排序方式： 共有51条查询结果，搜索用时 31 毫秒
1.
Niall Rooney David Patterson Mykola Galushka Vladimir Dobrynin 《Information processing & management》2006
Contextual document clustering is a novel approach which uses information theoretic measures to cluster semantically related documents bound together by an implicit set of concepts or themes of narrow specificity. It facilitates cluster-based retrieval by assessing the similarity between a query and the cluster themes’ probability distribution. In this paper, we assess a relevance feedback mechanism, based on query refinement, that modifies the query’s probability distribution using a small number of documents that have been judged relevant to the query. We demonstrate that by providing only one relevance judgment, a performance improvement of 33% was obtained. 相似文献
2.
ABSTRACTThis study explores students’ perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and self-directed learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning. 相似文献
3.
Katriona O'Sullivan Niamh Bird James Robson Niall Winters 《British Educational Research Journal》2019,45(3):554-575
This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students. 相似文献
4.
Thomas Delahunty Niall Seery Raymond Lynch 《Journal of Science Education and Technology》2018,27(2):114-130
Currently, there is significant interest being directed towards the development of STEM education to meet economic and societal demands. While economic concerns can be a powerful driving force in advancing the STEM agenda, care must be taken that such economic imperative does not promote research approaches that overemphasize pragmatic application at the expense of augmenting the fundamental knowledge base of the discipline. This can be seen in the predominance of studies investigating problem solving approaches and procedures, while neglecting representational and conceptual processes, within the literature. Complementing concerns about STEM graduates’ problem solving capabilities, raised within the pertinent literature, this paper discusses a novel methodological approach aimed at investigating the cognitive elements of problem conceptualization. The intention is to demonstrate a novel method of data collection that overcomes some of the limitations cited in classic problem solving research while balancing a search for fundamental understanding with the possibility of application. The methodology described in this study employs an electroencephalographic (EEG) headset, as part of a mixed methods approach, to gather objective evidence of students’ cognitive processing during problem solving epochs. The method described provides rich evidence of students’ cognitive representations of problems during episodes of applied reasoning. The reliability and validity of the EEG method is supported by the stability of the findings across the triangulated data sources. The paper presents a novel method in the context of research within STEM education and demonstrates an effective procedure for gathering rich evidence of cognitive processing during the early stages of problem conceptualization. 相似文献
5.
6.
In a previous article, we provided a review of the literature pertaining to the potential misdilagnosis of giftedness as ADHD, as well as a small‐scale study to illustrate this potential misdiagnosis. In this issue of Roeper Review, Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the “symptoms” of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD. 相似文献
7.
Vickery Kaye Lebbin Christopher Sterling Niall Levine 《Communication Booknotes Quarterly》2013,44(3):200-204
JAPANESE CULTURE AND COMMUNICATION: CRITICAL CULTURAL ANALYSIS by Ray T. Donahue (Lanham, MD: University Press of America, 1998—$59.00/39.50, ISBN 0–7618–1248–2 hard, 0–7618–1249–0 paper, 377 pp., notes, references, index) STATISTICAL YEARBOOK: FILM, TELEVISION, VIDEO AND NEW MEDIA IN EUROPE: 1999 EDITION by the European Audiovisual Observatory (Strasbourg, France: European Audiovisual Observatory, 1999— 900ff or about $160, paper, ISBN 92–871–3885–0, 415 pp., tables, charts, notes, bibliography) MODERN HISTORY OF INDIAN PRESS by Sunit Ghosh (New Delhi: Cosmo Publications, 1998—no price available, ISBN 81–7020–697–9, 394 pp., index) ASIAN COMMUNICATION HANDBOOK edited by Anura Goonasekera and Duncan Holaday (Singapore: Asian Media Information and Communication Centre and School of Communication Studies, Nanyang Technological University, 1998—$65.00, ISBN 9971–905–65–5, 446 pp.) PUBLIC PURPOSES IN BROADCASTING: FUNDING THE BBC edited by Andrew Graham (Luton: University of Luton Press, 1999—£10.95, paper, ISBN 1–86020–561–5, 168 pp., tables, index) TELECOMMUNICATIONS IN AFRICA edited by Eli M. Noam (New York: Oxford University Press “Global Communications,”; 1999—$75.00, ISBN 0–19–510201–0, 306 pp., tables, chapter bibliographies, index) LIBERALIZING THE EUROPEAN MEDIA: POLITICS REGULATION AND THE PUBLIC SPHERE by Shalini Venturelli (Oxford and New York: Clarendon Press, 1998—£50.00, ISBN 0–19–823379–5, 316 pp., index, bibliography) 相似文献
8.
9.
Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.
相似文献10.
Niall Crowley 《Irish Educational Studies》2013,32(1):183-185
Equality and Power in Schools: Redistribution, recognition and representation By Kathleen Lynch and Anne Lodge Routledge Falmer 2002, ISBN 0–415–26806–0 (pbk), pp. 243 相似文献