Monolingual Document Retrieval for European Languages     

Vera Hollink  Jaap Kamps  Christof Monz  Maarten de Rijke 《Information Retrieval》2004,7(1-2):33-52

Recent years have witnessed considerable advances in information retrieval for European languages other than English. We give an overview of commonly used techniques and we analyze them with respect to their impact on retrieval effectiveness. The techniques considered range from linguistically motivated techniques, such as morphological normalization and compound splitting, to knowledge-free approaches, such as n-gram indexing. Evaluations are carried out against data from the CLEF campaign, covering eight European languages. Our results show that for many of these languages a modicum of linguistic techniques may lead to improvements in retrieval effectiveness, as can the use of language independent techniques.  相似文献   

Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior     

Maarten Vansteenkiste  Eline Sierens  Luc Goossens  Bart Soenens  Filip Dochy  Athanasios Mouratidis  Nathalie Aelterman  Leen Haerens  Wim Beyers 《Learning and Instruction》2012,22(6):431-439

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.  相似文献   

Firstgov.gov/org/net/com: issues and considerations     

John Carlo Bertot  William E. Moen   《The Journal of Academic Librarianship》2000,26(6):173

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What publishers need in national copyright laws     

Maarten Asscher 《Publishing Research Quarterly》1992,8(2):21-26

Because copyright is both an economic and a cultural concept, the role of the publisher is frequently misunderstood and must constantly be explained to legislators, particularly during their deliberations over copyright law. A copyright law that meets publishers' needs should (1) guarantee a reasonable level of protection; (2) not contain legal limits or exceptions to copyright protection; (3) protect works irrespective of the technical method with which they are fixed; and (4) leave the author and the publisher free to negotiate the terms of their publishing agreement.  相似文献   

Coworking as a Career Strategy: Implications for the Work and Family Lives of University Employees     

Stephen Sweet  Phyllis Moen 《Innovative Higher Education》2004,28(4):255-272

This study of 276 couples compares coworking couples, which means both partners work for the same university, with noncoworking couples, those couples in which only one partner is employed at a university. Among the employees at the two universities studied, one in seven dual-earner couples cowork. These couples are more educated and are less likely to prioritize one spouses' career over that of the other, as compared to noncoworking couples. Coworking is positively associated with work commitment and family success for husbands and with family and marital satisfaction for wives, especially for couples with graduate degrees. Findings suggest that employment of spouses can be beneficial to employees and institutions.  相似文献   

Initial and Further Education: Substitutes or Complements? Differences in Continuing Education and Training over the Life-Course of European Workers     

Maarten H. J. Wolbers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,1(3):459-478

This investigation examines the place of initial and further education in continuing education and training over the life-course of workers across Europe. The evidence presented demonstrates that in countries with a strong orientation towards vocational education, participation in continuing education and training among employees is higher than in countries that mainly provide general education. Moreover, it can be seen that the effect of the vocational orientation of the education system increases over the life-course of workers. The conclusion of this investigation is that further education complements rather than substitutes for initial education. This implies that national education and training policies meant to encourage lifelong learning should not only attempt to expand or redirect training received by already experienced workers, but also try to facilitate participation in initial vocational training.  相似文献   

Teachers’ Attitudes Toward Multiculturalism in Relation to General and Diversity-Related Burnout     

Anneke Dubbeld  Natascha de Hoog  Perry den Brok  Maarten de Laat 《欧洲教育》2019,51(1):16-31

This study focuses on teachers’ general and diversity-related burnout in relation to teachers’ attitudes toward multiculturalism. Results are based on the responses of 120 teachers working at five different urban, ethnically diverse junior vocational high schools in the Netherlands. Analyses indicated that teachers with assimilative attitudes exhibited higher levels of general and diversity-related burnout, whereas there was no relationship between pluralistic attitudes and burnout. In addition, there were no relationships between teacher background variables and attitude and burnout, besides the finding that native teachers experienced less general burnout, and had less pluralistic attitudes, than nonnative teachers.  相似文献   

Understanding shifts in students’ academic motivation across a school year: the role of teachers’ motivating styles and need-based experiences     

Cohen  Rinat  Katz  Idit  Aelterman  Nathalie  Vansteenkiste  Maarten 《European Journal of Psychology of Education - EJPE》2023,38(3):963-988

European Journal of Psychology of Education - Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on...  相似文献