Miracle-dz/UniFAR-FTUs huggingface dataset:
Sentence-level sentiment tagging across different domains and genres

The demand for information about sentiment expressed in texts has stimulated a growing interest into automatic sentiment analysis in Natural Language Processing (NLP). This dissertation is motivated by an unmet need for high-performance domain-independent sentiment taggers and by pressing theoretical questions in NLP, where the exploration of limitations of specific approaches, as well as synergies between them, remain practically unaddressed. This study focuses on sentiment tagging at the sentence level and covers four genres: news, blogs, movie reviews, and product reviews. It draws comparisons between sentiment annotation at different linguistic levels (words, sentences, and texts) and highlights the key differences between supervised machine learning methods that rely on annotated corpora (corpus-based, CBA) and lexicon-based approaches (LBA) to sentiment tagging. Exploring the performance of supervised corpus-based approach to sentiment tagging, this study highlights the strong domain-dependence of the CBA. I present the development of LBA approaches based on general lexicons, such as WordNet, as a potential solution to the domain portability problem. A system for sentiment marker extraction from WordNet's relations and glosses is developed and used to acquire lists for a lexicon-based system for sentiment annotation at the sentence and text levels. It demonstrates that LBA's performance across domains is more stable than that of CBA. Finally, the study proposes an integration of LBA and CBA in an ensemble of classifiers using a precision-based voting technique that allows the ensemble system to incorporate the best features of both CBA and LBA. This combined approach outperforms both base learners and provides a promising solution to the domain-adaptation problem. The study contributes to NLP (1) by developing algorithms for automatic acquisition of sentiment-laden words from dictionary definitions; (2) by conducting a systematic study of approaches to sentiment classification and of factors affecting their performance; (3) by refining the lexicon-based approach by introducing valence shifter handling and parse tree information; and (4) by development of the combined, CBA/LBA approach that brings together the strengths of the two approaches and allows domain-adaptation with limited amounts of labeled training data.
HOW TO ABBREVIATE ON HIGHWAY SIGNS

This study investigated abbreviations for 80 traffic-related words by having a sample of drivers compose abbreviations and then having a different sample identify the word after being given the most popular abbreviation. Abbreviations were classified by percentage of subjects who correctly identified the words when presented alone and, again, when presented in the context of another word. The study identified strategies employed in abbreviating words, explored the relation between highly stereotyped abbreviations and success in understanding them, and recommended a set of abbreviations that likely could be used successfully on changeable-message signs.
Browser-Based Manual Encryption

Browser-Based Manual Encryption Yuanzheng Song Department of Computer Science, BYU Master of Science Billions of web-based email and chat messages are sent over the Internet every day. However, very few service providers support end-to-end privacy protection. While providing security for these messages is technically feasible, usability remains a challenge in this field. Recent research attempts to hide security details like key management and encryption in order to make the system more usable. However usability studies demonstrated that hiding these details may confuse the user and contribute to mistakes (e.g., sending out an email in plaintext when the user thought it would be encrypted). In an effort to increase trust and eliminate mistakes, this thesis presents the design of a browser-based manual encryption mechanism that supports automatic key-management and manual encryption. It also describes the Message Protector (MP) prototype. An evaluations of MP is presented based on a user study conducted on the campus of BYU.
A User's Guide to the Brave New World of Designing Simulation Experiments. State-of-the-Art Review

Abstract : Many simulation practitioners can get more from their analyses by using the statistical theory on design of experiments (DOE) developed specifically for exploring computer models. We discuss a toolkit of designs for simulators with limited DOE expertise who want to select a design and an appropriate analysis for their experiments. Furthermore, we provide a research agenda listing problems in the design of simulation experiments--as opposed to real-world experiments--that require more investigation. We consider three types of practical problems: (1) developing a basic understanding of a particular simulation model or system, (2) finding robust decisions or policies as opposed to so-called optimal solutions, and (3) comparing the merits of various decisions or policies. Our discussion emphasizes aspects that are typical for simulation, such as having many more factors than in real-world experiments, and the sequential nature of the data collection. Because the same problem type may be addressed through different design types, we discuss quality attributes of designs, such as the ease of design construction, the flexibility for analysis, and efficiency considerations. Moreover, the selection of the design type depends on the metamodel (response surface) that the analysts tentatively assume; for example, complicated metamodels require more simulation runs. We present several procedures to validate the metamodel estimated from a specific design, and we summarize a case study illustrating several of our major themes. We conclude with a discussion of areas that merit more work to achieve the potential benefits--either via new research or incorporation into standard simulation or statistical packages.
L’exemple de l’enseignement des sciences et de la technologie au Sénégal

Cette communication portant sur l’enseignement des sciences et de la technologie au Senegal poursuit la double ambition de mettre en evidence le systeme de valeurs complexe qui preside a cet enseignement tel qu’il est organise et mis en œuvre actuellement, et de proposer le systeme de valeurs qui est a la base des recommandations validees par un seminaire national et international pour reformer cet enseignement. Au regard de l’importance du role des sciences et de la technologie dans le devel.
Randomized Response and Indirect Questioning Techniques in Surveys

Why We Need One More Monograph on Randomized Response Warner's Randomized Response Technique Introduction Warner Model Simple Random Sampling with Replacement Chaudhuri and Pal's Estimators Chaudhuri, Bose, and Dihidar's Estimators Inverse SRSWR Randomized Response Technique in General Sampling Design Introduction Warner's Model Unrelated Question Model Kuk's RRT Christofides's RRT Forced Response Scheme Mangat and Singh's RRT Mangat's Scheme Mangat, Singh, and Singh's Scheme Singh and Joarder's Scheme Dalenius and Vitale's Scheme Takahasi and Sakasegawa's Scheme Modified by Pal Liu, Chow, and Mosley's RRT Maximum Likelihood Approach Introduction Illustrations Optional Randomized Response Technique Introduction Illustrations Comments Protection of Privacy Introduction Illustrations Quantitative Characteristics Introduction Review of Literature Other Indirect Questioning Techniques Introduction Item Count Technique Nominative Technique The Three-Cards Method Miscellaneous Techniques, Applications, and Conclusions Introduction Review Epilogue Illustrative Simulated Empirical Findings Warner's RR versus Unrelated Question Model-Based RR in Unequal Probability Sampling as against Equal Probability Sampling Simulated Illustration of a Numerical Study of "Protection of Privacy" in RR Surveys Concluding Remarks References Index
Spoken Language and Applied Linguistics

Acknowledgements The author 1. Introduction 2. Spoken language and the notion of genre 3. What should we teach about the spoken language? 4. When does sentence grammar become discourse grammar? 5. Some patterns of co-occurrence of verb-forms in spoken and written English 6. Vocabulary and the spoken language 7. Idioms in use: a discourse-based re-examination of a traditional area of language teaching 8. 'So Mary was saying': speech reporting in everyday conversation Glossary References Index.
Case Study Research Methods

More people than ever are using case studies in research, yet there is very little guidance on how to construct case studies effectively. Drawing on his vast experience of teaching and mentoring researchers, Bill Gillham here provides a comprehensive guide to this popular method of research.Using real-life examples throughout, Case Study Research Methods guides the reader through all the stages of a case study, from initial design to the processing and writing up of findings. Especially detailed guidance offered on observation techniques, using documentary and electronic sources and physical artifacts, conducting interviews and analyzing and writing up case-study data.
Slums, Sanitation, and Mortality in the Roman World

In recent years a great deal has been written about life expectancy and mortality in the Roman empire, but very little has been said about the possible or probable causes of what by contemporary western standards must be regarded as a very low average life expectancy at birth of c. 25 years, an estimate which now appears to be generally accepted by many classicists.1 It is true that some writers hint that low levels of sanitation and poor standards of public health at Rome and in other large cities in the Roman empire are in some way to blame for a high mortality rate.2 Frier, for example, refers in passing to "fetid metropolises",3 but leaves his readers to imagine the details for themselves.
The Acquisition of English Spatial Prepositions: The Case of Logical Relations

This paper offers experimental evidence concerning children's abilities to access two types of logical/lexical relations that hold among spatial prepositions. One is the sub-­‐set relation that holds between the spatial prepositions " in " and " at " , the other is the relation of entailment that holds between " at " and " to ". The findings presented in the paper suggest that two hypotheses about the semantics of these prepositions hold. First, children appear to access and consolidate these interpretations in a step-­‐wise fashion. Second, the logical/lexical relations between these prepositions may be accessible to children only after the interpretations of the involved prepositions are also accessible, but not before. These findings suggest that children may acquire logical relations among lexical items by interpreting these relations as " emergent " properties of lexical items. These findings are also discussed with respect to two competing theories of language acquisition, the Continuity and the Construction hypotheses. It is shown that the findings are consistent with the Continuity hypothesis, while they offer evidence that challenges some of the core assumptions of the Construction hypothesis.
Retelling Strategies for Comprehending and Interpreting Short Stories

Recent trends in literature teaching advocate an integration of literature and language. This necessitates an interactive relationship among the student, text and teacher. This study investigated if retelling strategies will improve Form Four students' comprehension and interpretation of a short story. Retelling strategies are based on the language-based approach which can make short stories accessible to upper secondary school students through various techniques, procedures and strategies employed in the literature classroom. They are also linked to Oxford's (1989) Language Learning Strategies which are defined as specific actions, behaviours, steps or techniques students use to improve their progress in comprehending, internalizing and using the second language. Ninety students participated in this nine­ week study. The participants were chosen based on their Form Three Trial Examination and their Penilaian Menengah Rendah (PMR Lower Secondary Evaluation at Form Three Level) for 2005, and were divided into three levels of proficiency which were high, average, and low. This division into three proficiency levels was to determine if retelling strategies would improve comprehension and interpretation of a short story for proficient and low proficient learners. The ninety participants were taught four retelling strategies which were sequencing, summarizing, paraphrasing and analyzing. They completed four written retellings through four tasks in class using a short story entitled, "The Necklace". A pre-test, post-test, pre­ test questiOlmaire and a post-test questionnaire were used for data collection. The pre-test questionnaire asked about their prome, exposure to English language and their difficulties in comprehending and interpreting a short story The post-test questionnaire aimed to find out if the retelling strategies taught to them had helped them answer the post-test questions. Findjngs from the pre-test and post­ test revealed that there was improvement in comprehension and
The Effects of Task Type and Instructions on Second Language Acquisition

Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of 1) implicit and explicit inductive instructions and 2) three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in the light of previous research and considers their implications both at the theoretical level and for language teaching practice.
General lighting can overcome accidental viewing

When seeing an object in a scene, the presumption of seeing that object from a general viewpoint (as opposed to an accidental viewpoint) is a useful heuristic to decide which of many interpretations of this object is correct. Similar heuristic assumptions on illumination quality might also be used for scene interpretation. Here we tested that assumption and asked if illumination information helps determine object properties when seen from an accidental viewpoint. Test objects were placed on a flat surface and illumination was varied while keeping the objects’ images constant. Observers judged the shape or rigidity of static or moving simple objects presented in accidental view. They also chose which of two seemingly very similar faces was familiar. We found: (1) Objects might appear flat without shadow information but were perceived to be volumetric objects or non-planar in the presence of cast shadows. (2) Apparently non-rigid objects became rigid with shadow information. (3) Shading and shadows helped to infer which of two face was the familiar one. Previous results had shown that cast shadows help determine spatial layout of objects. Our study shows that other properties of objects like rigidity or 3D-shape can be disambiguated by shadow information.
Online Learning: Concepts, Strategies, and Application

1. What Is Online Learning? 2. The Roles and Competencies of the Online Learner and Online Instructor. 3. Research On Online Learning. 4. Integrative Learning Design Framework for Online Learning Environments. 5. Constructivist-Based Pedagogical Models: Principles, Characteristics, and Online Application. 6. Instructional Strategies and Their Role in Designing Authentic Learning Activities for Online Learning. 7. Evaluation for Online Learning: A Process Model. 8. Authoring Tools: Paradigms, Usage, and Future Implications. 9. Course Management Systems: Pedagogical Features, Selection, and Limitations. Glossary.
Toward a More Inclusive Construct of Native Chinese Speaker L2 Written Error Gravity

Toward a More Inclusive Construct of Native Chinese Speaker L2 Written Error Gravity Steven K. Holland Department of Linguistics and English Language Master of Arts The purpose of this study is to determine two types of error gravity in a corpus of texts written by native Chinese learners of English (ELLs)—one that enriches the traditional construct of gravity found in error gravity research by including error frequency, or how often an error occurs in a text relative to others, as an intervening variable, and one that applies the new error gravity data in a practical way to help establish salient grammatical focal points for written corrective feedback (WCF). Previous error gravity research has suggested that the amount of irritation caused by error is determined by the extent to which an utterance departs from “nativelike” speech. However, because these studies often neglect the role of frequency in determining gravity—relying on isolated sentences, pre-determined errors, and manipulated texts to define it—a more complete view of error gravity is needed. Forty-eight native English speakers without ESL teaching experience and 10 experienced ESL teachers evaluated a set of 18 timed, 30minute essays written by high intermediate to advanced native-Chinese ELLs. Errors were identified, verified, tagged, and classified by the level of irritation they produced. Results show the most serious errors included count/non-count (C/NC), insert verb (INSERT V), omit verb (OMIT V), and subject-verb agreement (SV). The most frequent error type was word choice (WC), followed by singular/plural (S/PL), awkward (AWK), and word form (WF). When combined, singular/plural (S/PL), word form (WF), word choice (WC), and awkward (AWK) errors were found to be the most critical. These findings support Burt and Kiparsky’s (1972) global/local error distinction in which global errors, or those lexical, grammatical and syntactic errors that affect the overall organization or meaning of the sentence (Burt, 1975) are deemed more grievous than local ones, which affect only “single elements (constituents)” (Burt, 1975, p. 57). Implications are discussed in terms of future research and possible uses in the Dynamic Written Corrective Feedback classroom.
Fraction Operations: An Examination of Prospective Teachers’ Errors, Confidence, and Bias

Abstract Fractions are important in young students’ understanding of rational numbers and proportional reasoning. The teacher is fundamental in developing student understanding and competency in working with fractions. The present study spanned five years and investigated prospective teachers’ competency and confidence with fraction operations as they entered a college mathematics content course designed for teachers. Results indicate prospective teachers’ levels of competence vary by fraction operation. Many of the same error patterns exhibited in the 1980s and early 1990s are still exhibited today. Many prospective teachers inaccurately predict their performance on multiplying fractions with relatively prime denominators and dividing reciprocal fractions.
Building the oral language skills of K-2 English Language learners through theater arts

The current focus on high-stakes testing has pressured schools to focus on a narrow range of literacy skills at the expense of oral language, vocabulary, and background knowledge. This article argues that theatre arts lessons can be an effective way for teachers to engage in rich verbal interactions with many children at once, providing feedback and building vocabulary. A K-2 theatre arts program initiated in the San Diego Unified School District is described, with links to on-line lesson plans and streaming videos of classroom instruction. Participants comment on the effect K-2 theatre activities had on classroom culture and student learning especially the literacy skills of English language learners.
Research Methods, Statistics, and Applications

Preface About the Authors 1. Thinking Like a Researcher 2. Build a Solid Foundation for Your Study by Finding, Reading, and Evaluating Past Research 3. The Cornerstones of Good Research: Reliability and Validity 4. Designing a Descriptive Study 5. Describing Your Sample 6. Beyond Descriptives: Making Inferences Based on Your Sample 7. Examining Relationships Among Your Variables: Correlational Design 8. Examining Causal Relationships Among Your Variables: Introduction to Experimental Design 9. Independent-Groups Designs 10. Dependent-Groups Designs 11. Factorial Designs 12. Nonparametric Statistics 13. Focusing on the Individual: Case Studies and Single N Designs 14. How to Decide? Choosing a Research Design and Selecting the Correct Analysis Appendix A: Answers to Practice Questions Appendix B: APA Style and Format Guidelines Appendix C: Statistical Tables Appendix D: Statistical Formulas Glossary References Author Index Subject Index
Measuring teacher self-efficacy using English Language Learner Shadowing as a catalyst for implementation of two instructional strategies to support the academic language development of long-term English language learners

The purpose of this descriptive survey study was to (a) investigate the impact of ELL Shadowing on teachers’ awareness of the academic language abilities and needs of LongTerm English Language Learners; (b) assess teacher-perceived proficiency in implementing Frayer Model and Think-Pair-Share Charting instructional strategies with English learners following specially designed professional development; (c) assess teacher self-efficacy to effectively address the academic language needs of English learners following specially designed professional development; and (d) investigate the academic language performance of Long-Term English Language Learners as a result of the Frayer Model and Think-Pair-Share Charting strategy implementation. This study used an original survey created by the researcher consisting of 13 structured and 2 semi-structured questions that was administered after professional development on ELL Shadowing, the Frayer Model, and Think-Pair-Share Charting. The survey’s 15 questions examined teacher self-efficacy in using the 2 instructional strategies to meet the needs of Long-Term English Language Learners, how ELL Shadowing impacted teachers’ perspectives of English learners, and the impact of the 2 instructional strategies on English learners’ performance following professional development. The findings from this study indicated that: (a) the majority of teacher participants saw the benefit in ELL Shadowing increasing awareness of the academic needs of LongTerm English Language Learners and that these students often remain passively silent in the classroom; (b) teachers are slightly more comfortable using the Frayer Model than Think-Pair-Share Charting; (c) the majority of teacher participants saw the benefit in