Resistance and Endurance: Harriet,The Irishman,and Movies About Indigestible History     

Bernard Beck 《Multicultural Perspectives》2020,22(1):12-16

Two current biopic movies, Harriet and The Irishman, present the life stories of real people who have been involved with slavery and organized crime. These images contradict the virtuous image of America that is fundamental to our sense of national identity and patriotism. Could this contradiction lead to oppositional movements for social change?  相似文献   

Questioner or question: Predicting the response rate in social question and answering on Sina Weibo     

Bernard J. Jansen 《Information processing & management》2018,54(2):159-174

With the noted popularity of social networking sites, people increasingly rely on these social networks to address their information needs. Although social question and answering is potentially an important venue seeking information online, it, unfortunately, suffers from a problem of low response rate, with the majority of questions receiving no response. To understand why the response rate of social question and answering is low and hopefully to increase it in the future, this research analyzes extrinsic factors that may influence the response probability of questions posted on Sina Weibo. We propose 17 influential factors from 2 different perspectives: the content of the question, and the characteristics of the questioner. We also train a prediction model to forecast a question's likelihood of being responded based on the proposed features We test our predictive model on more than 60,000 real-world questions posted on Weibo, which generate more than 600,000 responses. Findings show that a Weibo's question answerability is primarily contingent on the questioner versus the question. Our findings indicate that using appreciation emojis can increase a question's response probability, whereas the use of hashtags negatively influences the chances of receiving answers. Our contribution is in providing insights for the design and development of future social question and answering tools, as well as for enhancing social network users’ collaboration in supporting social information seeking activities.  相似文献   

The Effects of Motion Math: Bounce on Students’ Fraction Knowledge     

Nicole M. McKevett  Kourtney R. Kromminga  Amelia Ruedy  Rachel Roesslein  Kristin Running  Robin S. Codding 《Learning disabilities research & practice》2020,35(1):25-35

National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.  相似文献   

A study of results overlap and uniqueness among major Web search engines     

Amanda Spink  Bernard J. Jansen  Chris Blakely  Sherry Koshman 《Information processing & management》2006

The performance and capabilities of Web search engines is an important and significant area of research. Millions of people world wide use Web search engines very day. This paper reports the results of a major study examining the overlap among results retrieved by multiple Web search engines for a large set of more than 10,000 queries. Previous smaller studies have discussed a lack of overlap in results returned by Web search engines for the same queries. The goal of the current study was to conduct a large-scale study to measure the overlap of search results on the first result page (both non-sponsored and sponsored) across the four most popular Web search engines, at specific points in time using a large number of queries. The Web search engines included in the study were MSN Search, Google, Yahoo! and Ask Jeeves. Our study then compares these results with the first page results retrieved for the same queries by the metasearch engine Dogpile.com. Two sets of randomly selected user-entered queries, one set was 10,316 queries and the other 12,570 queries, from Infospace’s Dogpile.com search engine (the first set was from Dogpile, the second was from across the Infospace Network of search properties were submitted to the four single Web search engines). Findings show that the percent of total results unique to only one of the four Web search engines was 84.9%, shared by two of the three Web search engines was 11.4%, shared by three of the Web search engines was 2.6%, and shared by all four Web search engines was 1.1%. This small degree of overlap shows the significant difference in the way major Web search engines retrieve and rank results in response to given queries. Results point to the value of metasearch engines in Web retrieval to overcome the biases of individual search engines.  相似文献   

Assessment of Community Engagement: Moving Beyond Student Learning and Success          下载免费PDF全文

Kristin Norris  H. Anne Weiss 《Assessment Update》2017,29(2):11-13

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Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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Response to comments     

Bernard Sklar 《Interchange》1972,3(4):93-100

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A model for the evaluation of bilingual education     

Bernard Spolsky 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):347-360

In this article a model is proposed to deal with bilingual education that maps relevant factors on a single, multitiered and integrated structure. Around the circumference of each tier we place factors that may have an influence on or may be affected by a specific bilingual education program, grouped according to general category (psychological, sociological, economic, political, religious, cultural, geographical, demographic, historical, Linguistic, and so on). In the center of the circle are located educational factors. The first tier represents the situation of the community (any relevant socio-educational entity, ranging from a village to a nation or larger) before a bilingual program is established. The second tier sets out all the possible rationales for a bilingual program, including the explicit or unstated goals of those who have planned or who control the program, and it allows for several layers in cases where various people might have different or competing goals for the same program. The third tier incorporates the factors under the control of those administering the program: it consists of the operations in whatever area that affect the program: it goes beyond educational factors, and includes for instance language development activities, new political structures, and changes in socio-economic situation. The fourth tier is similar to the first, but represents the situation in the community after the program has been in operation for some time.The paper concludes with a brief sketch of the situation of bilingual education on the Navajo Reservation and in Micronesia. It is argued that only a model as complex as this will make it possible to recognize the features underlying the many different bilingual programs in the world today.

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Zusammenfassung In diesem Artikel wird ein Modell für zweisprachige Erziehung vorgeschlagen, das relevante Faktoren in eine einzige, vielschichtige und integrierte Struktur einordnet. Rinks um jede Schicht setzen wir Faktoren, die ein spezifisches zweisprachiges Erziehungsprogramm entweder selbst beeinflussen oder dadurch beeinflusst werden können; diese gruppieren wir nach allgemeinen Kategorien (psychologischen, soziologischen, wirtschaftlichen, politischen usw.). Im Mittelpunkt des Kreises stehen die pädagogischen Faktoren. Mit der ersten Schicht wird die Lage der Gemeinschaft dargestellt (jede relevante Einheit vom Dorf bis zur Nation oder noch darüber hinaus), bevor ein zweisprachiges Programm eingeführt wurde. Die zweite Schicht zeigt alle möglichen Begründungen für ein zweisprachiges Programm, einschliesslich der ausgesprochenen oder unausgesprochenen Ziele der Planer oder Überwacher des Programms, und sieht für den Fall, dass mehrere Menschen mit dem gleichen Programm verschiedene oder konkurrierende Ziele verfolgen, mehrere Unterschichten vor. In die dritte Schicht sind die von den Verwaltern des Programms beherrschten Faktoren eingeordnet; sie besteht aus den Verfahren auf allen Gebieten, die auf das Programm einwirken: über die pädagogischen Faktoren hinausgehend umfasst sie z.B. Aktivitäten zur Sprachentwicklung, neue politische Strukturen und Veränderungen in der sozial-wirtschaftlichen Lage. Die vierte Schicht ist der ersten ähnlich, zeigt aber die Lage der Gemeinschaft, nachdem das Programm eine zeitlang durchgeführt worden ist.Zum Schluss skizziert der Aufsatz kurz die Gegebenheiten für zweisprachige Erziehung im Indianerreservat und in Micronesien. Es wird behauptet, nur mit Hilfe eines so vielschichtigen Modells wie diesem liessen sich die Grundzüge der vielen verschiedenen zweisprachigen Programme in der heutigen Welt erkennen.

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Résumé Dans cet article, Spolsky propose un schéma de l'éducation bilingue où les facteurs susceptibles d'influencer un programme d'éducation bilingue ou, au contraire, d'être affectés par lui, sont groupés en catégories: Psychologie, Démographie, Histoire, Linguistique, etc. et intégrés à une structure circulaire présentant trois niveaux, pour ne plus former ensuite qu'un tout unique. Au centre de cette structure-amphithéâtre sont placés les facteurs éducatifs. Le premier niveau reflète la situation de la communauté avant qu'un programme bilingue ne soit établi. Cette communauté peut être n'importe quelle entité socio-éducative: un village, une nation, ou davantage. Le deuxième niveau expose toutes les causes possibles qui ont déterminé le programme bilingue, que ce soit les raisons explicites ou les mobiles inexprimés des planificateurs ou des contrôleurs du programme. De la place supplémentaire est réservée pour les cas où ce programme serait inspiré par des intentions différentes voire même concurrentes. Le troisième niveau incorpore les facteurs contrôlés par les administrateurs du programme: c'est-à-dire toutes les opérations touchant de près ou de loin au programme, dans quelque domaine que ce soit. Cela dépasse les facteurs éducatifs et englobe par example les activités relatives au développement du language, les nouvelles structures politiques, les changements survenant dans la situation socio-économique. Le quatrième niveau représente la situation de la communauté après que le programme y a été appliqué pendant un certain temps.Spolsky conclut par un bref exposé de la situation relative à l'éducation bilingue dans la réserve des Indiens Navajos et en Micronésie car il estime que seule la situation remarquablement complexe de ces deux cas permet de mieux identifier les caractéristiques fondamentales des nombreux et différents programmes bilingues que l'on peut rencontrer aujourd'hui, de par le monde.

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How Historical Thinking Helps with Technology Decision-Making     

Bernard Bull 《TechTrends》2016,60(4):313-315

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Thinking about the future because of the past: young children's knowledge about the causes of worry and preventative decisions     

Lagattuta KH 《Child development》2007,78(5):1492-1509

Two studies investigated 3- to 6-year-olds' and adults' (N= 128) knowledge about emotions and behaviors caused by thinking about the future because of the past. Participants listened to stories featuring characters that experienced negative events, and then, many days later, felt worried or changed their behaviors upon seeing an entity associated with the prior harm. Results revealed a significant increase between 3 and 5 years in the frequency that participants explained characters' reactions as caused by anticipating the reoccurrence of a negative past event. Across age, females more often marked future events as uncertain, as well as predicted that people in ambiguous risk situations would feel worried due to past-to-future connections.  相似文献