异构信息知识挖掘与可视化系统处理流程解析

文章介绍了异构信息知识挖掘与可视化系统背景,异构信息知识挖掘与可视化系统所采用的开发平台和工具,构建了系统架构模型,描述了系统的总体思路和体系架构的主要模块,介绍了索引库构建、统计术语库构建和规则模块处理流程。     

What can policy makers do to encourage integration of information and communications technology? evidence from the irish school system

Abstract

While most countries have invested heavily in information and communications technology (ICT) in education in recent years, the progress with integration of ICT into the teaching of other subjects has often been disappointing. How to encourage integration remains a serious question for policy makers and teacher educators. This article proposes some answers to that question, based on examination of data from the Irish school system. It suggests that ICT integration is associated with two kinds of teacher professional development: postgraduate ICT courses, and short in-service courses focused on specific integrated uses of ICT. The data reveal a strong association between the use of ICT in the school and the ICT usage of the school principal. Finally, it calls into question the use of pilot projects as the agents of change.     

Web 数据挖掘中数据异构问题解决方法的研究

Web 是动态性极强的信息源,访问、分析信息必须研究异构数据的集成问题,并选择合适的技术进行数据 分析、集成和处理。怎样对Web 海量的数据信息进行深层次的应用已成为数据挖掘技术的研究热点。本文介绍了XML （可扩展标记语言）在Web 数据挖掘中的应用,探讨了Web 数据挖掘中的数据异构问题。通过XML技术建立数据抽取模 型,解决互联网上绝大多数因异构、非结构化所导致的Web 数据挖掘问题。     

望江楼因薛涛永恒

踏进四川省成都,问起望江楼几乎无人不晓.这座为纪念我国一位才华横溢、聪颖过人的女诗人而建于唐代的壮观木塔,因雪涛之名而永恒!     

Do Children Who Experience Regret Make Better Decisions? A Developmental Study of the Behavioral Consequences of Regret

Although regret is assumed to facilitate good decision making, there is little research directly addressing this assumption. Four experiments (N = 326) examined the relation between children's ability to experience regret and the quality of their subsequent decision making. In Experiment 1 regret and adaptive decision making showed the same developmental profile, with both first appearing at about 7 years. In Experiments 2a and 2b, children aged 6–7 who experienced regret decided adaptively more often than children who did not experience regret, and this held even when controlling for age and verbal ability. Experiment 3 ruled out a memory‐based interpretation of these findings. These findings suggest that the experience of regret facilitates children's ability to learn rapidly from bad outcomes.     

Growth of the ‘Transition Year’ programme nationally and in schools serving disadvantaged students, 1992–2011

The Transition Year (TY) programme has seen large increases in the number of participating schools and students since the 1990s. However, existing documentation of this growth has been intermittent and sometimes inconsistent. This paper documents in detail the changes seen in school provision and student uptake for the 19 years from 1992/1993 to 2010/2011, drawing on data provided by the Department of Education and Skills. Issues considered include the mainstreaming of TY in 1994, cohort participation rates (proportions of junior cycle students progressing to TY), school type and student gender. Particular attention is given to provision and uptake of the programme with regard to students from socioeconomically disadvantaged backgrounds. This is examined through the use of both school-level (school participation in schemes aimed at addressing socio-economic disadvantage) and student-level (possession of a medical card) information.     

Building professionalism and employability skills: embedding employer engagement within first-year computing modules

This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.     

The effects of anxiety and strategic planning on visual search behaviour

The past decade has witnessed increased interest in the visual search behaviour of athletes. Little is known, however, about the relationship between anxiety and eye movements in sport performers or about the extent to which athletes' planned and actual visual search strategies correspond. To address these issues, we conducted two studies. In Study 1, eight expert female gymnasts were presented with three digital slides of a model performing a skill that is known to be anxiety-provoking in this sport - namely, the 'back flip' on the beam. By varying the height of the beam and the presence or absence of safety mats, the slides differed in the amount of anxiety that they elicited vicariously in the viewer. In the study, the gymnasts were asked to imagine themselves in the position of the depicted model and to describe the anxiety that they felt. As they viewed the slides, their eye movements were recorded. As predicted, anxiety was associated with an increase in the number of fixations to peripheral areas. In addition, the more 'threatening' slides elicited significantly more fixations than the less feared images. In Study 2, the plans of 15 equestrian performers (5 expert, 5 intermediate and 5 novice) were elicited as they engaged in a virtual 'walk' around a computerized show-jumping course. Contrary to expectations, the congruence between intended and actual search behaviour was not significantly greater for expert riders than for the less skilled groups. Also, the fact that the top riders allocated more fixations to slides than the less skilled performers challenged the prediction that expertise would be associated with economy of visual search. Finally, as expected, the expert riders were significantly less dependent on the overall 'course plan' than the intermediate and novice equestrian performers when inspecting the fences.