Structure vs. content in hierarchical corpora

We propose and describe Parameterized filesystem HITS (PFH), a lightweight rearrangement algorithm that performs a re-ranking of existing content-only search results in tree-like hierarchical corpora, such as a filesystem. PFH does this by combining the content analysis of the results with structural analysis of how they are organized. An α parameter is used to vary the structure-content bias, allowing us to observe changes in performance when we place more emphasis on structure or on content. Using real and simulated data, experiments are provided to show that α = 0.8 (i.e, 20% structure and 80% content) can substantially boost Mean Reciprocal Rank while keeping other IR metrics steady. Such an algorithm may be useful for building retrieval systems over hierarchical content such as Desktop Search, technical documents and books.     

杨佴旻的新画风

刚刚过去的一个世纪，被一些学者称为人类历史上变化最大的世纪。他们所谓的变化，包括人类生活的各个方面，从地球环境、科学技术、政治制度到普通人的生活方式，无不经历了惊人的巨变。     

ANCIENT PORCELAIN PRICE GOES UP FOR AUCTION

hinese porcelain enjoys a long history. It first appeared in the Eastern Han Dynasty （25-220 AD） and the Tang Dynasty （618-907） saw the technical and artistic maturity of porcelain making. The Song Dynasty is famous for its five major porcelain making kiln centers, among which four are government kilns and one was run by private owners.     

Searching for good practice in teaching: a comparison of two subject‐based professional learning communities in a secondary school in Shanghai

Since the mid‐1990s, the concept of professional learning communities has arisen in the education field in the West, aiming to improve teachers’ professional competency by using collaborative approaches. Western studies indicate that these strategies help teachers achieve professional growth. Schools in China have had a long history of enhancing the professional competency of teachers by using collaboration in school‐based contexts. But do professional learning communities in Chinese schools, especially in times of change, do the same for Chinese teachers? This study provides empirical data from Chinese teachers to assist global discussions on school‐based professional development. The study uses qualitative data collection methods, including semi‐structured interviews, observations and documentary analysis, to investigate how teachers from two subject departments in a secondary school in Shanghai enhance their knowledge and practice within their subject‐based professional learning communities. Results show that members of these two communities have shared common goals and have developed a sense of collective accountability. The study also found that socio‐cultural factors, such as the collectivist values, authoritarian‐oriented practices and influences of interpersonal relationship, are crucial in the development of Chinese professional learning communities, even though different communities may differ in other respects.     

The efficacy of final examinations: A comparative study of closed-book, invigilated exams and open-book, open-web exams

Educators have long debated the usefulness (or otherwise) of final examinations; a debate that has typically revolved around the relative merits of closed-book exams, open-book exams, take-home exams or their substitution by some other assessment format (eg, project work). This paper adds a new dimension to the debate by considering how the final examination assessment instrument might be enhanced through harnessing the power of technology, more specifically, how the learner experience of the final examination might be made more authentic and, in the process, more constructively aligned with stated learning outcomes. The authors report on the latest findings of an ongoing research project evaluating the effectiveness of 'open-book, open-web' (OBOW) examinations delivered by an online university, vis-à-vis a closed-book, invigilated alternative. Earlier research had indicated that the OBOW model receives the strong endorsement of students in a number of respects, most particularly the quality of the learning outcomes.     

The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study

Although a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes ( n  = 35 students in each class) of secondary five students participated in this study. One of the classes used an RPS while the other did not. Both classes completed a pretest and a posttest which tested the students in the application of the physics concepts taught. Results suggested that the class that used an RPS performed better in the posttest compared to the class that did not use the system. In addition, we explored the teacher and students' perceptions of using the RPS.