BattRAE: Bidimensional Attention-Based Recursive Autoencoders for Learning Bilingual Phrase Embeddings

In this paper, we propose a bidimensional attention based recursive autoencoder (BattRAE) to integrate clues and sourcetarget interactions at multiple levels of granularity into bilingual phrase representations. We employ recursive autoencoders to generate tree structures of phrases with embeddings at different levels of granularity (e.g., words, sub-phrases and phrases). Over these embeddings on the source and target side, we introduce a bidimensional attention network to learn their interactions encoded in a bidimensional attention matrix, from which we extract two soft attention weight distributions simultaneously. These weight distributions enable BattRAE to generate compositive phrase representations via convolution. Based on the learned phrase representations, we further use a bilinear neural model, trained via a max-margin method, to measure bilingual semantic similarity. To evaluate the effectiveness of BattRAE, we incorporate this semantic similarity as an additional feature into a state-of-the-art SMT system. Extensive experiments on NIST Chinese-English test sets show that our model achieves a substantial improvement of up to 1.63 BLEU points on average over the baseline.Comment: 7 pages, accepted by AAAI 201

Instructors\u27 self -perceived pedagogical principle implementation in the online environment

The purpose of this study was to explore and describe the experience of undergraduate faculty members who participated in the practice of online distance instruction. This study explored instructor\u27s perception of their implementation of pedagogical principles in the online environment, identified factors that influenced their implementation of the principles, and explored the relationship between the influencing factors and the online implementation of the Seven Principles.;Research shows that the implementation the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) varied significantly from one principle to another. Overall the least endorsed of the Seven Principles were Encourage Cooperation Among Students and Encourage Student-Faculty Contact. In contrast, the most endorsed of the Seven Principles were Communicate High Expectations .;This study reveals that Instructional Strategies and Technology Features positively influenced online implementation of the Seven Principles. Time & Distance and Lack of Student Involvement negatively influenced online implementation of the Seven Principles.;Results indicate that significant difference existed in the implementation of the Seven Principles between participants teaching courses in the area of Humanities and Science and Technology. Participants in the Humanities group reported significantly higher implementation of the Seven Principles than participants in the Science and Technology group