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Abraham Bookstein Shmuel T. Klein Timo Raita 《Information processing & management》1997,33(6):745-760
Many of the most effective compression methods involve complicated models. Unfortunately, as model complexity increases, so does the cost of storing the model itself. This paper examines a method to reduce the amount of storage needed to represent a Markov model with an extended alphabet, by applying a clustering scheme that brings together similar states. Experiments run on a variety of large natural language texts show that much of the overhead of storing the model can be saved at the cost of a very small loss of compression efficiency. 相似文献
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The Significance of Gender Boundaries in Preadolescence: Contemporary Correlates and Antecedents of Boundary Violation and Maintenance 总被引：2，自引：0，他引：2
L. Alan Sroufe Christopher Bennett Michelle Englund Joan Urban Shmuel Shulman 《Child development》1993,64(2):455-466
Previous research has established the importance of gender boundaries as a normative aspect of development in middle childhood. Here, the nature and importance of gender boundaries as an individual differences construct was explored. Ratings of gender boundary violation and gender boundary maintenance were made of 47 10–11-year-old children participating in a series of summer day camps. These ratings were supported by videotape-based behavior codings of gender boundary violating behaviors and by live observations of sheer number of associations with members of the opposite gender. In addition, considerable external validation of these individual differences was obtained. Children low on gender boundary violation and (especially) children high on boundary maintenance were independently judged by camp counselors to be socially competent. They also were found to be higher on a friendship variable, based on observation. Those who violated boundary were especially unpopular with peers, based on a child interview. Finally, boundary violation and maintenance were related to attachment history and to early measures of parent-child generational boundary distortions. 相似文献
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Malka Margalit Shmuel Shulman 《International Journal of Disability, Development & Education》1986,33(3):199-205
The aim of the present survey was to identify expectations arising from the introduction of microcomputers into special schools in Israel. One hundred and ten headmasters, representing schools of varied sizes enrolling children over a wide age range and with different kinds of handicap, participated in the study. Most of the schools had no prior experience with microcomputers, so that headmasters’ expectations reflected major unsolved difficulties rather than knowledge of what to expect. The expectations of headmasters of schools catering for different types of handicap revealed a common emphasis, with interest directed primarily toward cognitive skill training and basic skill development with the hope that the unique program characteristics of computers, namely clear‐cut goals, consistent feedback, high response rate, adaptable pace and demonstrated improvement, would facilitate the necessary skill training. 相似文献
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Shmuel Shamai 《British Journal of Sociology of Education》1990,11(4):449-463
This paper examines the theory of critical sociology of education by probing it through the unique example of the education of the Druze in the Golan. This examination highlights the fact that even if the state culture is being contested, the state cannot simply dominate the conflicting culture. It also questions one of the major ideas of the corresponding principle and resistance theory, with respect to dominant vs subordinate relations. This paper points out that teacher resistance was usually overlooked. It was also found that a hegemonic curriculum which is based on a disputable foundation is not likely to achieve its goal. The concept of cultural capital has been found partly useful, but in regard to gender it fails to explain the situation. 相似文献
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Shmuel Shamai 《British Journal of Sociology of Education》2000,21(3):401-417
This study explores the unique situation of the Israeli-Jewish education system in Israel, which has developed different educational streams mainly according to religious differences. It highlights the changes in the status of the cultural stands of secular and religious Jewish groups in the course of the twentieth century. The secular majority has been willing to fund separate autonomous religious schools. Remarkably, the lower state intervention in the schools, the higher the level of funding. Thus, the ultra-orthodox schools have enjoyed full funding together with the greatest autonomy. Moreover, the nonautonomous secular state schools have also practiced religious rituals, without any clear guidance by the Ministry of Education and Culture. The implications of full autonomy and funding of the ultra-orthodox schools is discussed, by way of 'critical sociology of education', with emphasis on the 'cultural shift', the cultural advance of the religious groups, and 'cultural surrender' of the secular group. 相似文献
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Shmuel T. Klein 《Information Retrieval》2000,3(1):7-23
A new data structure is investigated, which allows fast decoding of texts encoded by canonical Huffman codes. The storage requirements are much lower than for conventional Huffman trees, O(log2 n) for trees of depth O(log n), and decoding is faster, because a part of the bit-comparisons necessary for the decoding may be saved. Empirical results on large real-life distributions show a reduction of up to 50% and more in the number of bit operations. The basic idea is then generalized, yielding further savings. 相似文献
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Dina Tirosh Ruth Stavy Shmuel Cohen 《International Journal of Science Education》2013,35(10):1257-1269
This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge. 相似文献