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Not important Somewhat important Important Very important motiv1 To prepare for a specific job or career \u2610 \u2610 \u2610 \u2610 motiv2 To satisfy my intellectual curiosity \u2610 \u2610 \u2610 \u2610 motiv3 To earn more money than if I didn\u2019t go \u2610 \u2610 \u2610 \u2610 motiv4 To get a broad education \u2610 \u2610 \u2610 \u2610 motiv5 I am more likely to get a job with a degree \u2610 \u2610 \u2610 \u2610 motiv6 The satisfaction of doing challenging academic work \u2610 \u2610 \u2610 \u2610 motiv7 To apply what I will learn to make a positive difference in society or my community \u2610 \u2610 \u2610 \u2610 motiv8 I didn\u2019t have anything better to do \u2610 \u2610 \u2610 \u2610 motiv9 To get a more fulfilling job than I probably would if I didn\u2019t go \u2610 \u2610 \u2610 \u2610 motiv10 To meet my family\u2019s expectations \u2610 \u2610 \u2610 \u2610 motiv11 Learning new things is exciting \u2610 \u2610 \u2610 \u2610 motiv12 Most of my friends are going \u2610 \u2610 \u2610 \u2610 motiv13 To meet new people \u2610 \u2610 \u2610 \u2610 motiv14 The chance to participate in varsity athletics \u2610 \u2610 \u2610 \u2610 motiv15 To explore whether university is right for me \u2610 \u2610 \u2610 \u2610 motiv16 Other reason (please specify below): \u2610 \u2610 \u2610 \u2610 motivtxt motivtop Which one was the most important to you? How many universities besides <university name> did you apply to? app1 in Canada: app2 in other countries: app3 Did you apply to a college or CEGEP? Yes \u2610 No \u2610 app4 Is <university name> your first choice? Yes \u2610 No \u2610 [If app4 = \u201cNo\u201d branch to apptxt, otherwise branch to the Selection section.] Apptxt What was your first choice university? How important were each of the following in your decision to choose <university name>? Not important Somewhat important Important Very important sel1 I wanted to live close to home \u2610 \u2610 \u2610 \u2610 sel2 I wanted to live away from home \u2610 \u2610 \u2610 \u2610 sel3 It offered a place in residence \u2610 \u2610 \u2610 \u2610 sel4 Cost of university residence \u2610 \u2610 \u2610 \u2610 sel5 Cost of tuition and fees \u2610 \u2610 \u2610 \u2610 sel6 It has the program I want to take \u2610 \u2610 \u2610 \u2610 sel7 The program I want has a co-op, practicum or other work experience \u2610 \u2610 \u2610 \u2610 sel8 The program I want offers study/work experience abroad \u2610 \u2610 \u2610 \u2610 sel9 The academic reputation of the university \u2610 \u2610 \u2610 \u2610 sel10 It has a good reputation for campus life \u2610 \u2610 \u2610 \u2610 sel11 It offered a scholarship \u2610 \u2610 \u2610 \u2610 sel12 It offered other financial assistance \u2610 \u2610 \u2610 \u2610 sel13 The size of the university suits me \u2610 \u2610 \u2610 \u2610 sel14 The city/town it\u2019s in \u2610 \u2610 \u2610 \u2610 sel15 Availability of public transportation \u2610 \u2610 \u2610 \u2610 sel16 It\u2019s where my friends are going \u2610 \u2610 \u2610 \u2610 sel17 It\u2019s where my family wanted me to go \u2610 \u2610 \u2610 \u2610 sel18 The chance to participate in varsity athletics \u2610 \u2610 \u2610 \u2610 sel19 Other reason (please specify below): \u2610 \u2610 \u2610 \u2610 seltxt seltop Which one was the most important to you? [Students identified in the university\u2019s sample file as international/visa students will be branched to vsel1; other students will be branched to the Sources of information section.] How important were each of the following in your decision to study at <university name>? Not important Somewhat important Important Very important vsel1 Academic reputation of Canadian universities in general \u2610 \u2610 \u2610 \u2610 vsel2 Cost of tuition and fees for international students \u2610 \u2610 \u2610 \u2610 vsel3 Friends or family recommended it \u2610 \u2610 \u2610 \u2610 vsel4 I thought it would be a welcoming environment \u2610 \u2610 \u2610 \u2610 vsel5 Obtaining a visa for Canada was easier than for other countries \u2610 \u2610 \u2610 \u2610 vsel6 Other reason (please specify below): \u2610 \u2610 \u2610 \u2610 vseltxt How important were each of the following sources of information in your decision to study at <university name>? Not S important omewhat mportant Important Very important inf1 Visit by a university representative to your high school or CEGEP \u2610 \u2610 \u2610 \u2610 inf2 The university\u2019s web site \u2610 \u2610 \u2610 \u2610 inf3 The university\u2019s Facebook site \u2610 \u2610 \u2610 \u2610 inf4 The university\u2019s other social media sites (e.g., Twitter, tumblr, etc.) \u2610 \u2610 \u2610 \u2610 inf5 Printed university brochure, pamphlet or viewbook \u2610 \u2610 \u2610 \u2610 inf6 Visit to campus for an open house \u2610 \u2610 \u2610 \u2610 inf7 Other visit to campus \u2610 \u2610 \u2610 \u2610 inf8 Contact with admissions staff on campus \u2610 \u2610 \u2610 \u2610 inf9 Contact with professors \u2610 \u2610 \u2610 \u2610 Inf10 Contact with university athletic coaches \u2610 \u2610 \u2610 \u2610 inf11 High school/CEGEP counsellors or teachers \u2610 \u2610 \u2610 \u2610 inf12 Students attending the university \u2610 \u2610 \u2610 \u2610 inf13 Friends \u2610 \u2610 \u2610 \u2610 inf14 Parents \u2610 \u2610 \u2610 \u2610 inf15 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2019\u2587 university rankings \u2610 \u2610 \u2610 \u2610 inf16 Globe and Mail Canadian University Report \u2610 \u2610 \u2610 \u2610 inf17 The Times Higher Education World University Rankings \u2610 \u2610 \u2610 \u2610 inf18 QS World University Rankings \u2610 \u2610 \u2610 \u2610 inf19 Academic Ranking of World Universities (\u201cShanghai rankings\u201d) \u2610 \u2610 \u2610 \u2610 inf20 Other (please specify below:) \u2610 \u2610 \u2610 \u2610 inftxt orient1 Did you participate in an orientation program before or after arriving on campus last fall? Yes \u2610 No \u2610 [IF NO SKIP TO REGIST1] How Satisfied were you with each of the following aspects of the orientation? Very dissatisfied Somewhat dissatisfied Somewhat satisfied Verysatisfied Don\u2019t Know orient2 Feeling welcome at the university \u2610 \u2610 \u2610 \u2610 \u2610 orient3 Helping you understand the university\u2019s academic expectations \u2610 \u2610 \u2610 \u2610 \u2610 orient4 Helping your personal and social transition to university \u2610 \u2610 \u2610 \u2610 \u2610 orient5 Providing information about campus life \u2610 \u2610 \u2610 \u2610 \u2610 orient6 Providing information about student services \u2610 \u2610 \u2610 \u2610 \u2610 orient7 Building your confidence \u2610 \u2610 \u2610 \u2610 \u2610 regist1 How satisfied are you with the process of registering for courses at <UNIVERSITY NAME>? \u2610 \u2610 \u2610 \u2610 regist2 Thinking about all the courses in which you wanted to register this year, how satisfied \u2610 \u2610 \u2610 \u2610 Now that you have been at <university name> for a while, how does your experience compare to what you expected in these areas? Much less than I expected Less than I expected About what I expected More than I expected Much more than I expected exp1 Cost of going to university \u2610 \u2610 \u2610 \u2610 \u2610 exp2 Debt you might have to take on to complete your program \u2610 \u2610 \u2610 \u2610 \u2610 exp3 How academically demanding your courses are \u2610 \u2610 \u2610 \u2610 \u2610 exp4 The time you have to put into your coursework \u2610 \u2610 \u2610 \u2610 \u2610 exp5 Contact with your professors in the classroom \u2610 \u2610 \u2610 \u2610 \u2610 exp6 Contact with your professors outside of the classroom \u2610 \u2610 \u2610 \u2610 \u2610 exp7 Class participation \u2610 \u2610 \u2610 \u2610 \u2610 exp8 Writing in your academic work \u2610 \u2610 \u2610 \u2610 \u2610 exp9 Using math in your academic work \u2610 \u2610 \u2610 \u2610 \u2610 exp10 Doing course work in groups \u2610 \u2610 \u2610 \u2610 \u2610 exp11 Doing course work on your own \u2610 \u2610 \u2610 \u2610 \u2610 exp12 Intellectual stimulation \u2610 \u2610 \u2610 \u2610 \u2610 exp13 Making friends \u2610 \u2610 \u2610 \u2610 \u2610 exp14 Getting involved in campus social activities \u2610 \u2610 \u2610 \u2610 \u2610 exp15 The university has help and advising available when I need it \u2610 \u2610 \u2610 \u2610 \u2610 exp16 I get lost in the crowd \u2610 \u2610 \u2610 \u2610 \u2610 exp17 Your course grades \u2610 \u2610 \u2610 \u2610 \u2610 Exceeded Met Fallen short exp18 Has <university name> exceeded, met or fallen short of your expectations? \u2610 \u2610 \u2610 How much success have you had adjusting to <university name> in the following areas? None Very little Some Very much No basis for opinion tran1 Meeting academic demands \u2610 \u2610 \u2610 \u2610 \u2610 tran2 Choosing a program of study \u2610 \u2610 \u2610 \u2610 \u2610 tran3 Getting academic advice \u2610 \u2610 \u2610 \u2610 \u2610 tran4 Performing well in written assignments \u2610 \u2610 \u2610 \u2610 \u2610 tran5 Performing well in courses that require math \u2610 \u2610 \u2610 \u2610 \u2610 tran6 Understanding the course material \u2610 \u2610 \u2610 \u2610 \u2610 tran7 Managing your finances \u2610 \u2610 \u2610 \u2610 \u2610 tran8 Managing your time \u2610 \u2610 \u2610 \u2610 \u2610 tran9 Making friends \u2610 \u2610 \u2610 \u2610 \u2610 tran10 Becoming involved in campus activities \u2610 \u2610 \u2610 \u2610 \u2610 tran11 Finding suitable housing \u2610 \u2610 \u2610 \u2610 \u2610 tran12 Dealing with new living arrangements \u2610 \u2610 \u2610 \u2610 \u2610 tran13 Finding your way around campus \u2610 \u2610 \u2610 \u2610 \u2610 tran14 Using the library \u2610 \u2610 \u2610 \u2610 \u2610 tran15 Finding career information \u2610 \u2610 \u2610 \u2610 \u2610 tran16 Commuting to campus \u2610 \u2610 \u2610 \u2610 \u2610 tran18 Finding information about academic integrity (plagiarism, proper citation, etc.) \u2610 \u2610 \u2610 \u2610 \u2610 Please indicate your level of agreement or disagreement with the following statements about your professors. prof1 are reasonably accessible outside of class \u2610 \u2610 \u2610 \u2610 prof2 take a personal interest in my academic progress \u2610 \u2610 \u2610 \u2610 prof3 treat students as individuals, not just numbers \u2610 \u2610 \u2610 \u2610 prof4 encourage students to participate in class discussions \u2610 \u2610 \u2610 \u2610 prof5 are well organized in their teaching \u2610 \u2610 \u2610 \u2610 prof6 seem knowledgeable in their fields \u2610 \u2610 \u2610 \u2610 prof7 communicate well in their teaching \u2610 \u2610 \u2610 \u2610 prof8 are intellectually stimulating in their teaching \u2610 \u2610 \u2610 \u2610 prof9 provide useful feedback on my academic work \u2610 \u2610 \u2610 \u2610 prof10 provide prompt feedback on my academic work \u2610 \u2610 \u2610 \u2610 prof11 are fair in their grading \u2610 \u2610 \u2610 \u2610 prof12 are consistent in their grading \u2610 \u2610 \u2610 \u2610 No basis for prof13 treat students the same regardless of gender \u2610 \u2610 \u2610 \u2610 \u2610 prof14 treat students the same regardless of race \u2610 \u2610 \u2610 \u2610 \u2610 prof15 look out for students' interests \u2610 \u2610 \u2610 \u2610 \u2610 Yes, most Yes, some prof16 Were you given the chance to evaluate the quality of teaching in your courses? Considering all of your professors and courses please indicate your level of agreement or disagreement with the following statement. Strongly Strongly prof17 Generally, I am satisfied with the Please indicate your level of agreement or disagreement with the following statements. Strongly disagree Disagree Agree Strongly agree No basis for opinion staff1 Most teaching assistants in my academic program are helpful \u2610 \u2610 \u2610 \u2610 \u2610 staff2 Most university support staff (e.g., clerks, secretaries, etc.) are helpful \u2610 \u2610 \u2610 \u2610 \u2610 Please indicate your level of agreement or disagreement with the following statements. Strongly disagree Disagree Agree Strongly agree Don\u2019t know cmt1 I have the financial resources to complete my program \u2610 \u2610 \u2610 \u2610 \u2610 cmt2 I had adequate information about my program from the university before I enrolled \u2610 \u2610 \u2610 \u2610 \u2610 cmt3 I am in the right program for me \u2610 \u2610 \u2610 \u2610 \u2610 cmt4 Most of my courses are interesting \u2610 \u2610 \u2610 \u2610 \u2610 cmt5 My course load is manageable \u2610 \u2610 \u2610 \u2610 \u2610 cmt6 I normally go to all of my classes \u2610 \u2610 \u2610 \u2610 \u2610 cmt7 I am willing to put a lot of effort into being successful at university \u2610 \u2610 \u2610 \u2610 \u2610 cmt8 I can deal with stress \u2610 \u2610 \u2610 \u2610 \u2610 cmt9 I have good study habits \u2610 \u2610 \u2610 \u2610 \u2610 cmt10 I plan to come back to this university next year \u2610 \u2610 \u2610 \u2610 \u2610 cmt11 I plan to transfer to another university next year \u2610 \u2610 \u2610 \u2610 \u2610 cmt12 I plan to go to college/CEGEP next year \u2610 \u2610 \u2610 \u2610 \u2610 cmt13 I plan to complete my degree at this university \u2610 \u2610 \u2610 \u2610 \u2610 cmt14 A university degree is worth the cost \u2610 \u2610 \u2610 \u2610 \u2610 eval11 I feel as if I belong at this university \u2610 \u2610 \u2610 \u2610 How satisfied or dissatisfied are you with the following aspects of <university name>? Very dissatisfied Dissatisfied Satisfied Very satisfied eval3 concern shown by the university for you as an individual \u2610 \u2610 \u2610 \u2610 eval9 your decision to attend this university \u2610 \u2610 \u2610 \u2610 eval12 Would you recommend <university name> to others? Yes \u2610 No \u2610 [If eval12 = \u201cNo\u201d branch to eval12txt, otherwise branch to the Goal development section.] Why wouldn\u2019t you recommend <university name>? eval12txt goal1 Have you chosen a major or discipline? Yes \u2610 No \u2610 After you have completed your undergraduate studies do you intend to: goal3 apply to a professional program (e.g., Medicine, Law, etc.) Yes \u2610 No \u2610 Unsure \u2610 goal4 apply to graduate school Yes \u2610 No \u2610 Unsure \u2610 goal5 Which of the following best describes your career plans? I have some general ideas but I need to clarify them \u2610 I have several possible careers in mind \u2610 I have a specific career in mind \u2610 I am unsure but I want to develop a career plan \u2610 I am not thinking about a career at this stage of my studies \u2610 goal6 How well do you know the career options your program or intended program could open for you? Very well \u2610 Fairly well \u2610 Only a little \u2610 Not at all \u2610 Please indicate what steps if any you have taken to prepare for employment/your career after graduation? Check all that apply. goal7 Talked with professors about employment/career \u2610 goal8 Talked with parents/family about employment/career \u2610 goal9 Talked with friends about employment/career \u2610 goal10 Created resume or curriculum vitae (CV) \u2610 goal11 Created an e-portfolio (an inventory of skills, abilities and experience maintained on the web) \u2610 goal12 Attended an employment fair \u2610 goal13 Met with a career counsellor \u2610 goal14 Worked in my chosen field of employment \u2610 goal15 Volunteered in my chosen field of employment \u2610 goal16 I have a career mentor \u2610 goal17 None of the above \u2610 Please indicate which of the following services you have used since last September and how satisfied you are with the ones you have used. Satisfaction if service used Used Very dissatisfied Dissatisfied Satisfied Very Satisfied srv1 Services for First Nations students \u2610 srv1sat \u2610 \u2610 \u2610 \u2610 srv2 Services for international students \u2610 srv2sat \u2610 \u2610 \u2610 \u2610 srv3 Services for students with disabilities \u2610 srv3sat \u2610 \u2610 \u2610 \u2610 srv4 University libraries: physical books, magazines, stacks \u2610 srv4sat \u2610 \u2610 \u2610 \u2610 srv5 University libraries: electronic resources \u2610 srv5sat \u2610 \u2610 \u2610 \u2610 srv6 Employment services \u2610 srv6sat \u2610 \u2610 \u2610 \u2610 srv7 Career counselling \u2610 srv7sat \u2610 \u2610 \u2610 \u2610 srv8 Personal counselling \u2610 srv8sat \u2610 \u2610 \u2610 \u2610 srv9 Academic advising \u2610 srv9sat \u2610 \u2610 \u2610 \u2610 srv10 Tutoring \u2610 srv10sat \u2610 \u2610 \u2610 \u2610 srv11 Study skills and learning supports \u2610 srv11sat \u2610 \u2610 \u2610 \u2610 srv12 Writing skills \u2610 srv12sat \u2610 \u2610 \u2610 \u2610 srv13 University residences \u2610 srv13sat \u2610 \u2610 \u2610 \u2610 srv14 Advising for students who need financial aid \u2610 srv14sat \u2610 \u2610 \u2610 \u2610 srv15 Financial aid \u2610 srv15sat \u2610 \u2610 \u2610 \u2610 srv16 Athletic facilities \u2610 srv16sat \u2610 \u2610 \u2610 \u2610 srv17 Other recreational facilities \u2610 srv17sat \u2610 \u2610 \u2610 \u2610 srv18 University bookstores: physical stores \u2610 srv18sat \u2610 \u2610 \u2610 \u2610 srv19 University bookstores: online inventory check, ordering, etc. \u2610 srv19sat \u2610 \u2610 \u2610 \u2610 srv20 Campus medical services \u2610 srv20sat \u2610 \u2610 \u2610 \u2610 srv21 Co-op offices and supports \u2610 srv21sat \u2610 \u2610 \u2610 \u2610 srv22 Facilities for university-based social activities \u2610 srv22sat \u2610 \u2610 \u2610 \u2610 srv23 Facilities for student associations \u2610 srv23sat \u2610 \u2610 \u2610 \u2610 srv24 Computing services help desk \u2610 srv24sat \u2610 \u2610 \u2610 \u2610 srv25 Food services \u2610 srv25at \u2610 \u2610 \u2610 \u2610 srv26 Parking \u2610 srv26at \u2610 \u2610 \u2610 \u2610 hist1 In what year did you begin your postsecondary studies? Year: hist2 In what year did you first enrol at <university name>? Year: hist3 Have you transferred to <university name> from another postsecondary institution? Yes \u2610 No \u2610 hist4 Please choose the letter grade that best reflects your overall average grade: A \u2610 (includes A+, A and A-) B \u2610 (includes B+, B and B-) C \u2610 (includes C+, C and C-) D \u2610 F \u2610", "hash": "384cd7e3ccd2e50180d5fc62492bfcce", "id": 1}, {"samples": [{"hash": "dbWfYIocILY", "uri": "/contracts/dbWfYIocILY#motivation", "label": "Collective Bargaining Agreement", "score": 31.5480937958, "published": true}, {"hash": "fYXhUVi58ic", "uri": "/contracts/fYXhUVi58ic#motivation", "label": "Collective Bargaining Agreement", "score": 25.8680553436, "published": true}, {"hash": "2oFYWtAwVA2", "uri": "/contracts/2oFYWtAwVA2#motivation", "label": "Collective Bargaining Agreement", "score": 25.2751541138, "published": true}], "snippet_links": [{"key": "positive-reinforcement", "type": "definition", "offset": [108, 130]}], "size": 6, "snippet": "\u25a1 Used positive reinforcements with students; motivated and encouraged students to achieve. \u25a1 At times used positive reinforcement with students; inconsistent in encouragement of students. \u25a1 Little or no use of positive reinforcement or encouragement to succeed.", "hash": "57dde3d11120bcfb7537743533a271df", "id": 2}, {"samples": [{"hash": "jcctsHBmuy9", "uri": "/contracts/jcctsHBmuy9#motivation", "label": "Lightweight Authentication and Key Agreement", "score": 26.6783161163, "published": true}, {"hash": "cGh6jxgT68W", "uri": "/contracts/cGh6jxgT68W#motivation", "label": "Lightweight Authentication and Key Agreement", "score": 23.2696781158, "published": true}, {"hash": "arC6wJUQDKe", "uri": "/contracts/arC6wJUQDKe#motivation", "label": "Repository License Agreement", "score": 22.8398361206, "published": true}], "snippet_links": [{"key": "integrity-of-messages", "type": "clause", "offset": [187, 208]}, {"key": "security-properties", "type": "clause", "offset": [239, 258]}, {"key": "message-integrity", "type": "clause", "offset": [266, 283]}, {"key": "national-institute", "type": "definition", "offset": [402, 420]}, {"key": "loss-of", "type": "clause", "offset": [457, 464]}, {"key": "destruction-of-information", "type": "definition", "offset": [485, 511]}], "size": 4, "snippet": "The one-way authentication schemes, and the high computational and communicational costs can raise concern in two-way smart energy communications. Moreover, in the SEN communication, the integrity of messages is equally important as other security properties, since message integrity provides assurance that the messages are not been altered/forged in transit (or from the origin), as suggested by the National Institute Standards Technology (NIST) [27]. A loss of integrity may cause destruction of information and may lead to incorrect decision in smart energy network. However, the most of recently proposed schemes (e.g., [17], [19], [20], [21]), are vulnerable where an attacker can violate message", "hash": "e733e2a83e0f15508998d45bcc048d0f", "id": 5}, {"samples": [{"hash": "8SNfchUVwP0", "uri": "/contracts/8SNfchUVwP0#motivation", "label": "Terms of Reference", "score": 31.5046768188, "published": true}, {"hash": "4aWZnZ5bBeI", "uri": "/contracts/4aWZnZ5bBeI#motivation", "label": "Terms of Reference", "score": 30.1160392761, "published": true}, {"hash": "aaOXeGR49E5", "uri": "/contracts/aaOXeGR49E5#motivation", "label": "Terms of Reference", "score": 29.9014186859, "published": true}], "snippet_links": [], "size": 5, "snippet": "Why is this Project Important?", "hash": "153af881cf12606c24828b35a5c0bcd4", "id": 3}, {"samples": [{"hash": "fn9nQEuBzx2", "uri": "/contracts/fn9nQEuBzx2#motivation", "label": "Conference Paper", "score": 34.5359345328, "published": true}, {"hash": "5CzLThelqTF", "uri": "/contracts/5CzLThelqTF#motivation", "label": "Byzantine Agreement and Multi Party Computation", "score": 25.754278183, "published": true}, {"hash": "6gQMX8VBHht", "uri": "/contracts/6gQMX8VBHht#motivation", "label": "Byzantine Agreement and Multi Party Computation", "score": 25.2997951508, "published": true}], "snippet_links": [{"key": "byzantine-agreement", "type": "clause", "offset": [0, 19]}, {"key": "the-general", "type": "clause", "offset": [158, 169]}, {"key": "parties-are", "type": "clause", "offset": [420, 431]}, {"key": "protocol-specification", "type": "definition", "offset": [472, 494]}, {"key": "the-function", "type": "clause", "offset": [543, 555]}, {"key": "building-blocks", "type": "clause", "offset": [686, 701]}, {"key": "the-context", "type": "clause", "offset": [808, 819]}, {"key": "the-design", "type": "clause", "offset": [946, 956]}, {"key": "publicly-known", "type": "definition", "offset": [1090, 1104]}, {"key": "security-guarantees", "type": "definition", "offset": [1161, 1180]}, {"key": "security-of", "type": "clause", "offset": [1353, 1364]}, {"key": "for-example", "type": "definition", "offset": [1470, 1481]}, {"key": "the-internet", "type": "clause", "offset": [1674, 1686]}, {"key": "the-author", "type": "definition", "offset": [2022, 2032]}, {"key": "catastrophic-failures", "type": "clause", "offset": [2305, 2326]}, {"key": "in-the-case", "type": "clause", "offset": [2327, 2338]}], "size": 4, "snippet": "Byzantine agreement (BA) and secure multi-party computation (MPC) are two fundamental and widely explored problems in distributed computing and cryptography. The general problem of MPC allows a set of n parties to correctly carry out an arbitrary computation, without revealing anything about their inputs that could not be inferred from the computed output [45, 46]. Such guarantees must hold even when a subset of the parties are corrupted and actively deviate from the protocol specification. BA can be seen as an instance of MPC, in which the function to evaluate guarantees agreement on a common output [42, 44] and privacy is not a requirement. Protocols for BA are often used as building blocks within larger constructions, including crucially in MPC protocols, and have received renewed attention in the context of blockchain protocols (starting with [38]). There are two prominent communication models in the literature when it comes to the design of such primitives. In the synchronous model, parties have synchronized clocks and messages are assumed to be delivered within some (publicly known) delay \u2206. Protocols in this setting achieve very strong security guarantees: under standard setup assumptions, BA [22, 30] and MPC [4, 5, 7, 15, 18, 19, 21, 25, 26, 28, 43] are achievable even when up to t < n/2 parties are corrupted. However, the security of synchronous protocols is often completely compromised as soon as the synchrony assumptions are violated (for example, if even one message is delayed by more than \u2206 due to unpredictable network delays). This is particularly undesirable in real- world applications, where even the most stable networks, such as the Internet, occasionally experience congestion or failures. In the asynchronous model, no timing assumptions are needed, and messages can be arbitrarily delayed. Protocols designed in this model are robust even in unpredictable real-world networks, but the security guarantees that can be achieved are \u22c6 This work was partially carried out while the author was at ETH Z\u00fcrich. significantly weaker. For example, protocols in this realm can only tolerate up to t < n/3 corruptions [8, 14, 24]. As a consequence, when deploying protocols in real-world scenarios, one has to decide be- tween employing synchronous protocols \u2014risking catastrophic failures in the case of unforeseen network delays \u2014or settling for the weaker security guarantees of asynchronous protocols.", "hash": "1081a099bce09844982e8e983d61ea0e", "id": 4}, {"samples": [{"hash": "jOuoxRkVXWI", "uri": "/contracts/jOuoxRkVXWI#motivation", "label": "Donor Advised Fund Agreement", "score": 33.5187034607, "published": true}, {"hash": "lONIIH0tdkd", "uri": "/contracts/lONIIH0tdkd#motivation", "label": "Donor Advised Fund Agreement", "score": 30.6474990845, "published": true}, {"hash": "4w4mwi9TbOs", "uri": "/contracts/4w4mwi9TbOs#motivation", "label": "Donor Advised Fund Agreement", "score": 24.786447525, "published": true}], "snippet_links": [{"key": "to-establish", "type": "clause", "offset": [19, 31]}, {"key": "charitable-giving", "type": "clause", "offset": [129, 146]}, {"key": "the-community", "type": "clause", "offset": [157, 170]}, {"key": "and-support", "type": "clause", "offset": [185, 196]}, {"key": "tax-burden", "type": "clause", "offset": [228, 238]}], "size": 4, "snippet": "What motivated you to establish this fund? (Select all that apply) \u2610 Involve multiple generations in giving \u2610 Simplify my annual charitable giving \u2610 Benefit the community \u2610 Learn about and support an issue or community \u2610 Reduce tax burden \u2610 Other:", "hash": "11a6dea1f9226663c5a60448abbe0832", "id": 6}, {"samples": [{"hash": "5dWkrnBR8hN", "uri": "/contracts/5dWkrnBR8hN#motivation", "label": "Collective Bargaining Agreement", "score": 23.2614650726, "published": true}, {"hash": "bxsKnJeg27o", "uri": "/contracts/bxsKnJeg27o#motivation", "label": "Collective Bargaining Agreement", "score": 19.4202594757, "published": true}], "snippet_links": [{"key": "as-directed", "type": "clause", "offset": [32, 43]}], "size": 4, "snippet": "Lacks initiative, performs only as directed. Rarely shows initiative. Occasionally initiates action. Frequently shows initiative. Exceptionally ambitious and a self-starter.", "hash": "744af33c00888e26b310bef2e68f44cf", "id": 7}, {"samples": [{"hash": "7fnpLWWSLkq", "uri": "/contracts/7fnpLWWSLkq#motivation", "label": "End User Agreement", "score": 25.6406574249, "published": true}, {"hash": "gOGkRoryjCH", "uri": "/contracts/gOGkRoryjCH#motivation", "label": "End User Agreement", "score": 25.2067070007, "published": true}, {"hash": "9OX67esrc0L", "uri": "/contracts/9OX67esrc0L#motivation", "label": "End User Agreement", "score": 25.0013694763, "published": true}], "snippet_links": [{"key": "evaluation-model", "type": "clause", "offset": [17, 33]}, {"key": "the-performance", "type": "clause", "offset": [59, 74]}, {"key": "with-respect-to", "type": "clause", "offset": [92, 107]}, {"key": "the-response", "type": "clause", "offset": [139, 151]}, {"key": "the-system", "type": "definition", "offset": [157, 167]}, {"key": "the-model", "type": "clause", "offset": [210, 219]}, {"key": "wide-range", "type": "definition", "offset": [321, 331]}, {"key": "an-individual", "type": "clause", "offset": [521, 534]}, {"key": "to-develop", "type": "definition", "offset": [872, 882]}, {"key": "system-support", "type": "definition", "offset": [1231, 1245]}, {"key": "for-information", "type": "clause", "offset": [1246, 1261]}, {"key": "the-evaluation", "type": "clause", "offset": [1432, 1446]}, {"key": "the-information", "type": "clause", "offset": [1548, 1563]}, {"key": "individual-characteristics", "type": "clause", "offset": [1653, 1679]}, {"key": "as-required-by", "type": "clause", "offset": [1764, 1778]}, {"key": "completion-of-the", "type": "clause", "offset": [2051, 2068]}, {"key": "number-of", "type": "definition", "offset": [2314, 2323]}, {"key": "the-user", "type": "definition", "offset": [2387, 2395]}, {"key": "successful-completion", "type": "clause", "offset": [2451, 2472]}], "size": 3, "snippet": "The classical IR evaluation model was designed to evaluate the performance of the IR system with respect to just one interaction instance: the response that the system provides to one query put to that system. The model has been extended in various ways, to differential effect. Test collections have used a surprisingly wide range of labeling criteria: topical relevance, home-page- for, key page, spam, opinionated, a-venue-I-would-go-to, novelty, and others. \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 assumes an atomic preference criterion: that is, an individual document\u2019s preference label is defined with respect to the document and topic only. Atomicity allows us to build test collections scalably because documents can be labeled in a single pass. Other kinds of criteria for building test collections should be explored. For other atomic qualities we need to understand how to define them, how to develop labeling guidelines that are understandable enough for separate sites to label items comparably, how to measure the consistency and reliability of those labels, and how to measure the impact of label disagreements. As research problems these questions deserve more attention. Although there have been serious attempts to design methods to evaluate system support for information search sessions, these have uniformly failed. There are various reasons for this failure. The atomic criterion of relevance, basic to the model, does not easily apply to the evaluation of the success of a whole session, and the presence of human beings, having varied intentions during the information search session, making individual decisions during the search session, and having varied individual characteristics, has made comparability of performance of different systems with different persons, as required by the classic model, seemingly impossible. Extending the Cranfield model into full interactions is hard because it violates the atomicity criterion. To consider an interaction where a user starts from different queries, encounters docu- ments differently, and moves towards completion of the task along multiple paths, a test collection would need, at a minimum, to define the relevance of each document with respect to all docu- ments already seen. Without constraining this within some sort of structure, there would be an exponential number of relevance judgments needed. Taking a further step and allowing the user\u2019s understanding of the task to evolve and criteria for successful completion of that task to change during the interaction adds another exponent.", "hash": "98c5c7fc8a10485de00e5a71ffb61be1", "id": 8}, {"samples": [{"hash": "7fnpLWWSLkq", "uri": "/contracts/7fnpLWWSLkq#motivation", "label": "End User Agreement", "score": 25.6406574249, "published": true}, {"hash": "gOGkRoryjCH", "uri": "/contracts/gOGkRoryjCH#motivation", "label": "End User Agreement", "score": 25.2067070007, "published": true}, {"hash": "9OX67esrc0L", "uri": "/contracts/9OX67esrc0L#motivation", "label": "End User Agreement", "score": 25.0013694763, "published": true}], "snippet_links": [{"key": "other-cases", "type": "clause", "offset": [236, 247]}, {"key": "number-of", "type": "definition", "offset": [291, 300]}, {"key": "changes-in", "type": "clause", "offset": [310, 320]}, {"key": "in-particular", "type": "clause", "offset": [388, 401]}, {"key": "related-to", "type": "clause", "offset": [449, 459]}, {"key": "application-of", "type": "clause", "offset": [706, 720]}, {"key": "machine-learning", "type": "definition", "offset": [721, 737]}, {"key": "data-mining", "type": "clause", "offset": [742, 753]}, {"key": "distributions-and", "type": "clause", "offset": [867, 884]}, {"key": "in-summary", "type": "clause", "offset": [1151, 1161]}, {"key": "basic-assumptions", "type": "clause", "offset": [1193, 1210]}], "size": 3, "snippet": "While there is a history of strong research on efficiency issues in the IR community, much attention has focused on a few established and often narrow problems and setups motivated by standard IR architectures and systems, leaving many other cases largely unexplored. There have also been a number of emerging changes in modern search systems that call for new directions and approaches. In particular, efficiency researchers need to look at issues related to Multi-Stage Search Systems (MSSs), which are increasingly being deployed with machine-learned models, and examine the end-to-end performance of methods under MSSs. There are also opportunities for further efficiency improvements that require the application of machine learning and data mining techniques, including methods that learn index structures, learn how to optimize queries, or that estimate query distributions and optimize for these. There might also be ways to completely bypass the currently used index structures via neural nets, structures from the Combinatorial Pattern Matching community, or FPGA-based systems. Finally, new emerging IR applications also require attention. In summary, it is time to reconsider some basic assumptions, and to step away (at least partially) from the comfortable world of inverted lists and simple ranking functions that so many (often strong) papers have addressed.", "hash": "1022ba63cfd05d7b1a1a7c6e57bdf4d5", "id": 9}, {"samples": [{"hash": "7fnpLWWSLkq", "uri": "/contracts/7fnpLWWSLkq#motivation", "label": "End User Agreement", "score": 25.6406574249, "published": true}, {"hash": "gOGkRoryjCH", "uri": "/contracts/gOGkRoryjCH#motivation", "label": "End User Agreement", "score": 25.2067070007, "published": true}, {"hash": "9OX67esrc0L", "uri": "/contracts/9OX67esrc0L#motivation", "label": "End User Agreement", "score": 25.0013694763, "published": true}], "snippet_links": [{"key": "depending-on-the", "type": "clause", "offset": [105, 121]}, {"key": "for-example", "type": "definition", "offset": [282, 293]}, {"key": "the-data", "type": "clause", "offset": [333, 341]}, {"key": "coverage-for", "type": "clause", "offset": [405, 417]}, {"key": "access-to-health-care", "type": "clause", "offset": [631, 652]}, {"key": "health-records", "type": "definition", "offset": [693, 707]}, {"key": "types-of", "type": "clause", "offset": [719, 727]}, {"key": "the-rate", "type": "definition", "offset": [781, 789]}, {"key": "affected-by", "type": "definition", "offset": [958, 969]}, {"key": "quality-of-the", "type": "clause", "offset": [974, 988]}, {"key": "recognition-of", "type": "clause", "offset": [1068, 1082]}, {"key": "video-surveillance", "type": "definition", "offset": [1106, 1124]}, {"key": "retrieval-system", "type": "definition", "offset": [1211, 1227]}, {"key": "related-to", "type": "clause", "offset": [1267, 1277]}, {"key": "assessment-system", "type": "definition", "offset": [1316, 1333]}, {"key": "security-interviews", "type": "clause", "offset": [1365, 1384]}, {"key": "broadly-construed", "type": "clause", "offset": [1504, 1521]}, {"key": "search-results", "type": "clause", "offset": [1726, 1740]}, {"key": "ranking-criteria", "type": "clause", "offset": [1750, 1766]}, {"key": "user-satisfaction", "type": "clause", "offset": [1808, 1825]}, {"key": "factual-information", "type": "clause", "offset": [1855, 1874]}, {"key": "reliable-information", "type": "clause", "offset": [2039, 2059]}, {"key": "confidentiality-and-transparency", "type": "clause", "offset": [2141, 2173]}, {"key": "the-systems", "type": "clause", "offset": [2208, 2219]}, {"key": "related-fields", "type": "clause", "offset": [2288, 2302]}, {"key": "specific-issues", "type": "clause", "offset": [2323, 2338]}, {"key": "characteristics-of", "type": "definition", "offset": [2363, 2381]}, {"key": "reliance-on", "type": "clause", "offset": [2387, 2398]}, {"key": "nature-of", "type": "clause", "offset": [2444, 2453]}, {"key": "evaluation-tools", "type": "clause", "offset": [2561, 2577]}, {"key": "the-people", "type": "definition", "offset": [2651, 2661]}, {"key": "type-of-users", "type": "clause", "offset": [2828, 2841]}, {"key": "performance-criteria", "type": "definition", "offset": [2979, 2999]}, {"key": "evaluation-framework", "type": "clause", "offset": [3125, 3145]}, {"key": "documents-included", "type": "clause", "offset": [3309, 3327]}, {"key": "examples-of", "type": "definition", "offset": [3397, 3408]}, {"key": "economic-impact", "type": "definition", "offset": [3428, 3443]}, {"key": "training-data", "type": "clause", "offset": [3536, 3549]}, {"key": "social-media-accounts", "type": "definition", "offset": [3588, 3609]}, {"key": "and-tools", "type": "clause", "offset": [3807, 3816]}, {"key": "presented-to", "type": "definition", "offset": [3826, 3838]}, {"key": "deep-learning", "type": "clause", "offset": [4416, 4429]}, {"key": "to-assist", "type": "clause", "offset": [4543, 4552]}, {"key": "the-medical", "type": "definition", "offset": [4598, 4609]}, {"key": "intelligence-community", "type": "definition", "offset": [4639, 4661]}, {"key": "combating-terrorism", "type": "clause", "offset": [4688, 4707]}, {"key": "parts-of-the", "type": "clause", "offset": [5048, 5060]}, {"key": "responsible-for", "type": "clause", "offset": [5072, 5087]}, {"key": "user-groups", "type": "definition", "offset": [5301, 5312]}, {"key": "the-initiative", "type": "definition", "offset": [5468, 5482]}, {"key": "the-general-data-protection-regulation", "type": "clause", "offset": [5570, 5608]}, {"key": "right-to-erasure", "type": "definition", "offset": [5629, 5645]}, {"key": "personal-information", "type": "definition", "offset": [5649, 5669]}, {"key": "right-of", "type": "clause", "offset": [5676, 5684]}, {"key": "these-rights", "type": "definition", "offset": [5729, 5741]}], "size": 3, "snippet": "Why does it matter for IR? IR systems often capture associations between entities and/or properties, and depending on the semantic connotations of such relationships they might lead to reinforcing current stereotypes about various groups of people, propagating and amplifying harm. For example, these associations may originate from the data used to train the ranking models, which may not provide enough coverage for all possible associations such that they can all be learned. Certain groups of individuals may be over- or under-represented in the data, which could be a reflection of greater societal disparities (e.g., unequal access to health care can result in unequal representation in health records) or of the types of people who are able to contribute content, including the rate at which these contributions are made (e.g., women tend to be over- represented in Instagram data, but under-represented in StackOverflow data). Representation is also affected by the quality of the tools used to capture the data. For example, it is more difficult to do facial recognition of dark-skinned people in video surveillance footage because of limitations with how cameras are calibrated. As a result, an image retrieval system might fail to properly identify images related to darker-skinned people, while an image assessment system might flag them more often for security interviews, or to scrutinize them in more detail. What makes this specific to IR? Given the ubiquitous usage of IR systems, often broadly construed (e.g., search, recommendation, conversational agents), their impact \u2014 negative included \u2014 is potentially wide ranging. For instance, research has shown that people trust more sources ranked higher in the search results, but the ranking criteria may rather rely on signals indicative of user satisfaction, than on those indicative of factual information. For consequential searching tasks, such as medical, educational, or financial, this may raise concerns about the trade-offs between satisfying users and providing reliable information. The SIGIR community has the responsibility to address fairness, accountability, confidentiality and transparency in all aspects of research and in the systems built in industry. Similar respon- sibility issues are addressed in related fields, however, there are specific issues in IR stemming from the characteristics of, and reliance on document collections and the often imprecise nature of search and recommendation tasks. IR has a strong history of using test collections during eval- uation. As evaluation tools, test collections also have certain types of bias built-in. For example, the people who construct topics and make relevance assessments arguably are not representative of the larger population. In some cases, they have not been representative of the type of users who are being modeled (e.g., having people who do not read blogs evaluate blogs). Evaluation mea- sures are designed to optimize certain performance criteria and not others, and either implicitly or explicitly have built-in user models. Systems are then tested and tuned within this evaluation framework, further reinforcing and rectifying any existing biases. For example, in building test collections, bias should be avoided by ensuring diversity in the sources of documents included and using people from diverse backgrounds to create topics. What are examples of human, social, and economic impact? Infrastructure and accessi- bility variations may introduce differential representation in training data. For example, research has shown that social media accounts with non-Western names are more likely to be flagged as fraudulent, and argue that this is because the classifiers have been trained on Western names. Bias can also be introduced by the interfaces and tools that are presented to users. For example, query autocompletion is a common feature of search systems that learn suggestions from past behaviors of users; however, often the people who type queries about particular topics are from a specific segment of the population and the intent behind their queries is often unclear. For example, the query prefix \u201ctransgenders are ...\u201d results in offensive autocomplete suggestions of \u201ctransgenders are freaks\u201d and \u201ctransgenders are sick\u201d. Another motivation for this work is the growing concern about the understandability, explain- ability and reliability of deep learning methods including the complexity of the parameter space. These techniques are being used in a variety of domains to assist with a range of high-impact tasks such as in the medical domain for diagnosis and the intelligence community for detecting threats and combating terrorism. Many of the domain experts working in these fields are not satisfied with a simple answer, but rather desire to know about the reasoning and evidence behind the answer that the system produces because the decisions they are making can have significant consequences. Moreover, the engineers who create systems often do not understand which parts of the system are responsible for failures, and it can be difficult to trace the origins of errors in such complex parameter spaces. However, it is unclear how such explanations, evidence-trails and provenance might be communicated to the various user groups and how such communications might change behaviors, and the quality, quantity, and nature of human-computer interaction. We, the IR community, should take the initiative before others do in the face of changing legal frameworks. For example, in Europe with the General Data Protection Regulation, individuals have a right to erasure of personal information and a right of explanation. IR systems need to incorporate these rights. Thus, an indexing scheme needs to be able to delete information and search results may require explanation.", "hash": "31d594359daad22cd2b5d3fcb19079df", "id": 10}], "next_curs": "ClMSTWoVc35sYXdpbnNpZGVyY29udHJhY3Rzci8LEhZDbGF1c2VTbmlwcGV0R3JvdXBfdjU2IhNtb3RpdmF0aW9uIzAwMDAwMDBhDKIBAmVuGAAgAA==", "clause": {"size": 230, "children": [["", ""], ["t-i-i-x-i-t-i-i", "T i i X i T i i"], ["nimble-federated-instances", "NIMBLE federated instances"], ["experiments-and-results", "Experiments and Results"], ["geometry-of-statistical-manifolds", "Geometry of statistical manifolds"]], "parents": [["introduction", "Introduction"], ["relationship-with-supervisor", "RELATIONSHIP WITH SUPERVISOR"], ["contract-objectives-expected-results", "Contract Objectives Expected Results"], ["summary-of-gis-interoperability", "Summary of GIS Interoperability"], ["obstacles-and-risks", "Obstacles and Risks"]], "title": "Motivation", "id": "motivation", "related": [["rewards", "Rewards", "Rewards"], ["incentives", "Incentives", "Incentives"], ["mutuality", "Mutuality", "Mutuality"], ["teamwork", "Teamwork", "Teamwork"], ["profitability", "Profitability", "Profitability"]], "related_snippets": [], "updated": "2025-07-17T06:09:22+00:00", "also_ask": [], "drafting_tip": "Specify measurable performance criteria to ensure clarity, define incentive triggers to prevent disputes, and set payment timelines to guarantee timely motivation.", "explanation": "The Motivation clause outlines the underlying reasons or objectives for entering into the agreement. It typically provides context by describing the parties' intentions, such as fostering collaboration, achieving a specific business goal, or addressing a mutual need. By clearly stating the purpose behind the contract, this clause helps ensure that all parties share a common understanding of the agreement's aims, which can aid in interpreting the contract and resolving potential disputes about its intent."}, "json": true, "cursor": ""}}