Using evolutionary computation for discovering spam patterns from e-mail samples     

David Ruano-Ordás  Florentino Fdez-Riverola  José R. Méndez 《Information processing & management》2018,54(2):303-317

One of the most relevant problems affecting the efficient use of e-mail to communicate worldwide is the spam phenomenon. Spamming involves flooding Internet with undesired messages aimed to promote illegal or low value products and services. Beyond the existence of different well-known machine learning techniques, collaborative schemes and other complementary approaches, some popular anti-spam frameworks such as SpamAssassin or Wirebrush4SPAM enabled the possibility of using regular expressions to effectively improve filter performance. In this work, we provide a review of existing proposals to automatically generate fully functional regular expressions from any input dataset combining spam and ham messages. Due to configuration difficulties and the low performance achieved by analysed schemes, in this work we introduce DiscoverRegex, a novel automatic spam pattern-finding tool. Patterns generated DiscoverRegex outperform those created by existing approaches (able to avoid FP errors) whilst minimising the computational resources required for its proper operation. DiscoverRegex source code is publicly available at https://github.com/sing-group/DiscoverRegex.  相似文献   

Ágoston Trefort     

Istvánné Kiss 《Prospects》1994,24(3-4):661-670

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Literacy programmes for adult women a new approach     

Ana Mañeru Mendez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(1):71-74

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Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Jaime Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1989,2(3):91-91

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Spanish Education during the 1980s     

José A. Benavent 《比较教育学》1980,16(3):291-301

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Effects of autogenic and imagery training on the shooting performance in biathlon     

Groslambert A  Candau R  Grappe F  Dugué B  Rouillon JD 《Research quarterly for exercise and sport》2003,74(3):337-341

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NEW TRENDS IN RESEARCH ON HIGHER EDUCATION IN POLAND     

Hanna Jabłońska‐Skinder 《Higher Education in Europe》1987,12(1):101-110

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Height, mass and skeletal maturity of elite Portuguese soccer players aged 11-16 years     

Malina RM  Peña Reyes ME  Eisenmann JC  Horta L  Rodrigues J  Miller R 《Journal of sports sciences》2000,18(9):685-693

Height, mass and skeletal maturity (Fels method) were assessed in 135 elite youth soccer players aged 10.7-16.5 years (only two boys were < 11.0 years). Sample sizes, years of training and current weekly training volume by two-year age groups were: 11-12 years (n = 63), 2.6 +/- 1.0 years and 4.1 +/- 1.7 h; 13-14 years (n = 29), 3.1 +/- 1.6 years and 4.5 +/- 1.7 h; 15-16 years (n = 43), 4.7 +/- 2.4 years and 6.1 +/- 2.0 h. The oldest age group included members of the national youth team. Heights and masses were compared to US reference values, and skeletal age and chronological age were contrasted. The players were also classified as late, average ('on time') and early maturers on the basis of differences between skeletal and chronological age, with the average category including boys with skeletal ages within +/- 1 year of chronological age. The mean heights and masses of 11- to 12-year-old soccer players equalled the US reference values, while those of players aged 13-14 and 15-16 years were slightly above the reference values. The mean skeletal age approximated mean chronological age in players aged 11-12 years (12.4 +/- 1.3 and 12.3 +/- 0.5 years, respectively), while mean skeletal age was in advance of mean chronological age in the two older groups (14.3 +/- 1.2 and 13.6 +/- 0.7 years, respectively, in 13- to 14-year-olds; 16.7 +/- 1.0 and 15.8 +/- 0.4 years, respectively, in 15- to 16-year-olds). Seven boys in the oldest age group were already skeletally mature and were not included when calculating differences between skeletal and chronological age. The proportion of late maturing boys in this sample of elite soccer players decreased with increasing chronological age. Among 11- to 12-year-old players, the percentages of late and early maturing boys were equal at 21% (n = 13). Among 13- to 14-year-old players, the percentages of late and early maturing boys were 7% (n = 2) and 38% (n = 11) respectively, while among players aged 15-16 years the percentages of late and early maturing boys were 2% (n = 1) and 65% (n = 28) respectively. The results of this comparative analysis suggest that the sport of soccer systematically excludes late maturing boys and favours average and early maturing boys as chronological age and sport specialization increase. It is also possible that late maturing boys selectively drop-out of soccer as age and sport specialization increase.  相似文献   

Argumentative skills development in teaching philosophy to secondary school students through constructive controversy: an exploratory study case     

Teresa Morais  Helena Silva  José Lopes  Caroline Dominguez 《Curriculum Journal》2017,28(2):249-265

The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application of a cooperative learning method – the constructive controversy – for the development of argumentative skills in secondary school students in philosophy. The quality of the arguments was evaluated through the analysis of a total of 144 philosophical essays produced by the students over a school year. The results point to the advantages of using this method over more traditional ones in the acquisition of argumentative skills.  相似文献   

Inequality of educational opportunities: School failure trends in Spain (1977–2012)     

María Fernández-Mellizo  José Saturnino Martínez-García 《International Studies in Sociology of Education》2017,26(3):267-287

School failure is substantive in Spain. The percentage of students that do not achieve the compulsory education diploma is around 20%. School failure is higher for students from lower socio-economic backgrounds. Students who ‘fail’ cannot continue to post-compulsory education and, sooner or later, they have to leave formal education. The evolution of school failure in Spain follows a U-shaped curve that decreases from the seventies and rises from the end of the past century. This article explores the evolution of the impact of students’ socio-economic backgrounds on school failure from the seventies onwards and tests whether this impact increased at the end of last century. Using logit models of estimation to control for socio-demographic factors, we demonstrate that students from higher socio-economic backgrounds show fewer fluctuations in school failure than students from lower socio-economic backgrounds. We also provide evidence in support of an increase in the impact of socio-economic background on school failure from the end of the past century, thereby increasing differences by social origin of students. Our paper is consistent with previous literature showing that the impact of socio-economic background on school failure from the seventies onwards is declining. Nevertheless, we show an increase in this impact from the late nineties not described before. We offer a possible explanation for this upward trend in the shape of change in the institutional structure of the education system, although labour market incentives may also have played a role.  相似文献