Utilizing passage-based language models for ad hoc document retrieval     

Michael Bendersky  Oren Kurland 《Information Retrieval》2010,13(2):157-187

To cope with the fact that, in the ad hoc retrieval setting, documents relevant to a query could contain very few (short) parts (passages) with query-related information, researchers proposed passage-based document ranking approaches. We show that several of these retrieval methods can be understood, and new ones can be derived, using the same probabilistic model. We use language-model estimates to instantiate specific retrieval algorithms, and in doing so present a novel passage language model that integrates information from the containing document to an extent controlled by the estimated document homogeneity. Several document-homogeneity measures that we present yield passage language models that are more effective than the standard passage model for basic document retrieval and for constructing and utilizing passage-based relevance models; these relevance models also outperform a document-based relevance model. Finally, we demonstrate the merits in using the document-homogeneity measures for integrating document-query and passage-query similarity information for document retrieval.  相似文献   

Cognitive conflict and intuitive rules     

Dina Tirosh  Ruth Stavy  Shmuel Cohen 《International Journal of Science Education》2013,35(10):1257-1269

This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge.  相似文献   

The agricultural figures of Darwin's evolutionary rhetoric     

Oren Abeles 《Quarterly Journal of Speech》2016,102(1):41-61

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Digital pilgrimage: Exploring Catholic monastic webcasts     

Oren Golan  Michele Martini 《The Communication Review》2018,21(1):24-45

This study questions how religious webmasters view the objectives of their webcasting in relation to pilgrimage. Findings uncovered four facets: (1) mediation of the holy sites and experience; (2) bonding between Holy Land communities and global believers; (3) cultivating agents; (4) media experiences as a pilgrimage surrogate. Drawing on Walter Benjamin, the study elucidates how online videos evoke proximity to the sacred, thus connecting holy sites and believers, while affirming webmasters as secondary actors of religious authority.  相似文献   

Subdivision processes in mathematics and science     

Ruth Stavy  Dina Tirosh 《科学教学研究杂志》1993,30(6):579-586

In the course of a research project now in progress, three successive division problems were presented to students in Grades 7–12. The first problem concerned a geometrical line segment, while the other two dealt with material substances (copper wire and water). All three problems involved the same process: successive division. Two of the problems (line segment and copper wire) were also figurally similar. Our data indicate that the similarity in the process had a profound effect on students' responses. The effect of the similarity in process suggests that the repeated process of division has a coercive effect, imposing itself on students' responses and encouraging then to view successive division processes as finite or infinite regardless of the content of the problem. It is possible to trace out, step by step, a more or less parallel process of development for the ideas of points and continuity and those dealing with atoms and physical objects in the child's conception of the ideal world. The only difference between these two processes is that to the child's way of thinking physical points or atoms still possess surface and volume, whereas mathematical points tend to lose all extension (though during the stages of development which concerns us here, this remains only a tendency.) (Piaget & Inhelder, 1948, pp. 126). Our first naive impression of nature and matter is that of continuity. Be it a piece of matter or a volume of liquid we invariably conceive it as divisible into infinity, and even so small a part of it appears to us to possess the same properties as the whole. (Hilbert, 1925, pp. 162).  相似文献   

The old tammany spirit     

Oren F. Crow 《Peabody Journal of Education》2013,88(3)

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Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter   总被引：1，自引：0，他引：1  

Ruhama Even  Dina Tirosh 《Educational Studies in Mathematics》1995,29(1):1-20

Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter.  相似文献   

International assessments of student achievement and public confidence in education: evidence from a cross-national study     

Oren Pizmony-Levy  Peter Bjorklund Jr 《牛津教育评论》2018,44(2):239-257

One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence.  相似文献   

Booksellers and Change     

Oren Teicher 《Publishing Research Quarterly》2013,29(2):128-133

Indie Booksellers are Innovative Agents of Change, and—contrary to conventional wisdom—they have a formula for success: Discovery, Sales, and Growth.  相似文献   

Intuitive rules in science and mathematics: the case of ‘Everything can be divided by two’     

Dina Tirosh  Ruth Stavy 《International Journal of Science Education》2013,35(6):669-683

In the last twenty years, researchers have studied students’ mathematical and scientific conceptions and reasoning. Most of this research is content‐specific. It has been found that students often hold ideas that are not in line with accepted scientific notions. In our joint work in mathematics and science education, it became apparent that many of these alternative conceptions hail from a small number of intuitive rules. We have so far identified two such rules: ‘The more of A, the more of B’, and, ‘Everything can be divided by two’. The first rule is reflected in students’ responses to many tasks, including all classical Piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), all tasks related to intensive quantities (density, temperature, concentration, etc.), and tasks related to infinite quantities. The second rule is observed in responses related to successive division of material and geometrical objects, and in seriation tasks. In this paper we describe and discuss the second rule and its relevance to science and mathematics education. In a previous paper (Stavy and Tirosh 1995, in press) we described and discussed the first rule.  相似文献