Task-based evaluation of text summarization using Relevance Prediction

This article introduces a new task-based evaluation measure called Relevance Prediction that is a more intuitive measure of an individual’s performance on a real-world task than interannotator agreement. Relevance Prediction parallels what a user does in the real world task of browsing a set of documents using standard search tools, i.e., the user judges relevance based on a short summary and then that same user—not an independent user—decides whether to open (and judge) the corresponding document. This measure is shown to be a more reliable measure of task performance than LDC Agreement, a current gold-standard based measure used in the summarization evaluation community. Our goal is to provide a stable framework within which developers of new automatic measures may make stronger statistical statements about the effectiveness of their measures in predicting summary usefulness. We demonstrate—as a proof-of-concept methodology for automatic metric developers—that a current automatic evaluation measure has a better correlation with Relevance Prediction than with LDC Agreement and that the significance level for detected differences is higher for the former than for the latter.     

Parents,ICTs, and Children's Prospects for Success: Interviews along the Digital “Access Rainbow”

Interviews with 52 parents of varying income levels and positions on the digital “access rainbow” are used to explore how parents discuss the widespread belief that ICT (information and communication technologies) access affects their children's prospects for success. While all parents agreed that ICT competence is important, differences emerged along socioeconomic lines regarding how parents conceptualized the computer/success relationship. While upper-income parents demonstrated greater ICT proficiency and access and assumed that their children needed ICT proficiency for success, parents in the lower-income groups saw the need for ICT proficiency as more context-dependent and adopted broader definitions of success. All parents expressed concerns about the negative attributes of ICTs as entertainment rather than educational media; for lower- and middle-income families, however, this objection justified limits on use or access among children.     

Increasing heat storage by wearing extra clothing during upper body exercise up-regulates heat shock protein 70 but does not modify the cytokine response

Plasma heat shock protein 70 (HSP70) concentrations rise during heat stress, which can independently induce cytokine production. Upper body exercise normally results in modest body temperature elevations. The aim of this study was to investigate the impacts of additional clothing on the body temperature, cytokine and HSP70 responses during this exercise modality. Thirteen males performed 45-min constant-load arm cranking at 63% maximum aerobic power (62 ± 7%V?O_2peak) in either a non-permeable whole-body suit (intervention, INT) or shorts and T-shirt (control, CON). Exercise resulted in a significant increase of IL-6 and IL-1ra plasma concentrations (P < 0.001), with no difference between conditions (P > 0.19). The increase in HSP70 from pre to post was only significant for INT (0.12 ± 0.11ng?mL^?1, P < 0.01 vs. 0.04 ± 0.18 ng?mL^?1, P = 0.77). Immediately following exercise, T_core was elevated by 0.46 ± 0.29 (INT) and 0.37 ± 0.23ºC (CON), respectively (P < 0.01), with no difference between conditions (P = 0.16). The rise in mean T_skin (2.88 ± 0.50 and 0.30 ± 0.89ºC, respectively) and maximum heat storage (3.24 ± 1.08 and 1.20 ± 1.04 J?g^?1, respectively) was higher during INT (P < 0.01). Despite large differences in heat storage between conditions, the HSP70 elevations during INT, even though significant, were very modest. Possibly, the T_core elevations were too low to induce a more pronounced HSP70 response to ultimately affect cytokine production.     

Involving Roma parents: analysing the good practice of a primary school in Ghent

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom.     

Monolingual Document Retrieval for European Languages

Recent years have witnessed considerable advances in information retrieval for European languages other than English. We give an overview of commonly used techniques and we analyze them with respect to their impact on retrieval effectiveness. The techniques considered range from linguistically motivated techniques, such as morphological normalization and compound splitting, to knowledge-free approaches, such as n-gram indexing. Evaluations are carried out against data from the CLEF campaign, covering eight European languages. Our results show that for many of these languages a modicum of linguistic techniques may lead to improvements in retrieval effectiveness, as can the use of language independent techniques.     

Nutzenorientierte Grundlagenforschung im Bildungsbereich

In diesem Beitrag werden zentrale Themen einer internationalen Diskussion aufgegriffen, die sich in den letzten Jahren ausgehend vom Befund der mangelnden Anwendung von Forschungsergebnissen im Bildungsbereich entsponnen hat. Drei Typen von L?sungsvorschl?gen für dieses Problem werden unterschieden: (1) Positionen, die vor allem methodische Strenge empfehlen, wie etwa der Bericht „Scientific Inquiry in Education“ des US-amerikanischen National Research Council, (2) Ans?tze wie die Design-Forschung oder der Integrative Forschungsansatz, die praxisrelevantere Erkenntnisse durch ver?nderte Forschungsstrategien anstreben, und (3) ingenieurwissenschaftlich beeinflusste Vorschl?ge für Mechanismen, wie Forschungsergebnisse in die breite Anwendung gebracht werden k?nnen. Abschlie?end werden Konsequenzen und offene Diskussionspunkte für die Forschung im Bildungsbereich benannt.