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   

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   

The effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy: A systematic review     

Jozo Grgic  Bruno Lazinica  Pavle Mikulic  James W. Krieger  Brad Jon Schoenfeld 《European Journal of Sport Science》2017,17(8):983-993

Although the effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy have been investigated in several studies, the findings are equivocal and the practical implications remain unclear. In an attempt to provide clarity on the topic, we performed a systematic literature search of PubMed/MEDLINE, Scopus, Web of Science, Cochrane Library, and Physiotherapy Evidence Database (PEDro) electronic databases. Six studies were found to have met the inclusion criteria: (a) an experimental trial published in an English-language peer-reviewed journal; (b) the study compared the use of short (≤60?s) to long (>60?s) inter-set rest intervals in a traditional dynamic resistance exercise using both concentric and eccentric muscle actions, with the only difference in resistance training among groups being the inter-set rest interval duration; (c) at least one method of measuring changes in muscle mass was used in the study; (d) the study lasted for a minimum of four weeks, employed a training frequency of ≥2 resistance training days per week, and (e) used human participants without known chronic disease or injury. Current evidence indicates that both short and long inter-set rest intervals may be useful when training for achieving gains in muscle hypertrophy. Novel findings involving trained participants using measures sensitive to detect changes in muscle hypertrophy suggest a possible advantage for the use of long rest intervals to elicit hypertrophic effects. However, due to the paucity of studies with similar designs, further research is needed to provide a clear differentiation between these two approaches.  相似文献   

The Reorder of Things: The University and Its Pedagogies of Minority Difference Roderick A. Ferguson. Minneapolis: University of Minnesota Press, 2012.     

James West 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):114-115

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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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Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive?     

James McLeskey  Nancy L. Waldron 《Learning disabilities research & practice》2011,26(1):48-57

One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD.  相似文献