The PC prerequisite for freedom     

James W. Tuttleton 《Academic Questions》1997,10(4):68-71

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Comment & Response     

Matthew James Simon  Mary K. Bolin 《The Journal of Academic Librarianship》2008,34(6):551-552

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Character N-Gram Tokenization for European Language Text Retrieval     

Paul McNamee  James Mayfield 《Information Retrieval》2004,7(1-2):73-97

The Cross-Language Evaluation Forum has encouraged research in text retrieval methods for numerous European languages and has developed durable test suites that allow language-specific techniques to be investigated and compared. The labor associated with crafting a retrieval system that takes advantage of sophisticated linguistic methods is daunting. We examine whether language-neutral methods can achieve accuracy comparable to language-specific methods with less concomitant software complexity. Using the CLEF 2002 test set we demonstrate empirically how overlapping character n-gram tokenization can provide retrieval accuracy that rivals the best current language-specific approaches for European languages. We show that n = 4 is a good choice for those languages, and document the increased storage and time requirements of the technique. We report on the benefits of and challenges posed by n-grams, and explain peculiarities attendant to bilingual retrieval. Our findings demonstrate clearly that accuracy using n-gram indexing rivals or exceeds accuracy using unnormalized words, for both monolingual and bilingual retrieval.  相似文献   

Validating the Willingness to Self-Censor Scale: Individual Differences in the Effect of the Climate of Opinion on Opinion Expression   总被引：1，自引：0，他引：1  

Hayes  Andrew F.; Glynn  Carroll J.; Shanahan  James 《Int. Journal of Public Opinion Research》2005,17(4):443-455

Hayes, Glynn, and Shanahan (2005) defined self-censorship asthe withholding of one’s opinion around an audience perceivedto disagree with that opinion. They argued that people differin their willingness to self-censor and introduced an 8-itemself-report instrument, the Willingness to Self-Censor scale,to measure this individual difference. The results of an experimentalstudy presented here provide further evidence of the constructvalidity of the scale. Each participant in the study was presentedwith a hypothetical scenario that contained information suggestinga group of people the participant was conversing with abouta controversial topic held opinions that were either uniformlysimilar to or different from the participant’s own opinion.Four weeks prior, each participant had responded to the Willingnessto Self-Censor scale and a measure of dispositional shyness.As expected, the manipulation of the climate of opinion affectedwillingness to express an opinion to the group, but more soamong those who scored relatively high on the Willingness toSelf-Censor scale. These results support the notion that somepeople rely on information about the climate of opinion moreso than do others when they decide whether or not to voice theiropinion publicly, and they suggest that the Willingness to Self-Censorscale measures this individual difference.  相似文献   

Traveling through: exploring doctoral demographics in archival studies     

Sarah A. Buchanan  Jonathan Dorey  Kathryn Pierce Meyer 《Archival Science》2018,18(2):143-163

The growth of archival studies programs has prompted archival scholars to establish an international network for supporting collaborative research, curriculum development, and pedagogy. Doctoral education is key to the sustainability of such programs and the continuation of the network over time. We carried out longitudinal research to survey the population of doctoral students attending one or more Archival Education and Research Institutes (AERI), an annual meeting first held in 2009. Building on prior research on graduate archival education, we gathered demographic and qualitative data about doctoral students specializing in archival studies who are based in several countries including the USA. We sought to assess attendee motivations, guide conference planning, and help advance overall AERI objectives. Our study provides a baseline understanding of the disciplinary backgrounds, research directions, and specific professional development activities that doctoral students in archival studies pursued around the globe from 2013 to 2015. This paper argues that doctoral education should continue to be a particular subject of archival research and indicates how archival students’ range of academic interests is diversifying and strengthening the scholarly community.  相似文献   

Critical communication pedagogy and service learning in a mixed-method communication research course     

C. Kyle Rudick  Kathryn B. Golsan  Jennifer Freitag 《Communication Teacher》2018,32(1):54-60

ABSTRACT

Course: Mixed-Method Communication Research Methods

Objective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization.  相似文献   

Storytime with Fresh Professor,Part One     

James Miles 《Teaching Artist Journal》2016,14(3):171-175

I wasn't always the Fresh Professor. At one point, I was just another starving actor, trying to make a living. But stories change over time, as do professional desires.  相似文献   

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices          下载免费PDF全文

Sultan Kilinc  Kathleen Farrand  Kathryn Chapman  Michael Kelley  Jenny Millinger  Korbi Adams 《British Journal of Special Education》2017,44(4):431-447

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.  相似文献   

Am I a Teaching Artist or an Administrator?     

James Miles 《Teaching Artist Journal》2016,14(1):46-48

James Miles writes about his transition from teaching artist to administration. Is it for everyone?  相似文献   

Does mathematics have a life of its own?     

James Robert Brown 《Metascience》2011,20(3):487-493

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