789 research outputs found
Understanding Risk Extrapolation (REx) and when it finds Invariant Relationships
No full textGeneralizing models for new unknown datasets is a common problem in machine learning. Algorithms that perform well for test instances with the same distribution as their training dataset often perform severely on new datasets with a different distribution. This problem is caused by distributional shifts between the training of the model and applying that model to a test domain. This paper addresses whether and in what situations Risk Extrapolation (REx) can tackle this problem of Out-Of-Distribution generalization by exploiting invariant relationships. These relationships are based on features that are invariant across all domains. By learning these relationships, REx aims to learn the concept of the problem we are trying to solve. We show in what situations REx can learn these invariant relationships and when it does not. We translate the definition of an invariant relationship into a homoscedastic synthetic dataset with either covariate, confounded, anti-causal, or hybrid shift. We expose REx to experiments in sample complexity, the number of training domains, and the training domain distance. We show that REx performs better for invariant prediction in situations with larger sample sizes and training domain distance and that if these criteria are met, REx performs equivalently in all four distributional shifts. We also compare REx to Invariant- and Empirical Risk Minimization and show that; REx is less sensitive and thus robust to the shifting of the average distributional variance in the training domains; REx asymptotically out-performs the methods in the more complex distributional shifts.https://gitlab.com/hofland.jeroen/rex-distributional-shift CodeCSE3000 Research ProjectComputer Science and Engineerin
Rex J. Rowley
No full textAudio recording of the 10/06/13 UNLV Libraries Author Series event featuring Rex. J. Rowley, author of Everyday Las Vegas: Local Life in a Tourist Town. Includes remarks by Libraries Dean Patricia Iannuzzi, CGR Director Dave Schwartz, and Rowley
Memo from Rex J. Stanton, Supt., Heart Mountain Relocation Projec,t to Mr. Shoji Nagumo, January 16, 1943
No full textMemorandum of understanding from Rex Stanton to Shoji Nagumo regarding a job opening for a plumber-fireman position at Heart Mountain incarceration camp.The Japanese American Archival Collection documents the people, places, and daily life of Japanese Americans, primarily those who lived in the once thriving community of pre-war Florin in the Sacramento region, as well as the conditions in American incarceration camps during World War II. The approximately 7,000 original items include personal and official letters, photographs, diaries, arts and crafts, newsletters, textiles, camps artifacts, yearbooks and other publications
AN ERROR ANALYSIS OF LEXICAL COLLOCATION ERRORS IN THE JAKARTA POST NEWS ARTICLES
Get PDFWhen speaking or using a language, one has to have acquired vocabularies, for they are vital for communicative purposes. Wilkins, as quoted in Farghal & Obeidat (1995), seconded the notion and stated that vocabularies play a more important role than grammar, as without lexis nothing can be conveyed, and grammar only conveys something little. When using a language, it is so often that non-native speakers combine words that should not co-occur together. Farghal & Obeidat (1995) affirms that collocations are quite troublesome for EFL learners, and the main sources of errors are related to paraphrasing, overgeneralization, L1 interference, interlingual transfer, intralingual transfer, and lack of collocational knowledge in English. In the process of mastering a language,however, collocation plays quite an important role (Thornbury, 2002). Hanks (1987) stated that words appear together to form collocational patterns, and yet, nonnative speakers often have word combinations in a non native like manner, making the combinations sound unnatural to native speakers. According to Benson, Benson and Ilson (2009) collocations are divided into 2 categories: grammatical and lexical. However, the spotlight of this study is on the lexical collocations. Out of 7 types of lexical collocations, the writer only opted for “verb+noun” word combinations, since such combinations always appear in sentences. The source of the data were taken from news articles from The Jakarta Post, a daily English language newspaper in Indonesia. There are two objectives of this study. First, the writer would like to see if the news articles that have gone through editing processes may still have any errors of lexical collocations. Furthermore, he would also like to analyze how the lexical collocations may possibly have contributed to the production of the English collocations in the articles. To seek the collocational errors, the writer consulted the Cambridge Dictionary, Oxford Collocation Dictionary as well as COCA (Corpus of Contemporary American English). Next, after the errors were identified, the writer made a list and analyzed how the errors of the English lexical collocations might take place. The results showed that there are only around 13 lexical collocation errors found within about 20 news articles from the business category. The errors came from paraphrasing, lack of English lexical collocations, as well as L1 interference. This study showed that even advanced learners of English still produced uncommon lexical collocations. From these findings, it is highly recommended that its teaching should be a top priority in every language course
An Analysis on Verb Collocation of 'Excited': Corpus-Based Research
No full text<p>In learning English, one main problem that learners often encounter is learning vocabulary. Learners cannot use English to communicate if they do not have enough words or vocabulary to convey what they want to say. That is why, learning vocabulary is important. However, it is not always easy to learn vocabulary. Learning vocabulary can be troublesome. One type of vocabulary which is confusing for learners to learn is adjectives, especially verbal adjectives. Verbal adjectives are adjectives which are derived from verbs. These adjectives usually have –ed and –ing ending. Some examples are ‘bored’, ‘boring’, ‘confused’, ‘confusing’, ‘excited’, ‘exciting’, etc. These adjectives are often confusing for learners of English. Based on this problem, the writer decided to conduct research about this adjective. However, the writer only wants to analize and discuss the adjectives that end with –ed. The specific word that is going to be analized is ‘excited’. Since this research is corpus based research, the research will focus on the verbs that collocate with the adjective ‘excited’. The writer will see how many verbs that frequently collocate with ‘excited’. After that, the writer will see the differences between those verbs. Finally, the writer will compare the results of the COCA and the results of the students’ test. In learning English, one main problem that learners often encounter is learning vocabulary. Learners cannot use English to communicate if they do not have enough words or vocabulary to convey what they want to say. That is why, learning vocabulary is important. However, it is not always easy to learn vocabulary. Learning vocabulary can be troublesome. One type of vocabulary which is confusing for learners to learn is adjectives, especially verbal adjectives. Verbal adjectives are adjectives which are derived from verbs. These adjectives usually have –ed and –ing ending. Some examples are ‘bored’, ‘boring’, ‘confused’, ‘confusing’, ‘excited’, ‘exciting’, etc. These adjectives are often confusing for learners of English. Based on this problem, the writer decided to conduct research about this adjective. However, the writer only wants to analyze and discuss the adjectives that end with –ed. The specific word that is going to be analized is ‘excited’. Since this research is corpus based research, the research will focus on the verbs that collocate with the adjective ‘excited’. The writer will see how many verbs that frequently collocate with ‘excited’. After that, the writer will see the differences between those verbs. Finally, the writer will compare the results of the COCA and the results of the students’ test.<em></em></p><p> </p><strong><em>Keywords: </em></strong><em> corpus, verb collocation, excited</em></jats:p
STUDENTS’ PERCEPTION OF THE TEACHING OF GRAMMAR
No full textThe objective of this study is to investigate what the students think on the teaching of grammar. In other words, this study investigates the students’ perceptions of the teaching of grammar. There are several points highlighted in this study. For instance, there have been numerous debates about whether or not to teach grammar. Some researchers have argued that it is necessary to teach grammar. Meanwhile, other researchers have claimed that it is not necessary to teach grammar. In order to know whose argument is the right one, we need to compare it with the result of the present study. The method that is used by the writer in collecting the data is by using questionnaires containing 30 items about students’ perceptions of the teaching of grammar. The subjects of this study are universities students from two universities (Atma Jaya Catholic University and Bunda Mulia University) who are majoring in English and who are taking Grammar classes. The writer distributes the questionnaires to 127 students randomly. They were asked to fill in the questionnaires within 15 to 20 minutes. The collection of the whole data lasts for about a month. After the data is collected, the writer analyzes and interprets the data by using SPSS (Statistical Program for Social Science). The results of this study have shown that there are several findings that support the theories proposed by some researchers. However, there are also some findings that do not support the theories. It is hoped that this study will be able to give some valuable insights for English teachers about what their students need in learning the grammar
Peter B. Maling, Christchurch, New Zealand [picture] /
No full textTitle devised from compactus card.; Inscriptions: "Peter B. Maling. Photograph for reference"--On compactus card, "Print U/1633 11535"--In pencil on verso; photographers stamp.; Rex Nan Kivell Collection NK11535.; Also available online http://nla.gov.au/nla.pic-vn6093270. Dr Peter B. Maling is a New Zealand author and historian. He was a friend and correspondent of Rex Nan Kivell
Innovation : an expert's insight on the issue in Arizona
Get PDFabstract: Innovation—introducing something new—in the 21st century mostly derives from technological advances. Innovation drives the modern economy, leading to gains in productivity and prosperity. In this edition of Indicator Insight, author Tom Rex discusses innovation in Arizona in terms of human capital, financial capital, and high-technology employment.Indicator insight ; volume 3, issue 3The Arizona Indicators Panel is a partnership of Arizona State University, The Arizona Republic, Arizona Community Foundation, Valley of the Sun United Way, and the Arizona Dept. of Commerce
William Cobbett, author of the Political Register [picture]
No full textFacsimile autograph: Wm. Cobbett.; Catalogue of engraved British portraits; engraved by D. Maclise.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-an9351838; Rex Nan Kivell Collection NK10965.; U6467
George Shaw M.D., F.R.S., author of General zoology /Russell pinxt.; Holl sculpt. Back view of the British Museum / [picture].
No full textCatalogue of engraved British portraits.; Rex Nan Kivell Collection NK11089, NK1952.; U7349; U7806
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