Relation Discovery from Web Data for Competency Management

This paper describes a technique for automatically discovering associations between people and expertise from an analysis of very large data sources (including web pages, blogs and emails), using a family of algorithms that perform accurate named-entity recognition, assign different weights to terms according to an analysis of document structure, and access distances between terms in a document. My contribution is to add a social networking approach called BuddyFinder which relies on associations within a large enterprise-wide "buddy list" to help delimit the search space and also to provide a form of 'social triangulation' whereby the system can discover documents from your colleagues that contain pertinent information about you. This work has been influential in the information retrieval community generally, as it is the basis of a landmark system that achieved overall first place in every category in the Enterprise Search Track of TREC2006

A community of teachers: Using Activity Theory to investigate the implementation of ICTE in a remote Indigenous school

In 2001-2002, an innovative project entitled Reach In-Reach Out has been conducted in Far North Queensland. Its aim was to use telecommunications and Internet tools to facilitate communication between the children of Lockhart River who attend secondary school in such centres as Cairns, Townsville and Herberton and their families. This study was the first (of three) to investigate the impact of this project. Its focus is on the teachers of Lockart River State School and the changes made to their practice by the implementation of the project. The study described in this paper was conducted in Lockhart River which is situated on Kanthanumpu (Southern Kuuku Ya'u) land in Far North Queensland. The current population is estimated between 650 (Education Queensland, 2001a) and 800 (Lockhart River Land and Sea Management Agency, 2001) residents. The student population of Lockhart River State School in 2001was 26 (Kindy), 105 (Primary) and 30 (Alternate secondary/VET) programs) (Education Queensland, 2001a). At the end of 1999, the secondary school of Lockhart River was closed following a community decision to do so. This necessitated the majority of post-primary students having to leave Lockhart River to continue their education at boarding school. At the beginning of 2002, 38 students left the Lockhart River Community to attend boarding schools (and 8 remained to take part in the Alternate Secondary/VET program offered at the school). Table 1 details the secondary enrolments of Lockhart River students from 1998 to 2001, including the period covered by this study (2001)

Quality Teaching for Every Student

Parents recognize that excellent classroom teaching is key to their children's academic success. We also know that our most troubled schools, those in low-income communities, often lack the resources and supports necessary to attract, develop and keep the best teachers. The state's education deficit is, at least in part, a reflection of the disparities in the distribution and support of exceptional teachers in our schools. Our challenge is to provide high quality teaching to every student, in every school, to meet the demands of the 21st century.Effective teachers are developed over time. Effective schools are places that help develop those teachers through a school culture where educators are encouraged to constantly improve their skills -- and are provided with the support and guidance to do so. Effective schools are places where educators can take leadership roles, and where they can look to their peers for guidance. The current trend which promotes identifying and getting rid of "bad" teachers does not address the essential question of how to support the overwhelming majority of good teachers to help them get better. Quality teaching and learning emerge when schools foster a culture of shared leadership and responsibility, high expectations, strong support and fair accountability

What does the intention to be a volunteer for a student with autism predict? the role of cognitive brain types and emotion and behavior characteristics

The study was designed to verify which cognitive brain types and behaviors in classroom predicted the intention to volunteer to become a peer buddy for a student with Autism Spectrum Disorder (ASD). Five hundred and sixteen adolescents attending the first grade of public high schools were enrolled. Gender-related differences were discussed according to the empathizing-systemizing theory. As expected, empathy and prosocial behavior predicted volunteering in ASD intervention. We conclude that the selection of peers as intervention agents should require more informative sources. Clinical and research implications are discussedEste estudio se diseñó para verificar qué tipos de cerebro cognitivo y comportamientos en el aula predecían la intención de ofrecerse voluntario a acompañar a un alumno con trastorno del espectro autista (TEA). Se apuntaron 516 adolescentes de primer curso de enseñanza secundaria. Se abordaron las diferencias relativas al género de acuerdo a la teoría empatía-sistematización. Según lo esperado, la empatía y el comportamiento prosocial predecían la voluntariedad para intervenir en el TEA. Se concluye que la elección de compañeros como agentes de intervención necesitaría de más fuentes de información. Se comentan las implicaciones clínicas y de investigació

Hang With Your Buddies to Resist Intersection Attacks

Some anonymity schemes might in principle protect users from pervasive network surveillance - but only if all messages are independent and unlinkable. Users in practice often need pseudonymity - sending messages intentionally linkable to each other but not to the sender - but pseudonymity in dynamic networks exposes users to intersection attacks. We present Buddies, the first systematic design for intersection attack resistance in practical anonymity systems. Buddies groups users dynamically into buddy sets, controlling message transmission to make buddies within a set behaviorally indistinguishable under traffic analysis. To manage the inevitable tradeoffs between anonymity guarantees and communication responsiveness, Buddies enables users to select independent attack mitigation policies for each pseudonym. Using trace-based simulations and a working prototype, we find that Buddies can guarantee non-trivial anonymity set sizes in realistic chat/microblogging scenarios, for both short-lived and long-lived pseudonyms.Comment: 15 pages, 8 figure

Effective Teaching and Learning: Using ICT

Mellar, H., Kambouri, M., Logan, K., Betts, S., Nance, B., Moriarty, V. (2007) Effective Teaching and Learning: Using ICT. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_3347.pdfResearch report for NRDCFindings and recommendations on effective teaching practice - with the aim of providing material for improving the quality of teaching and learning and for informing developments in initial teacher education and continuing development. (http://www.nrdc.org.uk/uploads/documents/doc_3347.pdf