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881.
Charlene W. Young Caroline M. Eastman Robert L. Oakman 《Information processing & management》1991,27(6)
We analyzed natural language document retrieval queries from the Thomas Cooper Library at the University of South Carolina in order to investigate the frequency of various types of ill-formed input, such as spelling errors, co-occurrence violations, conjunctions, ellipsis and missing or incorrect punctuation. The primary reason for analyzing ill-formed inputs was to determine whether there is a significant need to study ill-formed inputs in detail. After analyzing the queries, we found that most of the queries were sentence fragments and that many of them contained some type of ill-formed input. Conjunctions caused the most problems. The next most serious problem was caused by punctuation errors. Spelling errors occurred in a small number of the queries. The remaining types of ill-formed input considered, ellipsis and co-occurrence violations, were not found in the queries. 相似文献
882.
Research in Science Education - Fostering and maintaining students’ interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and... 相似文献
883.
884.
Peggy A. Ertmer Timothy J. Newby Wei Liu Annette Tomory Ji Hyun Yu Young Mi Lee 《Educational technology research and development : ETR & D》2011,59(2):213-228
An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling
346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about
the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated
on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational
framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’
confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant
changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical
project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve
success. 相似文献
885.
Thirty-seven adult dissociative disorder patients who reported ritual abuse in childhood by satanic cults are described. Patients came from a variety of separate clinical settings and geographical locations and reported a number of similar abuses. The most frequently reported types of ritual abuse are outlined, and a clinical syndrome is presented which includes dissociative states with satanic overtones, severe post-traumatic stress disorder, survivor guilt, bizarre self abuse, unusual fears, sexualization of sadistic impulses, indoctrinated beliefs, and substance abuse. Questions relating to issues of reliability, credibility and verifiability are addressed in depth, and the findings and implications are discussed. 相似文献
886.
对南京市1068名在校小学生采用整群分层抽样方式进行的生命意识问卷调查显示,小学生对生命现象已形成初步认识,但对于死亡现象存在一定程度的认识偏差;对生命价值有所感知与体验,但层次较浅;学习是小学生生活的中心与主导活动;小学生对生活趣味的感知与体验不足,缺乏自觉意识,生活质量有待提高。开展小学生生命教育具有深远意义,应当构建小学生生命教育内容并选择恰当的实施途径。 相似文献
887.
Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session 下载免费PDF全文
Marianne T. Luetmer Beth A. Cloud James W. Youdas Wojciech Pawlina Nirusha Lachman 《Anatomical sciences education》2018,11(1):94-99
Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi‐disciplinary care team. This study aimed to create a modified team‐based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first‐year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5–6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case‐based multiple choice post‐test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed‐rank test. Students scored higher on the collaborative post‐test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94–99. © 2017 American Association of Anatomists. 相似文献
888.
Predictive assessment of reading 总被引:1,自引:0,他引:1
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N=220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic
Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%,
69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade
Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for
71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities
of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first
grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30%
of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively,
for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities
in an N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely
approximated the national early elementary school population. New tests of the same four predictor domains were used, together
taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent
criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for,
using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30%
thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported
for similar intervals in the literature. 相似文献
889.
Michael E. Young Jessie J. Peissig Edward A. Wasserman Irving Biederman 《Learning & behavior》2001,29(2):97-106
We explored how changes in the depiction of the surface features of a simple volume (a geon) affected the pigeon’s recognition performance. Pigeons were trained to make a different keypeck response to each of four computer-rendered single-geon objects. In Experiment 1, the pigeons were tested with images of the original stimuli in which the light source was shifted from its original position, as well as with silhouettes and line drawings of these objects. All three types of stimulus variations resulted in marked drops in performance: above chance for silhouettes and light-change stimuli, but at chance for line drawings. In Experiment 2, the pigeons were tested with images of the original stimuli in which the contrast levels were either increased or decreased. These transformations resulted in very small drops in performance (except for the complete absence of contrast-a silhouette). These results indicated that the pigeons attended to the shape of the outside contour of an object and to the relative brightness of an object’s surface contours. 相似文献
890.
Barrie Noonan Mary Young Leslie Kepron 《International journal for the advancement of counseling》1986,9(4):363-370
The increasing enrolment of Native students has not been matched by increases in success or retention rates. A skill development program designed for support service delivery to high risk students was provided for Native students in a liberal arts university. Assessment of the program in terms of academic performance, a demographic and perceived problem questionnaire, and anecdotal evidence resulted in support for continuation of the program and in planned modification of the orientation component.Although there has been a gratifying increase over the last decade in the enrolment of Canadian Natives in post-secondary programs (Sloan, 1981), this trend has not been followed by an equally increased success rate. Rather, Native students have exhibited high attrition rates paralleling the well-documented rates found in the primary and secondary school system (Sealey, 1980). In light of the lack of evidence for the effectiveness of traditionally-delivered student support services for Native students, efforts have been made to develop programs for Native students prior to admission (Grindstaff, 1970) or for those enrolled in a professional program (Read, 1983). The results of these special programs are encouraging, and consistent with the concept of special service delivery systems for high risk students (Smith et al., 1981).The present paper will examine the results of the first year of operation of a skill development program for Native students in a liberal arts university. 相似文献