Dataset Information

A versatile framework for resource-limited sentiment articulation, annotation, and analysis of short texts.

ABSTRACT: Choosing a comprehensive and cost-effective way of articulating and annotating the sentiment of a text is not a trivial task, particularly when dealing with short texts, in which sentiment can be expressed through a wide variety of linguistic and rhetorical phenomena. This problem is especially conspicuous in resource-limited settings and languages, where design options are restricted either in terms of manpower and financial means required to produce appropriate sentiment analysis resources, or in terms of available language tools, or both. In this paper, we present a versatile approach to addressing this issue, based on multiple interpretations of sentiment labels that encode information regarding the polarity, subjectivity, and ambiguity of a text, as well as the presence of sarcasm or a mixture of sentiments. We demonstrate its use on Serbian, a resource-limited language, via the creation of a main sentiment analysis dataset focused on movie comments, and two smaller datasets belonging to the movie and book domains. In addition to measuring the quality of the annotation process, we propose a novel metric to validate its cost-effectiveness. Finally, the practicality of our approach is further validated by training, evaluating, and determining the optimal configurations of several different kinds of machine-learning models on a range of sentiment classification tasks using the produced dataset.

SUBMITTER: Batanovic V

PROVIDER: S-EPMC7660500 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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A versatile framework for resource-limited sentiment articulation, annotation, and analysis of short texts.

Batanović Vuk V Cvetanović Miloš M Nikolić Boško B

PloS one 20201112 11

Choosing a comprehensive and cost-effective way of articulating and annotating the sentiment of a text is not a trivial task, particularly when dealing with short texts, in which sentiment can be expressed through a wide variety of linguistic and rhetorical phenomena. This problem is especially conspicuous in resource-limited settings and languages, where design options are restricted either in terms of manpower and financial means required to produce appropriate sentiment analysis resources, or ...[more]

PMID: 33180825

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Project description:Background Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, research-related, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability.

Project description:BackgroundThe educational efficacy in neonatal resuscitation relies on the subject and teaching strategies. Therefore, it is imperative to test diverse educational methods if they are more instructive to engage students in active learning and practicing knowledge. Hence, the present study aims to investigate the efficacy of a pedagogical framework in neonatal resuscitation skill learning among nursing students in a resource-limited setting.MethodsA single-blind randomized controlled trial was conducted between October 2020 to March 2021. Sixty nursing students in the 3rd and 4th year of professional training were randomly allocated to the pedagogy and the traditional group. The pedagogy group learned via 6-step LSPPDM (Learn, See, Practice, Prove, Do, Maintain) pedagogy including lectures, video, clinical observation, skill sessions under supervision, and self-directed practice. The traditional group learned through 2-step (Learn, Practice) method that included lectures and skill sessions under supervision. The outcomes measured included technical and non-technical skills in neonatal resuscitation. The technical skill deals with steps such as stimulation, ventilation, oxygenation, intubation, chest compression, medications, and reporting. Non-technical skills refer to teamwork skills that focus on the interaction between leader and helper. Both skills were measured through previously published validated tools two times before and after the intervention by blinded assessors in a simulated delivery room.ResultsOverall, the skill was significantly improved in both groups after intervention. Yet, the results showed that the mean difference of technical skill score in the pedagogy group (24.3 ± 3.5) was significantly higher (p < 0.001) compared to the traditional group (16.2 ± 2.4). Likewise, the mean difference of non-technical skill score in the pedagogy (36.9 ± 1.9) was highly significant (p < 0.001) compared to the traditional group (31.2 ± 1.7).ConclusionsThe LSPPDM pedagogy was found more effective in enhancing technical and non-technical skills in neonatal resuscitation compared to the traditional method. The results of this study support the efficacy of the 6-step LSPPDM pedagogy in the education of nursing students regarding neonatal resuscitation in a resource-limited setting.Trial registrationProspectively registered at ClinicalTrials.gov ( NCT04748341 ).

Dataset Information

A versatile framework for resource-limited sentiment articulation, annotation, and analysis of short texts.

Publications

A versatile framework for resource-limited sentiment articulation, annotation, and analysis of short texts.

Similar Datasets

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