利用都柏林元数据应用包管理多样化的元数据开发     

Robina Clayphan Bill Oldroyd 《现代图书情报技术》2006,10(1):10-16

大英图书馆长期大规模的资源数字化产生了大量的声像资源，这些项目由于大部分是由外来资金资助并与外单位合作，其产生的资源和元数据往往散藏在各个不同部门，元数据的有无及其结构格式区别很大，这给检索和使用带来极大的不便，因此跨库检索势在必行。在推行标准化的同时，大英图书馆考虑到各个特藏的功能和服务特点，允许足够的灵活性。他们遵循的一个主要原则是，如果数据是在大英图书馆系统之外建立的，该系统应该具有生成和输出基本元数据记录的功能，其格式应该与至少一种大英图书馆所支持的标准兼容，对元数据记录的最低要求是要与大英图书馆元数据应用纲要（BL Application Profile，B-LAP）一致。B-LAP是用XML标注、以都柏林元数据核心元素为基础的应用纲要。本文特别讨论了利用都柏林核心元数据应用纲要来支持检索的策略，以及如何应用纳要来控制在数字化资源过程中产生的多样化的元数据格式，并为各种早期的系统之间在高层次上提供互操作性。本义还描述了该系统的构建及如何支持横跨各种不同数据库之间的检索。  相似文献   

Co-occurrence of adverse childhood experiences and its association with family characteristics. A latent class analysis with Dutch population data     

《Child abuse & neglect》2019

BackgroundAlthough adverse childhood experiences (ACEs) are relatively common among children, there is limited knowledge on the co-occurrence of such experiences.ObjectiveThe current study therefore investigates co-occurrence of childhood adversity in the Netherlands and whether specific clusters are more common among certain types of families.Participants and SettingRepresentative data from the Family Survey Dutch population 2018 (N = 3,128) are employed.MethodWe estimate Latent Class Analysis (LCA) models to investigate co-occurrence of ACEs. As ACEs we examine maltreatment, household dysfunction, demographic family events, as well as financial and chronic health problems. Gradual measures for maltreatment and financial problems are studied to make it possible to differentiate with regard to the severity of experiences.ResultsOur results show that four ACE clusters may be identified: ‘Low ACE’, ‘Moderate ACE: Household dysfunction’, ‘Moderate ACE: Maltreatment’ and ‘High ACE’. Regression analyses indicated that mother’s age at first childbirth and the number of siblings were related to experiencing childhood adversity. We found limited evidence for ACEs to be related to a family’s socioeconomic position.ConclusionThe found clusters of ACEs reflect severity of childhood adversity, but also the types of adversity a child experienced. For screening and prevention of childhood adversity as well as research on its consequences, it is relevant to acknowledge this co-occurrence of types and severity of adversity.  相似文献   

Using LSA and text segmentation to improve automatic Chinese dialogue text summarization     

LIU Chuan-han WANG Yong-cheng ZHENG Fei LIU De-rong 《浙江大学学报(A卷英文版)》2007,8(1):79-87

Automatic Chinese text summarization for dialogue style is a relatively new research area. In this paper, Latent Semantic Analysis （LSA） is first used to extract semantic knowledge from a given document, all question paragraphs are identified, an automatic text segmentation approach analogous to Text＇filing is exploited to improve the precision of correlating question paragraphs and answer paragraphs, and finally some ＂important＂ sentences are extracted from the generic content and the question-answer pairs to generate a complete summary. Experimental results showed that our approach is highly efficient and improves significantly the coherence of the summary while not compromising informativeness.  相似文献   

Position-specific performance indicators that discriminate between successful and unsuccessful teams in elite women’s indoor field hockey: implications for coaching     

Don Vinson  Derek M. Peters 《Journal of sports sciences》2016,34(4):311-320

The aim of this investigation was to establish median performance profiles for the six playing positions in elite women’s indoor hockey and then identify whether these position-specific profiles could discriminate between qualifying (top four), mid-table and relegated teams in the 2011–2012 England Hockey premier league. Successful passing in relegated teams was significantly lower (P < 0.008) than in mid-table and qualifying teams in four of the five outfield positions. Furthermore, the right backs of qualifying teams demonstrated significantly fewer (P < 0.008) unsuccessful passes (x? = 15.5 ± CLs 15.0 and 10.0, respectively) and interceptions (x? = 4.0 ± CLs 4.0 and 3.0, respectively) than relegated teams (x? = 19.5 ± CLs 21.0 and 17.0; x? = 7.5 ± CLs 8.0 and 6.0, respectively). Finally, the right forwards of relegated teams demonstrated significantly fewer (P < 0.008) successful interceptions (x? = 4.0 ± CLs 5.0 and 4.0, respectively) than qualifying teams (x? = 5.0 ± CLs 6.0 and 3.0, respectively) and significantly more (P < 0.008) unsuccessful interceptions (x? = 5.5 ± CLs 6.0 and 4.0, respectively) than mid-table teams (x? = 3.0 ± CLs 3.0 and 2.0, respectively). Based on these findings, coaches should adapt tactical strategies and personnel deployment accordingly to enhance the likelihood of preparing a qualifying team. Research should build from these data to examine dribbling, pressing and patterns of play when outletting.  相似文献   

How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study     

Kaire Uiboleht  Mari Karm  Liisa Postareff 《Teaching in Higher Education》2016,21(7):854-869

Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices.  相似文献   

Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade     

Barbara R. Foorman  Yaacov Petscher  Christopher Stanley  Adrea Truckenmiller 《Journal of research on educational effectiveness》2017,10(3):619-645

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.  相似文献   

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students     

Bruno Guimarães  João Firmino-Machado  Stanislav Tsisar  Benedita Viana  Marco Pinto-Sousa  Pedro Vieira-Marques  Ricardo Cruz-Correia  Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.  相似文献   

Expectancy value interactions and academic achievement: Differential relationships with achievement measures     

《Contemporary educational psychology》2019

Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting.  相似文献   

Theoretical and methodological implications of associations between executive function and mathematics in early childhood     

《Contemporary educational psychology》2019

Despite agreement about the importance of executive function (EF) for children’s early math achievement, its treatment in correlational studies reflects a lack of agreement about the theoretical connection between the two. It remains unclear whether the association between EF and math operates through a latent EF construct or specific EF components. Specifying the correct measurement model has important theoretical implications for the predicted effects of EF interventions on children’s math achievement. In the current study, we tested whether associations between EF and math operate via a latent EF factor, or via specific EF components using data from a large, nationally representative sample. We then replicated these same analyses with a meta-analytic database drawn from ten studies that collected measures of children’s EF and math achievement. Our results lend support to explanations that a single EF factor accounts for most of the EF component-specific associations with math achievement. We discuss theoretical and methodological implications of these findings for future work.  相似文献   

基于IIG和LSI组合特征提取方法的文本聚类研究   总被引：8，自引：0，他引：8  

陈涛  宋妍  谢阳群 《情报学报》2005,(2)

本文利用改进的信息增益特征选择方法和潜在语义索引技术组合的特征提取方法 ,对文本进行了有效的自动聚类。从语料库中抽取了 2 5 0篇文本 ,首先利用向量空间模型和改进的信息增益特征选择方法 ,构造文本特征向量 ,利用C 均值方法聚类 ,聚类结果准确率、查全率、F measure分别达到 0 .82、0 . 88、0 .83。在此基础上 ,对最优的特征选择结果运用潜在语义索引方法 ,对奇异值分解的结果进行截断处理 ,发现奇异值K取 4 0时聚类结果的准确率、查全率、F measure达到 0 . 95、0. 5 7、0 . 78,在有效地降维的同时 ,大幅度地提高了聚类的准确率。  相似文献