On the number of terms used in automatic query expansion     

Paul Ogilvie  Ellen Voorhees  Jamie Callan 《Information Retrieval》2009,12(6):666-679

This paper investigates the number of expansion terms to use in automatic query expansion by examining the behavior of eight retrieval systems participating in the NRRC Reliable Information Access Workshop. The results demonstrate that current systems are able to obtain nearly all of the benefit of using a fixed number of expansion terms per topic, but significant additional improvement is possible if systems were able to accurately select the best number of expansion terms on a per topic basis. When optimizing average effectiveness as measured by mean average precision, using a fixed number of terms increases the score a large amount for a small number of topics but has little effect for most topics. The analysis further suggests that when a topic is helped by automatic feedback, the increase is from a set of terms that reinforce each other rather than from the system finding a single excellent term.  相似文献   

Micro processes of learning: exploring the interplay between conceptions, meanings and expressions     

Elsie Anderberg  Christer Alvegård  Lennart Svensson  Thorsten Johansson 《Higher Education》2009,58(5):653-668

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Killing the Buddha: Towards a heretical philosophy of learning     

Viktor Johansson 《Educational Philosophy and Theory》2018,50(1):61-71

This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.  相似文献   

From “I Don’t Like Mondays” to “Pumped Up Kicks”: Rampage School Shootings in Young Adult Fiction and Young Adult Lives     

Gwynne Ellen Ash  Jane M. Saunders 《Children‘s Literature in Education》2018,49(1):34-46

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Supporting Veteran Transitions to the Academic Setting: VA on Campus     

Ashley O’Connor  Ellen Herbst  Shannon McCaslin  Keith Armstrong  Bridget Leach  Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.  相似文献   

Read the Book,See the Movie,Part Three     

Mary Ellen Cooper 《TechTrends》2009,53(6):8-11

Connellys’ Classroom Cutaway

Read the Book, See the Movie, Part Three  相似文献   

Out in the cold: sliding sports and the Amateur Sports Act of 1978     

Wanda Ellen Wakefield 《国际体育史杂志》2013,30(6):776-795

For decades American athletes in less-popular – or ‘minor’– sports suffered from a lack of institutional and practical support from their sports' governing bodies. The AAU, in particular, failed to provide the funds necessary for athletes in the sliding sports of luge and bobsled to obtain proper training and opportunities to compete. By the early 1970s, the American Olympic effort was in chaos as athletes from the Eastern Bloc, taking advantage of their nations' determination to field the best possible teams, began to excel at both the summer and winter Olympic Games. In response, Congress authorized a presidential commission to study the situation and make recommendations about how best to improve amateur sports in the United States. The result of the commission's work, the Amateur Sports Act of 1978, reorganized governance of amateur sports to the benefit, particularly, of athletes in sports such as luge and bobsled.  相似文献   

Energy turnover during 24 hours and 6 days of adventure racing     

Jonas K. Enqvist  Patrik H. Johansson  Thibault Brink-Elfegoun  Linda Bakkman  Björn T. Ekblom 《Journal of sports sciences》2013,31(9):947-955

Abstract

Energy turnover was assessed in two conditions of mixed ultra-endurance exercise. In Study 1, energy expenditure and intake were measured in nine males in a laboratory over 24 h. In Study 2, energy expenditure was assessed in six males during an 800-km Adventure race (mean race time 152.5 h). Individual correlations between heart rate and oxygen uptake ([Vdot]O₂) were established during pre-tests when kayaking, cycling, and running. During exercise, energy expenditure was estimated from continuous heart rate recordings. Heart rate and [Vdot]O₂ were measured regularly during fixed cycling work rates to correct energy expenditure for drift in oxygen pulse. Mean energy expenditure was 18,050 ± 2,390 kcal (750 ± 100 kcal · h^?1) and 80,000 ± 18,000 kcal (500 ± 100 kcal · h^?1) in Study 1 and Study 2 respectively, which is higher than previously reported. Energy intake in Study 1 was 8,450 ± 1,160 kcal, resulting in an energy deficit of 9,590 ± 770 kcal. Body mass decreased in Study 1 (?2.3 ± 0.8 kg) but was unchanged in Study 2. Fat mass decreased in Study 2 (?2.3 ± 1.5 kg). In Study 1, muscle glycogen content decreased by only 60%. Adventure racing requires a high energy expenditure, with large inter-individual variation. A large energy deficit is caused by inadequate energy intake, possibly due to suppressed appetite and gastrointestinal problems. The oxygen pulse, comparing start to 12 h of exercise and beyond, increased by 10% and 5% in Study 1 and Study 2 respectively. Hence, estimations of energy expenditure from heart rate recordings should be corrected according to this drift.  相似文献   

Coach–athlete sexual relationships: if no means no does yes mean yes?     

Susanne Johansson 《Sport, Education and Society》2013,18(5):678-693

Coach–athlete romantic relationships and consensual sexual relations are commonly accepted among coaches and athletes, although a growing number of sport organisations discourage or prohibit such relationships. In research, coach–athlete sexual relationships are lumped together with sexual abuse, suggested to harm athletes' well-being, performance, athletic career and team dynamics, and to inherently constitute an abuse of power, trust and ethics. In addition, mistrust of coaches' motives, related to physical touch and fear of sexual misconduct, has resulted in a growing anxiety among coaches. This paper highlights and critically discusses research conceptualisations, contextual understandings and critical issues surrounding coach–athlete sexual relationships, on which there is no comprehensive research outside the sexual abuse context. Studies of authority–subordinate romantic relationships in other social settings have reported that such relationships facilitate both positive and negative characteristics and outcomes. To prevent and reduce harm and to promote well-being, functionality and safe practice in coach–athlete sexual and non-sexual relationships, I suggest that comprehensive research outside the sexual abuse context is required. In addition to the previous research focus on harmful and abusive relationships, coach–athlete sexual relationships that are experienced as consenting and mutually fulfilling by the involved parties need further examination.  相似文献   

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature     

David B. Morris  Ellen L. Usher  Jason A. Chen 《Educational Psychology Review》2017,29(4):795-833

Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.  相似文献