Search results

Vocabularies such as thesauri and lists of subject headings have tended in the past to have been regarded as ‘indexing vocabularies’ rather than ‘searching vocabularies.’ Online searching, which requires input of search terms before any part of the database can be scanned, and which usually permits searching on ‘free’ terms as well as controlled terms, has placed emphasis on the need for vocabularies for searching. The term ‘searching vocabularies’ has been used to describe vocabularies produced with the searcher, rather than primarily the indexer, in mind. Such vocabularies are categorized as: enhanced thesauri and lists of subject headings, term listings, synonym listings and merged vocabularies.

This paper seeks to examine image retrieval within two different contexts: a monolingual context where the language of the query is the same as the indexing language and a multilingual context where the language of the query is different from the indexing language. The study also aims to compare two different approaches for the indexing of ordinary images representing common objects: traditional image indexing with the use of a controlled vocabulary and free image indexing using uncontrolled vocabulary.

This research uses three data collection methods. An analysis of the indexing terms was employed in order to examine the multiplicity of term types assigned to images. A simulation of the retrieval process involving a set of 30 images was performed with 60 participants. The quantification of the retrieval performance of each indexing approach was based on the usability measures, that is, effectiveness, efficiency and satisfaction of the user. Finally, a questionnaire was used to gather information on searcher satisfaction during and after the retrieval process.

The results of this research are twofold. The analysis of indexing terms associated with all the 3,950 images provides a comprehensive description of the characteristics of the four non‐combined indexing forms used for the study. Also, the retrieval simulation results offers information about the relative performance of the six indexing forms (combined and non‐combined) in terms of their effectiveness, efficiency (temporal and human) and the image searcher's satisfaction.

The findings of the study suggest that, in the near future, the information systems could benefit from allowing an increased coexistence of controlled vocabularies and uncontrolled vocabularies, resulting from collaborative image tagging, for example, and giving the users the possibility to dynamically participate in the image‐indexing process, in a more user‐centred way.

COVID-19’s attack on the system of education left the learning of many students in limbo. For minimizing this effect, the current study sought to probe how Mobile-Assisted Language Learning (MALL) can facilitate English as a Foreign Language (EFL) learners’ vocabulary knowledge. In so doing, a quasi-experimental pretest-posttest research design was adopted to check the effect of a newly developed application (i.e. visual vocabulary learning, hereafter VVL) in an EFL classroom.

To complying with the objective, a number of intermediate students (N = 40) were considered to participate in the study. They were assigned into a visual learning group (VLG) and a nonvisual learning group (NVLG) comprising 20 students in each. The VLG was directed to learn vocabulary by a VVL, and the NVG, a conventional method was employed for vocabulary instruction. An independent samples t-test was run to screen the efficacy of the intervention.

The finding revealed that participants in the VLG outperformed significantly in the posttest. The finding is beneficial for EFL teachers, syllabus designers, and material developers to take advantage of mobile applications in teaching vocabulary.

This study was conducted during COVID 19 between two groups in Iran.

The purpose of this paper is to identify the concepts, component parts and relationships between vocabularies, linked data and knowledge graphs (KGs) from the perspectives of data and knowledge transitions.

This paper uses conceptual analysis methods. This study focuses on distinguishing concepts and analyzing composition and intercorrelations to explore data and knowledge transitions.

Vocabularies are the cornerstone for accurately building understanding of the meaning of data. Vocabularies provide for a data-sharing model and play an important role in supporting the semantic expression of linked data and defining the schema layer; they are also used for entity recognition, alignment and linkage for KGs. KGs, which consist of a schema layer and a data layer, are presented as cubes that organically combine vocabularies, linked data and big data.

This paper first describes the composition of vocabularies, linked data and KGs. More importantly, this paper innovatively analyzes and summarizes the interrelatedness of these factors, which comes from frequent interactions between data and knowledge. The three factors empower each other and can ultimately empower the Semantic Web.

The purpose of this chapter is to suggest ways for early childhood teachers to teach science content knowledge, vocabulary, respect, and an appreciation for nature while children engage in meaningful outdoor nature activities. Science concepts such as nature, life cycle, observation, and experimentation can be woven into outdoor activities as children pretend to be nature scientists. Intentional planning provides teachers with the opportunity to integrate science content knowledge and vocabulary learning during the nature study. The careful selection of content vocabulary related to the scientific process and science content knowledge helps children learn new words in meaningful and developmentally appropriate ways. This chapter provides several examples of outdoor nature activities with science content knowledge and vocabulary embedded into each activity.

This chapter examines factors impacting vocabulary development in preschool dual language learners, providing a cultural and linguistic perspective on vocabulary instruction in this population. Through a multidisciplinary review of the research literature, instructional strategies that can support vocabulary development in this population are identified. The chapter concludes with a detailed illustration of how these strategies can be incorporated into a culturally linguistically responsive vocabulary approach for Latino preschoolers.

To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.

Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.

Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.

It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.

Purpose – To provide educators with an overview of strategies that can be incorporated into clinical settings that foster vocabulary and comprehension development.

Design/methodology/approach – The chapter highlights underlying themes of reading failure, benefits of large vocabularies and comprehension skills, and components for remediation/instruction.

Findings – Content provides detailed information on designing clinics that prepare students to meet the vocabulary and comprehension demands of reading in the 21st century.

Research limitations/implications – The chapter highlights the most reliable and practical reading strategies that are fundamental to every reader's advancement.

Practical implications – This chapter serves as a resource for all clinical instructors, providing a wealth of ideas for incorporation into their clinics and classrooms.

Originality/value of paper – This compilation of vocabulary and comprehension strategies works in tandem to produce highly skilled readers who can in turn learn independently.

The ASM Information Retrieval System is currently in process of redesign to incorporate major refinements and improvements resulting from five years of operating experience as well as experience and research of others in the field. Principles and methodology underlying these changes are explored for various components of this system, principally vocabulary, links and roles, and computer hardware and programming. The major change is from semantic code to thesaurus as the system vocabulary, and the relative efficiencies and inherent capabilities of each are compared and related to the general principles of vocabulary control.

The dependence on human involvement and human behavior to protect information assets necessitates an information security awareness program to make people aware of their roles and responsibilities towards information security. The purpose of this paper is to examine the feasibility of an information security vocabulary test as an aid to assess awareness levels and to assist with the identification of suitable areas or topics to be included in an information security awareness program.

A questionnaire has been designed to test and illustrate the feasibility of a vocabulary test. The questionnaire consists of two sections – a first section to perform a vocabulary test and a second one to evaluate respondents' behavior. Two different class groups of students at a university were used as a sample.

The research findings confirmed that the use of a vocabulary test to assess security awareness levels will be beneficial. A significant relationship between knowledge of concepts (vocabulary) and behavior was observed.

The paper introduces a new approach to evaluate people's information security awareness levels by employing an information security vocabulary test. This new approach can assist management to plan and evaluate interventions and to facilitate best practice in information security. Aspects of cognitive psychology and language were taken into account in this research project, indicating the interaction and influence between apparently different disciplines.