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941.
Abstract Earthscope series. Global View Productions, 2901 Connecticut Avenue, N.W., Suite B4, Washington, D.C. 20008; tel. (202) 667–3609. 1991. 13 programs (12 programs are available) × 52 minutes. Individual program, $50.00. Series (12 programs), $495.00. Reviewed by Robert E. Raze, Jr. The Forest Through the Trees . The Video Project, 5332 College Avenue, Suite 101, Oakland, Calif. 94618; tel. (800) 4PLANET. 1990. 60 minutes. $85.00/$45.00 purchase/rent for institutions. $39.95/$25.00 purchase/rent for individuals. Reviewed by N. J. Smith-Sebasto. 相似文献
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The great northern railroad and the promotion of tourism 总被引:1,自引:0,他引:1
Douglas V. Shaw 《Journal of Cultural Economics》1989,13(1):65-76
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The effects on culture shock of prior travel experience, feelings of internal/external control, and intolerance of ambiguity were examined in American tourists to Africa. Participants, 42 members of a university sponsored six week tour of East Africa, ranged widely in age and prior travel experience. Hostility toward Africans, withdrawal from cross cultural contact, and overidentification with America were assessed with ratings by tour leaders and by participant self reports. Prior travel experience does not correlate significantly with culture shock, a finding confounded in this study by age. Older tourists had more prior travel but also experienced greater culture shock. Those less tolerant of ambiguity experienced greater culture shock. Internal/external control feelings did not correlate significantly with culture shock. Combining personality and prior travel in multiple regression did not significantly improve prediction of any of the culture shock manifestations over that of the best single predictor. Results are discussed primarily in terms of differences between the cross cultural experience of tourists and that of other groups in which culture shock has been studied. 相似文献
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Douglas W. Oard Julio Gonzalo Mark Sanderson Fernando López-Ostenero Jianqiang Wang 《Information Retrieval》2004,7(1-2):205-228
The problem of finding documents written in a language that the searcher cannot read is perhaps the most challenging application of cross-language information retrieval technology. In interactive applications, that task involves at least two steps: (1) the machine locates promising documents in a collection that is larger than the searcher could scan, and (2) the searcher recognizes documents relevant to their intended use from among those nominated by the machine. This article presents the results of experiments designed to explore three techniques for supporting interactive relevance assessment: (1) full machine translation, (2) rapid term-by-term translation, and (3) focused phrase translation. Machine translation was found to better support this task than term-by-term translation, and focused phrase translation further improved recall without an adverse effect on precision. The article concludes with an assessment of the strengths and weaknesses of the evaluation framework used in this study and some remarks on implications of these results for future evaluation campaigns. 相似文献
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What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling,
extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design.
Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix
that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one
version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to
localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment
2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About
54 students were assigned randomly to one cell of a 2 × 2 design that varied localization of matrix topics and categories.
Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed
that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning. 相似文献