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1.
Jamal Abdul Nasir Iraklis Varlamis Samreen Ishfaq 《Information processing & management》2019,56(5):1605-1617
Searching for relevant material that satisfies the information need of a user, within a large document collection is a critical activity for web search engines. Query Expansion techniques are widely used by search engines for the disambiguation of user’s information need and for improving the information retrieval (IR) performance. Knowledge-based, corpus-based and relevance feedback, are the main QE techniques, that employ different approaches for expanding the user query with synonyms of the search terms (word synonymy) in order to bring more relevant documents and for filtering documents that contain search terms but with a different meaning (also known as word polysemy problem) than the user intended. This work, surveys existing query expansion techniques, highlights their strengths and limitations and introduces a new method that combines the power of knowledge-based or corpus-based techniques with that of relevance feedback. Experimental evaluation on three information retrieval benchmark datasets shows that the application of knowledge or corpus-based query expansion techniques on the results of the relevance feedback step improves the information retrieval performance, with knowledge-based techniques providing significantly better results than their simple relevance feedback alternatives in all sets. 相似文献
2.
Erlane K. Ghani Jamaliah Said Noraini Mohd Nasir 《美中教育评论》2008,5(5):17-26
This study attempts to identify the factors perceived to be important in choosing an Institution of Higher Learning (IHL) for distance learning. One thousand five hundred questionnaires were distributed to the first year students in the social sciences distance learning programs and 980 valid responses were received of Malaysian public university. The results show that the top three factors influencing their preferred institution are qualification recognition IHL, future career advancement, and personal satisfaction. The results of this study provide insights to the IHL, employers and academics on the nature and relative importance of the factors perceived important for adult learners in the selection of their preferred IHL. 相似文献
3.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
4.
The endings of sibling conflicts were investigated in 40 families at 2 time periods. Each family included 2 children, studied when they were 2 1/2 and 4 1/2 years of age, and 2 years later, at 4 1/2and 6 1/2 years. Four types of conflict endings were observed in sibling conflicts: Compromise, Reconciliation, Submission, and No Resolution. Results indicate that at both time periods conflicts typically ended with No Resolution, followed by Submission, Compromise, and finally, Reconciliation. Submissions decreased and No Resolutions increased over the two time periods; no changes were observed in either Compromise or Reconciliation. Parents' interventions led directly to a resolution of 16% of the children's disputes (Parent Ending). In those cases, there was a greater likelihood of conflicts ending in Compromise or Reconciliation than when parents did not intervene. Conflicts in which parents intervened but the children ultimately resolved the conflicts themselves (Child Ending with Intervention) occurred 42% of the time. Such conflicts ended more often with No Resolution and less often with children's Submissions to their siblings. The implications of these findings for the development of children's conflict resolution skills and the role of parent involvement are discussed. 相似文献
5.
Prasanthi Mannava Afshan Masood Ambika K. Devi 《Indian journal of clinical biochemistry : IJCB》2015,30(1):113-116
Albright hereditary osteodystrophy (AHO) is a rare hereditary metabolic disorder that may or may not be associated with resistance to parathyroid hormone (pseudohypoparathyroidism) or other hormones. The disorder is commonly characterized by a constellation of dysmorphic physical features and with biochemical levels that demonstrate hypocalcaemia and hyperphosphatemia. We report here a clinical case of a 14 year old male with AHO and we discuss his clinical features, radiographic and laboratory findings along with treatment. 相似文献
6.
Michèle Cowan Nasir Nisar Arain Tawfic Samer Abu Assale Abdulelah Hassan Assi Raed Alwai Albar Paul K. Ganguly 《Anatomical sciences education》2010,3(5):272-275
Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists. 相似文献
7.
Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of racialized learning pathways to examine access to science, technology, engineering, and mathematics (STEM) learning spaces and the ways in which decisions about engaging these learning settings are bound up in notions of race, racial identity, gender, and belonging. We also take up the questions of how researchers and educators can intentionally design for positive racialization toward more inclusive school organization and classrooms. This article contributes to understanding of (a) how learning and identity development are mediated by broader processes of racialization tied to schooling organization and access structures and (b) how racial and gender inequities in STEM can be both reproduced and contested in large urban schools serving racially and socioeconomically diverse students. We contribute to the literature on equity and access in STEM by attending to the racialization processes that we argue are always at work in urban schools, particularly so in schools that are organized into pathways demarcated along racialized lines. 相似文献
8.
kihana miraya ross Na’ilah Suad Nasir Jarvis R. Givens Maxine McKinney de Royston Sepehr Vakil Tia C. Madkins 《Equity & Excellence in Education》2016,49(1):85-99
ABSTRACTThis article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas’ (2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. 相似文献
9.
Geoffrey B. Saxe Maryl Gearhart Na'ilah Suad Nasir 《Journal of Mathematics Teacher Education》2001,4(1):55-79
This report provides evidence of the influence of professional development and curriculum on upper elementary students' understandings
of fractions. Three groups of teachers and their students participated. Two groups implemented a fractions unit that emphasized
problem solving and conceptual understanding. The Integrated Mathematics Assessment (IMA) group participated in a program
designed to enhance teachers' understandings of fractions, students' thinking, and students' motivation. The Collegial Support
(SUPP) group met regularly to discuss strategies for implementing the curriculum. Teachers in the third group (TRAD) valued
and used textbooks and received no professional development support. Contrasts of student adjusted posttest scores revealed
group differences on two scales. On the conceptual scale, IMA classrooms achieved greater adjusted posttest scores than the
other two groups, with no differences between SUPP and TRAD groups. On the computation scale, contrasts revealed no differences
between IMA and TRAD, although TRAD achieved greater adjusted scores than SUPP (p < 0.10). Our findings indicate that the benefits of reform curriculum for students may depend upon integrated professional
development, one form exemplified by the IMA program.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
10.
Murtaza Nasir Ali Dag William A. Young Dursun Delen 《Decision Sciences Journal of Innovative Education》2020,18(3):374-408
We are experiencing a significant shift in management practices—moving from intuition, experience, and gut‐feeling driven decision‐making to one that is driven by data, evidence, and computational sciences. This shift, which is often called the analytics revolution, is not only changing the business landscape from a practical perspective but also redefining the white‐collar job market. The goal of this study is to employ a data‐ and analytics‐driven approach to analyze a large and feature‐rich dataset (which is composed of the recent job postings and the extant published literature) to characterize the state of the current business job market, especially to magnify the analytics related features and expectations including the geographic (i.e., local vs. global) differentiators. Using several graphical and tabular representations, in this paper we report on our thought‐provoking findings that collectively illustrate the changing face of knowledge, skills, and abilities required by the current local and global business job markets. 相似文献