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21.
In this paper we present a new algorithm for relevance feedback (RF) in information retrieval. Unlike conventional RF algorithms which use the top ranked documents for feedback, our proposed algorithm is a kind of active feedback algorithm which actively chooses documents for the user to judge. The objectives are (a) to increase the number of judged relevant documents and (b) to increase the diversity of judged documents during the RF process. The algorithm uses document-contexts by splitting the retrieval list into sub-lists according to the query term patterns that exist in the top ranked documents. Query term patterns include a single query term, a pair of query terms that occur in a phrase and query terms that occur in proximity. The algorithm is an iterative algorithm which takes one document for feedback in each of the iterations. We experiment with the algorithm using the TREC-6, -7, -8, -2005 and GOV2 data collections and we simulate user feedback using the TREC relevance judgements. From the experimental results, we show that our proposed split-list algorithm is better than the conventional RF algorithm and that our algorithm is more reliable than a similar algorithm using maximal marginal relevance. 相似文献
22.
Pattie Luk Fong Yuk Yee 《International Journal of Inclusive Education》2013,17(1):89-103
Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings are discussed. 相似文献
23.
It has often been observed anecdotally and implied through experimentation that acrylic emulsion paintings accumulate and entrain soils over time due to the inherent mechanical softness in artist's acrylic paint films, through the presence of hydrophilic film components, and by virtue of the ubiquitous presence of surfactant moieties on these film surfaces once they dry. In the present study, it has been this last effect that we have sought to describe more fully in terms of surfactant responsiveness to both temperature and relative humidity (RH). Surfactant hydration and dehydration under varying temperature and RH conditions affects the ultimate partitioning of the surfactant at the paint–air interface, as well as the inherent size, aggregation tendencies, and solubility of surfactant in the bulk paint materials which contain components that are highly responsive to changes in temperature and RH (e.g. polyacrylic or polymaleic anhydride-type dispersal materials). In this work, analytical techniques including three-dimensional microscopy and quartz crystal microbalance with dissipation were used to add to and reinforce current understanding of the physical and mechanical changes to acrylic paint films with temperature and RH. The migration of surfactant at the film surface was studied using desorption electrospray ionization-mass spectrometry and attenuated total reflectance Fourier transform infrared microscopy. 相似文献
24.
S. L. Luk W. L. Patrick Leung P. L. M. Lee F. Lieh-Mak 《Psychology in the schools》1988,25(2):121-129
Teachers of a representative sample of 914 children ranging in age from 6 to 12, selected from primary schools in Hong Kong, were asked to fill in the Conners Teacher's Rating Scale (CTRS). Two months later, they were asked to decide whether these children had behavioural or emotional problems that required referring to helping professionals, assuming that resources were unlimited. Out of the total of 240 teachers, 222 responded, giving a final sample of 874 children representing 95.6% of the original sample. A total of 55 students were reconsidered as requiring referral, giving a referral rate of 6.3%, which was probably a conservative estimation. The referred had significantly higher CTRS total and subscale scores (except for the anxiety/tension subscale) when compared with the nonreferred. The various factors affecting teachers' referral were examined. Referrals based on CTRS scores and the teachers' judgement probably represent two different frames of reference. Some practical ways to help the teachers in deciding whether to refer will be useful. Rating scales may be a useful guide, the CTRS being one of them. 相似文献
25.
Lukáš Chovanec 《Journal of sports sciences》2020,38(15):1699-1707
ABSTRACT This study tested the effect of 8-week endurance and resistance training programmes on cardiovascular stress responses, life stress, and coping. Fifty-two untrained but healthy female students were randomised to an 8-week endurance training, an 8-week resistance training, or a wait list control group. Before and after the training intervention, we assessed the groups’ cardiorespiratory fitness (VO2max test), self-reported life stress, coping strategies and cardiovascular reactivity to and recovery from a standardised laboratory stressor. Both endurance and resistance training programmes caused physiological adaptation in terms of increased VO2max after the intervention. For stress and coping parameters, participants in the training groups improved cardiovascular recovery from stress and reported having less stress in their everyday life after the intervention than participants in the control group, while the two training groups did not differ from each other. We did not find any significant differences in heart rate reactivity and coping strategies between the study groups. These results partly support that exercise training has stress-reducing benefits regardless of the type of exercise. Both endurance and resistance exercise activities may be effectively used to improve stress regulation competence while having less impact on changing specific coping strategies. 相似文献