EmotiBlog: a finer-grained and more precise learning of subjectivity expression models

The exponential growth of the subjective information in the framework of the Web 2.0 has led to the need to create Natural Language Processing tools able to analyse and process such data for multiple practical applications. They require training on specifically annotated corpora, whose level of detail must be fine enough to capture the phenomena involved. This paper presents EmotiBlog ��� a fine-grained annotation scheme for subjectivity. We show the manner in which it is built and demonstrate the benefits it brings to the systems using it for training, through the experiments we carried out on opinion mining and emotion detection. We employ corpora of different textual genres ���a set of annotated reported speech extracted from news articles, the set of news titles annotated with polarity and emotion from the SemEval 2007 (Task 14) and ISEAR, a corpus of real-life self-expressed emotion. We also show how the model built from the EmotiBlog annotations can be enhanced with external resources. The results demonstrate that EmotiBlog, through its structure and annotation paradigm, offers high quality training data for systems dealing both with opinion mining, as well as emotion detection.

Constellations and the unsupervised learning of graphs

In this paper, we propose a novel method for the unsupervised clustering of graphs in the context of the constellation approach to object recognition. Such method is an EM central clustering algorithm which builds prototypical graphs on the basis of fast matching with graph transformations. Our experiments, both with random graphs and in realistic situations (visual localization), show that our prototypes improve the set median graphs and also the prototypes derived from our previous incremental method. We also discuss how the method scales with a growing number of images.

Some reflections on the impact of globalization in the teaching and learning of English in socalled ���expanding circle��� countries

This article deals with the ongoing debate on the complex role of English as an International Language, be it understood as a homogeneous entity (one language with an international role [EIL]) or a heterogeneous one (different varieties (WE or ELF) grouped under one label, ��English��) as well as on the implications of this ��globalising�� status for its teaching in non-native settings. Given the complexity of this phenomenon, whose study is still in its infancy, we attempt neither to provide definitive answers nor adopt a prescriptive attitude, but simply contribute to the discussion and clarification of this, to some extent, emergent, controversial situation.

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.

A "Know-How vs. Know-What" Approach in the Teaching-Learning of Competences in Physical Chemistry

The methodological approach a teacher uses in the competence teaching-learning process determines the way students learn. Knowledge can be acquired from a series of perspectives, mainly: ���know-what��� (concept), where facts and descriptions of (natural or social) phenomena are pursued; ���know-how��� (procedure), where methods and procedures for their application are described; and ���know-why��� (competence), where general principles and laws that explain both the facts and their applications are sought. As all the three cases are interconnected, the boundaries between them are not fully clear and their application uses shared elements. In any case, the depth of student���s acquired competences will be directly affected by the teaching-learning perspective, traditionally aiming to a ���know-why��� approach for full competence acquisition. In this work, we discuss a suitable teaching-learning methodology for evaluating whether a ���know-how���, ���know-what��� or combined approach seems better for enhancing competence learning in students. We exemplify the method using a selection of formative activities from the Physical Chemistry area in the Grades of Chemistry and Chemical Engineering.

Fabrication of Mg foams for biomedical applications by means of a replica method based upon spherical carbon particles

Interest in Mg foams is increasing due to their potential use as biomaterials. Fabrication methods determine to a great extent their structure and, in some cases, may pollute the foam. In this work Mg foams are fabricated by a replica method that uses as skeleton packed spheres of active carbon, a material widely utilized in medicine. After Mg infiltration, carbon particles are eliminated by an oxidizing heat treatment. The latter covers Mg with MgO which improves performance. In particular, oxidation retards degradation of the foam, as the polarization curves of the Mg foam with and without oxide indicate. The sphericity and regularity of C particles allows control of the structure of the produced open-cell foams.