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Simona Balbi Michelangelo Misuraca Germana Scepi 《Information processing & management》2018,54(4):674-685
Web 2.0 allows people to express and share their opinions about products and services they buy/use. These opinions can be expressed in various ways: numbers, texts, emoticons, pictures, videos, audios, and so on. There has been great interest in the strategies for extracting, organising and analysing this kind of information. In a social media mining framework, in particular, the use of textual data has been explored in depth and still represents a challenge. On a rating and review website, user satisfaction can be detected both from a rating scale and from the written text. However, in common practice, there is a lack of algorithms able to combine judgments provided with both comments and scores. In this paper we propose a strategy to jointly measure the user evaluations obtained from the two systems. Text polarity is detected with a sentiment-based approach, and then combined with the associated rating score. The new rating scale has a finer granularity. Moreover, also enables the reviews to be ranked. We show the effectiveness of our proposal by analysing a set of reviews about the Uffizi Gallery in Florence (Italy) published on TripAdvisor. 相似文献
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Giovanna Perricone M. Regina Morales Germana Anzalone 《European Journal of Psychology of Education - EJPE》2013,28(4):1333-1343
The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age?=?62 months, mean gestational age?=?34.6 weeks), without any clinical neonatal complications, and low birth weight (M?=?2,100 g, SD?=?350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e?n2?=?55)?=?35, p?=?0.04, r?=?0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1?e?n2?=?55)?=?32, p?=?0.02, r?=?0.45], premathematics [U (n1?e?n2?=?55)?=?32, p?=?0.02, r?=?0.44], and the total score [U (n1?e?n2?=?55)?=?31, p?=?0.02, r?=?0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities. 相似文献
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Erica Aquilia Germana Barone Paolo Mazzoleni Caterina Ingoglia 《Journal of Cultural Heritage》2012,13(4):442-447
This work is focused on the petro-archeometric characterization of the fine pottery production of the archaeological site of Gela (Sicily). Thirty-five samples coming from three Archaic and Hellenistic kilns and five coming from an Hellenistic house, were investigated by means of optical microscopy, XRD and XRF analysis. With the exception of some ceramics which are undoubtedly imported, all the samples have similar petrographic features, but on the basis of chemical composition, we can distinguish two different groups. The presence of two local productions is confirmed by the comparison with locally outcropping sediments and with archaic and modern bricks of sure Geloan production. This result is particularly significant for the definition of reference groups of this wealthy polis that played an important trading role in the Mediterranean area. 相似文献
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Erica Aquilia Germana Barone Vincenza Crupi Francesca Longo Domenico Majolino Paolo Mazzoleni Valentina Venuti 《Journal of Cultural Heritage》2012,13(2):229-233
In the present work, an analytical characterization of painted plaster samples coming from ancient buildings dated back to 2nd cent. B.C., located in Licata (Sicily, Southern Italy), has been carried out. The investigation has been performed through different spectroscopic techniques: X-ray fluorescence (XRF) using an handheld energy-dispersive XRF analyzer, scanning electron microscopy equipped with an Energy Dispersive Spectrometry microanalysis detector (SEM-EDS) and Fourier transform infrared absorbance spectroscopy (FT-IR). The main goal is to identify the plaster and pigments material. In particular, the XRF investigation of surfaces is the first step for a preliminary elemental characterization. Then, through SEM-EDS measurements, a quantitative analysis of the chemical composition of the plaster and the pigmenting agents along with eventual components related to deterioration processes has been obtained. Finally, FT-IR absorbance spectra have proven to be a useful tool to investigate the molecular nature of the used materials. 相似文献
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Graham D. Bodie Michelle E. Pence Michael Rold M. Daniel Chapman Jamie Lejune Lisa Anzalone 《Communication Studies》2013,64(5):528-548
This article explores the relative placement of listening competence within other implicit theories used to form judgments of interlocutor competence. Two studies explore the relations among communicative competence, social skills, and listening competence and various attributes that are purportedly implied by each. Study 1 reveals that very few attributes are uniquely related to any one implicit theory. Study 2 demonstrates that listening competence is located subordinately to communicative competence. The discussion focuses on what these studies add to the competency literature and how future research can continue to explore implicit competency theories. 相似文献
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Barbara A. Greene James M. Royer Stephen Anzalone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(1):57-68
One problem in evaluating educational interventions in developing countries is the absence of tests that adequately reflect the culture and curriculum. The Sentence Verification Technique is a new procedure for measuring reading and listening comprehension that allows for the development of tests based on materials indigenous to a given culture. The validity of using the Sentence Verification Technique to measure reading comprehension in Grenada was evaluated in the present study. The study involved 786 students at standards 3, 4 and 5. The tests for each standard consisted of passages that varied in difficulty. The students identified as high ability students in all three standards performed better than those identified as low ability. All students performed better with easier passages. Additionally, students in higher standards performed bettter than students in lower standards on a given passage. These results supported the claim that the Sentence Verification Technique is a valid measure of reading comprehension in Grenada.
Zusammenfassung Ein mit der Auswertung erziehungswissenschaftlicher Interventionen in Entwicklungsländern verbundenes Problem ist im Fehlen von Tests zu suchen, die adäquat die Kultur und das Curriculum widerspiegeln. Die Satzverifikationstechnik ist ein neues Verfahren, um das Lese- und Hörverständnis zu messen, das die Weiterentwicklung von Tests, die auf einheimischen Materialien beruhen, ermöglicht. Die Gültigkeit der benutzten Satzverifikationstechnik in Bezug auf das Leseverständnis in Grenada wurde in der vorliegenden Studie ausgewertet. An der Studie nahmen 786 Schüler der Standards 3, 4 und 5 teil. Die Tests für jeden Standard bestanden aus Texten, die im Schwierigkeitsgrad differierten. Die hochbegabten Schüler leisteten in allen drei Standards mehr als die weniger begabten. Alle Schüler leisteten bei leichteren Textstellen mehr. Zusätzlich leisteten hochbegabte Schüler bei vorgegebenen Textstellen mehr als weniger begabte. Diese Ergebnisse unterstreichen den Anspruch, daß die Satzverifikationstechnik eine gültige Leistungsmessung des Leseverständnisses in Grenada darstellt.
Résumé Un des problèmes de l'évaluation des actions éducatives menées dans les pays en voie de développement est l'absence de tests réfléchissant de façon adéquate la culture et le curriculum. La technique de vérification de la phrase est une nouvelle procédure d'évaluation de la compréhension de la lecture et de l'écoute qui permet de mettre au point des tests fondés sur des matériels propres à une culture donnée. La présente étude a évalué la validité de l'utilisation de la technique de vérification de la phrase pour mesurer la compréhension de la lecture à Grenade. Cette étude a porté sur 786 élèves des niveaux 3, 4 et 5. Les tests administrés à chaque niveau comprenaient des passages de difficulté variable. Les élèves qui avaient été définis comme les plus compétents dans les trois niveaux ont obtenu de meilleurs résultats que ceux qui avaient été jugés être moins forts. Par ailleurs, les élèves des niveaux supérieurs ont mieux réussi que ceux des niveaux inférieurs au test portant sur un passage donné. Ces résultats ont corroboré l'affirmation selon laquelle la technique de vérification de la phrase est un procédé d'évaluation valable de la compréhension de la lecture à Grenade.相似文献
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Simona Raneri Jacopo Crezzini Simona Arrighi Francesco Boschin Ilaria Alfieri Germana Barone 《文物保护研究》2013,58(5):298-309
ABSTRACTThe surface texture of a stone represents a sensitive parameter in evaluating its conservation state. In monuments and sculptures, in fact, external agents continuously alter the appearance of stones, determining peculiar weathering patterns and modifying properties such as retention of water and particles, interaction with light, color, and finishing. The application of protective coatings also determines changes in surface appearance of a stone, usually evaluated and monitored by color change tests. Surface metrology methods offer the possibility to quantify these changes, evaluating the impact of external agents (natural, i.e. weathering, and artificially, i.e. protective coatings) on natural stones. In this research, we demonstrate the potential of surface areal measurements in describing the evolution of weathering processes and the effects of protective treatments on porous stone materials. The obtained results suggest that the extent of the modifications is related to the scale of observation (small- vs. large-scale undulations, i.e. roughness and waviness, respectively), with an overall increase of surface roughness as the weathering proceeds. Unexpectedly, coatings based on nanoparticle dispersions increase the topographic height parameters, due to the absence of a homogeneous film. 相似文献
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Dwight W. Allen Stephen Anzalone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):209-226
The article is an examination of what has been called the basic needs approach to development and the implications of adopting such an approach for education.The authors trace briefly the sequence by which the basic needs approach reached the corridors of international development policy. This sequence, together with an analysis of some of the conceptual underpinnings of the basic needs approach, suggest that the approach may be biased toward the experience of the Western industrial nations, and some aspects may be inappropriate for the social realities found in developing countries.The authors take up the question of how education relates to the basic needs philosophy. They look at attempts to fashion a conception of education for basic needs and how such conceptions compare to the prevailing notions of basic education. Finally, the authors identify some key issues where, conceivably, education for basic needs could emerge as distinct from basic education and become consistent with the aspirations of the basic needs approach taken as a whole.
Zusammenfassung In diesem Artikel werden der sogenannte Grundbedarfsansatz zur Entwicklung und die Implikationen seiner Übernahme auf das Bildungswesen untersucht.Die Verfasser zeigen kurz den Weg auf, auf dem der Grundbedarfsansatz in die Korridore der internationalen Entwicklungspolitik eindrang. Dieser Weg sowie eine Analyse der konzeptuellen Untermauerungen des Ansatzes deuten darauf hin, daß er vorrangig auf die in den westlichen Industriestaaten gemachten Erfahrungen ausgerichtet ist, und daß einige seiner Aspekte für die soziale Wirklichkeit in Entwicklungsländern ungeeignet sein dürften.Dann greifen die Autoren die Frage auf, wie sich das Bildungswesen zur Grundbedarfs-Philosophie verhält. Versuche, eine Konzeption der Erziehung für Grundbedürfnisse zu erarbeiten, werden besprochen und Vergleiche solcher Konzeptionen mit den bestehenden Vorstellungen von Grunderziehung angestellt. Schließlich identifizieren die Verfasser einige Schlüsselgebiete, auf denen sich möglicherweise die Erziehung für Grundbedürfnisse als unterschiedlich von der Grunderziehung erweisen und mit den Bestrebungen des Grundbedarfsansatzes als Ganzem übereinstimmen könnte.
Résumé Les auteurs de cet article examinent ce qu'il est convenu d'appeler l'approche du développement sous l'angle des besoins essentiels ainsi que les répercussions que pourrait avoir l'adoption de cette approche sur l'éducation.Ils relatent brièvement comment l'étude des besoins essentiels en arriva, par des étapes successives, à déboucher sur la voie de la conception du développement international. Ce cheminement et l'analyse de quelques uns des fondements conceptuels de l'abord des besoins essentiels, amènent à penser que l'approche pourrait être prédisposée en faveur de l'expérience des nations industrialisées de l'Occident et que certains aspects ne sont peut-être pas appropriés aux réalités sociales des pays en développement.Les auteurs envisagent la question des relations entre l'éducation et la philosophie des besoins essentiels. Ils considèrent les tentatives d'élaboration d'une conception de l'éducation réondant aux besoins essentiels et la confrontation de cette conception avec les notions prédominantes de l'éducation de base. Enfin, ils identifient quelques points clefs où, d'une façon concevable, l'éducation répondant aux besoins essentiels pourrait se dégager de l'éducation de base, devenir distincte et compatible avec les aspirations de l'approche des besoins essentiels que l'on envisagerait alors comme un tout.相似文献
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