Face-to-Face and Computer-Mediated Communities,A Comparative Analysis

In this article we combine the perspectives of sociology and computer science to compare face-to-face (f2f) and computer-mediated communications (CMC) from the viewpoint of their respective abilities to form and sustain communities. We also identify a third type of community-a hybrid-that is based on a combination of faceto-face (f2f) and CMC, or off- and online communications. The article thus in effect addresses an oft-asked question: Can virtual communities be "real", have the same basic qualities as f2f communities? The article is exploratory, because much of the necessary evidence has not yet been generated, and the relevant technologies are rapidly changing.     

Utilizing passage-based language models for ad hoc document retrieval

To cope with the fact that, in the ad hoc retrieval setting, documents relevant to a query could contain very few (short) parts (passages) with query-related information, researchers proposed passage-based document ranking approaches. We show that several of these retrieval methods can be understood, and new ones can be derived, using the same probabilistic model. We use language-model estimates to instantiate specific retrieval algorithms, and in doing so present a novel passage language model that integrates information from the containing document to an extent controlled by the estimated document homogeneity. Several document-homogeneity measures that we present yield passage language models that are more effective than the standard passage model for basic document retrieval and for constructing and utilizing passage-based relevance models; these relevance models also outperform a document-based relevance model. Finally, we demonstrate the merits in using the document-homogeneity measures for integrating document-query and passage-query similarity information for document retrieval.     

Mindfulness in education at the intersection of science,religion, and healing

This paper investigates mindfulness as a case study of a ‘subjective turn’ in education reflecting a postsecular age. The practice of mindfulness originates in an ancient Buddhist teaching prescribed as part of the path to enlightenment. In spite of its origins, it is becoming widespread within diverse secularly conceived social and educational settings. The paper offers a historical review of this phenomenon and analyzes why and how mindfulness has become the spearhead within a burgeoning ‘contemplative turn’ in education. The thesis suggested is that ‘normal education’ follows ‘normal science’, yet science itself is now being shaken by its own venturing into the ‘dangerous’ waters of the religious experience. The paper reflects critically on the prices and merits of mindfulness in education as a practice shaped by its becoming measurable. It locates these processes as depicting the postsecular age’s blurring of boundaries between religiosity/secularity/education, subject/object, and science/healing/education.     

E-mail is Not Private

What we write is not private even if it is never published or mailed.¹Once we type, scan, or dictate information it is subject to being read by persons unknown to us. What is on our computer disks may be read locally and remotely. If we e-mail a file it will likely be scanned and analysed while in transit. Once the file arrives at its destination, as long as it is available to be read by the intended receiver it may also be available to others. The general conclusion is that e-mail is not private.     

Booksellers and Change

Indie Booksellers are Innovative Agents of Change, and—contrary to conventional wisdom—they have a formula for success: Discovery, Sales, and Growth.     

Schooled in our own minds: mind-wandering and mindfulness in the makings of the curriculum

Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education.     

如何调节上班时的抑郁情绪

它与季节性周一早上的抑郁症相似。下周劳工节的到来对于多数人来说不仅是夏季的结束,还是温文尔雅快节奏上班时间的回归。这本来是重新组合日常事务的绝佳时刻。几乎每个人都说他们想使工作变得更加完美。无论你担任什么职务,下面是四个寻求完美的方法:     

International assessments of student achievement and public confidence in education: evidence from a cross-national study

One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence.     

Re-ranking search results using language models of query-specific clusters

To obtain high precision at top ranks by a search performed in response to a query, researchers have proposed a cluster-based re-ranking paradigm: clustering an initial list of documents that are the most highly ranked by some initial search, and using information induced from these (often called) query-specific clusters for re-ranking the list. However, results concerning the effectiveness of various automatic cluster-based re-ranking methods have been inconclusive. We show that using query-specific clusters for automatic re-ranking of top-retrieved documents is effective with several methods in which clusters play different roles, among which is the smoothing of document language models. We do so by adapting previously-proposed cluster-based retrieval approaches, which are based on (static) query-independent clusters for ranking all documents in a corpus, to the re-ranking setting wherein clusters are query-specific. The best performing method that we develop outperforms both the initial document-based ranking and some previously proposed cluster-based re-ranking approaches; furthermore, this algorithm consistently outperforms a state-of-the-art pseudo-feedback-based approach. In further exploration we study the performance of cluster-based smoothing methods for re-ranking with various (soft and hard) clustering algorithms, and demonstrate the importance of clusters in providing context from the initial list through a comparison to using single documents to this end.