Interactive Cross-Language Document Selection

The problem of finding documents written in a language that the searcher cannot read is perhaps the most challenging application of cross-language information retrieval technology. In interactive applications, that task involves at least two steps: (1) the machine locates promising documents in a collection that is larger than the searcher could scan, and (2) the searcher recognizes documents relevant to their intended use from among those nominated by the machine. This article presents the results of experiments designed to explore three techniques for supporting interactive relevance assessment: (1) full machine translation, (2) rapid term-by-term translation, and (3) focused phrase translation. Machine translation was found to better support this task than term-by-term translation, and focused phrase translation further improved recall without an adverse effect on precision. The article concludes with an assessment of the strengths and weaknesses of the evaluation framework used in this study and some remarks on implications of these results for future evaluation campaigns.     

构建以职业道德为核心的职业院校学生思想政治教育新模式

通过对天津市职业教育构建以职业道德为核心的学生思想政治教育新模式的理论与实践进行研究和探讨,阐述对新模式的认识,论述新模式的内涵,对进一步加强职业院校学生思想政治教育提供一条新的思路与途径。     

A comparison of extrinsic clustering evaluation metrics based on formal constraints

There is a wide set of evaluation metrics available to compare the quality of text clustering algorithms. In this article, we define a few intuitive formal constraints on such metrics which shed light on which aspects of the quality of a clustering are captured by different metric families. These formal constraints are validated in an experiment involving human assessments, and compared with other constraints proposed in the literature. Our analysis of a wide range of metrics shows that only BCubed satisfies all formal constraints. We also extend the analysis to the problem of overlapping clustering, where items can simultaneously belong to more than one cluster. As Bcubed cannot be directly applied to this task, we propose a modified version of Bcubed that avoids the problems found with other metrics.

Key website factors in e-business strategy

The design of a quality website, as part of e-business strategy, has become a key element for success in the online market. This article analyzes the main factors that must be taken into account when designing a commercial website, concentrating on the Aceros de Hispania company and its business model. We have studied the features which determine website quality: accessibility, speed, navigability, content, and we have calculated the Web Assessment Index (WAI) proposed by Miranda and Bañegil [Miranda, F. J., & Bañegil, T. M. (2004). Quantitative evaluation of commercial websites: An empirical study of Spanish firms. International Journal of Information Management, 24(4), 313–328]. The results obtained provide several lessons which should be borne in mind when designing a commercial e-strategy. Firstly, it can be observed that Internet popularity and search engine positioning facilitate entry to practically inaccessible markets. Secondly, the navigability makes users feel comfortable and secure when browsing it, which increases the probability of a transaction being completed. Finally, the information provided on the website must be accurate, informative, updated and relevant to customers’ requirements. Like Aceros de Hispania, any company, thanks to the Internet, will be able to overcome the barriers which would impede its successful worldwide development in the offline market.     

Interactive question answering: Is Cross-Language harder than monolingual searching?

Is Cross-Language answer finding harder than Monolingual answer finding for users? In this paper we provide initial quantitative and qualitative evidence to answer this question.     

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

Education and Information Technologies - The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced...     

ICT teacher training: a view of the TPACK model / Formación del profesorado en TIC: una visión del modelo TPACK

This paper presents a study on the TPACK model (Technological Pedagogical Content Knowledge), which focuses on the assumption that in order to use ICTs effectively in teaching, the instructor must be trained in technological, content and pedagogical knowledge. In consequence, education, teacher training and professional development programmes should provide learning opportunities so that teachers can develop and put into action the three areas included in the model. To analyse the TPACK model of the teachers included in the study, a translation of an already developed instrument was applied; its reliability resulted in a Cronbach’s alpha of .97. The sample was comprised of 1,368 people who conducted training activities related to education and technologies at universities in Spain, Argentina, Colombia, the Dominican Republic and Venezuela. The results reveal the need to stress not the technological aspects but the pedagogical and content knowledge, which is where the respondents earned the lowest scores.     

Disciplinary epistemologies,generic attributes and undergraduate academic writing in nursing and midwifery

Generic attributes such as ‘holding a critical stance’, ‘using evidence to support claims’, and ‘projecting an impersonal voice’ are central to disciplinary academic writing in higher education. These attributes, also referred to as ‘skills’, have for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes and academic writing as a way of gaining access to and producing central discourses in their professional community.