Named entity recognition and linking in tweets based on linguistic similarity

This work proposes a novel approach in Named Entity rEcognition and Linking (NEEL) in tweets, applying the same strategy already presented for Question Answering (QA) by the same authors. The previous work describes a rule-based and ontology-based system that attempts to retrieve the correct answer to a query from the DBPedia ontology through a similarity measure between the query and the ontology labels. In this paper, a tweet is interpreted as a query for the QA system: both the text and the thread of a tweet are a sequence of statements that have been linked to the ontology. Provided that tweets make extensive use of informal language, the similarity measure and the underlying processes have been devised differently than in the previous approach; also the particular structure of a tweet, that is the presence of mentions, hashtags, and partially structured statements, is taken into consideration for linguistic insights. NEEL is achieved actually as the output of annotating a tweet with the names of the ontological entities retrieved by the system. The strategy is explained in detail along with the architecture and the implementation of the system; also the performance as compared to the systems presented at the #Micropost2016 workshop NEEL Challenge co-located with the World Wide Web conference 2016 (WWW â16) is reported and discussed

New understandings of instructional theory: Finding the instructional 'Sweet Spot'

This chapter examines the contemporary understanding of instruction verified by the accumulation of generations of scientificwork and looks at finding the instructional ‘Sweet Spot’ where teachers can design instruction that is fun, efficient, and rigorous. Two instructional models are interrogated, the Constructivist Learning Theory and the Cognitive Load Theory, by reviewing empirically based literature and exploring the key ideas that surround the salient variables implicated in instruction. The chapter challenges the misconceptions and benefits associated with each of the twomodels and an argument is put forward, based on empirical research, highlighting that instructional models that produce substantial learning effects occur when the instruction is clear, short, unelaborated, does not overload the mind, and learners are provided with a supply of worked examples. Specific empirical evidence is unpacked that asserts that students who are exposed to teachers who employ directive teaching methods increase their achievement scores, which challenges the current paradigm of some educational practices. While evidence suggests that direct instruction has many benefits, the chapter explores that, at times, non-direct instruction may have some place in teaching and that the instructional ‘Sweet Spot’ may be a blend of both direct and non-direct instruction. The chapter concludes by providing strategies, based on evidentiary research, for creating instructional tasks designed using cognitive load principles and non-direct instruction techniques to help educators find the elusive instructional ‘Sweet Spot’.Brendan Bentle

Corporate Governance and Sustainability Performance: Analysis of Triple Bottom Line Performance

The study empirically investigates the relationship between corporate governance and the triple bottom line sustainability performance through the lens of agency theory and stakeholder theory. We claim, in fact, that no single theory fully accounts for all the hypothesised relationships. We measure sustainability performance through manual content analysis on sustainability reports of the US-based companies. The study extends the existing literature by investigating the impact of selected corporate governance mechanisms on each dimension of sustainability performance, as defined by the GRI framework. Our approach allows to identify which governance mechanisms foster triple bottom line performance, also revealing that some mechanisms fit only specific dimension(s) of sustainability. The fact-based findings provide support for a new beginning in the theorising process in which the theories must try not only to provide rationale for the impact of corporate governance on sustainability, but also to explain which dimension of sustainability might be more affected. The most important implication for practitioners is the support for sustainability practices, which may be gained through implementation of particular corporate governance mechanisms. The findings contribute also to the improvement of the ongoing standard setting process, in particular as it concerns the in-depth revision of the economic dimension of sustainability carried out under the new GRI framework