Georgia State University

About: Georgia State University is a education organization based out in Atlanta, Georgia, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 13988 authors who have published 35895 publications receiving 1164332 citations. The organization is also known as: GSU & Georgia State.

Support vector machines and Word2vec for text classification with semantic features

Abstract: With the rapid expansion of new available information presented to us online on a daily basis, text classification becomes imperative in order to classify and maintain it. Word2vec offers a unique perspective to the text mining community. By converting words and phrases into a vector representation, word2vec takes an entirely new approach on text classification. Based on the assumption that word2vec brings extra semantic features that helps in text classification, our work demonstrates the effectiveness of word2vec by showing that tf-idf and word2vec combined can outperform tf-idf because word2vec provides complementary features (e.g. semantics that tf-idf can't capture) to tf-idf. Our results show that the combination of word2vec weighted by tf-idf and tf-idf does not outperform tf-idf consistently. It is consistent enough to say the combination of the two can outperform either individually.

English for Specific Purposes: Teaching to Perceived Needs and Imagined Futures in Worlds of Work, Study, and Everyday Life

Abstract: This overview of the current state of English for specific purposes (ESP) begins by surveying ongoing debates on key topics: needs assessment and its goals, specificity in instructional methods, and the role of subject knowledge in instructor expertise. Two strands of current theory and research are next surveyed, namely, genre theory and corpus-enhanced genre studies, and critical pedagogy and ethnographies, followed by examples of research and theory-informed pedagogical strategies for literacy and spoken discourse. Topics in need of further inquiry are suggested.

Cultures of Letters: Scenes of Reading and Writing in Nineteenth-Century America

Abstract: Acknowledgments Introduction: On the Idea of Cultures of Letters 1: Sparing the Rod: Discipline and Fiction in Antebellum America 2: Veiled Ladies: Toward a History of Antebellum Entertainment 3: Starting Out in the 1860s: Alcott, Authorship, and the Postbellum Literary Field 4: The Reading of Regions For a History of Literary Access The Reading of Regions: A Study in the Social Life of Forms 5: Jewett, Regionalism, and Writing as Women's Work 6: "Why Could Not a Colored Man?": Chesnutt and the Transaction of Authorship Notes Index

"Completely Different Worlds": EAP and the Writing Experiences of ESL Students in University Courses

Abstract: One source of information that should inform decisions about English for academic purposes (EAP) writing courses is students' experiences in those courses and beyond. A survey of ESL students in the U.S. (Leki & Carson, 1994) has indicated that they experience writing differently depending on the source of information drawn on in writing a text: general world knowledge or personal experience; a source text or texts used as a springboard for ideas; or a source text (or other external reality), the content of which the student must display knowledge. This article, based on interview data, reports on how ESL students experience writing under each of these conditions in their EAP writing classes and their academic content classes across the curriculum. The findings suggest that writing classes require students to demonstrate knowledge of a source text much less frequently than other academic courses do. We argue that EAP classes that limit students to writing without source texts or to writing without responsibility for the content of source texts miss the opportunity to engage L2 writing students in the kinds of interactions with text that promote linguistic and intellectual growth. To explain and understand any human social behavior … we need to know the meaning attached to it by the participants themselves. (Nielsen, 1990)

Investigating the Structure and Meaning of Public Service Motivation across Populations: Developing an International Instrument and Addressing Issues of Measurement Invariance

Abstract: The growth in international research on public service motivation (PSM) raises a number of important questions about the degree to which the theory and research developed in one country can contribute to our understanding of PSM in other counties. To help address this issue, this study revisits the conceptual and operational definitions of PSM to address weaknesses previously noted in the literature. Although some important steps have been taken to both improve and internationalize the PSM scale, this work has been done incrementally. In contrast, this study takes a more systematic and comprehensive approach by combining the efforts of international PSM scholars to develop and then test a revised measurement instrument for PSM in 12 countries. Although the resulting four dimensional 16-item measure of PSM reported here provides a better theoretical and empirical foundation for the measurement of PSM, our results suggest that the exact meaning and scaling of PSM dimensions are likely to differ across cultures and languages. These results raise serious concerns regarding the ability to develop a single universal scale of PSM, or making direct comparisons of PSM across countries. Its earlier versions were delivered at the Annual Conference of the European Group for Public Administration, Toulouse, France, September 8–10, 2010, and at the 11th National Public Management Research Conference at Syracuse University, Syracuse, NY, June 2–4, 2011. Address correspondence to the author at smook@