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In the IR field it is clear that the value of a system depends on the cost and benefit profiles of its users. It would seem obvious that different users would prefer different systems. In the TREC-9 filtering track, systems are evaluated by a utility measure specifying a given cost and benefit. However, in the study of decision systems it is known that, in some cases, one system may be unconditionally better than another. In this paper we employ a decision theoretic approach to find conditions under which an Information Filtering (IF) system is unconditionally superior to another for all users regardless of their cost and benefit profiles.It is well known that if two IF systems have equal precision the system with better recall will be preferred by all users. Similarly, with equal recall, better precision is universally preferred. We confirm these known results and discover an unexpected dominance relation in which a system with lower recall will be universally preferred provided its precision is sufficiently higher. 相似文献
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This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers. 相似文献
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Paul Boxer L. Rowell Huesmann Eric F. Dubow Simha F. Landau Shira Dvir Gvirsman Khalil Shikaki Jeremy Ginges 《Child development》2013,84(1):163-177
Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior. 相似文献
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Size-dependent trajectories of DNA macromolecules due to insulative dielectrophoresis in submicrometer-deep fluidic channels 总被引：1，自引：0，他引：1
Gea O. F. Parikesit Anton P. Markesteijn Oana M. Piciu Andre Bossche Jerry Westerweel Ian T. Young Yuval Garini 《Biomicrofluidics》2008,2(2)
In this paper, we demonstrate for the first time that insulative dielectrophoresis can induce size-dependent trajectories of DNA macromolecules. We experimentally use λ (48.5 kbp) and T4GT7 (165.6 kbp) DNA molecules flowing continuously around a sharp corner inside fluidic channels with a depth of 0.4 μm. Numerical simulation of the electrokinetic force distribution inside the channels is in qualitative agreement with our experimentally observed trajectories. We discuss a possible physical mechanism for the DNA polarization and dielectrophoresis inside confining channels, based on the observed dielectrophoresis responses due to different DNA sizes and various electric fields applied between the inlet and the outlet. The proposed physical mechanism indicates that further extensive investigations, both theoretically and experimentally, would be very useful to better elucidate the forces involved at DNA dielectrophoresis. When applied for size-based sorting of DNA molecules, our sorting method offers two major advantages compared to earlier attempts with insulative dielectrophoresis: Its continuous operation allows for high-throughput analysis, and it only requires electric field strengths as low as ∼10 V∕cm. 相似文献
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Tal Samuel-Azran Yair Galily Yuval Karniel Amit Lavie-Dinur 《Journal of Intercultural Communication Research》2016,45(5):391-403
To contribute to analyses of the sport-politics nexus, the study examines Jewish-Israeli attitudes toward the German soccer team and Germany. The analysis reveals that more Israelis root against the German soccer team than support it, despite the team’s impressive achievements. The analysis of attitudes toward Germany surprisingly reveals that the 18–20 age group expressed the strongest animosity towards Germany, which may indicate that Israeli government attempts to instill the Holocaust memory in the young generations perpetuates animosity between young Israelis and Germany. The study strengthens the notion that international sport games represent and extend rather than reduce international tensions. 相似文献
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This paper examines whether or not media coverage is biased by the political orientation of the journalists’ country, specifically illustrated by the 2011 bid for statehood by the Palestinian Authority in the United Nations. This bid represents a symbolic step toward international recognition of a Palestinian state, an important event in the Israeli-Palestinian conflict. A quantitative analysis was conducted on 1577 news reports from American, European, and Middle Eastern outlets to determine the differences in media coverage of the Palestinian bid for statehood among the channels. The findings suggest that Israeli channels broadcasted a relatively low number of items in which the Palestinian declaration itself was the main theme. The BBC broadcasted a relatively high rate of such items, and offered balanced coverage of both Israeli and Palestinian positions, while coverage by American FOX News channel reflected a pro-Israel bias. The findings also suggest that media outlets may be biased toward specific leaders. This work builds on a growing body of research on media framing of political conflicts and the effect of the political context of a country on its media outlets’ coverage. 相似文献
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The Anne Frank Haven: A case of an alternative educational program in an integrative Kibbutz setting
Miriam Ben-Peretz Moshe Giladi Yuval Dror 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(1):47-63
The essential features of the programme of the Anne Frank Haven are the complete integration of children from low SES and different cultural backgrounds with Kibbutz children; a holistic approach to education; and the involvement of the whole community in an open residential school. After 33 years, it is argued that the experiment has proved successful in absorbing city-born youth in the Kibbutz, enabling at-risk populations to reach significant academic achievements, and ensuring their continued participation in the dominant culture. The basic integration model consists of layers of concentric circles, in dynamic interaction. The innermost circle is the class, the learning community. The Kibbutz community and the foster parents form a supportive, enveloping circle, which enables students to become part of the outer community and to intervene in it. A kind of meta-environment, the inter-Kibbutz partnership and the Israeli educational system, influence the program through decision making and guidance. Some of the principles of the Haven — integration, community involvement, a year's induction for all new students, and open residential settings — could be useful for cultures and societies outside the Kibbutz. The real secret of success of an alternative educational program is the dedicated, motivated and highly trained staff.
Zusammenfassung Die Hauptpunkte des Programms des Anne-Frank-Internats sind die vollständige Integration von Kindern aus sozial schwachen Familien und unterschiedlichem kulturellen Hintergrund in die Gruppe von Kibbutz-Kindern, ein holistischer Ansatz zur Erziehung und die Beteiligung der gesamten Gemeinde an einer offenen Heimschule. Das Experiment wird von den Autoren 33 Jahre nach Beginn als erfolgreich angesehen, sowohl bei der Integration der Stadtjugend in den Kibbutz und den eröffneten Möglichkeiten für Risikogruppen, bedeutende akademische Leistungen zu vollbringen, als auch bei deren gesicherter kontinuierlicher Beteiligung an einer dominanten Kultur. Das Grundintegrationsmodell besteht aus Schichten konzentrischer Kreise in dynamischer Interaktion. Der innerste Kreis ist die Klasse, die Lerngemeinschaft. Die Kibbutz-Gesellschaft und die Pflegeeltern bilden einen unterstützenden und beschützenden Kreis, der es den Schülern ermöglicht, Teil der äußeren Gemeinde zu werden und sich dort zu engagieren. Eine Art Meta-Umgebung, die Partnerschaft zwischen den Kibbutzim und das israelische Schulsystem beeinflussen das Programm, indem Entscheidungen getroffen und Richtlinien gegeben werden. Einige der Prinzipien des Internats wie Integration, Beteiligung der Gemeinden, einjährige Einführungszeit für alle neuen Schüler und offene Wohnbedingungen, könnten für Kulturen und Gesellschaften außerhalb des Kibbutz ebenfalls von Interesse sein. Das wahre Geheimnis des Erfolgs eines alternativen Schulprogramms ist jedoch engagiertes, motiviertes und hochqualifiziertes Personal.
Résumé L'insertion complète des enfants de bas statut socio-économique et de milieux culturels différents aux enfants des kibboutz, une approche holistique de l'enseignement et la participation de l'ensemble de la communauté à une école résidentielle ouverte constituent les caractéristiques essentielles du programme Anne Frank Haven. On est d'avis, 33 ans plus tard, que cette expérience a réussi à intégrer les jeunes citadins dans les kibboutz, à donner un niveau de scolarité satisfaisant aux populations à risque et à assurer leur participation continue à la culture dominante. Le modèle d'intégration de base est constitué de couches de cercles concentriques en interaction dynamique. Le cercle le plus au centre représente la classe, la communauté qui apprend. La collectivité du kibboutz et les parents nourriciers forment un cercle de soutien enveloppant qui permet aux élèves de prendre part à la vie de la communauté extérieure et d'intervenir au sein de celle-ci. Une sorte de méta-environnement, l'association entre les kibboutz et le système éducatif israélien exercent une influence sur le programme par leurs décisions et les conseils qu'ils prodiguent. Quelques-uns des principes du programme Haven, tels que l'intégration, la participation de la communauté, une année d'initiation pour tous les nouveaux élèves et les structures d'internat ouvert, pourraient servir aux cultures et sociétés à l'extérieur des kibboutz. Le véritable secret du succès d'un programme éducatif non conventionnel repose sur un personnel dévoué, motivé et parfaitement formé.相似文献
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Maya Golan Gonen Singer Neta Rabin Dvir Kleper 《Assessment & Evaluation in Higher Education》2020,45(7):988-1000
AbstractIn this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions. 相似文献