248 research outputs found
Our place, my future and their project:reflecting children’s lifeworld in education for sustainable development
No full textAbstract
This thesis is based on the premise that formal education could promote ethical relationships with the environment and empower children to act towards a better future. The aim of the thesis is to create understanding about Education for Sustainable Development (ESD) in relation to the definition of sustainable development and everyday experiences. In order to strengthen the practical relevance and an alternative educational approach in ESD, both children’s and teacher’s perspectives are explored in three studies. Methodologically this thesis follows qualitative and phenomenological guidelines. Method pluralism is applied in order to illuminate the complexity of lived experiences. Methods such as written reflections, drawings, evaluative walks and focus group interviews are used. Qualitative analysis in the studies aims to be transparent, starting from data collection and right up to the thematic discussions.
The first study focused on children’s experiences in a schoolyard and resulted in three themes: learning, social relations and institutional boundaries. These themes described a schoolyard as a lived place and children’s outdoor experiences as part of the continuum of the whole schoolday. The second study focused on children’s visions of the future and elucidated how children relate to temporality through moral, temporal and spatial distances. Children’s visions of the future are necessary to address in ESD due the aspect of intergenerational justice. In the third study teachers experiences of an ESD school-project were studied by focus group interviews. This study emphasized teacher’s institutional circumstances in working with ESD and their understanding of environmental awareness. The study suggested that in classroom situations the contradictory nature of sustainable development was often replaced by teaching more conventional issues related to the environment. All the three studies related to a need to engage ESD with children’s lived experiences and local issues, but also acknowledge tensions between the local/global nexus. Two pedagogical ideals, action competence and Place-Based Education PBE, are according to this study alternative ways to strengthen children’s perspectives in ESD.Tiivistelmä
Perusopetuksen mahdollisuudet edistää lasten eettistä ympäristösuhdetta ja voimaannuttaa heidät toimimaan paremman tulevaisuuden puolesta ovat tämän tutkimukset lähtökohdat. Tutkimuksen tavoitteena on lisätä ymmärrystä kestävän kehityksen kasvatuksesta (ESD) suhteessa kestävän kehityksen käsitteeseen ja arkielämän kokemuksiin. Sekä lasten että aikuisten näkökulmat ovat esillä tässä tutkimuksessa, jossa pyritään vahvistamaan ESD:n käytännön merkityksellisyyttä sekä etsimään vaihtoehtoisia kasvatusnäkökulmia. Tutkimuksen metodologia seuraa laadullisen ja fenomenologisen tutkimuksen suuntaviivoja. Tässä väitöskirjassa sovelletaan useita eri metodeja, kuten lasten kirjallisia pohdintoja, piirroksia, kävelykierroksia ja aikuisten focus group -haastatteluja. Laadullisen aineistoanalyysin päätavoite oli prosessin läpinäkyvyys alusta loppuun.
Ensimmäinen osatutkimus koulupihoista lasten kokemana johti kolmeen teemaan: oppiminen, sosiaaliset suhteet sekä institutionaaliset muurit. Tutkimus korosti koulupihan merkitystä elettynä paikkana ja osana kokonaisvaltaista kouluelämystä. Toinen tutkimus lasten tulevaisuuden visioista muodosti käsityksen erilaisista etäisyyksistä, joilla lapset kuvaavat visioitaan: ajallinen, moraalinen ja maantieteellinen. Tulevaisuuden visiot sisältyvät ESD:hen johtuen kestävän kehityksen määritelmästä, joka velvoittaa huomioimaan tulevat sukupolvet. Kolmas osa-tutkimus käsitteli opettajien kokemuksia projektityöstä sekä heidän näkemyksiään ympäristötietoisuudesta. Kaikki kolme osatutkimusta painottivat lasten elämismaailman merkitystä ESD:ssä, huomioiden samalla jännitteen paikallisen ja globaalin maailmasuhteen välillä. Lasten elämismaailman korostaminen kasvatuksessa avaa uusia suuntia ESD:lle.Sammanfattning
Avhandlingen baseras på premissen att formell utbildning kan främja etiska förhållningssätt till miljön och att barn kan ges egenmakt att agera för en bättre framtid. Syftet med avhandlingen är att skapa förståelse för lärande för hållbar utveckling (ESD) i relation till definitionen för hållbar utveckling och till vardagliga erfarenheter. I avsikt att stärka den praktiska relevansen och ett alternativt tillvägagångssätt för ESD, har både barns och lärares perspektiv studerats i tre studier. Metodologiskt är utgångspunkten kvalitativ och följer fenomenologiska principer. Med intentionen att belysa komplexiteten av levda erfarenheter har flera datainsamlingsmetoder använts; skrivna reflektioner, teckningar, utvärderande promenader och fokusgruppsintervjuer.
Den första studien fokuserade barnens erfarenheter av en skolgård och resulterade i tre teman: lärande, sociala relationer och institutionella gränser. Dessa teman beskrev skolgården som en levd plats och barnens erfarenheter utomhus som en del av ett kontinuum av skoldagen. Den andra studien fokuserade barnens visioner om framtiden och belyste hur barnen relaterar till tiden genom moraliska, tidsliga och rumsliga distanser. Barnens visioner om framtiden är nödvändiga att belysa i ESD med tanke på aspekter av rättvisa gentemot kommande generationer. I den tredje studien genomfördes fokusgruppsintervjuer med lärare som deltog i ett projekt om ESD. Studien belyste lärares institutionella förutsättningar för att jobba med ESD och deras förståelse av miljömedvetenhet. Studien visade att hållbar utvecklings många gånger motsägelsefulla budskap ersattes med mer konventionella miljöfrågor i undervisningen. Samtliga tre studier visade på behovet av att koppla samman ESD med barnens levda erfarenheter och lokala frågor, men också att lyfta fram spänningar mellan det lokala och det globala. Två pedagogiska ideal, action competence och Place-Based Education, är enligt slutsatserna i denna avhandling alternativa vägar till att stärka barnens perspektiv inom ESD
Vår plats, min framtid och deras projekt : Reflektioner om barns livsvärld i lärande för hållbar utveckling
No full textAbstractThis thesis is based on the premise that formal education could promote ethical relationships with the environment and empower children to act towards a better future. The aim of the thesis is to create understanding about Education for Sustainable Development (ESD) in relation to the definition of sustainable development and everyday experiences. In order to strengthen the practical relevance and an alternative educational approach in ESD, both children’s and teacher’s perspectives are explored in three studies. Methodologically this thesis follows qualitative and phenomenological guidelines. Method pluralism is applied in order to illuminate the complexity of lived experiences. Methods such as written reflections, drawings, evaluative walks and focus group interviews are used. Qualitative analysis in the studies aims to be transparent, starting from data collection and right up to the thematic discussions.The first study focused on children’s experiences in a schoolyard and resulted in three themes: learning, social relations and institutional boundaries. These themes described a schoolyard as a lived place and children’s outdoor experiences as part of the continuum of the whole schoolday. The second study focused on children’s visions of the future and elucidated how children relate to temporality through moral, temporal and spatial distances. Children’s visions of the future are necessary to address in ESD due the aspect of intergenerational justice. In the third study teachers experiences of an ESD school-project were studied by focus group interviews. This study emphasized teacher’s institutional circumstances in working with ESD and their understanding of environmental awareness. The study suggested that in classroom situations the contradictory nature of sustainable development was often replaced by teaching more conventional issues related to the environment. All the three studies related to a need to engage ESD with children’s lived experiences and local issues, but also acknowledge tensions between the local/global nexus. Two pedagogical ideals, action competence and Place-Based Education PBE, are according to this study alternative ways to strengthen children’s perspectives in ESD. TiivistelmäPerusopetuksen mahdollisuudet edistää lasten eettistä ympäristösuhdetta ja voimaannuttaa heidät toimimaan paremman tulevaisuuden puolesta ovat tämän tutkimukset lähtökohdat. Tutkimuksen tavoitteena on lisätä ymmärrystä kestävän kehityksen kasvatuksesta (ESD) suhteessa kestävän kehityksen käsitteeseen ja arkielämän kokemuksiin. Sekä lasten että aikuisten näkökulmat ovat esillä tässä tutkimuksessa, jossa pyritään vahvistamaan ESD:n käytännön merkityksellisyyttä sekä etsimään vaihtoehtoisia kasvatusnäkökulmia. Tutkimuksen metodologia seuraa laadullisen ja fenomenologisen tutkimuksen suuntaviivoja. Tässä väitöskirjassa sovelletaan useita eri metodeja, kuten lasten kirjallisia pohdintoja, piirroksia, kävelykierroksia ja aikuisten focus group -haastatteluja. Laadullisen aineistoanalyysin päätavoite oli prosessin läpinäkyvyys alusta loppuun.Ensimmäinen osatutkimus koulupihoista lasten kokemana johti kolmeen teemaan: oppiminen, sosiaaliset suhteet sekä institutionaaliset muurit. Tutkimus korosti koulupihan merkitystä elettynä paikkana ja osana kokonaisvaltaista kouluelämystä. Toinen tutkimus lasten tulevaisuuden visioista muodosti käsityksen erilaisista etäisyyksistä, joilla lapset kuvaavat visioitaan: ajallinen, moraalinen ja maantieteellinen. Tulevaisuuden visiot sisältyvät ESD:hen johtuen kestävän kehityksen määritelmästä, joka velvoittaa huomioimaan tulevat sukupolvet. Kolmas osa-tutkimus käsitteli opettajien kokemuksia projektityöstä sekä heidän näkemyksiään ympäristötietoisuudesta. Kaikki kolme osatutkimusta painottivat lasten elämismaailman merkitystä ESD:ssä, huomioiden samalla jännitteen paikallisen ja globaalin maailmasuhteen välillä. Lasten elämismaailman korostaminen kasvatuksessa avaa uusia suuntia ESD:lle.SammanfattningAvhandlingen baseras på premissen att formell utbildning kan främja etiska förhållningssätt till miljön och att barn kan ges egenmakt att agera för en bättre framtid. Syftet med avhandlingen är att skapa förståelse för lärande för hållbar utveckling (ESD) i relation till definitionen för hållbar utveckling och till vardagliga erfarenheter. I avsikt att stärka den praktiska relevansen och ett alternativt tillvägagångssätt för ESD, har både barns och lärares perspektiv studerats i tre studier. Metodologiskt är utgångspunkten kvalitativ och följer fenomenologiska principer. Med intentionen att belysa komplexiteten av levda erfarenheter har flera datainsamlingsmetoder använts; skrivna reflektioner, teckningar, utvärderande promenader och fokusgruppsintervjuer. Den första studien fokuserade barnens erfarenheter av en skolgård och resulterade i tre teman: lärande, sociala relationer och institutionella gränser. Dessa teman beskrev skolgården som en levd plats och barnens erfarenheter utomhus som en del av ett kontinuum av skoldagen. Den andra studien fokuserade barnens visioner om framtiden och belyste hur barnen relaterar till tiden genom moraliska, tidsliga och rumsliga distanser. Barnens visioner om framtiden är nödvändiga att belysa i ESD med tanke på aspekter av rättvisa gentemot kommande generationer. I den tredje studien genomfördes fokusgruppsintervjuer med lärare som deltog i ett projekt om ESD. Studien belyste lärares institutionella förutsättningar för att jobba med ESD och deras förståelse av miljömedvetenhet. Studien visade att hållbar utvecklings många gånger motsägelsefulla budskap ersattes med mer konventionella miljöfrågor i undervisningen. Samtliga tre studier visade på behovet av att koppla samman ESD med barnens levda erfarenheter och lokala frågor, men också att lyfta fram spänningar mellan det lokala och det globala. Två pedagogiska ideal, action competence och Place-Based Education, är enligt slutsatserna i denna avhandling alternativa vägar till att stärka barnens perspektiv inom ESD. Academic dissertation to be presented with the assent of the Doctoral Training Committee of Human Sciences of the University of Oulu for public defence in the OP auditorium (L10), Linnanmaa, on 4 December 2014, at 12 noonAbstract
This thesis is based on the premise that formal education could promote ethical relationships with the environment and empower children to act towards a better future. The aim of the thesis is to create understanding about Education for Sustainable Development (ESD) in relation to the definition of sustainable development and everyday experiences. In order to strengthen the practical relevance and an alternative educational approach in ESD, both children’s and teacher’s perspectives are explored in three studies. Methodologically this thesis follows qualitative and phenomenological guidelines. Method pluralism is applied in order to illuminate the complexity of lived experiences. Methods such as written reflections, drawings, evaluative walks and focus group interviews are used. Qualitative analysis in the studies aims to be transparent, starting from data collection and right up to the thematic discussions.
The first study focused on children’s experiences in a schoolyard and resulted in three themes: learning, social relations and institutional boundaries. These themes described a schoolyard as a lived place and children’s outdoor experiences as part of the continuum of the whole schoolday. The second study focused on children’s visions of the future and elucidated how children relate to temporality through moral, temporal and spatial distances. Children’s visions of the future are necessary to address in ESD due the aspect of intergenerational justice. In the third study teachers experiences of an ESD school-project were studied by focus group interviews. This study emphasized teacher’s institutional circumstances in working with ESD and their understanding of environmental awareness. The study suggested that in classroom situations the contradictory nature of sustainable development was often replaced by teaching more conventional issues related to the environment. All the three studies related to a need to engage ESD with children’s lived experiences and local issues, but also acknowledge tensions between the local/global nexus. Two pedagogical ideals, action competence and Place-Based Education PBE, are according to this study alternative ways to strengthen children’s perspectives in ESD.Tiivistelmä
Perusopetuksen mahdollisuudet edistää lasten eettistä ympäristösuhdetta ja voimaannuttaa heidät toimimaan paremman tulevaisuuden puolesta ovat tämän tutkimukset lähtökohdat. Tutkimuksen tavoitteena on lisätä ymmärrystä kestävän kehityksen kasvatuksesta (ESD) suhteessa kestävän kehityksen käsitteeseen ja arkielämän kokemuksiin. Sekä lasten että aikuisten näkökulmat ovat esillä tässä tutkimuksessa, jossa pyritään vahvistamaan ESD:n käytännön merkityksellisyyttä sekä etsimään vaihtoehtoisia kasvatusnäkökulmia. Tutkimuksen metodologia seuraa laadullisen ja fenomenologisen tutkimuksen suuntaviivoja. Tässä väitöskirjassa sovelletaan useita eri metodeja, kuten lasten kirjallisia pohdintoja, piirroksia, kävelykierroksia ja aikuisten focus group -haastatteluja. Laadullisen aineistoanalyysin päätavoite oli prosessin läpinäkyvyys alusta loppuun.
Ensimmäinen osatutkimus koulupihoista lasten kokemana johti kolmeen teemaan: oppiminen, sosiaaliset suhteet sekä institutionaaliset muurit. Tutkimus korosti koulupihan merkitystä elettynä paikkana ja osana kokonaisvaltaista kouluelämystä. Toinen tutkimus lasten tulevaisuuden visioista muodosti käsityksen erilaisista etäisyyksistä, joilla lapset kuvaavat visioitaan: ajallinen, moraalinen ja maantieteellinen. Tulevaisuuden visiot sisältyvät ESD:hen johtuen kestävän kehityksen määritelmästä, joka velvoittaa huomioimaan tulevat sukupolvet. Kolmas osa-tutkimus käsitteli opettajien kokemuksia projektityöstä sekä heidän näkemyksiään ympäristötietoisuudesta. Kaikki kolme osatutkimusta painottivat lasten elämismaailman merkitystä ESD:ssä, huomioiden samalla jännitteen paikallisen ja globaalin maailmasuhteen välillä. Lasten elämismaailman korostaminen kasvatuksessa avaa uusia suuntia ESD:lle.Sammanfattning
Avhandlingen baseras på premissen att formell utbildning kan främja etiska förhållningssätt till miljön och att barn kan ges egenmakt att agera för en bättre framtid. Syftet med avhandlingen är att skapa förståelse för lärande för hållbar utveckling (ESD) i relation till definitionen för hållbar utveckling och till vardagliga erfarenheter. I avsikt att stärka den praktiska relevansen och ett alternativt tillvägagångssätt för ESD, har både barns och lärares perspektiv studerats i tre studier. Metodologiskt är utgångspunkten kvalitativ och följer fenomenologiska principer. Med intentionen att belysa komplexiteten av levda erfarenheter har flera datainsamlingsmetoder använts; skrivna reflektioner, teckningar, utvärderande promenader och fokusgruppsintervjuer.
Den första studien fokuserade barnens erfarenheter av en skolgård och resulterade i tre teman: lärande, sociala relationer och institutionella gränser. Dessa teman beskrev skolgården som en levd plats och barnens erfarenheter utomhus som en del av ett kontinuum av skoldagen. Den andra studien fokuserade barnens visioner om framtiden och belyste hur barnen relaterar till tiden genom moraliska, tidsliga och rumsliga distanser. Barnens visioner om framtiden är nödvändiga att belysa i ESD med tanke på aspekter av rättvisa gentemot kommande generationer. I den tredje studien genomfördes fokusgruppsintervjuer med lärare som deltog i ett projekt om ESD. Studien belyste lärares institutionella förutsättningar för att jobba med ESD och deras förståelse av miljömedvetenhet. Studien visade att hållbar utvecklings många gånger motsägelsefulla budskap ersattes med mer konventionella miljöfrågor i undervisningen. Samtliga tre studier visade på behovet av att koppla samman ESD med barnens levda erfarenheter och lokala frågor, men också att lyfta fram spänningar mellan det lokala och det globala. Två pedagogiska ideal, action competence och Place-Based Education, är enligt slutsatserna i denna avhandling alternativa vägar till att stärka barnens perspektiv inom ESD
The body of fear : critical history of thought toward the political uncanny
No full textThis study examines, describes and conceptualises the politics of fear. Fear and politics are in many cases connected but the nature of their relation is often inaccurately explained. The aim in the study is to find and develop analytical tools for deeper understanding of the fragmented phenomenon of the politics of fear. This is done by combining different methods and theoretical approaches to discover the varieties but also to find comparable features which enable to achieve more holistic understanding.
The core of the research is constructed around Michel Foucault’s Archaeology of Knowledge and genealogy including Sohail Inayatullah’s Causal Layered Analysis. The research is framed into the eventalized body where the fear and power relations are localised and made visible. Fear is argued here to be based on the understanding of causality which relates it to memory. In sociopolitical context the collective memory is constructed of different documents forming the representative and simulative reality which is set under the analysis.
The analysis is divided into the concepts of symbolic violence, the silence, breach in social reality and trauma which are seen as the constructing processes of the formation of the objects of fear. The study shows that the objects of fear are formed in interactive relations between the subject and the object which emerge in the context framed and interpret by the heritage as discursive practices, sign systems and symbolic exchange. Outcome of the power and resistance materialises in the human figure which is transformed it into the body of fear
Measuring productivity differentials – An application to milk production in Nordic countries
No full textThe aim of this paper is to analyse the regional productivity differentials on dairy farms in Denmark, Finland and Sweden. Several methods have been suggested for analysing productivity differentials in agriculture between groups of farms or countries. Hayami [5] and Hayami and Ruttan [7] suggested the meta-production function approach. This idea has been further developed by Lau and Yotopoulos [9] and Fulginity and Perrin [13]. Battese and Rao [2] suggested the meta-frontier analysis for these comparisons. One of the advantages of meta-frontiers with respect to metaproduction functions is that they are able to separate technological differences from the differences in technical efficiency. Battese et al. [5] and O’Donnell et al. [16] have extended this idea and developed both parametric and nonparametric approaches. In this paper, we extend the metafrontier analysis to the concave nonparametric least squares estimation of the production function suggested by Kuosmanen [18,19]. In addition, we compare the results with the approach where the estimation of meta-frontier can be avoided. The reference can also be the maximum output providing technology that is the one that yields the maximum estimated output, given inputs [21]. In this case the estimation can be based either on average or frontier production functions. The farm level data is obtained from the EU’s Farm Accountancy Data Network data set for Denmark, Finland and Sweden. They cover 954 dairy farms in 2003. The results suggest that different method provide slightly different results but in all approaches productivity differentials are considerable in favour of Danish farms. In addition, the Danish technology is not only dominating at the mean but also at most of the data points.productivity, technical efficiency, meta-frontier, Productivity Analysis,
The effectiveness of subspace mapping techniques adapted to unlabeled samples from a global domain in mitigating sample selection bias
No full textSample selection bias occurs when the selected samples in a subset of the original data set follow a different distribution than the samples from the original data set. This type of bias in the training set could result in a classifier being unable to predict samples from a testing data set optimally. Domain adaptation techniques try to adapt classifiers to a possible bias in the training or testing set. Subspace mapping techniques specifically do this by trying to find common subspaces between the source and target domain, where the source domain is the domain with all samples used for training, and the target domain is the domain with samples that must be predicted. This project aims to evaluate the effectiveness of two subspace mapping techniques in mitigating sample selection bias. This research assumes that no data samples from a target domain are available, but only unlabelled samples coming from an underlying global domain. The two subspace mapping techniques that will be tested in this paper are subspace alignment (SA) and transfer component analysis (TCA). This paper will show that the subspace alignment method is more effective on data sets with fewer features and where the source and target domains are further away from each other. The transfer component analysis method is more effective when more training samples are available on data sets with fewer features and where the distance between the source and target domain is not too big. The effectiveness of both methods also depends on the type and form of the data sets they are used on.CSE3000 Research ProjectComputer Science and Engineerin
Removal of Nitrogen Based Pollutants From the AmmoniaDrive Exhaust
No full textAs the shipping industry needs to become greener, it has to move away from fossil fuels. For deep-sea shipping, ammonia is marked as a high potential fuel. The AmmoniaDrive concept feeds the anode-off gas from a Solid Oxide Fuel Cell (SOFC) and additional ammonia into an Internal Combustion Engine (ICE). The exhaust gas coming from the ICE can contain relatively large amounts of NOx, NH3 and N2O. This research focuses on reducing all these substances using Selective Catalytic Reduction (SCR) in steady-state conditions. A 1-d single-channel model is used to model a Vanadium, Iron and Copper catalyst. The levels of pollutants entering the atmosphere are compared to the current legislation for ships, where NOx emissions are limited. Furthermore, new legislation is proposed that also limits the NH3 and N2O emissions of the powerplant. Meeting these limits is much more complicated than meeting the current legislation. The presence of N2O in the exhaust can be problematic as only the Fe catalyst can reduce N2O with temperatures above 350/400 degC. The Cu based SCR has the highest potential for AmmoniaDrive as it can meet the newly proposed limits with exhaust temperatures below 200 degC, this allows for an efficient driveline.Marine Technology | Marine Engineerin
RIGOROUS RELATIVISTIC METHODS FOR ADDRESSING al{P}}- AND al{T}}-NONCONSERVATION IN HEAVY-ELEMENT MOLECULES
No full textAuthor Institution: Laboratoire de Chimie et Physique Quantiques, Universite Paul Sabatier Toulouse 3, Toulouse, FranceA new and rigorous method for accurate ab-initio calculations of the electron electric dipole moment al{P,T}}-odd interaction constant is presented. The approach uses string-based Configuration Interaction wavefunctions[t]{15.0cm} S.~Knecht, H.~J.~{\AA}.~Jensen and T.~Fleig \textit{J.~Chem.~Phys.} nderline{\textbf{132}}, 014108 (2010) \\ T.~Fleig, H.~J.~{\AA}.~Jensen, J.~Olsen and L.~Visscher \textit{J.~Chem.~Phys.} nderline{\textbf{124}}, 104106 (2006) \end{minipage}} and Dirac four-component spinors as one-particle basis functions, and the al{P,T}}-odd constant is obtained as an expectation value over these correlated wavefunctions. The method has been applied to the HfF molecular ion to determine spectroscopic constants for four low-lying electronic states. For one of these states () we have determined a new accurate benchmark value nderline{\textbf{XXX}}, XXXX (submitted).} for the effective electric field correlating valence and outer atomic core electrons and using wavefunction expansions with nearly coefficients. For the state of the ThO molecule the first ab-initio result for the electron EDM interaction constant is presented. Aspects of modern all-electron relativistic many-body approaches applicable to both atoms and molecules will be discussed, including perspectives for the treatment of other interesting candidate systems and al{P}}- or al{P,T}}-non-conserving effects in molecular systems. %Zero-kinetic-energy (ZEKE) photoelectron spectroscopy was used to probe the vibrational levels in the ground electronic state of the chlorobenzene cation using a two-color photoionization scheme via the S electronic state of the neutral nderline{\textbf{102}}(12), XXXX March 1995.}. Exciting through different S vibrational levels has revealed mixing of some S normal coordinates in the ground state of the cation. A previously-identified Fermi resonance in the S state of the neutral is also confirmed by the ZEKE spectra. The adiabatic ionization energy is measured as \,cm
The Grouped Author-Topic Model for Unsupervised Entity Resolution
No full textThis paper describes a generative approach for tackling the problem of identity resolution in a completely unsupervised context with no fixed assumption regarding the true number of identities. The problem of entity resolution involves associating different references to authors (in a paper's author list, for example) with real underlying identities. The references may be written in differing forms or may have errors, and identical references may refer to different real identities. The approach taken here uses a generative model of both the abstract of a document and its list of authors to resolve identities in a corpus of documents. In the model, authors and topics are associated with latent groups. For each document, an abstract and an author list are generated conditioned on a given group. Results are presented on real-world datasets, and outperform the best performing unsupervised methods.</p
Nontrivial examples of JNp and VJNp functions
No full textFunding Information: Open Access funding provided by Aalto University. The research was funded by Aalto University. Publisher Copyright: © 2022, The Author(s).We study the John-Nirenberg space JNp, which is a generalization of the space of bounded mean oscillation. In this paper we construct new JNp functions, that increase the understanding of this function space. It is already known that Lp(Q) ⊊ JNp(Q) ⊊ Lp,∞(Q). We show that if | f| 1/p∈ JNp(Q) , then | f| 1/q∈ JNq(Q) , where q≥ p, but there exists a nonnegative function f such that f1/p∉ JNp(Q) even though f1/q∈ JNq(Q) , for every q∈ (p, ∞). We present functions in JNp(Q) \ VJNp(Q) and in VJNp(Q) \ Lp(Q) , proving the nontriviality of the vanishing subspace VJNp, which is a JNp space version of VMO. We prove the embedding JNp(Rn) ⊂ Lp,∞(Rn) / R. Finally we show that we can extend the constructed functions into Rn, such that we get a function in JNp(Rn) \ VJNp(Rn) and another in CJNp(Rn) \ Lp(Rn) / R. Here CJNp is a subspace of JNp that is inspired by the space CMO.Peer reviewe
Analyzing imputed financial data: a new approach to cluster analysis
No full textThe authors introduce a novel statistical modeling technique to cluster analysis and apply it to financial data. Their two main goals are to handle missing data and to find homogeneous groups within the data. Their approach is flexible and handles large and complex data structures with missing observations and with quantitative and qualitative measurements. The authors achieve this result by mapping the data to a new structure that is free of distributional assumptions in choosing homogeneous groups of observations. Their new method also provides insight into the number of different categories needed for classifying the data. The authors use this approach to partition a matched sample of stocks. One group offers dividend reinvestment plans, and the other does not. Their method partitions this sample with almost 97 percent accuracy even when using only easily available financial variables. One interpretation of their result is that the misclassified companies are the best candidates either to adopt a dividend reinvestment plan (if they have none) or to abandon one (if they currently offer one). The authors offer other suggestions for applications in the field of finance.
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