3822190
Improving Concept Hierarchy Development for Web Returned Documents Using Automatic Classification
3781215
Web mining from competitors' websites
This paper presents a framework for user-oriented text mining. It is then illustrated with an example of discovering knowledge from competitors' websites. The knowledge to be discovered is in the form of association rules. A user's background knowledge is represented as a concept hierarchy developed from documents on his/her own website. The concept hierarchy captures the semantic usage of words and relationships among words in background documents. Association rules are identified among the noun phrases extracted from documents on competitors' websites. The interestingness measure, i.e. novelty, which measures the semantic distance between the antecedent and the consequent of a rule in the background knowledge, is computed from the co-occurrence frequency of words and the connection lengths among words in the concept hierarchy. A user evaluation of the novelty of discovered rules demonstrates that the correlation between the algorithm and the human judges is comparable to that between human judges.
3822993
Learning by Examples: Identifying Key Concepts from Text Using Pre-Defined Inputs
3764367
eLearning assessment through textual analysis of class discussions
Most of the elearning classes use discussion forums to support class interaction. This paper presents a novel approach that automatically assesses student class performance by analyzing knowledge density in online class messages. Class performance of students is evaluated from three perspectives: the quality of their course work, the quantity of their efforts, and the activeness of their participation; three measures - knowledge density, message length, and message count, are derived from class messages respectively. Together, they are used to calculate a performance indicator score. The experiment shows that there is a high correlation between the performance indicator scores and the actual grades assigned by instructors. The rank orders of students by the performance indicator score are highly correlated with those by the actual grades as well.
3763580
Extracting Features from Web Search Returned Hits for Hierarchical Classification
38299768
A simplified method for testing the IBM pipeline partial-scan microprocessor
This paper describes a simple test generation method for a high-performance, pipelined partial-scan microprocessor using an automatic test generation tool which was optimized for combinational logic in generating manufacturing test data. Without this method the test generation tool would have had great difficulty in generating the test data needed to achieve the required high fault coverage. User-specified clocking sequences are also allowed for design flexibility. A description of this method is provided and the experimental results are discussed.
9838630
Domination in Graphs of Minimum Degree Five
Let G=(V,E) be a simple graph. A subset D⊆V is a dominating set of G, if for any vertex x ∈ V−D, there exists a vertex y ∈ D such that xy ∈ E. By using the so-called vertex disjoint paths cover introduced by Reed, in this paper we prove that every graph G on n vertices with minimum degree at least five has a dominating set of order at most 5n/14.
671264
Patterns of Multimodal Input Usage in Non-Visual Information Navigation
Multimodal input is known to be advantageous for graphical user interfaces, but its benefits for non-visual interaction are unknown. To explore this issue, an exploratory study was conducted with fourteen sighted subjects on a system that allows speech input and hand input on a touchpad. Findings include: (1) Users chose between these two input modalities based on the types of operations undertaken. Navigation operations were done primarily with touchpad input, while non-navigation instructions were carried out primarily using speech input. (2) Multimodal error correction was not prevalent. Repeating a failed operation until it succeeded and trying other methods in the same input modality were dominant error-correction strategies. (3) The modality learned first was not necessarily the primary modality used later, but a training order effect existed. These empirical results provide guidelines for designing non-visual multimodal input and create a comparison baseline for a subsequent study with blind users.
1385145
Simulation based deadlock analysis for system level designs
In the design of highly complex, heterogeneous, and concurrent systems, deadlock detection and resolution remains an important issue. In this paper, we systematically analyze the synchronization dependencies in concurrent systems modeled in the Metropolis design environment, where system functions, high level architectures and function-architecture mappings can be modeled and simulated. We propose a data structure called the dynamic synchronization dependency graph, which captures the runtime (blocking) dependencies. A loop-detection algorithm is then used to detect deadlocks and help designers quickly isolate and identify modeling errors that cause the deadlock problems. We demonstrate our approach through a real world design example, which is a complex functional model for video processing and a high level model of function-architecture mapping.
13960729
Multimodal user input patterns in a non-visual context
How will users choose between speech and hand inputs to perform tasks when they are given equivalent choices between both modalities in a non-visual interface? This exploratory study investigates this question. The study was conducted using AudioBrowser, a non-visual information access for the visually impaired. Findings include: (1) Users chose between input modalities based on the type of operations undertaken. Navigation operations primarily used hand input on the touchpad, while non-navigation instructions primarily used speech input. (2) Surprisingly, multimodal error correction was not prevalent. Repeating a failed operation until it succeeded and trying other methods in the same input modality were dominant error-correction strategies. (3) The modality learned first was not necessarily the primary modality used later, but a training order effect existed. These empirical results provide implications for designing non-visual multimodal input dialogues.