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Abstract

Information extraction is an important text-mining task that aims at extracting prespecified types of information from large text collections and making them available in structured representations such as databases. In the biomedical domain, information extraction can be applied to help biologists make the most use of their digital-literature archives. Currently, there are large amounts of biomedical literature that contain rich information about biomedical substances. Extracting such knowledge requires a good named entity recognition technique. In this article, we combine conditional random fields (CRFs), a state-of-the-art sequence-labeling algorithm, with two semisupervised learning techniques, bootstrapping and feature sampling, to recognize disease names from biomedical literature. Two data-processing strategies for each technique also were analyzed: one sequentially processing unlabeled data partitions and another one processing unlabeled data partitions in a round-robin fashion. The experimental results showed the advantage of semisupervised learning techniques given limited labeled training data. Specifically, CRFs with bootstrapping implemented in sequential fashion outperformed strictly supervised CRFs for disease name recognition. The project was supported by NIH/NLM Grant R33 LM07299-01, 2002-2005.

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Abstract

It is important for education in computer science and information systems to keep up to date with the latest development in technology. With the rapid development of the Internet and the Web, many schools have included Internet-related technologies, such as Web search engines and e-commerce, as part of their curricula. Previous research has shown that it is effective to use search engine development tools to facilitate students' learning. However, the effectiveness of these tools in the classroom has not been evaluated. In this article, we review the design of three search engine development tools, SpidersRUs, Greenstone, and Alkaline, followed by an evaluation study that compared the three tools in the classroom. In the study, 33 students were divided into 13 groups and each group used the three tools to develop three independent search engines in a class project. Our evaluation results showed that SpidersRUs performed better than the two other tools in overall satisfaction and the level of knowledge gained in their learning experience when using the tools for a class project on Internet applications development.

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Abstract

Findings The findings of this research suggest that individual learning and development are deemed to be the fundamental feature for professional success and survival in the continuously changing environment of the SW industry today. However, individual learning was described by the participants as much more than a mere individual process. It involves a collective and participatory effort within the organization and the sector as a whole, and a KS process that transcends organizational, cultural and national borders. Individuals in particular are mostly motivated by the pressing need to face and adapt to the dynamic and changeable environments of today's digital society that is led by the sector. Software practitioners are continuously in need of learning, refreshing and accumulating tacit knowledge, partly because it is required by their companies, but also due to a sound awareness of continuous technical and technological changes that seem only to increase with the advances of information technology. This led to a clear theoretical understanding that the continuous change that faces the sector has led to individual acquisition of culture and somatic knowledge that in turn lay the foundation for not only the awareness of the need for continuous individual professional development but also for the creation of habitus related to KS and continuous learning. Originality/value The study reported in this paper shows that there is a theoretical link between the existence of conducive organizational and sector-wide somatic and cultural knowledge, and the success of KS practices that lead to individual learning and development. Therefore, the theory proposed suggests that somatic and cultural knowledge are crucial drivers for the creation of habitus of individual tacit knowledge acquisition. The paper further proposes a habitus-driven individual development (HDID) Theoretical Model that can be of use to both academics and practitioners interested in fostering and developing processes of KS and individual development in knowledge-intensive organizations.