University of Massachusetts Amherst

About: University of Massachusetts Amherst is a education organization based out in Amherst Center, Massachusetts, United States. It is known for research contribution in the topics: Population & Galaxy. The organization has 37274 authors who have published 83965 publications receiving 3834996 citations. The organization is also known as: UMass Amherst & Massachusetts State College.

Dependency Tree Kernels for Relation Extraction

Abstract: We extend previous work on tree kernels to estimate the similarity between the dependency trees of sentences. Using this kernel within a Support Vector Machine, we detect and classify relations between entities in the Automatic Content Extraction (ACE) corpus of news articles. We examine the utility of different features such as Wordnet hypernyms, parts of speech, and entity types, and find that the dependency tree kernel achieves a 20% F1 improvement over a "bag-of-words" kernel.

Properties of the Binary Black Hole Merger GW150914

Abstract: On September 14, 2015, the Laser Interferometer Gravitational-wave Observatory (LIGO) detected a gravitational-wave transient (GW150914); we characterise the properties of the source and its parameters. The data around the time of the event were analysed coherently across the LIGO network using a suite of accurate waveform models that describe gravitational waves from a compact binary system in general relativity. GW150914 was produced by a nearly equal mass binary black hole of $36^{+5}_{-4} M_\odot$ and $29^{+4}_{-4} M_\odot$ (for each parameter we report the median value and the range of the 90% credible interval). The dimensionless spin magnitude of the more massive black hole is bound to be $0.7$ (at 90% probability). The luminosity distance to the source is $410^{+160}_{-180}$ Mpc, corresponding to a redshift $0.09^{+0.03}_{-0.04}$ assuming standard cosmology. The source location is constrained to an annulus section of $590$ deg$^2$, primarily in the southern hemisphere. The binary merges into a black hole of $62^{+4}_{-4} M_\odot$ and spin $0.67^{+0.05}_{-0.07}$. This black hole is significantly more massive than any other known in the stellar-mass regime.

Modulation of hiv replication by rna interference

Abstract: Disclosed herein are small interfering RNAs (siRNAs), and vectors encoding one or more siRNAs (including short hairpin siRNAs), that are sufficiently homologous to a portion of the HIV genome to mediate RNA interference in vivo. Also disclosed are methods wherein siRNAs, or vectors encoding siRNAs, are administered to prevent or inhibit HIV infection in a subject, cell or tissue. Knockout and/or knockdown cells or organisms are also disclosed that utilize the siRNAs or vectors of the present invention.

Topic detection and tracking: event-based information organization

Abstract: Topic Detection and Tracking: Event-based Information Organization brings together in one place state-of-the-art research in Topic Detection and Tracking (TDT). This collection of technical papers from leading researchers in the field not only provides several chapters devoted to the research program and its evaluation paradigm, but also presents the most current research results and describes some of the remaining open challenges. Topic Detection and Tracking: Event-based Information Organization is an excellent reference for researchers and practitioners in a variety of fields related to TDT, including information retrieval, automatic speech recognition, machine learning, and information extraction

How Psychological Science Informs the Teaching of Reading

Abstract: This monograph discusses research, theory, and prac- tice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's lan- guage competency when they enter school and on the nature of early reading development. Subsequent sections review theo- ries of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), re- search from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supple- ment phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers under- stand the alphabetic principle and learn new words. Thus, ele- mentary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.