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61.
Text summarization is a method for data reduction. The use of text summarization enables users to reduce the amount of text that must be read while still assimilating the core information. The data reduction offered by text summarization is particularly useful in the biomedical domain, where physicians must continuously find clinical trial study information to incorporate into their patient treatment efforts. Such efforts are often hampered by the high-volume of publications. This paper presents two independent methods (BioChain and FreqDist) for identifying salient sentences in biomedical texts using concepts derived from domain-specific resources. Our semantic-based method (BioChain) is effective at identifying thematic sentences, while our frequency-distribution method (FreqDist) removes information redundancy. The two methods are then combined to form a hybrid method (ChainFreq). An evaluation of each method is performed using the ROUGE system to compare system-generated summaries against a set of manually-generated summaries. The BioChain and FreqDist methods outperform some common summarization systems, while the ChainFreq method improves upon the base approaches. Our work shows that the best performance is achieved when the two methods are combined. The paper also presents a brief physician’s evaluation of three randomly-selected papers from an evaluation corpus to show that the author’s abstract does not always reflect the entire contents of the full-text. 相似文献
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Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
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In recent decades, parental involvement in their children’s education has been steadily increasing. Perhaps the ultimate form of parental involvement is the phenomenon called elective home education – EHE (also known as homeschooling). It is customary to divide EHE into two categories according to the degree of structure: structured EHE and unstructured EHE (or unschooling). Advocates of structured learning study in the home framework according to a defined curriculum, whereas unstructured learning advocates study content determined in accordance with the child’s wishes, with no external dictates. This division relates to learning as one entity. This article proposes to distinguish between two dimensions of structure: content and process. In order to demonstrate this distinction, qualitative research was conducted in which 30 mothers who educate their children at home were interviewed and asked what they actually do within the framework of EHE. The research findings suggest that the two types of EHE are indeed different from one another with regard to the structure of the content of instruction and learning as well as the structure of the process. The article addresses the importance of broadening the traditional distinction (structured and unstructured EHE) to include content and process. 相似文献
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Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers’ collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other’s skills and competencies, and strengthen and support each other. In this study, we examine teachers’ views on co-teaching and investigate which background factors explain teachers’ views concerning the benefits and the challenges of co-teaching. The data obtained from Finnish basic education teachers’ (N = 694) responses to an online questionnaire are analysed quantitatively. The results show some differences among the teachers’ views. Subject teachers perceive more challenges in co-teaching than class and special education teachers. Class teachers perceive the fewest challenges. Although teachers are generally interested in co-teaching and some of them co-teach regularly, they also report several barriers to its application. The explanatory factors concerning the differences in teachers’ views are gender, teachers’ co-teaching experiences, the amount of co-teaching per week and working as a class teacher. 相似文献
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Antonio Gómez-Bolea Esteve Llop Xavier Ariño Cesareo Saiz-Jimenez Alessandra Bonazza Palmira Messina Cristina Sabbioni 《Journal of Cultural Heritage》2012,13(3):254-258
Several climate parameters affect the growth of organisms and, hence, their capacity to accumulate biomass. In the present research, we analyse the influence of two parameters, temperature and precipitation, on biomass accumulation on stone substrate, and propose a function to estimate it in temperate areas. The expression is subsequently used for the first time to evaluate the impact that climate change would have in biomass accumulation in Europe. The models on climate change predict an increase in temperature and precipitation in northern areas of Europe for the far future (2070–2099), which would lead to a higher accumulation of biomass. Otherwise, a significant reduction in precipitation is expected in southern areas of Europe, associated with a lower biomass accumulation in such areas. 相似文献
66.
Mikkola J Vesterinen V Taipale R Capostagno B Häkkinen K Nummela A 《Journal of sports sciences》2011,29(13):1359-1371
The purpose of this study was to assess the effects of heavy resistance, explosive resistance, and muscle endurance training on neuromuscular, endurance, and high-intensity running performance in recreational endurance runners. Twenty-seven male runners were divided into one of three groups: heavy resistance, explosive resistance or muscle endurance training. After 6 weeks of preparatory training, the groups underwent an 8-week resistance training programme as a supplement to endurance training. Before and after the 8-week training period, maximal strength (one-repetition maximum), electromyographic activity of the leg extensors, countermovement jump height, maximal speed in the maximal anaerobic running test, maximal endurance performance, maximal oxygen uptake ([V·]O(?max)), and running economy were assessed. Maximal strength improved in the heavy (P = 0.034, effect size ES = 0.38) and explosive resistance training groups (P = 0.003, ES = 0.67) with increases in leg muscle activation (heavy: P = 0.032, ES = 0.38; explosive: P = 0.002, ES = 0.77). Only the heavy resistance training group improved maximal running speed in the maximal anaerobic running test (P = 0.012, ES = 0.52) and jump height (P = 0.006, ES = 0.59). Maximal endurance running performance was improved in all groups (heavy: P = 0.005, ES = 0.56; explosive: P = 0.034, ES = 0.39; muscle endurance: P = 0.001, ES = 0.94), with small though not statistically significant improvements in [V·]O(?max) (heavy: ES = 0.08; explosive: ES = 0.29; muscle endurance: ES = 0.65) and running economy (ES in all groups < 0.08). All three modes of strength training used concurrently with endurance training were effective in improving treadmill running endurance performance. However, both heavy and explosive strength training were beneficial in improving neuromuscular characteristics, and heavy resistance training in particular contributed to improvements in high-intensity running characteristics. Thus, endurance runners should include heavy resistance training in their training programmes to enhance endurance performance, such as improving sprinting ability at the end of a race. 相似文献
67.
We propose a method for performing evaluation of relevance feedback based on simulating real users. The user simulation applies
a model defining the user’s relevance threshold to accept individual documents as feedback in a graded relevance environment;
user’s patience to browse the initial list of retrieved documents; and his/her effort in providing the feedback. We evaluate
the result by using cumulated gain-based evaluation together with freezing all documents seen by the user in order to simulate
the point of view of a user who is browsing the documents during the retrieval process. We demonstrate the method by performing
a simulation in the laboratory setting and present the “branching” curve sets characteristic for the presented evaluation
method. Both the average and topic-by-topic results indicate that if the freezing approach is adopted, giving feedback of
mixed quality makes sense for various usage scenarios even though the modeled users prefer finding especially the most relevant
documents. 相似文献
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The reverse modality effect: Examining student learning from interactive computer‐based instruction 
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下载免费PDF全文 Fethi A. Inan Steven M. Crooks Jongpil Cheon Fatih Ari Raymond Flores Murat Kurucay Dmitrii Paniukov 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):123-130
The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between‐subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer‐presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text. 相似文献
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