Concept hierarchy across languages in text-based image retrieval: a user evaluation

The University of Sheffield participated in Interactive ImageCLEF 2005 with a comparative user evaluation of two interfaces: one displaying search results as a list, the other organizing retrieved images into a hierarchy of concepts displayed on the interface as an interactive menu. Data was analysed with respect to effectiveness (number of images retrieved), efficiency (time needed) and user satisfaction (opinions from questionnaires). Effectiveness and efficiency were calculated at both 5 minutes (CLEF condition) and at final time. The list was marginally more effective than the menu at 5 minutes (no statistical significance) but the two were equal at final time showing the menu needs more time to be effectively used. The list was more efficient at both 5 minutes and final time, although the difference was not statistically significant. Users preferred the menu (75% vs. 25% for the list) indicating it to be an interesting and engaging feature. An inspection of the logs showed that 11% of effective terms (i.e. no stop-words, single terms) were not translated and that another 5% were ill translations. Some of those terms were used by all participants and were fundamental for some of the tasks. Non translated and ill translated terms negatively affected the search, hierarchy generation and, results display. More work has to be carried out to test the system under different setting, e.g. using a dictionary instead of MT that appears to be ineffective in translating users’ queries that rarely are grammatically correct. The evaluation also indicated directions for a new interface design that allows the user to check query translation (in both input and output) and that incorporates visual content image retrieval to improve result organization

Investigating cluster stability when analyzing transaction logs

© 2016 ACM.Data-driven approaches have become increasingly popular as a means for analyzing transaction logs from web search engines and digital libraries, for example using cluster analysis to identify common patterns of search and navigation behavior. However, steps must be taken to ensure that results are reliable and repeatable. Although clustering patterns of user interaction behavior has been previously explored, one aspect that has received less attention is cluster stability that can be used to aid cluster validation. In this paper we compute stability based on the Jaccard coefficient to investigate the cluster stability when using different subsets of transaction log data from WorldCat.org. Results provide insights into different types of search behaviors and highlight that clusters of varying degrees of stability will result from the clustering process. However, we show that additional investigation beyond the results of cluster stability is required to fully validate the resulting clusters

Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation

This paper reports on an ESRC TLRP project, Consulting Pupils on the Assessment of their Learning (CPAL). The CPAL project provides an additional theoretical perspective to the ‘educational benefits’ perspective of engaging pupil voice in learning and teaching (Rudduck et al., 2003) through its exploration of pupil rights specifically in relation to assessment issues presently on the policy agenda in the Northern Ireland context – notably Assessment for Learning (AfL). An emergent framework for assessing pupil rights, based on Article 12 of the United Nations Convention on the Rights of the Child (Lundy, 2007), is being used to explore the ways in which AfL classroom practice creates the conditions for increased pupil participation and consultation. Pupil views on their AfL classroom experiences and participation are explored by means of a variety of pupil-centred, creative research methods that engage and stimulate pupils to observe, communicate and analyse their learning and assessment experiences and give meaning to them. This presentation highlights preliminary data based on a sample of 11-14 years pupils' experiences of participation and consultation in classrooms adopting AfL pedagogical principles, and identifies characteristics that support or inhibit pupil participation in their learning and the expression of their views about such matters

A new crack tip element for the phantom-node method with arbitrary cohesive cracks

We have developed a new crack tip element for the phantom-node method. In this method, a crack tip can be placed inside an element. Therefore, cracks can propagate almost independent of the finite element mesh. We developed two different formulations for the three-node triangular element and fournode quadrilateral element, respectively. Although this method is well suited for the one-point quadrature scheme, it can be used with other general quadrature schemes. We provide some numerical examples for some static and dynamic problems

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review

This review has drawn on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identifies the many ways in which families read for pleasure and identifies ways in which Booktrust’s activity might be developed

Consulting secondary school students on increasing participation in their own assessment in Northern Ireland

The Consulting Pupils on the Assessment of their Learning (CPAL) project comprised three interrelated studies focusing on (1) the development of Annual Pupil profiles in NI in the context of giving pupils ‘a voice’ (Lundy, 2007); (2) students' perceptions of ‘AfL classrooms’; and (3) teachers' and parents' perceptions of pupils increasing participation in assessment. This paper presents the main findings and educational implications of studies 2 and 3 which consulted pupils at key stage 3 (11-14 years). It identifies teachers', parents' and students' perceptions of the increasing pupil participation in the assessment of their own classroom learning. Preliminary findings of this twenty-one month study, completed at the end of February 2007, were presented in this ECER Children's Rights Network last year (see Leitch et al. 2006). This presentation updates some of the main findings for Key stage 3 pupils. The samples included approximately 200 students and a sample of their parents (n=180) from six post-primary schools in Northern Ireland, as well as 11 teachers of different subjects (i.e. Arts, Maths, English, Geography and Science). All teachers were engaged in an in-service course to help them embed Assessment for Learning (AfL) - a pedagogical approach that emphasizes the use of formative assessment to help students take control of their own learning by being aware of where they are, ‘where they need to go to improve, and how best to get there’ (Gardner, 2006). It establishes that, where principles of AfL are embedded in practice, pupils can experience high levels of participation in their learning and assessment. However, the relationship between consultation and participation requires further clarification and there is a need is to promote greater consistency amongst teachers in understanding what consultation means from a rights-based perspective

A phenomenological exploration of exercise mental toughness: perceptions of exercise leaders and regular exercisers

Although elite sport has provided an ideal context for exploring mental toughness (MT), currently, there is scant research examining how this construct might be equally applicable in exercise settings, where high rates of attrition have been reported. The present research, therefore, aimed to address this gap, and to understand and conceptualise exercise mental toughness (EMT) through in-depth phenomenological interviews with a range of exercise leaders and exercise participants. Seven qualified and experienced exercise leaders and seven regular and frequent exercisers from formal exercise environments (i.e. gym and fitness classes) were interviewed. Interviews were digitally recorded, transcribed verbatim and analysed independently by members of the interdisciplinary research team. Key themes were agreed and member checking was used to promote trustworthiness of interpretations. MT was recognisable in exercise settings, with 10 general dimensions found to be relatively consistent with conceptualisations derived from elite sport (e.g. commitment, focus, emotional control, etc.). Importantly, present findings reveal how mentally tough exercisers think and behave in exercise settings. Some negative consequences were also reported such as over-training and training with injuries. The article also discusses how components of EMT may be valuable in terms of exercise maintenance and relapse prevention during exercise behaviour change

Does Landscape Complexity and Semi-Natural Habitat Structure Affect Diversity of Flower-Visiting Insects in Cucumber Fields?

Presence of insects in agricultural habitat is affected by the surrounding circumstances such as the complexity and structure of landscape. Landscape structure is often formed as a consequence of the fragmentation of semi-natural habitat, which can negatively affect species richness and abundance of insects. This study was aimed to study the effect of complexity and structure of landscape on the diversity, abundance and traits of flower-visiting insects in cucumber fields. This study was conducted in cucumber fields surrounded by other agricultural crops, shrubs, semi-natural habitat and housing area, in Bogor, Cianjur and Sukabumi regencies, West Java, Indonesia. In a total of 16 agricultural areas, complexity and parameter of landscape especially class area (CA), number of patches (NumP), mean patch size (MPS), total edge (TE), and mean shape index (MSI) of seminatural habitats were measured. Sampling of flower-visiting insects was conducted using scan sampling methods. The result showed that landscape complexity affected species richness (but not abundance and trait) of flower-visiting insects both for mobile and less-mobile insects. Flower-visiting insects also responded differently to landscape structure. Species richness, abundance and variation of body size of mobile insects were affected by structure of semi-natural habitat