The industrial lot and its sampling implications

It is shown that wrong inferences are drawn from samples because of failure to understand what constitutes a lot and because of failure to verify the existence of a lot in the practically useful sense. Time-tried methods of making valid inferences from samples without increased cost are pointed out.     

A probabilistic model of information retrieval: development and comparative experiments: Part 2

The paper combines a comprehensive account of the probabilistic model of retrieval with new systematic experiments on TREC Programme material. It presents the model from its foundations through its logical development to cover more aspects of retrieval data and a wider range of system functions. Each step in the argument is matched by comparative retrieval tests, to provide a single coherent account of a major line of research. The experiments demonstrate, for a large test collection, that the probabilistic model is effective and robust, and that it responds appropriately, with major improvements in performance, to key features of retrieval situations.Part 1 covers the foundations and the model development for document collection and relevance data, along with the test apparatus. Part 2 covers the further development and elaboration of the model, with extensive testing, and briefly considers other environment conditions and tasks, model training, concluding with comparisons with other approaches and an overall assessment.Data and results tables for both parts are given in Part 1. Key results are summarised in Part 2.     

Lessons for Preschool Language Socialization from the Vantage Point of the First Day of Kindergarten

All 12 kindergarten classrooms from a small town/rural Midwestern county were observed for the full session on the first day of school to determine teachers' language and classroom practices. Data collection included completion of a classroom checklist by the investigator and running accounts of classroom events with verbatim notes of teacher language. The findings from this study provide evidence of demands for entering kindergartners to process complex language, organize themselves and their materials, and comply with many new rules and procedures. Based on these data, the author and participating teachers present recommendations for preschool teachers, kindergarten teachers, and researchers. The findings provide convergent validity for previous surveys of teacher expectations for children at kindergarten entry. They can be used by preschool personnel to plan preschool language experiences to assist young children's transition to kindergarten. The method of classroom observation employed here can also help local personnel in varied communities to shape a more seamless system of experiences for the early years.