The effects on topic familiarity on online search behaviour and use of relevance criteria

This paper presents an experimental study on the effect of topic familiarity on the assessment behaviour of online searchers. In particular we investigate the effect of topic familiarity on the resources and relevance criteria used by searchers. Our results indicate that searching on an unfamiliar topic leads to use of more generic and fewer specialised resources and that searchers employ different relevance criteria when searching on less familiar topics

Infusing technology and algebra grant proposal

Includes bibliographical references

Contextual information and assessor characteristics in complex question answering

The ciqa track investigates the role of interaction in answering complex questions: questions that relate two or more entities by some specified relationship. In our submission to the first ciqa track we were interested in the interplay between groups of variables: variables describing the question creators, the questions asked and the presentation of answers to the questions. We used two interaction forms - html questionnaires completed before answer assessment - to gain contextual information from the answer assessors to better understand what factors influence assessors when judging retrieved answers to complex questions. Our results indicate the importance of understanding the assessor's personal relationship to the question - their existing topical knowledge for example - and also the presentation of the answers - contextual information about the answer to aid in the assessment of the answer

The Mesoamerican Corpus of Formative Period Art and Writing

This project explores the origins and development of the first writing in the New World by constructing a comprehensive database of Formative period, 1500-400 BCE, iconography and a suite of database-driven digital tools. In collaboration with two of the largest repositories of Formative period Mesoamerican art in Mexico, the project integrates the work of archaeologists, art historians, and scientific computing specialists to plan and begin the production of a database, digital assets, and visual search software that permit the visualization of spatial, chronological, and contextual relationships among iconographic and archaeological datasets. These resources will eventually support mobile and web based applications that allow for the search, comparison, and analysis of a corpus of material currently only partially documented. The start-up phase will generate a functional prototype database, project website, wireframe user interfaces, and a report summarizing project development

Water Quality Trading and Offset Initiatives in the U.S.: A Comprehensive Survey

This document summarizes water quality trading and offset initiatives in the United States, including state-wide policies and recent proposals. The following format was used to present information on each program. We attempted to have each program summary reviewed by at least one contact person for program accuracy. In the cases where this review occurred, we added the statement "Reviewed by.." at the end of the case summary

Examining the effect of task stage and topic knowledge on searcher interaction with a “digital bookstore”

This paper reports some results from the experiment of the 2010 INEX interactive track. The experiment was designed to let searchers simulate being at two distinct stages of a work task process. Data were also collected on the test participants' topic knowledge. We have performed statistical analysis of the collected data to study differences with respect to relevance judgments and use of different types of metadata, at the different stages and for users with high and low topic knowledge

AN ANALYSIS OF LEGISLATION AND GUIDANCE FOR UNCERTAINTY DISCLOSURE AND CONSIDERATION IN CANADIAN ENVIRONMENTAL IMPACT ASSESSMENT

Environmental Impact Assessment (EIA) is a process designed to predict, and identify means to mitigate, the potential environmental effects of proposed development actions. As a decision-aiding tool, EIA assists decision-makers by providing them with the information needed to make an informed decision about the acceptability of a proposed development. Uncertainty is inherent in any process that is focused on future conditions, but recent research has shown that EIA practitioners do not fully disclose, consider or communicate uncertainties inherent in the EIAs for their development projects. The result is a reduction in the credibility and efficacy of EIA, and decisions potentially being made without full knowledge of, and thus consideration for, such uncertainties. Agencies and scholars have demanded that proponents and practitioners be more explicit about uncertainties in EIA reporting, but there has been no systematic examination of the requirements or guidance made available to practitioners concerning uncertainty reporting in EIA or the types of uncertainties that should be disclosed. The purpose of this research was to examine the provisions for communicating and addressing uncertainty in Canadian EIA. The research was conducted via review of Canadian federal, provincial, and territorial EIA legislation, regulations, and guidelines, which are publically available on the official websites of the corresponding agencies and authorities. Results indicate that requirements and recommendations for uncertainty disclosure and consideration exist in most of Canadian federal, provincial and territorial EIA legislation, regulations and guidelines, but they vary considerably from one jurisdiction to the next. The difference is reflected in many aspects, including: the extent of requirements and recommendations for addressing uncertainty in EIA; variability of the provisions given; differences in location of the requirements in legislation versus regulations versus guidelines; and differences in the clarity of requirements. In addition, the requirements and recommendations to manage uncertainty associated with the different stages and components of EIA are inconsistent. Some of the EIA stages were covered better than others, but none of the jurisdictions provided requirements and recommendations for addressing uncertainty in all stages of EIA. The results further indicate that existing requirements and recommendations for uncertainty treatment in Canadian EIA practice are, overall, inadequate and sometimes confusing. This is likely to result in insufficient communication and treatment of uncertainty and decisions being made without consideration of such uncertainty. Therefore, the development of national, standardized best practices and more systematic guidance are, at a minimum, required to ensure that uncertainty is properly addressed and communicated in EIA across EIA jurisdictions

Teaching Programme for 1º de Bachillerato: Inglés

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2019/2020[ES] La globalización ha cambiado las necesidades de la sociedad moderna. El incremento de la movilidad de la ciudadanía, la Unión Europea y el desarrollo tecnológico son solo algunos de los elementos que muestran cómo ha cambiado la vida en España y como el aprendizaje de idiomas se considera necesario. El inglés se ha convertido en el idioma predilecto entre personas que no comparten la misma lengua materna. La lengua y la cultura inglesa aparecen en la televisión, los medios sociales, internet, la música, el arte e incluso en nuestra propia lengua materna. Como consecuencia, resulta imprescindible aprender inglés en el siglo XXI. Teniendo en cuenta la necesidad de aprender idiomas, la legislación española y las normas del Marco Común Europeo de Referencia para las Lenguas, se diseña esta Programación Didáctica para el 1º de Bachillerato con el objetivo de enseñar inglés como lengua extranjera a hispanohablantes y/o no-hispanohablantes. El primer objetivo es ayudarles entender la importancia de aprender idiomas y desarrollar sus competencias comunicativas, su pensamiento crítico, su autonomía a la hora de aprender, sus habilidades sociales y su personalidad. Esta Programación Didáctica está dividida en dos partes: la primera parte, es la parte metodológica en la que está basada toda la Programación Didáctica; en la segunda parte, se presenta detalladamente una de las unidades didácticas propuestas. La parte metodológica empieza con una breve presentación del aprendizaje comunicativo (Com-municative Language Teaching), aprendizaje por tareas (Task Based Learning) y del Flipped Classroom. Aunque el papel del profesor y del alumnado está mencionado en toda la Programación Didáctica, se dedica un apartado especial, para hablar del papel del profesorado y del alumnado en el aula de inglés como lengua extranjera. Se presentan específicamente las características que el profesor debe tener, como gestionar el aula y promover la motivación. Posteriormente, se recoge la forma de evaluación, los contenidos del curso y la distribución temporal. Por último, en la segunda parte de esta Programación Didáctica se presenta detalladamente la unidad didáctica seleccionada y dos programaciones de aula.[EN] Globalization has affected the needs of today’s society. Citizens’ mobility, the creation of the European Union, the constant technological development, are only some of the reasons that indicate how life in Spain and other countries is changing, and how language learning has become a necessity. More specifically, English has become a lingua franca among people who share different mother tongues. English language and culture are on television, social media, the internet, music, art and they can be even found in our own L1. Therefore, it is essential to be aware of the expansion, consequences and importance of language acquisition and communication, as a high level of English proficiency is a real asset in the 21st century. Having in mind the importance of language learning, the Spanish legislation and the norms proposed by the Common European Framework of Reference for Languages, I have designed this Teaching Programme for the first year of Bachillerato with the purpose of teaching English as a Foreign Language to Spanish and/or non-Spanish L1 speakers (some of my students may not be native Spanish speakers). Thence, the main aim of this Teaching Proposal is to help them understand the importance of language learning and assist them to develop their English language communicative competences, their critical thinking, their autonomous learning, their social skills and their personality. This Teaching Programme is divided into two parts: first, the theoretical and methodological framework on which my Teaching Programme is based; second, the detailed presentation of one of the teaching units proposed. The methodological part begins with a short presentation of Communicative Language Teaching, Task-Based Learning and the EFL Flipped Classroom Teaching Model. Even though the role of the teacher and the students is treated in this first part, I have included a specific section that addresses the role of the teacher and the learner in the classroom of English as a Foreign Language. There, I present some of the qualities educators should have, and how those can be useful in managing the classroom and enhancing motivation. Next, I describe the ways of assessment, the contents of the course and the temporal distribution. Moreover, in the second part of this Teaching Programme, the selected teaching unit is described in detail along with the two fully designed lesson plans