title: From opinion lexicons to sentiment classification of tweets and vice versa: a transfer learning approach

authors: Bravo-Marquez, Felipe

subjects: computer science

abstract: Message-level and word-level polarity classification are two popular tasks in Twitter sentiment analysis. They have been commonly addressed by training supervised models from labelled data. The main limitation of these models is the high cost of data annotation. Transferring existing labels from a related problem domain is one possible solution for this problem. In this paper, we propose a simple model for transferring sentiment labels from words to tweets and vice versa by representing both tweets and words using feature vectors residing in the same feature space. Tweets are represented by standard NLP features such as unigrams and part-of-speech tags. Words are represented by averaging the vectors of the tweets in which they occur. We evaluate our approach in two transfer learning problems: 1) training a tweet-level polarity classifier from a polarity lexicon, and 2) inducing a polarity lexicon from a collection of polarity-annotated tweets. Our results show that the proposed approach can successfully classify words and tweets after transfer.

text: From opinion lexicons to sentiment classification of tweets and vice versa: a transfer learning approach Message-level and word-level polarity classification are two popular tasks in Twitter sentiment analysis. They have been commonly addressed by training supervised models from labelled data. The main limitation of these models is the high cost of data annotation. Transferring existing labels from a related problem domain is one possible solution for this problem. In this paper, we propose a simple model for transferring sentiment labels from words to tweets and vice versa by representing both tweets and words using feature vectors residing in the same feature space. Tweets are represented by standard NLP features such as unigrams and part-of-speech tags. Words are represented by averaging the vectors of the tweets in which they occur. We evaluate our approach in two transfer learning problems: 1) training a tweet-level polarity classifier from a polarity lexicon, and 2) inducing a polarity lexicon from a collection of polarity-annotated tweets. Our results show that the proposed approach can successfully classify words and tweets after transfer.

year: 2016

title: How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment

authors: Campbell, Lucy

subjects: academic english

abstract: Teaching academic English and study skills at tertiary level can be a restricted and pressured environment due to factors such as heavy course content, large numbers of students or lack of time to teach all areas that are needed. Situations like this often mean there is little opportunity for students to voice personal opinions on the content and method of how they are being taught in ESL oriented papers or their mainstream majors. It also means limited chances for them to articulate and share personal learning experiences and cultural backgrounds to allow them to extend their knowledge of their present situations. This paper describes how giving students time for reflection on these areas in an undergraduate second language academic discourse paper allowed them to contemplate learning and studying strategies for this and other papers they were engaged with. The outcomes for them included an increase in confidence to express themselves to their peers, a realisation that their previous learning and cultural backgrounds had value and use to their New Zealand experiences and a greater understanding of some basic tertiary processes. Web conferencing was used to support their reflection process. The results of these reflective exchanges for the tutor has had an impact on current and future curriculum design and led to the compiling of a list of simple but important factors that could of be of use to the wider tertiary community in their teaching of non-English speaking background students.

text: How reflective exchanges of second language students can have an impact on their learning outcomes and on future curriculum planning in a tertiary environment Teaching academic English and study skills at tertiary level can be a restricted and pressured environment due to factors such as heavy course content, large numbers of students or lack of time to teach all areas that are needed. Situations like this often mean there is little opportunity for students to voice personal opinions on the content and method of how they are being taught in ESL oriented papers or their mainstream majors. It also means limited chances for them to articulate and share personal learning experiences and cultural backgrounds to allow them to extend their knowledge of their present situations. This paper describes how giving students time for reflection on these areas in an undergraduate second language academic discourse paper allowed them to contemplate learning and studying strategies for this and other papers they were engaged with. The outcomes for them included an increase in confidence to express themselves to their peers, a realisation that their previous learning and cultural backgrounds had value and use to their New Zealand experiences and a greater understanding of some basic tertiary processes. Web conferencing was used to support their reflection process. The results of these reflective exchanges for the tutor has had an impact on current and future curriculum design and led to the compiling of a list of simple but important factors that could of be of use to the wider tertiary community in their teaching of non-English speaking background students.

year: 2005

title: Ceremonious storytelling: Exploring experiences within the publicly funded health service

authors: Mellsop-Kupe, Jessie

subjects: Māori health

abstract: Background: Chronic disease is defined as a condition impacting organs or organ systems causing dysfunction or dysregulation that lasts longer than six months or remains, despite medical intervention or treatment.  Research has shown that barriers, including those of a financial, physical, institutional and patient orientated nature significantly impact on outcomes. Māori are significantly over-represented in chronic health condition statistics, particularly relating to cardiac, respiratory, renal and mental health.  Further, Māori are more likely to have a negative experience engaging with primary and secondary health services, leading to disempowerment and dis-engagement. Therefore, research which explores how quality of care for Māori can be improved is of pressing value.

Objective: This study seeks to explore the experiences of Māori and non-Māori health-care consumers and providers within the publicly funded health service of Aotearoa. 
 
Participants: Advertising across primary and secondary care settings resulted in a total of 37 responses from health care consumers (31 respondents contributing to pūrākau) and 37 responses from health professionals (27 respondents contributing to pūrākau).

Methods: This study utilised kaupapa Māori methodological approaches, frameworks and models to guide and intertwine qualitative and quantitative research methods.  Participants were able to engage with any subset of questions, defining their responses through pūrākau, which supports the development of narratives within questions that are outside the limits of other worldviews.  Māori methods such as pūrākau are flexible, enabling the development of research methods that are culturally aware and safe for Indigenous and non-Indigenous people globally

Results: Key themes found within pūrākau highlighted the importance of meaningful engagement, person focused, trauma informed care to positively impact willingness and ability to engage with primary, secondary and tertiary services.  The study reported that consumers had a strong willingness to engage with services.

Conclusion: Health is personal and impacts people in various ways.  Access to health services, while funded in Aotearoa, still create barriers for some people and perpetuates the gap between prevention and diagnosis of chronic disease.  Kaupapa Māori methods within research support Māori engagement and definition within research through historical ways of being, knowing and conducting research.  Participants of this study detailed experiences within health services, highlighting willingness and ability to engage with health services.  Prior research defined the development of the Levesque access and accessibility framework, which correlates with the findings within this study."

text: Ceremonious storytelling: Exploring experiences within the publicly funded health service Background: Chronic disease is defined as a condition impacting organs or organ systems causing dysfunction or dysregulation that lasts longer than six months or remains, despite medical intervention or treatment.  Research has shown that barriers, including those of a financial, physical, institutional and patient orientated nature significantly impact on outcomes. Māori are significantly over-represented in chronic health condition statistics, particularly relating to cardiac, respiratory, renal and mental health.  Further, Māori are more likely to have a negative experience engaging with primary and secondary health services, leading to disempowerment and dis-engagement. Therefore, research which explores how quality of care for Māori can be improved is of pressing value.

Objective: This study seeks to explore the experiences of Māori and non-Māori health-care consumers and providers within the publicly funded health service of Aotearoa. 
 
Participants: Advertising across primary and secondary care settings resulted in a total of 37 responses from health care consumers (31 respondents contributing to pūrākau) and 37 responses from health professionals (27 respondents contributing to pūrākau).

Methods: This study utilised kaupapa Māori methodological approaches, frameworks and models to guide and intertwine qualitative and quantitative research methods.  Participants were able to engage with any subset of questions, defining their responses through pūrākau, which supports the development of narratives within questions that are outside the limits of other worldviews.  Māori methods such as pūrākau are flexible, enabling the development of research methods that are culturally aware and safe for Indigenous and non-Indigenous people globally

Results: Key themes found within pūrākau highlighted the importance of meaningful engagement, person focused, trauma informed care to positively impact willingness and ability to engage with primary, secondary and tertiary services.  The study reported that consumers had a strong willingness to engage with services.

Conclusion: Health is personal and impacts people in various ways.  Access to health services, while funded in Aotearoa, still create barriers for some people and perpetuates the gap between prevention and diagnosis of chronic disease.  Kaupapa Māori methods within research support Māori engagement and definition within research through historical ways of being, knowing and conducting research.  Participants of this study detailed experiences within health services, highlighting willingness and ability to engage with health services.  Prior research defined the development of the Levesque access and accessibility framework, which correlates with the findings within this study."

year: 2024-07-27