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Article
Publication date: 4 April 2008

Robert Malouf and Tony Mullen

To evaluate and extend, existing natural language processing techniques into the domain of informal online political discussions.

Abstract

Purpose

To evaluate and extend, existing natural language processing techniques into the domain of informal online political discussions.

Design/methodology/approach

A database of postings from a US political discussion site was collected, along with self‐reported political orientation data for the users. A variety of sentiment analysis, text classification, and social network analysis methods were applied to the postings and evaluated against the users' self‐descriptions.

Findings

Purely text‐based methods performed poorly, but could be improved using techniques which took into account the users' position in the online community.

Research limitations/implications

The techniques we applied here are fairly simple, and more sophisticated learning algorithms may yield better results for text‐based classification.

Practical implications

This work suggests that social network analysis is an important tool for performing natural language processing tasks with informal web texts.

Originality/value

This research extends sentiment analysis to a new subject domain (US politics) and a new text genre (informal online discusssions).

Details

Internet Research, vol. 18 no. 2
Type: Research Article
ISSN: 1066-2243

Keywords

Content available
Article
Publication date: 4 April 2008

Yoshikiyo Kato, Sadao Kurohashi and Kentaro Inui

Abstract

Details

Internet Research, vol. 18 no. 2
Type: Research Article
ISSN: 1066-2243

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Book part
Publication date: 23 May 2017

Sofiane Baba and Emmanuel Raufflet

Stakeholder thinking has contributed considerably to the organizational literature by demonstrating the significance of the environment in managing organizations…

Abstract

Stakeholder thinking has contributed considerably to the organizational literature by demonstrating the significance of the environment in managing organizations. Stakeholders affect and are affected by organizations’ daily operations and decisions. They have varied and often conflicting interests, making it necessary for managers and organizations to know who they are as well as their attributes. Consequently, Mitchell et al. (1997) developed the stakeholder salience theory to help managers and organizations identify the power of certain stakeholders and their salience to the organization. With a few exceptions, the mainstream stakeholder salience theory is in many ways still largely static, short-term oriented, and firm-centered. The aim of this paper is to revisit certain conformist assumptions concerning the role of marginalized stakeholders, or “dormant” stakeholders, in stakeholder thinking. Overall, this chapter is a call to a new conceptualization of stakeholders that reintroduces stakeholder dynamics at the core of stakeholder thinking to overcome its restrictive shortcomings. We argue that managing stakeholder relationships is not simply meeting stakeholder demands but also involves taking into account the long-term dynamics of stakeholder interactions.

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Book part
Publication date: 29 December 2004

Diantha Schull

In recent years there has been growing discussion in the library community regarding the civic role of the public library. The discussion is rooted in a deep-seated…

Abstract

In recent years there has been growing discussion in the library community regarding the civic role of the public library. The discussion is rooted in a deep-seated professional commitment to the value of the public library as an institution of democratic society. As a recent president of the American Library Association, Nancy Kranich, wrote in 2001, “Libraries serve the most fundamental ideals of our society as uniquely democratic institutions. As far back as the nineteenth century, libraries were hailed as institutions that schooled citizens in the conduct of democratic life.” (p. vi).

Details

Advances in Librarianship
Type: Book
ISBN: 978-1-84950-005-0

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Article
Publication date: 23 October 2007

Dorothy Williams and Louisa Coles

The purpose of this research is to explore UK teachers' use of research‐based information, with a particular focus on issues relating to access to information in schools…

Abstract

Purpose

The purpose of this research is to explore UK teachers' use of research‐based information, with a particular focus on issues relating to access to information in schools, information literacy, and the role of the school librarian and school library services.

Design/methodology/approach

The study adopts a mixed methodology. In‐depth qualitative data gathered through vignette interviews (n=28), group exercises (four groups of between three and five teachers) and a discussion forum were supplemented by quantitative data gathered through surveys of teachers (n=312), head teachers (n=78), school librarians (n=78) and school library services (n=26).

Findings

Teachers' professional use of research information reflects a preference for predigested information and informal sources. Although professional bodies and government departments promote the use of research by teachers and provide a range of customised web sites for information, lack of ready local access to information and lack of time were cited as major barriers to the use of research information. Teachers also revealed uncertainties and lack of confidence in their own ability to find and evaluate such information. The findings suggest scope for more targeted provision by school librarians of both information and skills to support the professional development of teachers. However, this raises issues of priorities and resources, and needs to be seen in the context of a wider change in ethos supported by senior management. The study also raises questions about teachers' own experiences and approaches to the use of information in professional learning, and how this might impact on the provision of support for their pupils and the potential for collaborative working between librarians and teachers.

Research limitations/implications

The qualitative aspects of the study provided a rich source of data from teachers with varying levels of experience and involvement with the use of research information. However, a low response to the teacher questionnaire survey (10.9 per cent, overall, 312 teachers) resulted in a bias towards more research‐oriented teachers in that particular data set. While the data from research‐oriented teachers do appear to triangulate, it is difficult to generalise to other teachers. Therefore teacher survey data have been treated with some caution and drawn on only to aid further understanding of the issues raised in interviews and group exercises.

Originality/value

In focusing attention on teachers' information behaviour and information literacy, this paper provides a new perspective on the issues affecting the lack of uptake of research evidence within the teaching profession, contributes to the literature on information behaviour and information literacy in professional contexts, and contributes to the understanding of factors which may have a bearing on the development of student information literacy in schools.

Details

Journal of Documentation, vol. 63 no. 6
Type: Research Article
ISSN: 0022-0418

Keywords

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Book part
Publication date: 5 January 2016

Abstract

Details

Storytelling-Case Archetype Decoding and Assignment Manual (SCADAM)
Type: Book
ISBN: 978-1-78560-216-0

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Book part
Publication date: 5 January 2016

Abstract

Details

Storytelling-Case Archetype Decoding and Assignment Manual (SCADAM)
Type: Book
ISBN: 978-1-78560-216-0

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Book part
Publication date: 5 January 2016

Abstract

Details

Storytelling-Case Archetype Decoding and Assignment Manual (SCADAM)
Type: Book
ISBN: 978-1-78560-216-0

To view the access options for this content please click here
Book part
Publication date: 5 January 2016

Abstract

Details

Storytelling-Case Archetype Decoding and Assignment Manual (SCADAM)
Type: Book
ISBN: 978-1-78560-216-0

To view the access options for this content please click here
Book part
Publication date: 5 January 2016

Abstract

Details

Storytelling-Case Archetype Decoding and Assignment Manual (SCADAM)
Type: Book
ISBN: 978-1-78560-216-0

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