Resolving ambiguity in biomedical text to improve summarization

Access to the vast body of research literature that is now available on biomedicine and related fields can be improved with automatic summarization. This paper describes a summarization system for the biomedical domain that represents documents as graphs formed from concepts and relations in the UMLS Metathesaurus. This system has to deal with the ambiguities that occur in biomedical documents. We describe a variety of strategies that make use of MetaMap and Word Sense Disambiguation (WSD) to accurately map biomedical documents onto UMLS Metathesaurus concepts. Evaluation is carried out using a collection of 150 biomedical scientific articles from the BioMed Central corpus. We find that using WSD improves the quality of the summaries generated.     

The use of cookies in Federal agency web sites: Privacy and recordkeeping issues

On July 27, 2009 the United States Government Office of Management and Budget (OMB) publicized its intent to review the nine-year-old prohibition of web tracking technologies such as cookies on Federal agency web sites. OMB cited its need to continue to protect the public's privacy while visiting Federal Government web sites, while at the same time “making these web sites more user friendly, providing better customer service, and allowing for enhanced web analytics” (Federal Register, 2009, p. 37062). In this paper, we review the history of the Federal government's position on cookies, and describe exactly how the technology works and why this shift in policy toward the use of cookies is logical and necessary for the evolution of electronic-government and government 2.0 services in terms of accessibility and capability. We review two major issues with which Federal agencies must contend related to the use of cookies – privacy, and records management. It is interesting to note that, despite earlier research on the implications of privacy and records management concerning other adopted technologies such as e-mail, these issues continue to be complex and misunderstood. We discuss the implications of cookies as records for future e-Government services and for long-term records management.     

Scholarly book publishing practice: the ALPSP survey findings

In summer 2009 ALPSP undertook the first industry‐wide survey into scholarly book publishing practice. This article covers the key findings and attempts to describe the current scholarly book and e‐book publishing landscape. Publishers' development of e‐books varies considerably from early experimentation to being a standard component of their publishing programme. However, publishers of all shapes and sizes have developed some common policies and practices despite the rapid evolution of an emerging element of scholarly publishing. E‐books currently make up a small, if growing, proportion of total book sales, although they are currently one of the most talked about developments in the entire publishing industry.     

Factors discriminating among profiles of resilience and psychopathology in children exposed to intimate partner violence (IPV)

ObjectiveTo evaluate the social and emotional adjustment of 219 children in families with varying levels of intimate partner violence (IPV) using a model of risk and protection. To explore factors that differentiate children with poor adjustment from those with resilience.MethodologyMothers who experienced IPV in the past year and their children ages 6–12 were interviewed. Standardized measures assessed family violence, parenting, family functioning, maternal mental health, and children's adjustment and beliefs.ResultsUsing cluster analysis, all cases with valid data on the Child Behavior Checklist, Child Depression Inventory, General Self-Worth and Social Self-Competence measures were described by four profiles of children's adjustment: Severe Adjustment Problems (24%); children who were Struggling (45%); those with Depression Only (11%); and Resilient (20%) with high competence and low adjustment problems. Multinomial logistic regression analyses showed children in the Severe Problems cluster witnessed more family violence and had mothers higher in depression and trauma symptoms than other children. Resilient and Struggling children had mothers with better parenting, more family strengths and no past violent partner. Parents of children with Severe Problems were lacking these attributes. The Depressed profile children witnessed less violence but had greater fears and worries about mother's safety.ConclusionFactors related to the child, to the mother and to the family distinguish different profiles of adjustment for children exposed to IPV who are living in the community. Resilient children have less violence exposure, fewer fears and worries, and mothers with better mental health and parenting skills, suggesting avenues for intervention with this population.Practice implicationsFindings suggest that child adjustment is largely influenced by parent functioning. Thus, services should be targeted at both the child and the parent. Clinical interventions shaped to the unique needs of the child might also be tested with this population.     

The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study

This study uses case study analysis to explore the ways that Spelman College, a historically Black women’s college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.     

Further evidence for teacher knowledge: supporting struggling readers in grades three through five

We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition. Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates, but to a more limited extent.     

Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.     

“There’s More Than One Right Path to The Destination”: Does Degree Type Make a Difference in Police Recruiting?

Each year colleges and universities market criminology and criminal justice programs to potential applicants by suggesting these programs offer a uniquely tailored path for those seeking entry into a policing career. Despite such claims, little empirical research exists to suggest that degree content is a factor in influencing recruitment outcomes. In this paper, we present results from an ongoing, exploratory study into pre-recruitment education to show that program content—in this case, a criminology or criminal justice diploma or degree—has generally little influence on how police agencies evaluate a potential applicant. Drawing on interviews with thirty-two (n = 32) police recruiters and senior officers from police services across the province of Ontario in Canada, we show that, while many agencies prefer candidates with degrees, criminology and criminal justice degree holders are not privileged in the recruiting process over those applicants from other disciplines.     

Solution Stories: A Narrative Study of How Teachers Support Children’s Problem Solving

Young children’s self-regulation and problem-solving skills are significant predictors of school success. While early childhood educators shape the development of these skills, providing effective and timely assistance can be challenging. Drawing on complementary theories of Vygotsky, Pekrun, and Lerner, this article chronicles the instructional approaches and strategies employed by one team of teachers to support preschool children’s solutions to complex functional and social problems in the classroom. Findings from this narrative study highlight the focal teachers’ use of modeling, mindful language, and other proactive strategies to develop students’ problem-solving skills and foster independence. In an age of results-focused education, this article argues for the importance of cultivating intentional teacher pedagogies that build young children’s autonomy and efficacy by working through problems, as opposed to seeking resolution only. In so doing, this study elucidates the value of these intuitive and often nuanced aspects of early childhood educators’ classroom practices.     

Public Pedagogy and Social Justice in Arts Education

In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry.