title: Cue word guided question generation with BERT model fine-tuned on natural question dataset

authors: Zhang, Zijing

subjects: Deep Learning

abstract: This thesis aims to develop an efficient question generator for an automated tutoring system. Given a context passage with an answer, the question generator asks questions to help the reader learn new material. By utilizing the BERT model, this thesis experiments on generating type-specific questions with a cue word. This thesis also uses an RNN encoder-decoder architecture for question generation on SQuAD as a comparative baseline and fine-tune the BERT question generation model on Google's Natural Question dataset. Ultimately, I deliver a RESTful API by the end of this year-long master program.

text: Cue word guided question generation with BERT model fine-tuned on natural question dataset This thesis aims to develop an efficient question generator for an automated tutoring system. Given a context passage with an answer, the question generator asks questions to help the reader learn new material. By utilizing the BERT model, this thesis experiments on generating type-specific questions with a cue word. This thesis also uses an RNN encoder-decoder architecture for question generation on SQuAD as a comparative baseline and fine-tune the BERT question generation model on Google's Natural Question dataset. Ultimately, I deliver a RESTful API by the end of this year-long master program.

year: 2020

title: An enzymatic/acid-catalyzed hybrid process for biodiesel production from soybean oil

authors: Ting, Wei-Jia

subjects: acid catalyst

abstract: The present study is aimed at developing an enzymatic/acid-catalyzed hybrid process for biodiesel production using soybean oil as feedstock. In the enzymatic hydrolysis, 88% of the oil taken initially was hydrolyzed by binary immobilized lipase after 5 h under optimal conditions. The hydrolysate was further used in acid-catalyzed esterification for biodiesel production and the effects of temperature, catalyst concentration, feedstock to methanol molar ratio, and reaction time on biodiesel conversion were investigated. By using a feedstock to methanol molar ratio of 1:15 and a sulfuric acid concentration of 2.5%, a biodiesel conversion of 99% was obtained after 12 h of reaction at 50 °C. The biodiesel produced by this process met the American Society for Testing and Materials (ASTM) standard. This hybrid process may open a way for biodiesel production using unrefined and used oil as feedstock.

text: An enzymatic/acid-catalyzed hybrid process for biodiesel production from soybean oil The present study is aimed at developing an enzymatic/acid-catalyzed hybrid process for biodiesel production using soybean oil as feedstock. In the enzymatic hydrolysis, 88% of the oil taken initially was hydrolyzed by binary immobilized lipase after 5 h under optimal conditions. The hydrolysate was further used in acid-catalyzed esterification for biodiesel production and the effects of temperature, catalyst concentration, feedstock to methanol molar ratio, and reaction time on biodiesel conversion were investigated. By using a feedstock to methanol molar ratio of 1:15 and a sulfuric acid concentration of 2.5%, a biodiesel conversion of 99% was obtained after 12 h of reaction at 50 °C. The biodiesel produced by this process met the American Society for Testing and Materials (ASTM) standard. This hybrid process may open a way for biodiesel production using unrefined and used oil as feedstock.

year: 2008

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024