Starving for Knowledge: Why Campuses Need to Address Student Food Insecurity          下载免费PDF全文

Clare Cady 《About Campus》2016,21(2):27-31

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Letters to the Editor     

Clare Lee  Karen L. Westberg  Sally M. Dobyns  Francis X. Archambault Jr.  Scott W. Brown  James R. Delisle 《Roeper Review》2013,35(1)

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Effective aggregation of various summarization techniques     

Parth Mehta  Prasenjit Majumder 《Information processing & management》2018,54(2):145-158

A large number of extractive summarization techniques have been developed in the past decade, but very few enquiries have been made as to how these differ from each other or what are the factors that actually affect these systems. Such meaningful comparison if available can be used to create a robust ensemble of these approaches, which has the possibility to consistently outperform each individual summarization system. In this work we examine the roles of three principle components of an extractive summarization technique: sentence ranking algorithm, sentence similarity metric and text representation scheme. We show that using a combination of several different sentence similarity measures, rather than only one, significantly improves performance of the resultant meta-system. Even simple ensemble techniques, when used in an informed manner, prove to be very effective in improving the overall performance and consistency of summarization systems. A statistically significant improvement of about 5% to 10% in ROUGE-1 recall was achieved by aggregating various sentence similarity measures. As opposed to this aggregation of several ranking algorithms did not show a significant improvement in ROUGE score, but even in this case the resultant meta-systems were more robust than candidate systems. The results suggest that new extractive summarization techniques should particularly focus on defining a better sentence similarity metric and use multiple sentence similarity scores and ranking algorithms in favour of a particular combination.  相似文献   

Connecting the Nineteenth-Century World: The Telegraph and Globalization; Media,Technology, and Literature in the Nineteenth Century: Image,Sound, Touch; The Camera and the Press: American Visual and Print Culture in the Age of the Daguerreotype     

Clare Pettitt 《Media History》2013,19(3):384-387

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The paradox of facilitation in action learning     

Kiran Trehan  Clare Rigg 《Action Learning: Research and Practice》2013,10(3):211-213

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Quantification of maximal power output in well-trained cyclists     

Thomas A. Wackwitz  Clare L. Minahan  Trish King  Chantelle Du Plessis  Mark H. Andrews  Phillip M. Bellinger 《Journal of sports sciences》2021,39(1):84-90

ABSTRACT

This study aimed to compare mechanical variables derived from torque-cadence and power-cadence profiles established from different cycle ergometer modes (isoinertial and isokinetic) and modelling procedures (second- and third-order polynomials), whilst employing a novel method to validate the theoretical maximal power output (P_max). Nineteen well-trained cyclists (n = 12 males) completed two experimental sessions comprising six, 6-s maximal isoinertial or isokinetic cycling sprints. Maximal pedal strokes were extracted to construct power–cadence relationships using second- and third-order polynomials. A 6-s sprint at the optimal cadence (F_opt) or optimal resistance (T_opt) was performed to assess construct validity of P_max. No differences were found in the mechanical parameters when derived from isokinetic (P_max = 1311 ± 415, F_opt = 118 ± 12) or isoinertial modes (P_max = 1320 ± 421, F_opt = 116 ± 19). However, R² improved (P < 0.02) when derived from isoinertial sprints. Third-order polynomial modelling improved goodness of fit values (Standard Error, adjusted R²), but derived similar mechanical parameters. Finally, peak power output during the optimised sprint did not significantly differ from the theoretical P_max in both cycling modes, thus providing construct validity. The most accurate P-C profile can be derived from isoinertial cycling sprints, modelled using third-order polynomial equations.  相似文献   

The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND     

Clare Martin 《British Journal of Special Education》2021,48(2):175-195

Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice.  相似文献   

Multilevel Factorial Invariance in n-Level Structural Equation Modeling (nSEM)     

Ehri Ryu  Paras Mehta 《Structural equation modeling》2017,24(6):936-959

We present a multigroup multilevel confirmatory factor analysis (CFA) model and a procedure for testing multilevel factorial invariance in n-level structural equation modeling (nSEM). Multigroup multilevel CFA introduces a complexity when the group membership at the lower level intersects the clustered structure, because the observations in different groups but in the same cluster are not independent of one another. nSEM provides a framework in which the multigroup multilevel data structure is represented with the dependency between groups at the lower level properly taken into account. The procedure for testing multilevel factorial invariance is illustrated with an empirical example using an R package xxm2.  相似文献   

Turning to case studies as a mechanism for learning in action learning     

Denise O’Leary  Paul Coughlan  Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献   

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress     

Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell  Rob Webster 《British Educational Research Journal》2011,37(3):443-464

In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.  相似文献