Unsupervised Named-Entity Recognition: Generating Gazetteers and Resolving Ambiguity

In this paper, we propose a named-entity recognition (NER) system that addresses two major limitations frequently discussed in the field. First, the system requires no human intervention such as manually labeling training data or creating gazetteers. Second, the system can handle more than the three classical named-entity types (person, location, and organization). We describe the system’s architecture and compare its performance with a supervised system. We experimentally evaluate the system on a standard corpus, with the three classical named-entity types, and also on a new corpus, with a new named-entity type (car brands)

INFORMATION AND THE ADOPTION OF PRECISION FARMING TECHNOLOGIES

Precision farming technologies have been commercially available since the early 1990s, but the pace of adoption among U.S. farmers has been modest. This study examines the relationship between the adoption of diagnostic and application techniques of precision farming and sources of information available to farmers about precision farming. The model used in the analysis accounts for sources of self-selection in the adoption process that could bias the results. Results indicate interpersonal information sources have increased adoption relative to information from the mass media, and the private sector has been the driving force behind the diffusion of precision farming. Information from crop consultants and input suppliers has had the greatest impact on the adoption of precision farming technologies. These sources likely provide the greatest technical expertise about precision farming, and thus are better equipped to ease the significant human capital requirement of precision farming technologies.information sources, logit analysis, precision farming, self-selection bias, technology adoption, Farm Management, Research and Development/Tech Change/Emerging Technologies,

INFORMATION AND THE ADOPTION OF PRECISION FARMING

This study examines the relationship between precision farming information sources and precision farming adoption. The analysis accounts for the fact that not all farmers are aware of precision farming techniques and that those who are aware may not be a random sample. Results indicate that many information sources increase adoption relative to information only from the media, but contact with crop consultants has had the greatest impact on the adoption of precision farming technologies.Farm Management,

Learning Styles: Humpty Dumpty revisited

What is a learning style? No one seems to know for sure. The language used by learning style theorists is filled with ambiguities. Price (2004) maintains that “learning style is often used as a metaphor for considering the range of individual differences in learning” (p. 681). Is learning style merely a fanciful metaphor or is it the wave of the future? The research offers mixed results. “Effects on improved test scores with testing conditions matched to student style have been published, but,” Curry (1990) adds, “there are also studies showing no discernible effect attributable to learning style variation” (p. 54). How many distinct learning style models are there? The Coffield (2004) team identified 71 different learning style models, which they subdivided into 13 major and 58 minor models. One of the most popular learning style models comes from Rita and Kenneth Dunn. They have developed an eclectic model featuring 21 (23) different variables that influence a person’s learning style. These variables run all the way from light and temperature to whether the person is analytic or global in his or her thinking. Rita Dunn says about the movement: “I want to convert the world” (Kortland, 2007, p. 8). And well she may. The Dunns’ model is used in the United States, Canada, Great Britain, Australia, and a number of other countries. Is learning style a panacea or a placebo? The jury is still out on that question.Qu’est-ce qu’un style d’apprentissage? Nul ne semble tout à fait certain de ce que cela signifie. Le vocabulaire utilisé par les théoriciens des styles d’apprentissages est truffé d’ambiguïtés. Price (2004) soutient que le terme « style d’apprentissage est fréquemment utilisé comme une métaphore pour refléter l’éventail des différences individuelles face à l’apprentissage.» (p. 681) En fait, les chercheurs présentent des résultats variés. Selon Curry (1990), « si des effets positifs sur les résultats de tests dont les conditions respectaient le style d’apprentissage de l’étudiant ont été publiés, il existe également des études démontrant qu’il n’existe pas d’effet significatif attribuable à la variation des styles d’apprentissage. » (p. 54) Combien de styles d’apprentissage distincts peut-on répertorier? L’équipe de Coffield (2004) a identifié 71 théories différentes sur les styles d’apprentissages, en admettant toutefois qu’il pourrait en exister jusqu’à 100. Un des styles d’apprentissages les plus connus est celui popularisé par Rita et Kenneth Dunn. Ceux-ci ont développé un modèle éclectique montrant 21 (23) variables différentes qui influencent le style d’apprentissage d’un individu. Ces variables comportent autant la manière dont la lumière, la température ou encore la personnalité analytique ou globale d’un individu influence son mode de pensée. À propos de ce mouvement, Rita Dunn déclare : « Je désire convertir le monde » (Kortland, 2007, p. 8). Elle le fera peut-être. Le modèle Dunn est utilisé aux États-Unis, au Canada, en Grande-Bretagne, en Australie et dans un grand nombre d’autres pays. Le style d’apprentissage est-il une panacée ou un effet placébo? Le jury délibère encore sur la question

Annual Survey of Virginia Law: Construction Law

This article will review recent legislation and judicial decisions in Virginia affecting owners, contractors, and design professionals in the construction context. The discussion will include legislative amendments to the Code of Virginia ( Code ) by the General Assembly promulgated in 1990 and the first half of 1991, as well as important cases on construction law decided by Virginia\u27s state and federal courts for the last half of 1989, 1990, and the first half of 1991

Propane Dehydrogenation Using Transition Metal Cluster Catalysts

Our research seeks to determine the propane dehydrogenation (PDH) reaction pathways using various transition-metal cluster catalysts. We are studying the first step of the reaction, in which a C-H bond is broken. This has been previously shown to be the rate-limiting step of the PDH reaction. We are calculating the PDH activation energy (Ea) using the Vienna Ab-Initio Simulation Package (VASP) in conjunction with the nudged elastic band algorithm. Thus far, we have studied Pt, Ta, and Ni clusters ranging in size from 2-10 atoms. Our goal is to better understand the dependence of Ea on metal type and cluster size