title: Clustering documents with active learning using Wikipedia

authors: Huang, Anna

subjects: computer science

abstract: 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%.

text: 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%.

year: 2009

title: Intercultural communication between two infants in a multicultural early childhood education context in Aotearoa New Zealand

authors: Serhan, Yasmine

subjects: early childhood education

abstract: This study explores what intercultural communication could look like in an early childhood education setting in Aotearoa, New Zealand. In particular, it investigates the interactions between two infants that are under 18-months and have different home languages to one another. The research data was gathered using qualitative research methods. The infants’ interactions were observed and video-recorded over a period of 2 weeks. Additional data was gathered through semi-structured interviews with the parents of the infants. This study gathered the experiences of infants and the voices of their families to create an in-depth description of infants’ multimodal experiences of intercultural communication. A Bakhtinian dialogic approach was used to address the subtleties that occurred within the communication between the infants, such as words, gestures, and feelings. The findings of this study indicate that infants are agentic subjects that utilise a number of strategies to initiate, maintain, and end intercultural interactions. Firstly, it was found that infants used joint attention and shared intentionality to understand each other’s intentions and respond appropriately. Secondly, the infants synchronised with each other during playful interactions and communicated through laughter, babble, vocalisations, and imitation. Thirdly, disagreement and uncertainty characterised an unexpected element of intercultural communication-which occurred a as result of having different cultural understandings around different phenomena. Finally, it was found that infants used their cultural experiences at home as a reference in their interactions with each other at the centre. This study implies that educators must critically consider the affordances of early childhood education environments for supporting infant-peer interculturalism. In addition, working with infants in a multicultural ECE setting calls for teachers to recognise, respond to, and validate infants’ various multicultural forms of communication.

text: Intercultural communication between two infants in a multicultural early childhood education context in Aotearoa New Zealand This study explores what intercultural communication could look like in an early childhood education setting in Aotearoa, New Zealand. In particular, it investigates the interactions between two infants that are under 18-months and have different home languages to one another. The research data was gathered using qualitative research methods. The infants’ interactions were observed and video-recorded over a period of 2 weeks. Additional data was gathered through semi-structured interviews with the parents of the infants. This study gathered the experiences of infants and the voices of their families to create an in-depth description of infants’ multimodal experiences of intercultural communication. A Bakhtinian dialogic approach was used to address the subtleties that occurred within the communication between the infants, such as words, gestures, and feelings. The findings of this study indicate that infants are agentic subjects that utilise a number of strategies to initiate, maintain, and end intercultural interactions. Firstly, it was found that infants used joint attention and shared intentionality to understand each other’s intentions and respond appropriately. Secondly, the infants synchronised with each other during playful interactions and communicated through laughter, babble, vocalisations, and imitation. Thirdly, disagreement and uncertainty characterised an unexpected element of intercultural communication-which occurred a as result of having different cultural understandings around different phenomena. Finally, it was found that infants used their cultural experiences at home as a reference in their interactions with each other at the centre. This study implies that educators must critically consider the affordances of early childhood education environments for supporting infant-peer interculturalism. In addition, working with infants in a multicultural ECE setting calls for teachers to recognise, respond to, and validate infants’ various multicultural forms of communication.

year: 2020

title: Ko te Korokoro o te Parata: Ko tātou tonu

authors: Higgins, Rawinia

subjects: Whakaora reo

abstract: I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

text: Ko te Korokoro o te Parata: Ko tātou tonu I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

year: 2011-04