Clustering documents with active learning using Wikipedia

Wikipedia has been applied as a background knowledge base to various text mining problems, but very few attempts have been made to utilize it for document clustering. In this paper we propose to exploit the semantic knowledge in Wikipedia for clustering, enabling the automatic grouping of documents with similar themes. Although clustering is intrinsically unsupervised, recent research has shown that incorporating supervision improves clustering performance, even when limited supervision is provided. The approach presented in this paper applies supervision using active learning. We first utilize Wikipedia to create a concept-based representation of a text document, with each concept associated to a Wikipedia article. We then exploit the semantic relatedness between Wikipedia concepts to find pair-wise instance-level constraints for supervised clustering, guiding clustering towards the direction indicated by the constraints. We test our approach on three standard text document datasets. Empirical results show that our basic document representation strategy yields comparable performance to previous attempts; and adding constraints improves clustering performance further by up to 20%

Chi Jang Yin Interview

2010 interview with experimental documentary filmmaker Chi Jang Yin by Anna Huan

Measuring student teachers development of metacognition and self-regulated learning in professional dialogue

Teachers are often considered to be the most important agents in reforming education and in bringing about change in practices (Lieberman & Mace, 2008). Since the publication of ‘Teaching Scotland’s Future’ (Donaldson, 2010), the teacher education sector in Scotland has gone through significant changes. One of the key changes is to allow teachers to develop as reflective practitioners. Reflection on one’s own perceptions, experiences and practices is at the heart of all activities that teachers do. Reflective practice enables learning by thinking back and articulating the acquisition of knowledge and strategies. For teachers at the pre-service stage, this can be particularly powerful and even transformative (Kramarski & Kohen, 2016). More recently, researchers have argued that the development of reflective skills can be enhanced by combining reflection with professional dialogue (Simoncini et al., 2014), enabling teachers to ‘maintain an awareness of their learning and be attuned both to evidence of changes to content and pedagogic knowledge as well as to the impact on professional and personal identity that can be revealed through the conversations themselves’ (Lofthouse & Hall, 2014, p. 759). This paper addresses this important aspect of teacher education. We aim to investigate how student teachers on a Scottish teacher education programme learn by reflecting on their professional dialogue experiences. We are particularly interested in the self-regulated learning (SRL) and metacognitive processes in their reflection

Activity modulation and allosteric control of a scaffolded DNAzyme using a dynamic DNA nanostructure.

Recognition of the fundamental importance of allosteric regulation in biology dates back to not long after its discovery in the 1960s. Our ability to rationally engineer this potentially useful property into normally non-allosteric catalysts, however, remains limited. In response we report a DNA nanotechnology-enabled approach for introducing allostery into catalytic nucleic acids. Specifically, we have grafted one or two copies of a peroxidase-like DNAzyme, hemin-bound G-quadruplex (hemin-G), onto a DNA tetrahedral nanostructure in such a manner as to cause them to interact, modulating their catalytic activity. We achieve allosteric regulation of these catalysts by incorporating dynamically responsive oligonucleotides that respond to specific "effector" molecules (complementary oligonucleotides or small molecules), altering the spacing between the catalytic sites and thus regulating their activity. This designable approach thus enables subtle allosteric modulation in DNAzymes that is potentially of use for nanomedicine and nanomachines

Arabidopsis thaliana dehydroascorbate reductase 2 : conformational flexibility during catalysis

Dehydroascorbate reductase (DHAR) catalyzes the glutathione (GSH)-dependent reduction of dehydroascorbate and plays a direct role in regenerating ascorbic acid, an essential plant antioxidant vital for defense against oxidative stress. DHAR enzymes bear close structural homology to the glutathione transferase (GST) superfamily of enzymes and contain the same active site motif, but most GSTs do not exhibit DHAR activity. The presence of a cysteine at the active site is essential for the catalytic functioning of DHAR, as mutation of this cysteine abolishes the activity. Here we present the crystal structure of DHAR2 from Arabidopsis thaliana with GSH bound to the catalytic cysteine. This structure reveals localized conformational differences around the active site which distinguishes the GSH-bound DHAR2 structure from that of DHAR1. We also unraveled the enzymatic step in which DHAR releases oxidized glutathione (GSSG). To consolidate our structural and kinetic findings, we investigated potential conformational flexibility in DHAR2 by normal mode analysis and found that subdomain mobility could be linked to GSH binding or GSSG release

Evaluating e-portfolio Using by Learning Stages: A Case Study in an Interdisciplinary Program

This study conducts an investigation of posts in the e-portfolio platform of the program: “The interdisciplinary training program for talented college students in science.” Participants in this program were supposed to show their learning portfolios on this platform. Among the 2150 registered students, we randomly selected 126 students who have made at least 3 posts to become the target sample. By identifying the learning stages and posting styles shown by their posts, we find that students are mostly in the surface learning stages and weak in completing their learning portfolios. The results suggest that more strategies should be learned in e-portfolio use. In addition, some related issues about learning performance are also discussed