diff --git "a/README.md" "b/README.md" --- "a/README.md" +++ "b/README.md" @@ -8,21 +8,22 @@ tags: metrics: - accuracy widget: -- text: The support and confidence measures were applied to identify frequent itemsets - and association rules in the given large database. -- text: 'The present thesis is organized into three sections: Section 1 provides an - overview of physical therapy interventions for enhancing cardiorespiratory fitness, - Section 2 focuses on musculoskeletal fitness, and Section 3 explores neuromotor - fitness.' -- text: The authors of this paper build upon the work of Kitchin (2014) and Mills - (2017), who emphasized the importance of understanding the social and ethical - implications of big data in the field of data science. -- text: This study adds to the existing literature on late-onset sepsis in very low - birth weight neonates by providing insights into the clinical characteristics, - microbiological etiologies, and outcomes of these infections based on a large, - multicenter database. -- text: The model-based clustering algorithm, specifically the Gaussian Mixture Model, - effectively identified distinct clusters in the data with high accuracy. +- text: The study reported that 73% of the psychotherapists endorsed the use of cognitive + techniques in their treatment of eating disorders, while 61% reported using behavioral + techniques. +- text: The proposed methodology for determining the optimal number of clusters in + a data set using data mining techniques is outlined in this thesis, including + the application of various clustering algorithms and evaluation metrics. +- text: The authors of this study develop new effective core potentials based on ab + initio calculations, building upon the work of previous researchers (e.g., Kraemer + et al., 2009; Scuseria et al., 2006) who have employed similar methods for main + group elements. +- text: This study aimed to investigate the efficacy and safety of amitriptyline in + managing symptoms of gastrointestinal pain and distension in patients with cystic + fibrosis. +- text: The study of anaerobic digestion for organic solid wastes has led to significant + improvements in process efficiency, with methane yields increasing by up to 30% + through the optimization of operational parameters. pipeline_tag: text-classification inference: true base_model: sentence-transformers/paraphrase-multilingual-MiniLM-L12-v2 @@ -38,7 +39,7 @@ model-index: split: test metrics: - type: accuracy - value: 0.6514563106796116 + value: 0.7155339805825243 name: Accuracy --- @@ -70,118 +71,118 @@ The model has been trained using an efficient few-shot learning technique that i - **Blogpost:** [SetFit: Efficient Few-Shot Learning Without Prompts](https://huggingface.co/blog/setfit) ### Model Labels -| Label | Examples | -|:-------------------------------------------------------------------------------------------------------------------------|:-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| -| Acknowledging limitation(s) whilst stating a finding or contribution | | -| Advising cautious interpretation of the findings | | -| Commenting on the findings | | -| Commenting on the strengths of the current study | | -| Comparing the result: contradicting previous findings | | -| Comparing the result: supporting previous findings | | -| Contrasting sources with ‘however’ for emphasis | | -| Describing previously used methods | | -| Describing questionnaire design | | -| Describing the characteristics of the participants | | -| Describing the limitations of the current study | | -| Describing the process: adverbs of manner | | -| Describing the process: expressing purpose with for | | -| Describing the process: infinitive of purpose | | -| Describing the process: sequence words | | -| Describing the process: statistical procedures | | -| Describing the process: typical verbs in the passive form | | -| Describing the process: using + instrument | | -| Describing the research design and the methods used | | -| Describing what other writers do in their published work | | -| Detailing specific limitations | | -| Establishing the importance of the topic for the discipline | | -| Establishing the importance of the topic for the discipline: time frame given | | -| Establishing the importance of the topic for the world or society | | -| Establishing the importance of the topic for the world or society: time frame given | | -| Establising the importance of the topic as a problem to be addressed | | -| Explaining keywords (also refer to Defining Terms) | | -| Explaining the provenance of articles for review | | -| Explaining the provenance of the participants | | -| Explaining the significance of the current study | | -| Explaining the significance of the findings or contribution of the study | | -| General comments on the relevant literature | | -| General reference to previous research or scholarship: highlighting negative outcomes | | -| Giving reasons for personal interest in the research (sometimes found in the humanities, and the applied human sciences) | | -| Giving reasons why a particular method was adopted | | -| Giving reasons why a particular method was rejected | | -| Highlighting inadequacies or weaknesses of previous studies (also refer to Being Critical) | | -| Highlighting interesting or surprising results | | -| Highlighting significant data in a table or chart | | -| Identifying a controversy within the field of study | | -| Identifying a knowledge gap in the field of study | | -| Implications and/or recommendations for practice or policy | | -| Indicating an expected outcome | | -| Indicating an unexpected outcome | | -| Indicating criteria for selection or inclusion in the study | | -| Indicating methodological problems or limitations | | -| Indicating missing, weak, or contradictory evidence | | -| Indicating the methodology for the current research | | -| Indicating the use of an established method | | -| Introducing the limitations of the current study | | -| Making recommendations for further research work | | -| Noting implications of the findings | | -| Noting the lack of or paucity of previous research | | -| Offering an explanation for the findings | | -| Outlining the structure of a short paper | | -| Outlining the structure of a thesis or dissertation | | -| Pointing out interesting or important findings | | -| Previewing a chapter | | -| Previous research: A historic perspective | | -| Previous research: Approaches taken | | -| Previous research: What has been established or proposed | | -| Previous research: area investigated as the sentence object | | -| Previous research: area investigated as the sentence subject | | -| Previous research: highlighting negative outcomes | | -| Providing background information: reference to the literature | | -| Providing background information: reference to the purpose of the study | | -| Reference to previous research: important studies | | -| Referring back to the purpose of the paper or study | | -| Referring back to the research aims or procedures | | -| Referring to a single investigation in the past: investigation prominent | | -| Referring to a single investigation in the past: researcher prominent | | -| Referring to another writer’s idea(s) or position | | -| Referring to data in a table or chart | | -| Referring to important texts in the area of interest | | -| Referring to previous work to establish what is already known | | -| Referring to secondary sources | | -| Referring to the literature to justify a method or approach | | -| Reporting positive and negative reactions | | -| Restating a result or one of several results | | -| Setting out the research questions or hypotheses | | -| Some ways of introducing quotations | | -| Stating a negative result | | -| Stating a positive result | | -| Stating purpose of the current research with reference to gaps or issues in the literature | | -| Stating the aims of the current research (note frequent use of past tense) | | -| Stating the focus, aim, or argument of a short paper | | -| Stating the purpose of the thesis, dissertation, or research article (note use of present tense) | | -| Stating what is currently known about the topic | | -| Suggesting general hypotheses | | -| Suggesting implications for what is already known | | -| Suggestions for future work | | -| Summarising the literature review | | -| Summarising the main research findings | | -| Summarising the results section | | -| Summarising the studies reviewed | | -| Surveys and interviews: Introducing excerpts from interview data | | -| Surveys and interviews: Reporting participants’ views | | -| Surveys and interviews: Reporting proportions | | -| Surveys and interviews: Reporting response rates | | -| Surveys and interviews: Reporting themes | | -| Synthesising sources: contrasting evidence or ideas | | -| Synthesising sources: supporting evidence or ideas | | -| Transition: moving to the next result | | +| Label | Examples | +|:-------------------------------------------------------------------------------------------------------------------------|:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| +| Acknowledging limitation(s) whilst stating a finding or contribution | | +| Advising cautious interpretation of the findings | | +| Commenting on the findings | | +| Commenting on the strengths of the current study | | +| Comparing the result: contradicting previous findings | | +| Comparing the result: supporting previous findings | | +| Contrasting sources with ‘however’ for emphasis | | +| Describing previously used methods | | +| Describing questionnaire design | | +| Describing the characteristics of the participants | | +| Describing the limitations of the current study | | +| Describing the process: adverbs of manner | | +| Describing the process: expressing purpose with for | | +| Describing the process: infinitive of purpose | | +| Describing the process: sequence words | | +| Describing the process: statistical procedures | | +| Describing the process: typical verbs in the passive form | | +| Describing the process: using + instrument | | +| Describing the research design and the methods used | | +| Describing what other writers do in their published work | | +| Detailing specific limitations | | +| Establishing the importance of the topic for the discipline | | +| Establishing the importance of the topic for the discipline: time frame given | | +| Establishing the importance of the topic for the world or society | | +| Establishing the importance of the topic for the world or society: time frame given | | +| Establising the importance of the topic as a problem to be addressed | | +| Explaining keywords (also refer to Defining Terms) | | +| Explaining the provenance of articles for review | | +| Explaining the provenance of the participants | | +| Explaining the significance of the current study | | +| Explaining the significance of the findings or contribution of the study | | +| General comments on the relevant literature | | +| General reference to previous research or scholarship: highlighting negative outcomes | | +| Giving reasons for personal interest in the research (sometimes found in the humanities, and the applied human sciences) | | +| Giving reasons why a particular method was adopted | | +| Giving reasons why a particular method was rejected | | +| Highlighting inadequacies or weaknesses of previous studies (also refer to Being Critical) | | +| Highlighting interesting or surprising results | | +| Highlighting significant data in a table or chart | | +| Identifying a controversy within the field of study | | +| Identifying a knowledge gap in the field of study | | +| Implications and/or recommendations for practice or policy | | +| Indicating an expected outcome | | +| Indicating an unexpected outcome | | +| Indicating criteria for selection or inclusion in the study | | +| Indicating methodological problems or limitations | | +| Indicating missing, weak, or contradictory evidence | | +| Indicating the methodology for the current research | | +| Indicating the use of an established method | | +| Introducing the limitations of the current study | | +| Making recommendations for further research work | | +| Noting implications of the findings | | +| Noting the lack of or paucity of previous research | | +| Offering an explanation for the findings | | +| Outlining the structure of a short paper | | +| Outlining the structure of a thesis or dissertation | | +| Pointing out interesting or important findings | | +| Previewing a chapter | | +| Previous research: A historic perspective | | +| Previous research: Approaches taken | | +| Previous research: What has been established or proposed | | +| Previous research: area investigated as the sentence object | | +| Previous research: area investigated as the sentence subject | | +| Previous research: highlighting negative outcomes | | +| Providing background information: reference to the literature | | +| Providing background information: reference to the purpose of the study | | +| Reference to previous research: important studies | | +| Referring back to the purpose of the paper or study | | +| Referring back to the research aims or procedures | | +| Referring to a single investigation in the past: investigation prominent | | +| Referring to a single investigation in the past: researcher prominent | | +| Referring to another writer’s idea(s) or position | | +| Referring to data in a table or chart | | +| Referring to important texts in the area of interest | | +| Referring to previous work to establish what is already known | | +| Referring to secondary sources | | +| Referring to the literature to justify a method or approach | | +| Reporting positive and negative reactions | | +| Restating a result or one of several results | | +| Setting out the research questions or hypotheses | | +| Some ways of introducing quotations | | +| Stating a negative result | | +| Stating a positive result | | +| Stating purpose of the current research with reference to gaps or issues in the literature | | +| Stating the aims of the current research (note frequent use of past tense) | | +| Stating the focus, aim, or argument of a short paper | | +| Stating the purpose of the thesis, dissertation, or research article (note use of present tense) | | +| Stating what is currently known about the topic | | +| Suggesting general hypotheses | | +| Suggesting implications for what is already known | | +| Suggestions for future work | | +| Summarising the literature review | | +| Summarising the main research findings | | +| Summarising the results section | | +| Summarising the studies reviewed | | +| Surveys and interviews: Introducing excerpts from interview data | | +| Surveys and interviews: Reporting participants’ views | | +| Surveys and interviews: Reporting proportions | | +| Surveys and interviews: Reporting response rates | | +| Surveys and interviews: Reporting themes | | +| Synthesising sources: contrasting evidence or ideas | | +| Synthesising sources: supporting evidence or ideas | | +| Transition: moving to the next result | | ## Evaluation ### Metrics | Label | Accuracy | |:--------|:---------| -| **all** | 0.6515 | +| **all** | 0.7155 | ## Uses @@ -201,7 +202,7 @@ from setfit import SetFitModel # Download from the 🤗 Hub model = SetFitModel.from_pretrained("Corran/SciGenSetfit") # Run inference -preds = model("The support and confidence measures were applied to identify frequent itemsets and association rules in the given large database.") +preds = model("This study aimed to investigate the efficacy and safety of amitriptyline in managing symptoms of gastrointestinal pain and distension in patients with cystic fibrosis.") ```