Este trabalho avalia o desempenho do uso de árvores de decisão como função de ordenação para documentos e pessoas em ambientes empresariais. Para tanto, identificouse atributos relevantes das entidades a serem recuperadas a partir da análise de: (i) dinâmica de produção e consumo de informações em um ambiente empresarial; (ii) algoritmos existentes na literatura para a recuperação de documentos e pessoas; e (iii) conceitos utilizados em funções de ordenação para domínios genéricos. Montou-se um ambiente de avaliação, utilizando a coleção de referência CERC, para avaliar a aplicabilidade do algoritmo C4.5 na obtenção de funções de ordenação para o domínio empresarial. O uso do algoritmo C4.5 para a construção de funções de ordenação mostrou-se parcialmente efetivo. Para a tarefa de recuperação de documentos não trouxe resultados bons. Porém, constatou-se que é possível controlar a forma de construção da função de ordenação a fim de otimizar a precisão nas primeiras posições do ranking ou otimizar a média das precisões (MAP). Para a tarefa de recuperação de pessoas o algoritmo C4.5 obteve uma árvore de decisão que consegue resultados melhores que todas as outras funções de ordenação avaliadas. OMAP obtido pela árvore de decisão foi 0, 83, enquanto que a média do MAP das outras funções de ordenação foi de 0, 74. Percebeu-se que a árvore de decisão utilizada para representar a função de ordenação contribui para a compreensão da composição dos diversos atributos utilizados na caracterização dos documentos e pessoas. A partir da análise da árvore de decisão utilizada como função de ordenação para pessoas foi possível entender que uma pessoa é considerada especialista em algum tópico se ela aparecer em muitos documentos, aparecer muitas vezes nos documentos e os documentos onde aparece têm uma relevância alta para a consulta. / This work evaluates the performance of using decision trees as ranking functions for documents and people in enterprises. It was identified relevant attributes of the entities to be retrieved from the analysis of: (i) the production and consumption of information behavior in an enterprise, (ii) algorithms for documents and people retrieval at literature, and (iii) the concepts used in ranking functions for generic domains. It was set up an evaluation environment, using the CERC collection, to evaluate the applicability of the C4.5 algorithm to obtain a ranking function for the enterprise domain. The use of C4.5 algorithm for the construction of ranking function was proved to be partially effective. In the case of documents retrieval the C4.5 has not found good results. However, it was found that is possible to control the way of building the ranking function in order to optimize the precision in the first positions of the ranking or optimize the mean average precision (MAP). For the task of people retrieval the C4.5 algorithm developed a ranking function that obtain better results than all other ranking functions assessed. The value of MAP obtained by decision tree was 0, 83, while the average MAP of other ranking functions was 0, 74. The decision tree used to represent the ranking function contributes to understanding the attributes composition used in the characterization of documents and people. Through the analysis of the decision tree used as ranking function for people, we could realise that a person is considered expert in any topic if he/she appear in many documents, appear many times in same documents and documents where he/she appears have a high relevance to the query.

This thesis argues the case for the use of a pattern language based on the basic features of the programming language used in instruction for the teaching of programming. We believe that the difficulties that novices are known to have encountered with the task of learning to program ever since the inception of computers derive from a basic misfit between the language used to communicate with a computer, the programming language, and the way that humans think. The thrust of the pattern language idea is that patterns are the essential element in understanding how the mind words in that they are the source of that relationship that we call `meaning'. What an entity or event `means' to us derives from the effect that it has on us as living biological beings, a relationship that exists in the `real world', not from any linguistic relationship at the symbolic level. Meaning, as a real world relationship, derives from the patterns of interactions that constitute being. The meaning that an entity has for an individual is more than can be expressed in a formal definition, definitions are matters of agreement, convention, not the pattern of experience that the individual has acquired through living. What is missing for a novice in any skill acquisition process is meaning, the pattern of experience. All that we can give them using a formal linguistic system like a programming language is definitions, not meaning. Pattern language is the way that we think because it exists at that fundamental level of experience as living beings. The patterns of experience become the patterns of thought through recurrence, not through definition. But this takes time, so in presenting new material to a person trying to learn, we have to present it in the form of a pattern language, the 'cognitive map' that drives the problem solving process. Creativity is always a function of combining ideas, what is really being created is new meaning, not a program, or a house, or a poem, or a sculpture - these things are mere implementations of meaning. Ultimately meaning can derive only from experience, the pattern of life around us, so creativity is the language of experience, pattern language. The mind is the product of experience, creativity its modus operandi.

Learning to care and first encounter to care patients for male nursing students introduce a unique set of dilemmas to the predominantly female nursing educational process. The purpose of this study was to describe the experience male nursing students learning to care and first encounter care patients in their first nursing practice. A purposive sampling of seven male nursing students were interviewed by internet interview and analyzed by Qualitative content analysis. The results show that the Thai male nursing student stairway to confidence in nursing they start with feelings of stressfulness, developing sensitiveness, developing co—operation and developing strategies to care and encounter with patient. The results also seem to include gender specific questions on how to handle dilemmas in the predominantly female nursing education. These may reflect facilitators and barriers of developing a caring mind among male nursing students. Implication for nursing education and practice are presented and discussed.  In the clinical practice, the method of teaching was important to encourage, but also to gain additional knowledge and support peer groups as a suitable learning environment.

Ranking model construction is an important topic in information retrieval. Recently, many approaches based on the idea of ¡§learning to rank¡¨ have been proposed for this task and most of them attempt to score all documents of different queries by resorting to a single function. In this thesis, we propose a novel framework of query-dependent ranking. A simple similarity measure is used to calculate similarities between queries. An individual ranking model is constructed for each training query with corresponding documents. When a new query is asked, documents retrieved for the new query are ranked according to the scores determined by a ranking model which is combined from the models of similar training queries. A mechanism for determining combining weights is also provided. Experimental results show that this query dependent ranking approach is more effective than other approaches.

This longitudinal case study followed a beginning teacher from the first semester of her teacher education program into her fifth year of teaching. Using situated learning theory, this dissertation reports the influences on her journey in becoming a literacy teacher before, during, and after her teacher education program. Data sources included interviews, classroom observations, and documents that were collected over six and a half years and across multiple contexts (e.g., tutoring, student teaching, community-based learning, coursework, two elementary schools). Using constant comparative (Glaser & Strauss, 2009) and longitudinal coding methods (Saldaña, 2009), the analysis suggests that the participant developed the following understandings over time and across contexts: she intends to be a lifelong learner; she values and validates students’ interests, histories, and contributions; she is committed to teaching for social justice; and she believes a safe, trusting, and flexible community is essential to learning. Findings indicated that her ability to enact these understandings in practice, even in difficult school contexts, was made possible by her reflective stance and her commitment to surrounding herself with communities of like-minded people to support her in similar ways as had been the case in her teacher education program. The results of this study provide evidence that over time the understandings developed in a teacher education program have the potential to fully emerge in practice inside teachers’ classrooms. This study has implications for how we prepare teachers, how teacher education programs can continue to support their graduates, the types of school communities that seem to support beginning teachers, and how policy makers might direct future funding towards responsible teacher education. / text

Per pastaruosius metus Lietuvos švietime inicijuoti ženklūs pokyčiai„ Lietuvos pradinio ir pagrindinio ugdymo programose keliamas tikslas plėtoti dvasines, intelektines ir fizines asmens galias, ugdyti aktyvų, kūrybingą, atsakingą pilietį, įgijusį kompetencijas, būtinas sėkmingai socialinei integracijai ir mokymuisi visą gyvenimą “(Pradinio ir pagrindinio ugdymo bendrosios programos, Žin., 2008., Nr. 99-3848). Mokytojo ir mokinio vaidmuo turi keistis, norint pereiti prie gilaus į kompetencijas orientuoto mokymosi tenka keisti mokinio ir mokytojo vaidmenis bei sąveiką pamokoje. Mokiniai turi mokėti mokytis patys: kelti klausimus ir problemas, tyrinėti, ieškoti informacijos, priimti sprendimus, įtvirtinti savo žinias. Mokytojas nukreipia ir stebi mokinių mokymąsi, laiku suteikia konkretų, individualizuotą grįžtamąjį ryšį apie sėkmę ir spragas, padeda tiems, kuriems jo pagalba būtinai reikalinga, moko mokinius vertinti ir įsivertinti procesą ir jo rezultatus, kelti tolesnio mokymosi tikslus. Remdamasis turima informacija apie mokinių mokymąsi ir pasiekimus, mokytojas planuoja ir pritaiko ugdymo turinį (Gudynas ir kt., 2010). Temos aktualumas. Nuo 2008 metų Lietuvos bendrojo lavinimo mokyklose įgyvendinamos atnaujintos Pradinio ir pagrindinio ugdymo Bendrosios programos (patvirtintos švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2433). Viena svarbiausių ugdymo turinio kaitos krypčių įgyvendinant Bendrąsias programas – dėmesys bendrųjų kompetencijų... [toliau žr. visą tekstą] / Learning to learn competence lays the foundation of developing other competencies therefore it is very important to analyse and recognize the competence of learning to learn in the lesson of physical education. The aim of the lesson of physical education – to make sure students have proper conditions for the development of their physical, emotional and social activities, for the social integrity and strengthening physical health by increasing the choice of physical education and hence strengthening inner motivation of physical activity (General programmes of secondary education, 2011). In order to ensure the quality of general competencies and social skills, to lead meaningful personal, successful and full-fledged social and professional life in a dynamic world, a person has to be able to change, to be ready to take on new activities, to be able to work with information which is constantly increasing. The objective of the paper - the development of the competence of lifelong learning skills for 5th or 8th formers during the lesson of physical education. Aim of the paper –to disclose the competence of life-long learning skills for the students of 5th or 8th form during the lesson of physical education. Tasks of the paper: 1. To describe the development of the competence of life-long learning skills in physical education lessons. 2. To evaluate the competence of life-long learning skills of 5th or 8th form students in physical education lessons. Results: After having... [to full text]

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Many manual biomedical annotation tasks can be categorized as instances of the typical multi-label classification problem where several categories or labels from a fixed set need to assigned to an input instance. MeSH term assignment to biomedical articles and diagnosis code extraction from medical records are two such tasks. To address this problem automatically, in this thesis, we present a way to utilize latent associations between labels based on output label sets. We used random indexing as a method to determine latent associations and use the associations as a novel feature in a learning-to-rank algorithm that reranks candidate labels selected based on either k-NN or binary relevance approach. Using this new feature as part of other features, for MeSH term assignment, we train our ranking model on a set of 200 documents, test it on two public datasets, and obtain new state-of-the-art results in precision, recall, and mean average precision. In diagnosis code extraction, we reach an average micro F-score of 0.478 based on a large EMR dataset from the University of Kentucky Medical Center, the first study of its kind to our knowledge. Our study shows the advantages and potential of random indexing method in determining and utilizing implicit relationships between labels in multi-label classification problems.

Denna uppsats, Läraren och den praktiska verkligheten, handlar om hur lärare gör för att omforma sina ämneskunskaper till ämnesdidaktiska, vilka metoder de använder i undervisningen för att medvetandegöra elevernas inlärning, samt hur lärarna gör för att utmana och inspirera elevernas lärande och kunskapsutveckling. Teorierna som använts i studien är läranderum, proximala utvecklingszonen, autonomous learning, learning to learn och pedagogical content knowledge, vilka även ligger till grund för den analyserande delen. Resultaten i studien visar att en fungerande gruppdynamik är avgörande för en god arbetsmiljö, en ständig dialog utifrån elevens perspektiv bör föras för att skapa medvetenhet hos eleven gällande lärprocessen. Utveckling av självständigt lärande sker genom tydlig kommunikation mellan lärare och elever, det vill säga att läraren är tydlig med anledningen till arbetsområdet, informationen kring anvisningarna, samt finns som en tydlig vägledare för att guida eleven genom ämnet. Vidare handlar omformning av ämneskunskaper för lärare i praktiken om att reflektera, utvärdera och utveckla planeringen och den genomförda undervisningen.

The current research was designed to add to the youth sport coping literature by examining adolescent athletes’ stressor appraisals and coping and to understand the way in which athletes learn to cope. Two studies were conducted. Study one was a metastudy (Paterson, Thorne, Canam, & Jillings, 2001) of the qualitative research on stressor appraisals and coping among adolescents in sport. Following database searches, 20 studies were retained for analysis. Meta-data, meta-theory, and meta-method analyses were conducted followed by a final meta-synthesis of findings. Analyses produced four themes: contextual and dynamic stressor appraisals, contextual and dynamic coping, coping resources and processes of acquisition, and social networks as assets and liabilities. These findings highlighted the need for precise use of theory in the study of coping. There was also scope for greater methodological diversity to advance our understanding of coping among adolescent athletes. The second study examined how adolescent athletes learn to cope and the role of social agents (e.g., parents and coaches) in adolescent athletes’ acquisition of coping skills. Grounded theory methodology was used (Corbin & Strauss, 2008). Interviews were conducted with 17 athletes (8 females, 9 males, Mage = 15.6 years), 10 parents (6 mothers, 4 fathers), and 7 coaches. Learning to cope was an experiential process consisting of the athlete – sport experiences and learning through trial and error, reflective practice, and coping outcomes (consistent performance, independence in coping, and persistence in coping). Learning was facilitated by athletes being exposed to multiple situations and reflecting on their coping efforts. Parents and coaches helped athletes learn to cope by creating a supportive context for learning and by using specific strategies to help athletes learn to cope. This research highlighted the importance of the social context as adolescent athletes learned to cope with stressors in sport and identified specific mechanisms by which parents and coaches influenced the development of coping among young athletes.