Coventry University

About: Coventry University is a education organization based out in Coventry, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 4964 authors who have published 12700 publications receiving 255898 citations. The organization is also known as: Lanchester Polytechnic & Coventry Polytechnic.

Regional Development Agencies and the 'New Regionalism' in England

Abstract: (2000). Regional Development Agencies and the 'New Regionalism' in England. Regional Studies: Vol. 34, No. 9, pp. 857-864.

A Combined CNN and LSTM Model for Arabic Sentiment Analysis

Abstract: Deep neural networks have shown good data modelling capabilities when dealing with challenging and large datasets from a wide range of application areas. Convolutional Neural Networks (CNNs) offer advantages in selecting good features and Long Short-Term Memory (LSTM) networks have proven good abilities of learning sequential data. Both approaches have been reported to provide improved results in areas such image processing, voice recognition, language translation and other Natural Language Processing (NLP) tasks. Sentiment classification for short text messages from Twitter is a challenging task, and the complexity increases for Arabic language sentiment classification tasks because Arabic is a rich language in morphology. In addition, the availability of accurate pre-processing tools for Arabic is another current limitation, along with limited research available in this area. In this paper, we investigate the benefits of integrating CNNs and LSTMs and report obtained improved accuracy for Arabic sentiment analysis on different datasets. Additionally, we seek to consider the morphological diversity of particular Arabic words by using different sentiment classification levels.

Designs for network learning: a communities of practice perspective

Abstract: This article explores the relevance for network learning of themes developed by Wenger, initially with Lave and subsequently alone. While Wenger’s fieldwork is located in the workplace, he sees his theorisation on becoming a learner as applicable to any context, be it home, work or formal education. In unravelling the connectedness between learning identity and community, usefulness of Wenger’s ideas for the context of networked learning is exposed. First, the specific features of Wenger’s construct of community of practice are discussed; second, Wenger’s notions of participation and reification are explored; and, finally, his design perspective with respect to ‘facilities of engagement, imagination and alignment’ is presented. The exposition of Wenger’s (and Lave’s) ideas is interwoven with a discussion of their implications for the field of network learning.

Teaching Academic Writing in UK Higher Education: Theories, Practices and Models

Abstract: Introduction: Responding to the Call for Academic Writing Theory and Pedagogy.- PART ONE: STARTING POINTS FOR THEORY AND PEDAGOGY.- New Contexts, New Challenges: The Teaching of Writing in UK Higher Education R.Ivanic & M.R.Lea.- The Point of Writing: Is Student Writing in Higher Education Developed or Merely Assessed? R.Catt & G.Gregory.- 'Academic Literacies' Research as Pedagogy: Dialogues of Participation T.M.Lillis.- PART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVES.- A Critical Narrative of the Evolution of a US/UK Writing Programme A.Tomic.- Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London S.Mitchell & A.Evison.- Teaching Writing within a Discipline: The Speak-Write Project T.Young & S.Avery.- Building an Academic Writing Programme from Within a Discipline A.Ganobcsik-Williams.- Engineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative' A.Ahearn.- If Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing R.Murray.- PART THREE: RESPONDING TO OTHER MODELS.- Teaching Academic Writing from the 'Centre' in Australian Universities J.Skillen.- Sentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities J.Heyda.- Learning From Not Duplicating US Composition Theory and Practice J.A.Mullin.- Skills, Access, and 'Basic Writing': A Community College Case Study from the United States M.J.Curry.- Peering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA B.Devet, S.Orr, M.Blythman & C.Bishop.- Bibliography.- Index.