Adding community and dynamic to topic models

The detection of communities in large social networks is receiving increasing attention in a variety of research areas. Most existing community detection approaches focus on the topology of social connections (e.g., coauthor, citation, and social conversation) without considering their topic and dynamic features. In this paper, we propose two models to detect communities by considering both topic and dynamic features. First, the Community Topic Model (CTM) can identify communities sharing similar topics. Second, the Dynamic CTM (DCTM) can capture the dynamic features of communities and topics based on the Bernoulli distribution that leverages the temporal continuity between consecutive timestamps. Both models were tested on two datasets: ArnetMiner and Twitter. Experiments show that communities with similar topics can be detected and the co-evolution of communities and topics can be observed by these two models, which allow us to better understand the dynamic features of social networks and make improved personalized recommendations.     

Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

Social functioning and reading proficiency are critical for success in school and society. Therefore, identifying children with such problems is important. This study had 2 parts: first, a random sample of 234 elementary schools was surveyed about which instruments they use to assess reading proficiency and social functioning. Second, a systematic review of the quality of these instruments was conducted using international standards for examining the quality of assessment instruments. The survey showed that schools more often assessed and had more instruments available for reading than for social functioning. The systematic review of the assessment instruments used revealed that the psychometric qualities of many was weak or undocumented, while the dimensions of test material quality were generally good. The findings demonstrate a need for a more thorough examination of the psychometric properties of assessment instruments to be used in school.     

Exploring scientific,artistic, moral and technical reflection in teacher action research

Reflection in action research is a complicated matter because of the many domains of reflection and most significantly, the lack of understanding of these domains of reflection in action research and how these are supported. In this paper, we propose a framework based on four domains of reflection, namely, scientific, artistic, moral and technical reflection. We describe an initial attempt to use this framework in relation to the actual practice of teacher reflection in action research and show that the framework allowed us to map the various domains of reflection that teachers use in relation to their action research. This helped us to gain insight into the differences and the course of reflection in action research. We discuss how the framework – through orientation, differentiation and deepening – might provide support for reflection in action research.     

在动态认知逻辑中融合观察与内省

一直以来,我们使用逻辑系统来描述数学的证明、结构的计算以及语言的意义.近年来,逻辑系统却越来越多地被用来研究理性行动者的很多方面.例如,如何接受单一的信息,多主体间的交流行为,以及更为一般的受目标驱动的主体间的互动.特别是,对观察和交流中的信息流的研究,大家使用所谓的知识更新、信念修正和偏好改变的动态认知逻辑.当新信息进来时,这些逻辑使用信息的"语义意义"作为被更新状态的选择范围.然而,同样重要的是,理性主体的行动也会基于其他信息,譬如,由推理和反省得剑的信息.对这些问题的研究实际上是对信息在更为语法的意义上进行理解的,即,把信息看作是可以由主体阐明的东西.也许有些奇怪,尽管在这一领域已经存在不少的研究方案,但是火家对什么是信息,信息的关键机制是什么等问题更少有一致的意见.可以看出,对"信息"的意义在逻辑中确实有很多不同的理解.本文基于可能世界的语义,给出一个一致的信息模型,同时也赋予可能世界语法的"可及通路".这样,我们就能把外部的"更新信息"和内部的"阐明信息"放在同一个动态逻辑系统中.特别是,我们提出了两个基本的信息行动:纯粹的基于观察的更新("单纯的看")和把不明显的知识变为明显知识的"知觉实现".我们阐明为什么这些行动是自然的,同时我们也提出了一些新的研究问题.其中,很多问题探讨如何使其他的逻辑传统,包括信念修正理论、情景语义学和弗协调逻辑等适用于信息一驱使的理性行动者的图景.     

The Implications of the Cognitive Sciences for the Relation Between Religion and Science Education: The Case of Evolutionary Theory

This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers.     

The antithesis of inclusion? The emergence and functioning of ADHD special education classes in the Swedish school system

The neuropsychiatric paradigm has substantial impact on schools. The increase in the number of pupils being diagnosed with attention-deficit/hyperactivity disorder (ADHD) is an expression of the medicalisation of deviance. There is also an increase in educational classes specially designed to meet the needs of children with ADHD. This is contrary to the notion of inclusion and in conflict with the Swedish school law. Thus, it is important to obtain knowledge about Swedish ADHD classes. A questionnaire was sent to all Swedish municipalities (290, response rate 76%) regarding schooling for pupils with ADHD. As many as 40 Swedish municipalities have classes specifically designed for pupils with ADHD. Although the classes are said to be specifically designed for ADHD problems, they are not properly evaluated. Municipalities with ADHD classes also exhibit ambivalence towards these classes. The emergence, prevalence and functioning of the ADHD classes are discussed in light of the notion of inclusive education.     

Why Liberal State Funding of Denominational Schools Cannot be Unconditional: a reply to Neil Burtonwood

In this article we take up Burtonwood's criticism of our view that liberal states should, under certain conditions, fund denominational schools. We not only reject his plea for the accommodation of strong faith schools by liberalism but also criticise his portrayal of the character of the conflict between liberals and strong faith school advocates. Arguing that liberalism is not part of the diversity of goods, we maintain that liberals and strong faith school advocates should not be seen as competing on the same playing field. Rather, liberalism transcends the battleground both by enabling and conditioning the competition between adherents of rival conceptions of the good.     

Preventive Intervention in Families at Risk: the Limits of Liberalism

There is an increasing call for preventive state interventions in so‐called families at risk—that is, interventions before any overt harm has been done by parents to their children or by the children to a third party, in families that are statistically known to be liable to harm children. One of the basic principles of liberal morality, however, is the citizen's right to be free from state intervention so long as no demonstrable harm has been done. On the other hand, Joel Feinberg interprets the harm principle as a harm prevention principle, so that the risk of harm also might be a reason for interference. The question that needs to be asked, therefore, is whether enforced preventive intervention in the cases where families are judged to be at risk can be justified within the limits of liberalism.