Retrieving and classifying instances of source code plagiarism     

Debasis?GangulyEmail authorView author&#;s OrcID profile  Gareth?J.?F.?Jones  Aarón?Ramírez-de-la-Cruz  Gabriela?Ramírez-de-la-Rosa  Esaú?Villatoro-Tello 《Information Retrieval》2018,21(1):1-23

Automatic detection of source code plagiarism is an important research field for both the commercial software industry and within the research community. Existing methods of plagiarism detection primarily involve exhaustive pairwise document comparison, which does not scale well for large software collections. To achieve scalability, we approach the problem from an information retrieval (IR) perspective. We retrieve a ranked list of candidate documents in response to a pseudo-query representation constructed from each source code document in the collection. The challenge in source code document retrieval is that the standard bag-of-words (BoW) representation model for such documents is likely to result in many false positives being retrieved, because of the use of identical programming language specific constructs and keywords. To address this problem, we make use of an abstract syntax tree (AST) representation of the source code documents. While the IR approach is efficient, it is essentially unsupervised in nature. To further improve its effectiveness, we apply a supervised classifier (pre-trained with features extracted from sample plagiarized source code pairs) on the top ranked retrieved documents. We report experiments on the SOCO-2014 dataset comprising 12K Java source files with almost 1M lines of code. Our experiments confirm that the AST based approach produces significantly better retrieval effectiveness than a standard BoW representation, i.e., the AST based approach is able to identify a higher number of plagiarized source code documents at top ranks in response to a query source code document. The supervised classifier, trained on features extracted from sample plagiarized source code pairs, is shown to effectively filter and thus further improve the ranked list of retrieved candidate plagiarized documents.  相似文献   

Concerns of some semiprofessionals working in professionally directed programs     

M J Fitch  R V Cadol  G Martinez  B Montgomery  L Lottie  B Smith 《Exceptional children》1971,37(8):587-591

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Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle     

Danielle K. Ross  Jennifer L. Cartier 《Journal of Science Teacher Education》2015,26(6):573-591

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Evening electronic device use and sleep patterns in athletes     

Maddison J. Jones  Brian Dawson  Daniel F. Gucciardi  Peter R. Eastwood  Joanna Miller  Shona L. Halson 《Journal of sports sciences》2019,37(8):864-870

The present study aimed to investigate pre-sleep behaviours (including evening electronic device use) and sleep quantity in well-trained athletes. Seventy well-trained athletes (44 females, 26 males) aged 21 ± 4 y from a range of team and individual sports were asked to complete an online sleep diary for 7 days. The sleep diary included questions about pre-sleep behaviours (e.g. napping, caffeine intake), electronic device use in the 2 h prior to bedtime (e.g. type of device and duration of use) and sleep (e.g. time in bed, sleep onset latency). On average, athletes spent 8:20 ± 1:21 h in bed each night. Associations between age, time in bed and sleepiness suggested that younger athletes spent more time in bed (B = -0.05, p = 0.001) but felt sleepier (r = -0.32, p < 0.01) than older athletes. On average, athletes mostly used electronic devices for 0–30 min prior to sleep. The use of multiple devices in the evening was associated with more perceived difficulty in falling asleep (B = 0.22, p = 0.03), but no associations existed with other sleep variables. In summary, younger athletes may require later start times or improved sleep quality to resolve excessive sleepiness.  相似文献   

American Women's Wartime Dress: Sociocultural Ambiguity Regarding Women's Roles During World War II          下载免费PDF全文

Martha L. Hall  Belinda T. Orzada  Dilia Lopez‐Gydosh 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):232-242

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William A. Fischel. Making the Grade: The Economic Evolution of American School Districts. Chicago: University of Chicago Press, 2009. 304 pp. Cloth $55.00.     

Ethan L. Hutt 《History of education quarterly》2011,51(4):562-565

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The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education by Diane Ravitch     

ARNOLD L. MITCHEM 《History of education quarterly》2011,51(3):424-426

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Culturally and Linguistically Relevant Readalouds     

Laura A. May  Gary E. Bingham  Meghan L. Pendergast 《Multicultural Perspectives》2014,16(4):210-218

The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning.  相似文献   

Editorial     

Penelope L. Lisi  Patricia Marshall  Özlem Sensoy 《Multicultural Perspectives》2014,16(4)

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“Oh,I’m Here!”: Social Media’s Impact on the Cross-cultural Adaptation of Students Studying Abroad     

Todd L. Sandel 《Journal of Intercultural Communication Research》2014,43(1):1-29

This study investigates the perceptions and interpretations of social media and online communication by students engaged in study abroad programs. In-depth interviews were conducted and analyzed with 23 American and international students who completed or were engaged in a study abroad program. Results suggest that online communication enhanced the students’ experience, providing help with sociocultural skills, informational needs, relational bonds, and psychological well-being. Different platforms were preferred when communicating with friends versus family and intimates. Online communication between co-nationals from the student’s home country buffered both the sojourning student’s acculturative stress, and the stress and concern of distant family members.  相似文献