排序方式： 共有11条查询结果，搜索用时 15 毫秒
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Takashi Yamashita Erick B. López Jennifer R. Keene Jennifer M. Kinney 《Educational gerontology》2015,41(11):825-838
Lifelong learning is receiving greater attention due to population aging in modern societies. Lifelong learning benefits individuals by supporting their physical, psychological, social, and economic well-being. However, older adults generally have lower motivation for learning than younger adults, and facilitating long-term participation in learning activities is still challenging. Previous studies mainly identified negative factors such as barriers and obstacles to individuals’ initial participation in lifelong learning programs. As such, less is known about positive factors that promote long-term participation. To address this gap, data were collected from 330 older adults who participated in the Osher Lifelong Learning Institute program in an urban community in the United States. Results from proportional odds ordinal logistic regression analysis demonstrated that gender, number of household members, income, religious affiliation, self-rated health, and number of courses taken were associated with satisfaction with the program. In hopes to promote true lifelong learning, possible explanations about the findings are explored and several recommendations for existing lifelong learning programs are derived in this study. 相似文献
2.
Erick Galani Maziero Maria Lucía del Rosário Castro Jorge Thiago Alexandre Salgueiro Pardo 《Information processing & management》2014
Multi-document discourse parsing aims to automatically identify the relations among textual spans from different texts on the same topic. Recently, with the growing amount of information and the emergence of new technologies that deal with many sources of information, more precise and efficient parsing techniques are required. The most relevant theory to multi-document relationship, Cross-document Structure Theory (CST), has been used for parsing purposes before, though the results had not been satisfactory. CST has received many critics because of its subjectivity, which may lead to low annotation agreement and, consequently, to poor parsing performance. In this work, we propose a refinement of the original CST, which consists in (i) formalizing the relationship definitions, (ii) pruning and combining some relations based on their meaning, and (iii) organizing the relations in a hierarchical structure. The hypothesis for this refinement is that it will lead to better agreement in the annotation and consequently to better parsing results. For this aim, it was built an annotated corpus according to this refinement and it was observed an improvement in the annotation agreement. Based on this corpus, a parser was developed using machine learning techniques and hand-crafted rules. Specifically, hierarchical techniques were used to capture the hierarchical organization of the relations according to the proposed refinement of CST. These two approaches were used to identify the relations among texts spans and to generate multi-document annotation structure. Results outperformed other CST parsers, showing the adequacy of the proposed refinement in the theory. 相似文献
3.
Dustin Hillard Eren Manavoglu Hema Raghavan Chris Leggetter Erick Cantú-Paz Rukmini Iyer 《Information Retrieval》2011,14(3):315-336
The critical task of predicting clicks on search advertisements is typically addressed by learning from historical click data.
When enough history is observed for a given query-ad pair, future clicks can be accurately modeled. However, based on the
empirical distribution of queries, sufficient historical information is unavailable for many query-ad pairs. The sparsity
of data for new and rare queries makes it difficult to accurately estimate clicks for a significant portion of typical search
engine traffic. In this paper we provide analysis to motivate modeling approaches that can reduce the sparsity of the large
space of user search queries. We then propose methods to improve click and relevance models for sponsored search by mining
click behavior for partial user queries. We aggregate click history for individual query words, as well as for phrases extracted
with a CRF model. The new models show significant improvement in clicks and revenue compared to state-of-the-art baselines
trained on several months of query logs. Results are reported on live traffic of a commercial search engine, in addition to
results from offline evaluation. 相似文献
4.
During the past decades, many developing countries have been severely hit by a combination of poverty and the HIV pandemic. However, there has been a debate about the relative contribution of these two factors. This study showed that poverty and orphanhood were two separate but interrelated factors contributing to poor schooling. There were no differentials shown based on double orphanhood or gender. We recommend that educational policies should put into consideration both poverty and orphanhood in order to increase schooling access for children affected by HIV/AIDS and poverty. 相似文献
5.
Marcel Fouda Ndjodo Virginie Blanche Ngah Erick Patrick Zobo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(2):177-196
A competency profile for teachers of Computer Science in Cameroonian secondary education – In 1998, the Cameroonian government decided to introduce Computer Science as a school subject. To implement this decision, it began to train teachers of Computer Science according to the same training model used for teachers of other disciplines. Despite the consensus that seems to be emerging from the scientific community regarding the need to give priority to a cross-disciplinary use of information and communication technologies (ICT) in primary and secondary education, some countries, such as Cameroon, have opted to teach Computer Science. While such a political choice might in principle appear to be inappropriate for the development of students’ ICT skills, the article shows that it nevertheless introduces teachers into the system who have a predisposition to act as catalysts for the pedagogical integration of ICT. Such a development could occur provided these teachers are trained in a range of additional skills – those proposed in the article – which would enable them to contribute effectively. If this approach were implemented, sub-Saharan countries such as Cameroon would, in their Computer Science teachers, have access to human resources capable of quickly generalising the cross-disciplinary use of ICT in the education system. 相似文献
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Conventional treatments of functions start by building a rule of correspondence betweenx-values andy-values, typically by creating an equation of the formy=f(x). We call this acorrespondence approach to functions. However, in our work with students we have found that acovariational appraoch is often more powerful, where students working in a problem situation first fill down a table column withx-values, typically by adding 1, then fill down ay-column through an operation they construct within the problem context. Such an approach has the benefit of emphasizing rate-of-change. It also raises the question of what it is that we want to cal rate across different functional situations. We make two initial conjectures, first that a rate can be initially understood as aunit per unit comparison and second that a unit is theinvariant relationship between a successor and its predecessor. Based on these conjectures we describe a variety of multiplicative units, then propose three ways of understanding rate of change in relation to exponential functions. Finally we argue that rate is different than ratio and that an integrated understanding of rate is built from multiple concepts. 相似文献
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In this paper, we argue that, under a specific set of circumstances, designing and employing certain kinds of virtual reality (VR) experiences can be unethical. After a general discussion of simulations and their ethical context, we begin our argument by distinguishing between the experiences generated by different media (text, film, computer game simulation, and VR simulation), and argue that VR experiences offer an unprecedented degree of what we call “perspectival fidelity” that prior modes of simulation lack. Additionally, we argue that when VR experiences couple this perspectival fidelity with what we call “context realism,” VR experiences have the ability to produce “virtually real experiences.” We claim that virtually real experiences generate ethical issues for VR technologies that are unique to the medium. Because subjects of these experiences treat them as if they were real, a higher degree of ethical scrutiny should be applied to any VR scenario with the potential to generate virtually real experiences. To mitigate this unique moral hazard, we propose and defend what we call “The Equivalence Principle.” This principle states that “if it would be wrong to allow subjects to have a certain experience in reality, then it would be wrong to allow subjects to have that experience in a virtually real setting.” We argue that such a principle, although limited in scope, should be part of the risk analysis conducted by any Institutional Review Boards, psychologists, empirically oriented philosophers, or game designers who are using VR technology in their work. 相似文献
9.
Although reform efforts in mathematics education have called for more diverse views of mathematics, there have been few studies of how mathematics is used and takes form in practices outside of mathematics itself. Thus legitimate diverse models have largely been missing in education. This study attempts to broaden our understanding of mathematics by investigating how applied mathematicians and biologists, working together to construct dynamic population models, understand these models within the framework of their perspective practices, that is how these models take on a role as 'boundary objects' between the two practices. By coming to understand how these models function within the practice of biology, the paper suggests that mathematics educators have the opportunity both to reevaluate their own assumptions about modeling and to build an understanding of the dialectic process necessary for these models to develop an epistemological basis that is shared across practices. Investigating this dialectic process is both important and missing in most mathematical classrooms.1 相似文献
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