Preliminary analysis to build an integrative conceptual network for biological education at university level

Existing university education in the natural sciences comes up against many difficulties. Therefore, it is of importance to look for the reasons for such difficulties as felt by teachers and students, in order to develop a basis for a new approach to education. As an important step in this direction, a working group of teachers and didactics specialists at the University Pierre et Marie Curie has attempted to analyse the content of biological knowledge in order to develop an integrative conceptual network for biological education at university level. The results of this analysis are outlined here.     

The automatic retrieval of news entities based on the structure of a news cluster

This paper deals with a method for the retrieval of variants for naming the same entity based on the structural arrangement of a news cluster. The method is based on both the comparison of different contexts of phrase usage and the comparison of phrase usage in the same or neighboring sentences.     

‘Length’ at length

This is the story of length, one of the simplest concepts. Starting with the concept of length for intervals, we examine the collection of sets for which we can associate length.     

Empirical Research on Ethnic Minority Students: 1995–2009

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.