Methods and Materials. For each of the 18820 pairs of the ad-hoc retrieval runs of TREC 3, 5–8, we computed the two-sided statistical sig- nificance (p-value) of the difference in the pair’s mean aver- age precision using each of three tests: the randomization, shifted bootstrap, and Student’s paired t-test. Both the ran- domization and bootstrap are distribution-free tests. Space limitations prevent us from explaining the details of each of these well-known tests. For both the randomization and bootstrap, we performed 100,000 samples. For each pair of runs, we sampled topics without replacement to produce runs with 10, 20, 30, and 40 topics. To compare significance tests, we computed the root mean square error between each test and each other test’s p-values. The root mean square error is: Copyright is held by the author/owner(s). SIGIR’09, July 19–23, 2009, Boston, Massachusetts, USA. RMSE = 1 ΣN (Ei − Oi)2 1/2 ACM 978-1-60558-483-6/09/07. N i Pairs of TREC runs with p-values ≥ 0.0001 Number of Topics 50 40 30 20 10 rand. vs. t-test 0.007 0.009 0.011 0.018 0.037 boot. vs. t-test 0.007 0.009 0.011 0.017 0.035 boot. vs. rand. 0.011 0.014 0.017 0.026 0.051 Run pairs with p-value p such that 0.0001 < p < 0.5 Number of Topics 50 40 30 20 10 rand. vs. t-test 0.005 0.006 0.008 0.012 0.027 boot. vs. t-test 0.008 0.010 0.013 0.020 0.041 boot. vs. rand. 0.010 0.013 0.016 0.024 0.047 ≥
Methods and Materials. To decide upon the means and methods of instruction, the selection of textbooks and other teaching materials, and the use of teaching aids of every kind and nature. The Board shall always be cognizant of the opinions and recommendations of the professional staff.
Methods and Materials. To decide upon the means and methods of instruction, the selection of the textbooks and other materials, and the use of teaching aids of every kind and nature-making consultation with the teacher or teachers concerned.
Methods and Materials. The first set of studies was designed to better docu- ment and quantify the variations between British and American English in the use of plural number when an agreement target’s controller or antecedent has a collective head. We gathered two types of data from British and American speakers and writers. First, to assess verb agreement using matched collective and noncollective materials under comparable conditions, we elicited spoken sentence completions from American and British college students. The collective nouns sampled were chosen from a diction- ary of collectives (Xxxxxxx 1985) to represent a range of human (team, committee), nonhuman animate (herd, flock), corporate (government, association), and ostensibly inanimate (fleet, forest) groupings. Second, for a subset of these collectives we carried out counts of singular andplural verb andpronoun agreement with collective controllers in the Wall Street Journal corpus and the British National Corpus. SPOKEN SENTENCE COMPLETIONS. To compare the incidence of plural agreement after collective controllers with the incidence of plural agreement after semantically related plural and singular noncollectives, thirty-nine students at Michigan State University and thirty-nine students and research workers at Cambridge University provided spoken sentence completions. The completion test was assembled from ninety-six triplets of semantically relatednouns (see Appendix A). Each triplet consistedof a collective (e.g. army), a semantically related noncollective singular (e.g. soldier), and the correspond- ing plural (e.g. soldiers). Three lists of ninety-six simple definite noun phrases were assembledfrom these triplets, with one noun in each noun phrase (e.g. the army). Every list contained one noun from every set and an equal number of nouns of each of the three types (collective, singular, andplural). Across the three lists, every noun occurred just once. The order of the nouns within lists was random, constrained so that there were no more than two successive occurrences of the same kind of noun. The same random order was used for all three lists, so that nouns from the same triplet occurred in the same ordinal position in every list. Each list began with the same four practice items, consisting of two noncollective singulars and two noncollective plurals that differed from the noun phrases used within the lists. The phrases were presented to participants individually under computer control, each phrase appeari...
Methods and Materials. The current study employed quantitative method to examine factors of TAM toward ICT use for English language learning. Besides, it investigated students' activities related to the usage of ICT for general and English language learning purposes. This study used a convenience sample of 303 student teachers of the English Department at a state university in Jambi, Indonesia. The the studentpre-service Commented [A4]: It is better to use the term: pre-service teachers”. Use throughout the manuscript. participants are all teachers majoring English from the first-year to the fourth-year students enrolled in 2020. The student teachers had formally learned English for three years at secondary school level, three years at high school level, and continue to study English courses as well as receive instruction through the medium of English during their undergraduate study at university. Two hundred thirty-seven respondents are were female (78.2%), and sixty-six respondents are were male (21.8%). The primary instrument to collect data in this study was a questionnaire. The online developed Commented [A5]: If it is developed by the researchers, so can you call it a model? Did you validate it? questionnaire survey was modified by the researchers based on the research question Commented [A6]: Now, it is clear that the questionnaire was not adopted by the authors. They modified Davies and other Models, which is acceptable. and previous related studies in a close-ended format, and distributed to all of the respondents. The developed modified questionnaire consists of 33 items. The first section elicited background information of the respondents including gender, academic years, ICT devices ownership, the use of ICT for English learning purposes, and their activities in using ICT for English learning purposes (5 items). The second section entailed the variables of TAM in using ICT for English language learning, which included equipment (Eq), 2 items (adapted from Sabti & Xxxxxxxx, 2014); motivation (Mo), 2 items (adapted from Xxxxx & Xxxxxxxx, 2014); ICT skills (Sk), 3 items (adapted from Sabti & Xxxxxxxx, 2014); perceived ease of use (PEoU), 5 items (adapted from Xxxxxx, 1989; Park, 2009; and Venkatesh & Xxxxxx, 2000); perceived usefulness (PU), 5 items (adapted from Xxxxxx, 1989; Park, 2009, and Xxxxxxxxx & Xxxxxx, 2000); attitude (At), 3 items (adapted from Xxxxxx, 1989; Park, 2009, and Xxxxxxxxx & Xxxxxx, 2000); and actual use (AU), 4 items (adapted from Xxxxxx, 1989; X...
Methods and Materials. In the spring of 2012, three soil amendment treatments (biochar, compost and a biochar-compost mix) were applied in test plots on a conventional farm growing Brussels sprouts in coastal San Mateo County. Over three growing seasons (2012, 2013 and 2014), the test plots were monitored for fruit yield and biomass, and physical and chemical soil properties to understand the effects of the treatments along with the control on crop yield, soil health, nitrate leaching and carbon sequestration.
Methods and Materials. My dissertation is a case study of the Southern Foodways Alliance, attending to its productions, practices, and ideas. I have chosen to focus this study on the texture and details of one group in order to work beyond generalizations, closely considering what is happening, how this work is functioning, and how people understand their roles. By narrowing my scope to one case, I am able to give a more nuanced answer to questions about cultural production, particularly in the U.S. South. In doing so, I study processes as well as final products. I aim to work against “a tendency to assume that researcher interpretations somehow map onto meanings ‘written
Methods and Materials. Cliff swallows nest at sites that have three primary attributes: (1) a vertical surface with an overhang for nest attachment, (2) an open area for foraging, and (3) a mud supply of the proper consistency for nest building (Emlen 1954). However, many other factors play a role in determining whether a site will be selected for nesting. To determine the likelihood of xxxxx xxxxxxx nesting on a particular bridge structure, we developed a habitat selection model based on several site characteristics. We first randomly selected 300 bridges from the Caltrans state bridge log. Bridges were limited to those within a 100-mile radius of UC Xxxxx and with a length less than 500 ft. The 100 mile radius allowed multiple site analyses in single-day trips but at the same time provided geographical diversity (e.g., Coast Range, Sacramento Valley, San Xxxxxxx Valley, Sierra Nevada foothills, and mountains). As part of this requirement, we selected bridges only within Caltrans districts 1, 3, 4, and 10. Distance to each bridge was determined by converting latitude and longitude from bridge log entries to Universal Transverse Mercator (UTM) coordinates and calculating the vector length to UTM coordinates for UC Davis. Xxxxxxx over 500 ft were considered too long to be surveyed without boats or in a reasonable amount of time. Duplicate entries in the bridge log were also eliminated from the selection list. We obtained encroachment permits from districts 1, 3, 4, and 10 for the 300 randomly selected bridges. Since the physical characteristics of the sites did not change greatly in the short-term, the timing of the surveys was not restricted to the breeding season when birds were present. Between January and November 2007, we visited bridges to collect on-site characteristics of the bridge structure, xxxxx xxxxxxx nesting evidence, and surrounding habitat. Sites that were deemed unsafe or difficult to reach by car or foot were eliminated. Several sites were not surveyed due to the time constraints of our daily trips. We ultimately surveyed 206 bridges (Appendix E) which were well interspersed within the 31-thousand square-mile region of study. Prior to site visits, we printed aerial photographs of each bridge site using Google Earth (Google Inc., Mountain View, California) and created data collection sheets containing information from the Caltrans bridge log and blank spaces for data collected in the field. The aerial photographs showed the surrounding habitat within a 4 km2 are...
Methods and Materials. Ethics We performed a study on the safety, feasibility, pharmacokinetics and pharmacodynamics of inhaled ketamine in ten healthy volunteers from August 1, 2015 until January 1, 2016. The local Institutional Review Board and the Central Committee on Research Involving Human Subjects (CCMO) in The Hague approved the study. All subjects gave written informed consent prior to enrollment in the study. The study was registered at the Dutch trial registry under number NTR 5358. Participants Subjects of either sex, aged 18-39 years and with a body mass index <30 kg m-2 were eligible to participate in the study. An independent physician screened all subjects prior to enrollment. Exclusion criteria included a positive drug screen on the day of screening or on the day of testing, presence or history of any medical, neurological or psychiatric disease, pregnancy/lactation in women, a history of illicit drug use or weekly alcohol intake >21 units/week, participation in another trial in the three months prior to enrollment, current use of any medication and abnormalities observed during physical examination. The subjects were asked to refrain from food and drinks for at least 8 hours before the inhalation of ketamine started. In addition, participants were not allowed to consume caffeinated drinks such as coffee, black tea or cola-drinks, energy drinks and chocolate for the 24 hours prior to the study. Finally, all subjects were requested to refrain from tonic and grapefruit-containing food or beverages during the 7 days preceding the study day.
Methods and Materials. Developer shall cause the performance of the School Base Building Work in such manner as Developer shall determine in its sole discretion, consistent, however, with the 100% School Base Building CD’s and the provisions of this Agreement.
