Miracle-dz/UniFAR-FTUs huggingface dataset:
Scalable frameworks and algorithms for cluster ensembles and clustering data streams

Clustering algorithms are an important tool for data mining and data analysis purposes. Clustering algorithms fall under the category of unsupervised learning algorithms, which can group patterns without an external teacher or labels using some kind of similarity metric. Clustering algorithms are generally iterative in nature and computationally intensive. They will have disk accesses in every iteration for data sets larger than memory, making the algorithms unacceptably slow. Data could be processed in chunks, which fit into memory, to provide a scalable framework. Multiple processors may be used to process chunks in parallel. Clustering solutions from each chunk together form an ensemble and can be merged to provide a global solution. So, merging multiple clustering solutions, an ensemble, is important for providing a scalable framework. Combining multiple clustering solutions or partitions, is also important for obtaining a robust clustering solution, merging distributed clustering solutions, and providing a knowledge reuse and privacy preserving data mining framework. Here we address combining multiple clustering solutions in a scalable framework. We also propose algorithms for incrementally clustering large or very large data sets. We propose an algorithm that can cluster large data sets through a single pass. This algorithm is also extended to handle clustering infinite data streams. These types of incremental/online algorithms can be used for real time processing as they don't revisit data and are capable of processing data streams under the constraint of limited buffer size and computational time. Thus, different frameworks/algorithms have been proposed to address scalability issues in different settings. To our knowledge we are the first to introduce scalable algorithms for merging cluster ensembles, in terms of time and space complexity, on large real world data sets. We are also the first to introduce single pass and streaming variants of the fuzzy c means algorithm. We have evaluated the performance of our proposed frameworks/algorithms both on artificial and large real world data sets. A comparison of our algorithms with other relevant algorithms is discussed. These comparisons show the scalability and effectiveness of the partitions created by these new algorithms.
The Pipil Language of El Salvador

Teeming of molten metal from a laden vessel into a receiving vessel such as an ingot mould or tundish is accomplished at a controlled rate by detecting the changing weight of one of the vessels and deriving a valve control signal by comparing a changing weight signal with a presettable reference signal, the valve control signal being employed to adjust the setting of a sliding gate valve through which molten metal passes as it is teemed into the receiving vessel.
Detecting innovations in a parsed corpus of learner English

The concept of linguistic innovation in English has so far mainly been limited to the description of native and indigenized varieties (ESL). In foreign varieties of English (EFL), on the other hand, non-standard forms are typically considered as errors. Such a treatment, however, (i) fails to acknowledge those cases when foreign learners intend to be creative, as underlined by Rimmer (2008), and (ii) misses commonalities between ESL and EFL. Recent corpus-based studies have provided preliminary evidence that some non-standard forms are shared by indigenized and foreign varieties of English. Nesselhauf (2009) has brought to light similarities in the way of new prepositional verbs like comprise of or emphasise on, while Gilquin (2011) has drawn parallels between phrasal verbs in ESL and EFL (see also Gotz & Schilk 2011, Davydova 2012, Laporte 2012 and Deshors 2014, among others). Such commonalities challenge the idea of a clear dichotomy between innovations and errors, and encourage us to look for more similarities between ESL and EFL. We present a data-driven method to detect potential innovations in EFL on a large scale, test it on verb-preposition structures, and describe similarities and differences between ESL and EFL. Relying on the whole of the International Corpus of Learner English (ICLE), which has been parsed with the probabilistic dependency parser Pro3Gres (Schneider 2008), we have automatically extracted potential innovations, defined here as patterns of overuse in ICLE compared to a reference corpus, for which we use the British National Corpus (BNC). We measure overuse by means of various collocation measures such as O/E or T-score (e.g. Evert 2009). Our approach is related to Schneider & Zipp (2013), which allows us to conduct a detailed comparison with novel combinations of verbs and prepositions found in Schneider & Zipp (2013) for ESL, based on the International Corpus of English (ICE). We find both striking similarities (e.g. discuss about) and dissimilarities (e.g. accuse for, only distinctive for EFL). The quantitative study is followed by a qualitative step, in which we aim to explain origins of non-native-like combinations in EFL (e.g. viewed upon as, probably built by analogy with looked upon as) and try to find criteria to determine what could be identified as actual innovations. We discuss total frequency, recurrence limited to learners from the same L1, which could point to L1 transfer innovations, and recurrence across different L1s, which could point to psycholinguistically based innovations that are the result of, e.g., processing load or semantic explicitness.
Constructionism in Practice: Designing, Thinking, and Learning in A Digital World

Contents: Y.B. Kafai, M. Resnick, Introduction. Part I:Perspectives in Constructionism. S. Papert, A Word for Learning. E. Ackermann, Perspective-Taking and Object Construction: Two Keys to Learning. A.A. Brandes, Elementary School Children's Images of Science. Part II:Learning Through Design. Y.B. Kafai, Learning Design by Making Games: Children's Development of Design Strategies in the Creation of a Complex Computational Artifact. Y.B. Kafai, Electronic Play Worlds: Gender Differences in Children's Constructions of Video Games. G. Gargarian, The Art of Design. R. Sargent, M. Resnick, F. Martin, B. Silverman, Building and Learning with Programmable Bricks. Part III:Learning in Communities. A. Shaw, Social Constructionism and the Inner City: Designing Environments for Social Development and Urban Renewal. A. Bruckman, M. Resnick, The MediaMOO Project: Constructionism and Professional Community. M. Evard, A Community of Designers: Learning Through Exchanging Questions and Answers. P.K. Hooper, "They Have Their Own Thoughts": A Story of Constructionist Learning in an Alternative African-Centered Community School. Part IV:Learning About Systems. M. Resnick, New Paradigms for Computing, New Paradigms for Thinking. U. Wilensky, Making Sense of Probability Through Paradox and Programming: A Case Study in a Connected Mathematics Framework. F.G. Martin, Ideal and Real Systems: A Study of Notions of Control in Undergraduates Who Design Robots.
Vowel insertion in Scottish Gaelic*

Scottish Gaelic has been cited as providing an instance of vowel excrescence (Hall 2006). One of the defining properties of excrescent vowels is that they are phonologically inert and are not motivated by – nor do they contribute to – the syllable structure of a language. In this paper, we report on a series of experiments which tap into native speakers' intuitions of syllable structure in Scottish Gaelic. Insofar as intuitions about syllable count and syllabification reflect phonological structure, our results suggest that the relevant vowels of Scottish Gaelic are not phonologically inert, and contribute directly to native speaker intuitions involving the number of syllables and the affiliation of consonants to those syllables. However, our results also establish that the relevant vowels have an intermediate phonological status, which also distinguishes them from underlying vowels.
Preliminary Study of Impulse‐Momentum Diagrams

In this paper we present a new representation to help students learn about momentum, impulse and conservation of momentum which we call an Impulse‐Momentum Diagram. We include a description of this diagram as well as examples of how instructors can use them in the classroom. Next we present preliminary quantitative and qualitative data of a study we conducted where students used these representations. Our final analysis shows how students benefited from these representations.
Syntactic Errors in Computer Programming

A study of users of a large-scale computer system (TSS/360) revealed that only 12 to 17% of the FORTRAN, PL/I, and Assembler Language computer programs submitted to the language processors contained syntactic errors. Thus, syntactic errors do not appear to be a significant bottleneck in programming. This experiment is part of a larger effort to identify and reduce the behavioral bottlenecks in computer programming.
Learning Science by Digital Technology. Students' understanding of computer animated learning material

This case study reports on how students, working collaboratively, interpret and construct a written report of the events described in animated educational software. The analysis is based on video recordings of two upper-secondary-school students while they are endeavouring to construe an animated sequence of the mouldering process. How the students grammatically construct their written account by means of available semiotic resources (i. e., animation and educational text) provided by the software is investigated. The results show that attentionally detected features of the animation take the role of active subjects in the students' description of the animated phenomena. When framing their sentences, the students derive noun phrases from animated active subjects and from the educational text. In the students' efforts to express themselves in their own words, they use verbs that differ from the educational text. These two actions together contribute to giving the students' description of the process a character of a non-scientific explanation. Lacking relevant subject matter knowledge, the students cannot judge whether they have given an adequate account or not. The only way that the students have to appraise their written report is to check if it is grammatically correct. It is concluded that it is essential to consider both cultural and semiotic processes when designing technology-supported educational approaches to the teaching of scientific concepts. © 2010 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC.
Application of noise clustering in group technology

Cell formation is the most important problem faced in designing cellular manufacturing systems based on the principle of group technology. In that, parts with similar geometry, function, material and/or requiring a similar production process are grouped into part families and corresponding machines are organized as independent cells. One of the main weaknesses of the conventional grouping methods is that they implicitly assume that the components belong to one of the part families. In reality, some parts often require processing by machines from multiple cells and thereby belong to more than one-part families and appear as bottleneck parts. It is necessary to identify these bottleneck parts while grouping, and subsequently, they may be processed by alternative methods, say subcontracting. The identification of bottleneck parts may be considered equivalent to the isolation of noise and outliers in robust fuzzy classification task. R.N. Dave's (1991) noise resistant fuzzy clustering model is applied to solve this problem.
Text analysis for the social sciences : methods for drawing statistical inferences from texts and transcripts

Contents: C.W. Roberts, Introduction. G. Shapiro, J.Markoff, A Matter of Definition. Part I:Methodologies. P.J. Stone, Thematic Text Analysis: New Agendas for Analyzing Text Context. C.W. Roberts, Semantic Text Analysis: On the Structure of Linguistic Ambiguity in Ordinary Discourse. K.M. Carley, Network Text Analysis: The Network Position of Concepts. Part II:Applications. W.A. Danielson, D.L. Lasorsa, Perceptions of Social Change: 100 Years of Front-Page Content in The New York Times and The Los Angeles Times. L.A. Gottschalk, The Unobtrusive Measurement of Psychological States and Traits. R. Franzosi, Labor Unrest in the Italian Service Sector: An Application of Semantic Grammars. S. Savaiano, P.A. Schrodt, Environmental Change and Conflict: Analyzing the Ethiopian Famine of 1984-85. E.M. Eltinge, Assessing the Portrayal of Science as a Process of Inquiry in High School Biology Textbooks: An Application of Linguistic Content Analysis. M.E. Palmquist, K.M. Carley, T.A. Dale, Applications of Computer-Aided Text Analysis: Analyzing Literary and Nonliterary Texts. J. Kleinnijenhuis, J.A. de Ridder, E.M. Rietberg, Reasoning In Economic Discourse: An Application of the Network Approach to the Dutch Press. R. Popping, Computer Programs for the Analysis of Texts and Transcripts. Part III:Prospects. G. Shapiro, The Future of Coders: Human Judgments in a World of Sophisticated Software. R. Bechtel, Developments in Computer Science With Application to Text Analysis. A.L. Baker, Text Analysis and Natural Language Database Systems. C.W. Roberts, A Theoretical Map for Selecting Among Text Analysis Methods.
Trust In Personal And Impersonal Forms Its Antecedents And Consequences: A Conceptual Analysis Within Organizational Context

Although Mayer et al.’s (1995) integrative model of organizational trust has clarified some confusion regarding the concept of interpersonal trust involving two specific parties by differentiating between factors that cause trust, trust itself, and outcomes of trust through 1) it defined trust as the willingness of a party to be vulnerable to the actions of another party,2) trust is in turn influenced by a trustor’s propensity to trust, the trustor’s perceived characteristics of a trustee (e.g., trustworthiness of trustee based on his/her ability, benevolence, and integrity), 3) the trust leads to actual risk taking in a relationship since behavioral trust is the assuming of risk, and 4), the desired outcome results from the result of risk taking. But researchers like Luhman (1979), McCauley & Kuhnert (1992), Zaheer et al.(1998), Costigan et al.(1998), McKnight et al.(1998,2002), and Atkinson and Butcher( 2003) are of the view that root of trust lies in individual relationships is not in opposition to the experience of trust both inside interpersonal relationships and as an institutional phenomenon beyond interpersonal relationships. Moreover, Colquitt et al.(2007) investigated, it remains unclear that which trust antecedents have the strongest relationships with trust whether trust fully mediates the effects of trustworthiness and trust propensity on behavioral outcomes, and do trust relationship vary according to whether the trustee is a leader versus a coworker? Therefore, the aim of this conceptual paper is to investigate the phenomenon of trust in its personal and impersonal forms i.e., interpersonal and institutional(organizational) trust with multiple foci i.e. coworkers, supervisor, and institution(organization) through addressing threefold agenda; (1) to explore the concept of trust by distinguishing its antecedents i.e., trustor’s propensity to trust, the trustor’s perceived characteristics of a trustee, and institutional trust from trust, (2) to explore whether trust fully mediates the effects of trustworthiness, trust propensity, and institutional trust on behavioral outcomes such as organizational commitment, organizational citizenship behavior, and employees task performance, and (3) to explore that do trust relationships vary according to whether the trustee is a supervisor/leader versus a coworker.
A Preliminary Inquiry into Using Corpus Word Frequency Data in the Automatic Generation of English Language Cloze Tests

This paper outlines how a multiple choice vocabulary cloze test can be produced from a text. The process described involves assigning word class tags to the text and then retrieving word frequencies for the words in the text from an analyzed corpus. The system allows for the creation of three types of test--one based on the "nth-word deletion" principle, one based on user-specified frequency ranges, and one based on a particular word class. After the user's selection, word class and word frequency of each test item key are matched with similar word class and word frequency options to construct the test items. Analysis of tests produced by the system and administered to students indicates the potential of the computer aided test system, although the three test production modes are not equally successful in their production of "acceptable" test items with the nth-word deletion mode producing considerably fewer acceptable items than the two language oriented test production modes of specified word frequency ranges and particular word classes. The paper concludes with a discussion of the extent to which good test material can be realistically produced by computer aided systems and the different computer tools which may be of use in the process.
The Acquisition of French: The development of inflectional morphology and syntax in L1 acquisition, bilingualism, and L2 acquisition

This book presents a thorough description of morphosyntactic knowledge developed by learners of French in four different learning situations — first language (L1) acquisition, second (L2) language acquisition, bilingualism, and acquisition by children with Specific Language Impairment — within the theoretical framework of generative grammar. This approach allows for multiple comparisons across acquisition contexts, which provides the reader with invaluable insights into the nature of the acquisition process. The book is divided into four parts each dealing with a major morphosyntactic domain of acquisition: the verbal domain, the pronominal domain, the nominal domain, and the CP domain. Each part contains four chapters, the first one presenting an overview of the basic facts and analyses of the relevant properties of French, and the next three focusing on the different acquisition contexts. This book will be useful to anyone interested in the acquisition of French and in language development in general. It is also meant to stimulate cross-linguistic research from a theoretical perspective.
Designing for the Social Web

the creativity of the individual scribe and gave image and word equal billing, Wright sees the antecedent of today’s multimedia culture. The printing press would usher in an age of relentlessly textual, massproduced bookmaking, representing a shift from a right-brained, orally and visually charged world of folk traditions and feminine wisdom to one of masculine, logical, left-brained science. The ensuing explosion of printed matter led to an ontological and organizational crisis that we are still dealing with today. The chapter “The Industrial Library”—a wonderful refresher on library history—explores efforts to tame the rising flood of published knowledge by the likes of Panizzi, Cutter, Dewey, and Ranganathan. One of the most fascinating chapters of the book is “The Web That Wasn’t,” a look at early imaginings of the Internet. Many of the Web prototypes mentioned were strikingly prescient, and some had features (such as unbreakable links, bidirectional hypertext, and associative trails) that are superior to today’s Web. A few quibbles: the chapter on the encyclopedia—revolutionary in its ambition and its leveling of all types of knowledge—is too short; Web 2.0 is touched upon, but never adequately addressed; and the book could have used better editing. Wright has a tendency to repeat and rephrase his points, and there is a reference to a non-existent Appendix E. Those concerns aside, the book does a fine job of synthesizing many disparate ideas from a wide range of disciplines into a cohesive, thoughtful, and readable whole.
Mining texts, learners productions and strategies with ReaderBench

The chapter presents ReaderBench, a multi-lingual and flexible environment that integrates text mining technologies for assessing a wide range of learners’ productions and for supporting teachers in several ways. ReaderBench offers three main functionalities in analyzing texts: cohesion-based assessment, reading strategies identification, and textual complexity evaluation. All of these have been object to empirical validations. ReaderBench may be used during an entire educational scenario, starting from the initial complexity assessment of the reading materials, the assignment of texts to learners, the detection of reading strategies reflected in one’s self-explanations, and comprehension evaluation fostering learner’s self-regulation process.
Formal verification of an advanced pipelined machine

The objective in this dissertation is to demonstrate that we can formally verify the correctness of a microprocessor with complex control mechanisms. For the purpose of this research, we designed a new microprocessor model called FM9801, which is a pipelined microprocessor with a number of performance-oriented features: out-of-order issue and completion of instructions using Tomasulo's algorithm, speculative execution with branch prediction, memory optimizations such as load-bypassing and load-forwarding, precise exceptions and interrupts, and context switching between supervisor/user mode. The FM9801 has the capability of executing self-modifying programs as well. The verification of a pipelined microprocessor is not as simple as the verification of a non-pipelined microprocessor, because the pipelined machine starts the execution of an instruction before completing a previous one. In some cases, a pipelined implementation may execute instructions out of program order or execute them speculatively. The difference in the style of execution between the ideal sequential model and actual implementations makes it difficult to verify or even state the correctness of pipelined microprocessor designs. In this dissertation, we address what we mean by the “correct” pipelined implementations. Our verification techniques for the FM9801 is the main topic of this dissertation. One key idea in our approach is the use of the MAETT intermediate abstraction, which is a list of instructions executed by our pipelined microprocessor implementation. Using this abstraction, we were able to directly reason about the executed instructions, which in turn permitted the verification of the entire microprocessor model. We have verified the FM9801 in two steps. In the first step, we verified an invariant condition defined on the MAETT abstraction. In the second step, we used the verified invariant as an assumption and proved our correctness criterion. We will discuss how this will decompose the verification problem both temporally and spatially. The FM9801 verification is mechanically checked with the ACL2 theorem prover.