus on long time intervals. Here we investigate the reliability of MC predictions of space and time (decay rate) profiles shortly after irradiation, and we show how the decay rates can give an indication about the elements of which the phantom is made up. Methods and Materials: Various phantoms were irradiated in clinical and near-clinical conditions at the Cyclotron Centre of the Bronowice proton therapy centre. PET data were acquired with a planar 16x16 cm$^2$ PET system. MC simulations of particle interactions and photon propagation in the phantoms were performed using the FLUKA code. The analysis included a comparison between experimental data and MC simulations of space and time profiles, as well as a fitting procedure to obtain the various isotope contributions in the phantoms. Results and conclusions: There was a good agreement between data and MC predictions in 1-dimensional space and decay rate distributions. The fractions of $^{11}$C, $^{15}$O and $^{10}$C that were obtained by fitting the decay rates with multiple simple exponentials generally agreed well with the MC expectations. We found a small excess of $^{10}$C in data compared to what was predicted in MC, which was clear especially in the PE phantom.Comment: 9 pages, 5 figures, 1 table. Proceedings of the 20th International Workshop on Radiation Imaging Detectors (iWorid2018), 24-28 June 2018, Sundsvall, Swede

MSIS 2016: a comprehensive update of graduate level curriculum recommendation in Information Systems

The process to revise MSIS 2006, the master's level curriculum recommendation for Information Systems, is getting close to completion. In spring and summer 2016, the joint AIS/ACM task force will continue the process of soliciting comments from various stakeholders, including the academic IS community and employers. The purpose of the AMCIS panel is to give the audience an update of the status of the MSIS 2016 revision process and provide the task force with feedback regarding the draft document. A significant portion of the session will be reserved for conversation. The task force is proposing significant changes to the curriculum content and structure, including the new curriculum's focus on specifying desired graduate competencies instead of articulating courses or knowledge areas/units. Some of the changes are a reflection of the changes in the process used to revise the curriculum: MSIS 2016 will be a result of a truly global process.The MSIS 2016 task force thanks all members of the IS community and other stakeholders of the project for all the invaluable feedback and comments we have received throughout the process.info:eu-repo/semantics/publishedVersio

Current MSIS students' views on program outcomes

This paper reports the results of a pilot survey sent to current specialized master's students in Information Systems at several universities around the world. The survey was developed to support the MSIS revision process, but the results will also provide insights on the perceptions of current IS master's students regarding their current degree program. The results suggest that the respondents valued individual foundational skills and high-level business competences more than technical or lower-level managerial competences. The study utilized competence specifications from the European e-CF 3.0 model, which was useful and performed well as a competence framework.(undefined)info:eu-repo/semantics/publishedVersio

Master’s degree programs in information systems: a global view

In this paper, we present an analysis of 254 master's degree programs in Information Systems, offered by 229 universities in 32 countries. The entry requirements usually include a Bachelor's degree in IS or a related subject. In some countries such as USA any kind of Bachelor's degree is acceptable. In a few countries significant relevant work experience can replace or supplement the BSc. The duration of the degrees varies between one to two years, with the student workload between 1350-3200 hours. If we take into consideration the differences in entering the program (from none to four years of IS studies), the gap grows considerably. Most programs require course work in both computing and a domain of practice (such as business), but some have no requirements related to the domain of practice and still others have only modest computing requirements. Degrees with a professional orientation emphasize industry projects and internships, while in several countries a thesis is an essential part of the degree thereby preparing for further studies. A thesis also trains for reading and writing academic papers, thus enabling graduates to tap into current research in their daily work. The variation amongst programs presents a concern for the image of IS as a profession and a challenge for recruiters. The results are discussed in the context of an ongoing project to revise the graduate level model curriculum in Information Systems, with a particular emphasis on the IS profession.(undefined)info:eu-repo/semantics/publishedVersio

MSIS 2016 global competency model for graduate degree programs in information systems

[Extract] This document, “MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems”, is the latest in the series of reports that provides guidance for degree programs in the Information Systems (IS) academic discipline. MSIS 2016 is the seventh collaborative effort between ACM and AIS (following IS’97, IS 2002, and IS 2010 at the undergraduate level; MSIS 2000 and MSIS 2006 at the graduate level; and CC 2005 as an integrative document).(undefined)info:eu-repo/semantics/publishedVersio