Interactive evaluation of the Ostensive Model, using a new test-collection of images with m
智力障碍评估与鉴定流程
智力障碍评估与鉴定流程英文回答:Intellectual disability assessment and identification process involves several steps to determine an individual's cognitive abilities and level of functioning. The process typically includes the following:1. Referral: The first step is to receive a referral, which can come from parents, teachers, healthcare professionals, or other relevant parties. The referral may be based on concerns about the individual's intellectual development or difficulties in adaptive functioning.2. Initial assessment: Once the referral is received, an initial assessment is conducted to gather information about the individual's background, medical history, and current functioning. This may involve interviews with the individual, their family members, and relevant professionals, as well as the administration ofstandardized tests and observations.3. Comprehensive evaluation: Following the initial assessment, a comprehensive evaluation is conducted to assess the individual's intellectual abilities, adaptive skills, and any associated conditions. This evaluation typically includes a combination of standardized tests, clinical interviews, and behavioral observations.4. Diagnostic determination: Based on the results of the comprehensive evaluation, a diagnostic determination is made regarding the presence and severity of intellectual disability. The diagnostic criteria typically consider the individual's IQ scores, adaptive functioning, and the onset of difficulties during the developmental period.5. Classification: Once the diagnosis of intellectual disability is confirmed, the individual is classified into one of the four levels of severity: mild, moderate, severe, or profound. This classification helps determine the appropriate level of support and intervention needed.6. Individualized Education Plan (IEP): For individuals with intellectual disability who are of school age, an IEP is developed to outline specific educational goals, accommodations, and support services. The IEP is a legally binding document that guides the individual's educational program.7. Ongoing support and intervention: After the assessment and identification process, individuals with intellectual disability receive ongoing support and intervention tailored to their specific needs. This may include specialized education programs, therapy services, vocational training, and community support.中文回答:智力障碍评估与鉴定流程涉及多个步骤,以确定个体的认知能力和功能水平。
(英语考试)新CET4听力讲座
Some questions may involve content that is less familiar to students, requiring them to demonstrate their ability to understand and respond to unfamiliar topics.
strategies • epilogue
01
introduction
Theme Introduction
Theme
The new CET4 listening exam will focus on real-life scenarios, such as academic and non-academic settings, to test students' ability to understand and respond to different types of audio materials.
05
Exam preparation suggestions and
strategies
Develop an exam preparation plan
Set clear exam goals
Determine the specific goals for your exam preparation, such as improving listening comprehension, increasing vocabulary, or mastering exam techniques.
心理准备
保持积极的心态,相信自 己能够理解讲座内容,避 免因紧张而影响听力理解。
自闭症的评估流程和项目
自闭症的评估流程和项目英文回答:Assessing autism involves a comprehensive evaluation process that includes various assessments and measures. The goal is to identify and diagnose individuals with autism spectrum disorder (ASD) based on their behavioral patterns, social interactions, communication skills, and sensory sensitivities. Here is an overview of the assessment process and some of the commonly used assessment tools:1. Initial Screening: The assessment typically begins with a screening tool to identify individuals who may be at risk for ASD. One commonly used screening tool is the Modified Checklist for Autism in Toddlers (M-CHAT), which consists of a series of questions answered by parents or caregivers.2. Diagnostic Interview: A diagnostic interview is conducted to gather information about the individual'sdevelopmental history and current symptoms. The Autism Diagnostic Interview-Revised (ADI-R) is a widely used interview that assesses social interaction, communication, and repetitive behaviors.3. Direct Observation: Direct observation of the individual's behavior is an important part of the assessment. The Autism Diagnostic Observation Schedule (ADOS) is a standardized observational assessment that involves structured activities to evaluate social communication skills and repetitive behaviors.4. Cognitive Assessment: A cognitive assessment is conducted to evaluate the individual's intellectual functioning. This is usually done using standardized tests such as the Wechsler Intelligence Scale for Children (WISC) or the Stanford-Binet Intelligence Scales.5. Speech and Language Assessment: An assessment of speech and language skills is crucial in diagnosing ASD. The Speech and Language Evaluation involves assessing expressive and receptive language skills, as well aspragmatic language abilities.6. Sensory Assessment: Many individuals with autism have sensory sensitivities. The Sensory Profile is a questionnaire that assesses an individual's sensory processing patterns and identifies any sensory issues.7. Adaptive Functioning Assessment: Assessing adaptive functioning helps determine an individual's ability to function independently in daily life. The Vineland Adaptive Behavior Scales is a commonly used assessment tool for evaluating adaptive skills.8. Additional Assessments: Depending on theindividual's specific needs, additional assessments may be conducted. These may include assessments of motor skills, executive functioning, and social-emotional functioning.Once the assessments are completed, the results are analyzed, and a diagnosis of autism spectrum disorder (ASD) is made based on the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Theassessment process is usually conducted by amultidisciplinary team that includes psychologists, speech and language therapists, occupational therapists, and other professionals.中文回答:自闭症的评估流程包括全面的评估和多种测量方法。
培训效果评估方法培训英文版
Review and interpret the collected data to identify strengths and areas for improvement
Summary evaluation is important because it helps to determine which training objectives and outcomes have been achieved, identify areas that require improvement, and provide feedback to improve future training programs
Objective assessment: This method involves the use of structured questions, tests, or simulations to measure learners' knowledge, skills, and title Objective assessment provides objective and related data on learners' performance
Training effectiveness evaluation method training
IntroductionFormative EvaluationSummative EvaluationMixed Methods EvaluationConclusion
contents
评价评估的英语作文句子
1.Evaluating and assessing are essential processes in making informed decisions.评估和评价是做出明智决策的基本过程。
2.The ability to accurately evaluate a situation can significantly impact the outcome of any project.准确评估情况的能力可以显著影响任何项目的结果。
3.In order to make a fair assessment,one must consider all relevant factors and perspectives.为了做出公正的评价,必须考虑所有相关因素和视角。
4.Regular evaluations can help identify areas for improvement and enhance overall performance.定期评估可以帮助识别改进领域并提高整体表现。
5.An unbiased evaluation is crucial for maintaining the integrity of the assessment process.无偏见的评价对于保持评估过程的完整性至关重要。
6.The process of evaluation involves a systematic analysis of data to draw meaningful conclusions.评价过程涉及对数据的系统分析,以得出有意义的结论。
7.Effective assessment strategies can lead to better decisionmaking and more efficient resource allocation.有效的评估策略可以带来更好的决策制定和更高效的资源分配。
RECSIT1[1].1中英文对照全文
New response evaluation criteria in solid tumours: Revised RECIST guideline (version 1.1)新版实体瘤疗效评价标准:修订的RECIST指南(1.1版本)Abstract摘要Background背景介绍Assessment of the change in tumour burden is an important feature of the clinical evaluation of cancer therapeutics: both tumour shrinkage (objective response) and disease progression are useful endpoints in clinical trials. Since RECIST was published in 2000, many investigators, cooperative groups, industry and government authorities have adopted these criteria in the assessment of treatment outcomes. However, a number of questions and issues have arisen which have led to the development of a revised RECIST guideline (version 1.1). Evidence for changes, summarised in separate papers in this special issue, has come from assessment of a large data warehouse (>6500 patients), simulation studies and literature reviews.临床上评价肿瘤治疗效果最重要的一点就是对肿瘤负荷变化的评估:瘤体皱缩(目标疗效)和病情恶化在临床试验中都是有意义的判断终点。
精细化掩蔽联合个性化音乐治疗主观性耳鸣的疗效分析
DOI:10.19368/ki.2096-1782.2023.22.089精细化掩蔽联合个性化音乐治疗主观性耳鸣的疗效分析张希平,许教远,黄佩仪,陈伟南,李碧玉东莞市滨海湾中心医院,广东东莞523000[摘要]目的分析精细化掩蔽联合个性化音乐治疗主观性耳鸣的效果。
方法选取2022年6月—2023年6月于东莞市滨海湾中心医院门诊接受治疗的100例主观性耳鸣患者为研究对象,根据随机数表法分为研究组(n=50)和对照组(n=50)。
研究组予以精细化掩蔽联合个性化音乐治疗,对照组只予以精细化掩蔽治疗。
比较两组的治疗效果。
结果治疗后,两组患者耳鸣致残量表(Tinnitus Handicap Inventory, THI)评分均低于治疗前,差异有统计学意义(P<0.05);治疗后,研究组THI评分低于对照组,差异有统计学意义(P<0.05);研究组总有效率为92.00%高于对照组的76.00%,差异有统计学意义(χ2=4.762,P<0.05)。
治疗后,两组患者视觉模拟评分(Visual Analogue Scale, VAS)均低于治疗前,差异有统计学意义(P<0.05);治疗后,研究组VAS评分低于对照组,差异有统计学意义(P<0.05)。
结论精细化掩蔽联合个性化音乐治疗可以明显提高主观性耳鸣的治疗效果,减轻患者的疼痛感。
[关键词]精细化掩蔽;个性化音乐;主观性耳鸣[中图分类号]R764 [文献标识码]A [文章编号]2096-1782(2023)11(b)-0089-04Analysis of Curative Effect of Fine Masking Combined with Personalized Music in the Treatment of Subjective TinnitusZhang Xiping, XU Jiaoyuan, HUANG Peiyi, CHEN Weinan, LI BiyuBinhai Bay Central Hospital, Dongguan, Guangdong Province, 523000 China[Abstract] Objective To analyze the effect of fine masking combined with personalized music therapy on subjective tinnitus. Methods A total of 100 subjective tinnitus patients treated in the outpatient department of Dongguan Marina Bay Central Hospital from June 2022 to June 2023 were selected as the study objects, and were divided into study group (n=50) and control group (n=50) according to random number table method. The study group was treated with fine masking combined with personalized music therapy, while the control group was treated with fine masking only. The therapeutic effect of the two groups was compared. Results After treatment, the scores of Tinnitus Handicap In⁃ventory (THI) in two groups were lower than before treatment, and the differences were statistically significant (P< 0.05). After treatment, THI score of the study group was lower than that of the control group, and the difference was statistically significant (P<0.05). The total effective rate of the study group (92.00%) was higher than that of the con⁃trol group (76.00%), and the difference was statistically significant (χ2=4.762, P<0.05). After treatment, the Visual Analogue Scale (VAS) scores of both groups were lower than those before treatment, and the differences were statisti⁃cally significant (P<0.05). After treatment, VAS scores of the study group were lower than those of the control group, and the differences were statistically significant (P<0.05). Conclusion Fine masking combined with personalized mu⁃sic therapy can significantly improve the therapeutic effect of subjective tinnitus and reduce the pain of patients.[Key words] Fine masking; Personalized music; Subjective tinnitus[基金项目] 东莞市社会发展科技项目(20211800900212)。
某某公司人力资源评估英文
Consult the type of training required, such as technical skills, leadership development, or soft skills, and identify the appropriate training methods and resources
Optimizing human resource allocation
By evaluating employees, understanding their characteristics and abilities, optimizing human resource allocation, and improving work efficiency.
Promote employee career development
By evaluating employees, discover their potential and strengths, and provide guidance and support for their career development.
Multidimensional evaluation: Evaluate employee performance from multiple dimensions, including work quality, work efficiency, teamwork, innovation ability, etc.
Objective and impartial: Ensure that the evaluation process is fair and objective, avoiding subjective biases and stereotypes.
Organizational System Chapter 4.3
"Why" is evaluation done?
To measure results, for instance training, performance. To assess if the objectives originally identified have been satisfied and to modify . To determine the efficiency, effectiveness, impact, and the relevance of the project or organisation's objectives.
Pre- Course Evaluation - evaluating something not yet started . the reasons being to ascertain the trainee's level of knowledge prior to the course and also form a convenient starting point or base line for monitoring the trainee's progress towards satisfying learning objective. Post- Course Evaluation - are in much better position to assess how much they have learnt by reviewing the whole training experience. Post post-Course Evaluation - can provide a valuable indicators of the feasibility of the original learning objectives; the practical impact of skills and knowledge communicated; the degree of support and reinforcement provided by others; whether the line manager or others could also benefit form attending the training. ( Leigh, 1996,PP166-7)
全面的学界保健教育培训评估英文版
全面的学界保健教育培训评估英文版Comprehensive Evaluation of Academic Health Education TrainingIn today's fast-paced world, the importance of health education and training in academic settings cannot be overstated. As educators strive to equip students with the knowledge and skills necessary to lead healthy lives, it is crucial to assess the effectiveness of these programs through comprehensive evaluations.A comprehensive evaluation of academic health education training involves examining various components, such as curriculum design, teaching methods, student engagement, and learning outcomes. By assessing these aspects, educators can identify strengths and weaknesses in the program and make necessary improvements to enhance the overall learning experience.One key aspect of evaluating academic health education training is collecting feedback from students, instructors, and other stakeholdersinvolved in the program. This feedback can provide valuable insights into the effectiveness of the curriculum, teaching methods, and overall program structure. By soliciting feedback from multiple sources, educators can gain a more holistic understanding of the program's impact on student learning and development.In addition to collecting feedback, evaluations should also include assessments of student performance and knowledge retention. By measuring student outcomes, educators can determine whether the program is effectively meeting its intended goals and objectives. These assessments can take the form of exams, quizzes, projects, or other assignments that measure students' understanding of key health concepts and principles.Furthermore, evaluations should also consider the overall learning environment and resources available to students. Factors such as classroom facilities, technology access, and support services can all impact the effectiveness of academic health education training. By assessing these external factors, educators can identify areas forimprovement and make necessary adjustments to enhance the learning environment for students.In conclusion, a comprehensive evaluation of academic health education training is essential for ensuring the effectiveness and success of these programs. By examining various components, collecting feedback, assessing student outcomes, and considering the learning environment, educators can make informed decisions to improve the overall quality of health education in academic settings.。
评估 英文
评估英文Evaluation of a Training ProgramThe purpose of this evaluation is to assess the effectiveness of the recently conducted training program on effective communicationin the workplace. The training program was aimed at improving employees' communication skills, enabling them to enhance productivity, collaboration, and overall organizational performance. The evaluation will focus on the program's content, delivery, and impact on participants.Firstly, the program's content was well-structured and comprehensive. The training included modules on verbal and non-verbal communication, active listening, and conflict resolution. Each module was presented with relevant examples and case studies, allowing participants to understand the concepts and apply them in real-life scenarios. The program also provided practical exercises and group discussions, encouraging active participation and engagement from all participants.Moreover, the trainers demonstrated a high level of expertise in the subject matter and were skilled in delivering the content effectively. They made sure to create a positive and inclusive learning environment, encouraging open discussions and addressing participants' queries and concerns. The trainers also used a variety of teaching methods, such as role-plays and visual aids, which helped in keeping the participants engaged throughout the program. In terms of impact, the training program had a positive effect on participants' communication skills. Pre and post-training assessments were conducted to measure the improvement inparticipants' knowledge and their ability to apply it in practical situations. Results showed a significant increase in scores post-training, indicating the effectiveness of the program in improving communication skills. Participants reported feeling more confident in expressing their ideas, resolving conflicts, and building stronger relationships with their colleagues and superiors.Additionally, feedback from the participants was overwhelmingly positive. Many mentioned that the training program was highly relevant to their roles and provided them with valuable insights and tools to enhance their communication skills. They felt that the program addressed their specific challenges in communicating effectively, and they appreciated the practical tips and strategies provided. Participants expressed their intention to implement the learnings in their daily work and recommended the training program to their colleagues.However, it is important to note that certain areas could be further improved. While the program included diverse teaching methods, some participants felt that more interactive activities could have been incorporated to reinforce the learning. In addition, a follow-up session or ongoing support to help participants apply the skills learned in the training program would be beneficial in achieving long-term behavior change.In conclusion, the training program on effective communication in the workplace was well-structured, delivered by knowledgeable trainers, and had a positive impact on participants' communication skills. The program's content was comprehensive, and the trainers created an engaging learning environment. However, incorporatingmore interactive activities and providing ongoing support could further enhance the effectiveness of the program. Overall, the training program was successful in achieving its objectives and empowering employees with valuable communication skills.。
英语4级作文评选
英语4级作文评选Title: The Evaluation of English CET-4 Essay。
Introduction:The English College English Test (CET-4) essay evaluation is a crucial aspect of assessing language proficiency among college students in China. It not only tests language skills but also evaluates critical thinking, coherence, and creativity. In this essay, we will delveinto the evaluation criteria and discuss its significance. Evaluation Criteria:1. Content: The content of an essay in the CET-4 exam should be relevant to the given topic. It should demonstrate a clear understanding of the prompt and address all its aspects. The ideas presented should be logical, coherent, and well-developed.2. Language Use: Language proficiency is a key aspect of the evaluation. Essays are expected to exhibit a wide range of vocabulary, proper grammar usage, and accurate sentence structures. Additionally, candidates are encouraged to use idiomatic expressions and complex sentence patterns to enhance the quality of their writing.3. Organization: An effective essay should have a well-structured organization. It should begin with an introduction that grabs the reader's attention and provides a clear thesis statement. The body paragraphs should present supporting arguments or examples in a logical sequence, and the conclusion should summarize the main points and provide a satisfying closure.4. Coherence and Cohesion: Coherence refers to the clarity and logical flow of ideas within the essay, while cohesion pertains to the connectivity between sentences and paragraphs. Transitions should be used effectively to ensure smooth transitions between ideas, and each paragraph should focus on a single main idea.5. Critical Thinking: A high-quality essay demonstrates critical thinking skills by analyzing the topic frommultiple perspectives, providing insightful interpretations, and offering well-supported arguments. Candidates are encouraged to demonstrate originality and creativity intheir approach to the topic.Significance of Evaluation:1. Assessment of Language Proficiency: The evaluationof CET-4 essays provides valuable insights into students' language proficiency levels, including their ability to comprehend and express ideas effectively in English.2. Preparation for Academic and Professional Pursuits: Proficiency in English is essential for academic successand future career opportunities. The CET-4 essay evaluation helps students hone their writing skills, preparing themfor academic assignments and professional communication.3. Enhancement of Critical Thinking Skills: Writing essays for the CET-4 exam encourages students to thinkcritically, analyze information, and formulate coherent arguments. These skills are invaluable for academic pursuits and everyday decision-making.4. Feedback for Improvement: The feedback provided through the evaluation of CET-4 essays offers valuable guidance for students to identify areas of improvement in their language proficiency and writing skills. This feedback enables them to focus on specific areas for further development.5. Standardization of Assessment: The evaluation criteria for CET-4 essays ensure a standardized assessment process, allowing for fair and consistent evaluation of students' writing abilities across different test administrations and locations.Conclusion:The evaluation of English CET-4 essays plays a significant role in assessing students' language proficiency, critical thinking skills, and ability tocommunicate effectively in English. By adhering to the evaluation criteria and striving for excellence in their writing, students can enhance their academic and professional prospects, ultimately contributing to their personal growth and success.。
教资评估方式英语作文
教资评估方式英语作文In the ever-evolving landscape of education, the methods by which we assess the competencies of our educators have become increasingly sophisticated. The traditional pen-and-paper exams have given way to a plethora of innovative techniques designed to gauge a teacher's potential in a more holistic and practical manner. One cannot help but marvel at the ingenuity of these modern approaches, which include classroom observations, peer reviews, and self-assessments that provide a multifaceted view of a teacher's skills and knowledge.The use of technology has also revolutionized the way we evaluate teaching capabilities, with digital portfolios and online assessments becoming the norm. These platforms not only offer a convenient way to document a teacher's professional development but also allow for real-time feedback and collaboration among educators. Moreover, the integration of simulations and virtual classrooms in the assessment process offers a safe and controlled environment for teachers to demonstrate their classroom management and instructional strategies.Furthermore, the emphasis on continuous professional development has led to the inclusion of reflective practices in teacher assessment. This self-reflective component encourages educators to critically analyze their teaching methods, identify areas for improvement, and set personalgoals for growth. It is this introspective journey that ultimately shapes a teacher's pedagogical philosophy and enhances their ability to adapt to the diverse needs of their students.In addition to these, the involvement of stakeholders such as students, parents, and community members in the assessment process ensures that the evaluation of a teacher's performance is not only comprehensive but also aligned with the expectations of the educational community. This participatory approach fosters a sense of sharedresponsibility and commitment to the quality of education provided.Ultimately, the evolution of teacher assessment methods reflects a deeper understanding of the complexities involved in the teaching profession. It is a testament to our commitment to ensuring that our educators are not only well-equipped with the necessary skills but also possess the adaptability and resilience to thrive in the ever-changing world of education. As we continue to refine these assessment tools, we are not just evaluating teachers; we are investing in the future of our students and the legacy of our educational system.。
对教育价值的认识英语作文
Education is a cornerstone of society,shaping individuals and driving progress.It is not merely a process of acquiring knowledge but also a journey of personal growth and development.Here are some key aspects that highlight the value of education:1.Cognitive Development:Education stimulates the mind,enhancing critical thinking, problemsolving,and decisionmaking skills.It equips individuals with the ability to analyze complex issues and make informed choices.2.Cultural Awareness:Through education,students are exposed to diverse cultures,ideas, and perspectives.This exposure fosters an understanding and appreciation of different cultural backgrounds,promoting tolerance and inclusivity.3.Economic Growth:A welleducated populace is essential for a thriving economy. Education provides individuals with the skills necessary to contribute to the workforce, innovate,and drive economic development.4.Social Mobility:Education is a powerful tool for social mobility,offering opportunities for individuals from all backgrounds to improve their social and economic status.It can break the cycle of poverty and provide a pathway to a better life.5.Civic Responsibility:Educated individuals are more likely to be engaged citizens who understand their rights and responsibilities.They are better equipped to participate in the democratic process and contribute to the betterment of society.6.Personal Fulfillment:Education contributes to personal fulfillment by providing a sense of accomplishment and selfworth.It allows individuals to explore their interests, develop their talents,and pursue their passions.7.Innovation and Creativity:Education nurtures creativity and innovation by encouraging curiosity and the exploration of new ideas.It is the breeding ground for the next generation of inventors,artists,and thinkers.8.Global Competiveness:In an increasingly interconnected world,education prepares individuals to compete and collaborate on a global scale.It helps to build a globally aware and competitive workforce.9.Health and Wellbeing:Education is linked to better health outcomes.It can provide individuals with the knowledge to make healthier choices and to understand the importance of a balanced lifestyle.10.Lifelong Learning:Education instills a love for learning that extends beyond formal schooling.It encourages a lifelong pursuit of knowledge and personal growth.In conclusion,the value of education extends far beyond the classroom.It is a transformative force that shapes individuals,communities,and nations,contributing to a more knowledgeable,skilled,and compassionate world.。
批判质疑能力量化评估作文
批判质疑能力量化评估作文英文回答:Critical Considerations in Quantifying Argumentative Writing:Validity, Reliability, and Generalizability:Quantifying argumentative writing faces challenges in ensuring the validity, reliability, and generalizability of assessments. The selection of criteria for evaluation, the subjectivity of raters, and the limited scope of quantifiable aspects of writing can lead to concerns about the accuracy and consistency of scoring.Reductionism and Oversimplification:Quantifying argumentative writing runs the risk of reducing its complexity to a set of numerical measures, potentially oversimplifying the multifaceted nature of thepersuasive process. By focusing on quantifiable elements, important qualitative aspects, such as the writer's voice, rhetorical strategies, and impact on the reader, may be overlooked or devalued.Contextual Factors and Individuality:Quantified assessments often fail to account for contextual factors that influence argumentation, such as the audience, purpose, and rhetorical situation. This can lead to unfair or inaccurate evaluations that overlook the unique strengths and weaknesses of individual writers.Impact on Writing Instruction:A focus on quantifying argumentative writing can have unintended consequences for writing instruction. By emphasizing measurable criteria, educators may prioritize these aspects at the expense of fostering creativity, critical thinking, and the development of a nuanced understanding of argumentation.Limitations of Current Practices:Current methods for quantifying argumentative writing often rely on superficial measures, such as word count or sentence length, which provide limited insight into the quality of the writing. More sophisticated approaches are needed that capture the complexity of argumentation.中文回答:论证性写作量化评估的批判。
我喜欢的节目英语作文
My favorite TV show is a variety program that combines humor,entertainment,and cultural insights.It is broadcasted every weekend,and I always look forward to it.Heres why I love it so much:1.Engaging Hosts:The hosts of the show are charismatic and have a great rapport with each other.They are knowledgeable and can engage the audience with their wit and humor.2.Diverse Content:Each episode features a variety of segments,including comedy sketches,interviews with celebrities,and cultural performances.This diversity keeps the show fresh and interesting.cational Value:While the show is primarily for entertainment,it also provides educational content.It often includes segments that teach viewers about history,art,and science in an engaging way.4.Interactive Elements:The show encourages audience participation through interactive games and quizzes.This makes the viewing experience more dynamic and fun.5.Cultural Exposure:The program often showcases different cultures and traditions, which helps broaden my understanding of the world and its diversity.6.Relaxing Atmosphere:After a long week of work or study,watching this show is a great way to unwind and relax.Its lighthearted and doesnt require much mental effort, which is perfect for a weekend evening.7.Memorable Moments:Over time,the show has had many memorable moments that have become a part of popular culture.These moments are often quoted or referenced in daily conversations.8.Regular Updates:The show keeps up with current trends and news,ensuring that the content remains relevant and uptodate.9.Musical Performances:Occasionally,the show features live musical performances from upandcoming artists or established musicians,which adds another layer of enjoyment.munity Feeling:Theres a sense of community among the viewers of the show. We share our thoughts and reactions on social media,creating a virtual gathering around the program.In conclusion,my favorite TV show is a delightful blend of entertainment and education that never fails to bring a smile to my face and a sense of relaxation to my weekend.。
2024年创新课题开题报告专家评议要点英文版
2024年创新课题开题报告专家评议要点英文版Expert Evaluation Points for 2024 Innovation Project ProposalIn the evaluation of the 2024 innovation project proposal, experts should consider various key points to assess the feasibility and potential impact of the proposed topic. These evaluation criteria are essential in determining the quality and relevance of the research project.1. Originality and Innovation: Experts should evaluate the level of originality and innovation in the proposed topic. It is important to assess whether the project brings new insights or approaches to the field.2. Significance and Impact: The potential significance and impact of the research topic should be carefully evaluated. Experts should consider the relevance of the project in addressing current challenges or advancing knowledge in the field.3. Methodology and Approach: The methodology and approach proposed for the research should be assessed for its soundness and appropriateness. Experts should evaluate the feasibility of the proposed methods in achieving the research objectives.4. Feasibility and Resources: The feasibility of the project, including the availability of resources and expertise, should be evaluated. Experts should assess whether the project can be realistically completed within the proposed timeline and budget.5. Collaboration and Networking: The potential for collaboration and networking in the research project should be considered. Experts should evaluate the opportunities for partnerships with other institutions or researchers to enhance the project's impact.6. Ethical Considerations: Experts should assess the ethical implications of the proposed research topic. It is important to consider whether the project complies with ethical guidelines and regulations.7. Potential for Future Development: The potential for future development and scalability of the research project should be evaluated. Experts should consider whether the project has the potential to lead to further research or applications in the future.8. Communication and Dissemination: The proposed strategies for communication and dissemination of research findings should be assessed. Experts should evaluate the plans for sharing the project outcomes with relevant stakeholders and the wider community.In conclusion, the evaluation of the 2024 innovation project proposal should focus on assessing the originality, significance, methodology, feasibility, collaboration opportunities, ethical considerations, future development potential, and communication strategies of the research topic. These key points are essential in determining the overall quality and impact of the proposed project.。
evaluation翻译
evaluation翻译评估,也称为评价,是指确定、衡量或描述事物的过程。
它可以用来衡量一个人,一个项目或一个组织的能力。
评估有很多不同的用途,其中一些是:发展标准,识别最佳表现,实施教育计划,发现问题,改进实践,寻找解决方案,营造安全环境和维护市场效率。
评估是一种可以用来决定学习情况,职业发展机会,以及成功的重要工具。
它可以指导人们根据他们的个人视图、能力,利用有限的资源如何应付每一个任务和重要事件。
通过提供准确的评估结果,他们可以从中学习,并把信息转化成可以在工作中实施的行动计划。
另一方面,评估不仅可以有助于发展,而且还可以有助于监督和管理人员,以确保员工和单位表现都达到企业或机构的期望水平。
评估可以帮助企业或机构确定最佳表现、发展机会和员工发展计划。
总而言之,评估对企业和机构来说是十分重要的,它为企业提供了一种客观和准确的评估方法,可以指导企业决策,制定发展策略,改进实践,提高业绩,提升工作效率和实现成功。
评估的重要性不容忽视,而应当加强政策的实施,确保开展有效评估,以满足机构的发展需求。
Evaluation, also known as assessment, is the process of determining, measuring or describing something. It can be used to measure the abilities of a person, a project or an organization. There are many different uses for evaluations, some of which are: developing standards, identifying best performance, implementing educational programs, identifying problems, improving practices, finding solutions, creating safe environments and maintaining market efficiency.Evaluations are an important tool for determining learning situations, job progression opportunities, and success. It can guide individuals on how to best address eachtask and event based on their individual views, capabilities, and limited resources. By providing accurate evaluation results, they are able to learn from it and translate the information into action plans that can be implemented in the workplace.On the other hand, evaluations can not only bebeneficial for development but can also help to supervise and manage staff to ensure that employees and units areperforming up to the b usiness or organization’s expectations. Evaluations can help businesses or organizations identifybest performers, development opportunities, and employee development plans.In conclusion, evaluation is very important for businesses and organizations as it provides an objective and accurate form of evaluation used to guide business decision making, developing strategies, improving practices,increasing performance, increasing work efficiency and achieving success. The importance of evaluation should not be underestimated, but policy implementation should be strengthened to ensure effective evaluation to meet organizational needs for development.。
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Interactive evaluation of the Ostensive Modelusing a new test collection of images with multiple relevance assessmentsIain CampbellComputing ScienceUniversity of Glasgowiain@In Press, to be published in: Journal of Information Retrieval, Vol II, Issue 1, 2000.AbstractThe Ostensive Model proposes a manner of structuring the uncertainty associated with individual relevance judgements as sources of evidence in relevance feedback. It proposes temporal profiles of uncertainty, motivating the application of a particular class of discount function with respect to the age of the evidence. This paper presents an initial evaluation of the relative effectiveness of different uncertainty discount functions.A novel direct manipulation interface to a multimedia retrieval system embodying the Ostensive Model is outlined briefly. The paper describes the construction and characteristics of a new image test collection utilising multiple binary relevance assessments. The use of such multiple assessments and multiple interpretations of them are discussed. The evaluation environment is detailed in terms of the interface, test collection, and tasks set to users. Multiple interpretations of the results, and the statistical significance of comparisons are presented. The results obtained in the evaluation are consistent with the proposals of the Ostensive Model – reinforcing a particular evidence profile. The results give clear pointers to further, more specific, evaluations.1 IntroductionThis paper describes an initial evaluation of evidence discount functions that form a central part of the Ostensive Model (OM). It introduces the construction and characteristics of a new image test collection containing multiple binary relevance assessments. It also introduces a novel direct manipulation interface that provides an environment for multimedia information. Both the test collection and the interface were pre-requisites for the evaluation of the evidence discount functions as the OM was developed primarily for use in interactive multimedia environments.The OM and the interface will be presented first. They are presented only to an extent sufficient to allow an understanding of the nature of the evaluation. They will be followed by the main thrust of this paper – i.e. the test collection, the evaluation tasks, and the evaluation results obtained.The next two sections give short outlines of two components of the evaluation:•Section 2 outlines the OM and, in particular, its evidence discount functions that will be the subject of the evaluation.•Section 3 outlines the interface that embodies the OM to provide a query-less, multimedia, browsing environment.The main body of the paper then follows:•Section 4 describes the test collection, how it was constructed, and some of its characteristics.•Section 5 describes how the components come together with user-tasks to form the interactive evaluation.•Section 6 discusses and multiply interprets the evaluation results.Finally, Section 7 offers a summary and conclusions.Throughout this paper, I will talk of the interaction with ‘documents’. I do not restrict this to the traditional (in IR) view of documents being only text – rather, I use it to mean any single or multiple media object retrievable by a system. I restrict the obvious alternative term ‘object’ to discussions relating to document surrogates presented in the user-interface.2 The Ostensive ModelThe Ostensive Model (Campbell 1996) is a result of the perceived complementary nature of query-based and browse-based approaches to information seeking. It is a model that (like query-based approaches) allows directed searching, but (like browse-based systems) allows the seeking to be performed within an environment where there is no need to describe information needs. The removal of queries means that users can interact directly with documents, not the system’s internal representations of them.2.1 Querying, browsing, and ostensionTo offer directed searching within a browsing environment, a method is required to capture a representation of the instantaneous nature of the current information need, and use it to shape the onward path from any point. The OM provides an approach to capturing the intentionality of an information need that is assumed to be developing during the searching session. The capture of such spatio-temporal objects is inherent to the concept of Ostension (Quine 1953 & 1969).The Oxford English Dictionary (1993) defines an ‘ostensive definition’:ostensive definition (Philos.), the explanation of a word by presenting, pointing at, or otherwise indicating, one or more objects to which it applies.The classic example is that of communicating a definition of a colour. Adults might point to or hold up items to a child and say the word ‘red’. There is no description taking place, only ostension. In the OM, ostensive definitions are formed of an information need (c.f. “a word”) by combining evidence from documents (c.f. “one or more objects to which it applies”) that the user has indicated as relevant (c.f. “pointing at, or otherwise indicating”). The dynamic nature of such definitions can be exemplified in the changing nature of the child’s conceptualisation of red. As he grows older, and is presented with more examples, and examples that are more sophisticated and subtle, his ostensive definition of red may change to, for example, exclude hues of red that we regard as ‘pink’. Another example is the ostensive definitions we build of what kinds of clothes other people like to wear, simply by observation of repetition and gradual change in what is worn.Relevance feedback, as we are familiar with it in IR, is a form of ostension. The essential difference here, is that the OM, as it stands currently, adds temporal information to the relevance indications. Put simply, the Model motivates a view that favours more recent indications of relevance over older indications. It regards recently indicated documents as being more indicative of the current information need. This results from the explicit assumption that the information need (that causes the relevance indication) is developing – i.e. it is changing constantly as a result primarily of the user’s exposure to information in the encountered documents. It defines Ostensive Relevance:The Ostensive Relevance of an information object is the degree to which evidence from the object is representative/indicative of the current information need. (Campbell 1996)This inherently probabilistic conception of relevance, with its explicit reference to the current information need, accepts the varied and, more specifically, the changing strength of pieces of evidence. Further, with its reference to the representative/indicative nature of evidence with respect to the information need, it accepts that evidence is merely a set of clues from which to build a representation of the instantaneous information need. One could say that Ostensive Relevance is a particular (system-rooted or observer-rooted) example of ‘Pertinence’ where “the matter in hand” (Saracevic 1996) is the building of the representation.Ostensive Relevance takes a step back from saying that an object is, was, or ever could be objectively relevant. It says that relevance is a utility consideration with respect to how a piece of evidence is used or combined. That is, how useful a piece of evidence is to the task in hand – in this case, the building of an effective representation of the information need.The OM has a model of the iterating development of knowledge states within the mind of the searching user. It has a sequence of snapshots of the knowledge states responsible for individual indications of relevance. It states that each relevance-indication has a high Ostensive Relevance at the time of it occurring. As a knowledge state will be modified as a result of exposure to the relevant information, the information need embodied within it will also change. As the knowledge state (and therefore the information need) changes, the OstensiveRelevance of already-indicated documents will decrease. This motivates the idea of a profile of the change in Ostensive Relevance with respect to the age of the evidence.There has been recognition made of the dynamic nature of information needs, and cases made for its adoption as the norm (Belkin 82, Bates 89, Ingwersen 1996, Borlund 1998). Nevertheless, clear intuitions of how such dynamism might be incorporated into a retrieval algorithm in order to improve its effectiveness have remained illusive. One exception is the idea of Polyrepresentation (Ingwersen 1994, 1996) which, when extended from merely spatial to spatio-temporal, can be seen to be consistent with the OM. The OM offers such an intuition, and this paper is an initial evaluation of its appropriateness.2.2 Ostensive Relevance profilesIn Campbell (1996), the profiles were motivated in terms of uncertainty, before being translated ultimately (by simple inversion) into Ostensive Relevance. Here, only Ostensive Relevance is used – it appears to be more intuitive, and discussions around it easier to follow. Three of the Ostensive Relevance profiles discussed here will be the subject of the evaluation. The profiles are shown as graphs, with Ostensive Relevance increasing upwards on the vertical scale, and ‘age’ increasing leftwards on the horizontal scale (i.e. time increasing rightwards). The vertical axis corresponds to the current document.2.2.1 The “document in context” profileThe OM suggests a profile where the Ostensive Relevance of a relevant-indicated document decreases with age. In particular, a Fibonacci series where the Ostensive Relevance of any object is equal to the sum of that of all of its predecessors, gives a profile of the general form:OstensiveRelevanceAge of evidenceThe intuition is that with such a profile, the importance given to a document (when building a representation of the current information need) is equal to that given to its ‘context’. The particular profile described here can be regarded as a turning point in the relationship between document and context. A flatter curve would give more importance to the context; a steeper curve, more importance to the document.2.2.2 The “document only” profileIf one were to take the steepness of the curve to an extreme, one would get a step function where zero Ostensive Relevance is given to the route and maximum to the current document. This suggests that the information need is assumed to be changing radically in response to the current document, and that the form of the information need is wholly unrelated to any previously encountered documents. This would correspond to the models inherent in traditional IR browsing systems following the pattern of I3R (Thompson 1989), where only the current document is used to determine the next-steps available to a user:OstensiveRelevanceAge of evidence2.2.3 The “context biased” profileIf one were to flatten the curve completely, it would correspond to the model inherent in traditional relevance feedback as used in iterative query-based systems. It is assumed that all relevant-indicated documents have been indicated with respect to a single objective information need. There is no notion of the ageing of those indications of relevance. Over time, the influence of the context becomes stronger and stronger, overwhelming the effects of any new documents.RelevanceAge of evidence2.2.4 The “context only” profileThe true form of a context-only profile would have a step function with only the first document having any connection with the information need – all other indications being regarded as purely random with respect to the information need. This profile would result in a degenerate situation where users were trapped at their starting positions in the document space, with each step ‘away’ only showing the same document over and over again.This profile can be relaxed slightly into an increasing-with-age profile. This corresponds to the conception that each new document indicated as relevant by the user has progressively less effect on the information need. That is, the information need was well formed initially and each additional relevance-indication is being made with less and less respect to it.RelevanceAge of evidenceAs with the context-biased profile, the influence of the context becomes increasingly strong, but the rate of it overwhelming any new documents is exaggerated, with new documents having no significant effect after only a couple of steps.2.2.5 Three profiles for evaluationThe evaluation will compare three profiles which, for brevity, will be referred to using the following acronyms: CO: A relaxed form of the context only profile – intended to provide a form of lower bound to the discussion.CB:The flat context biased profile – intended to determine the utility of the model associated with traditional relevance feedback.DIC:The balanced document in context profile – favoured by the Ostensive Model.3 The retrieval system and user interfaceAs in the previous section, this description of the user interface is restricted to an extent sufficient to appreciate the evaluation environment.3.1 The components of the interfaceThe visual presentation is that of a surface with objects on it and links between those objects. There are four major concepts: A ‘starting point’, a ‘current object’, a ‘path’, and a set of ‘candidate next-steps’. The starting point is where the browsing originated. The current object is the one currently the centre of the user’s focus, and around which candidate next steps are displayed. In an effort to reduce clutter, the candidates are only shown around the current object. The path is the sequence of objects from the starting point to the current object. The user is free to select any object at any time as the current object.In classic browsing systems, such as I3R (Thompson 1989) and more recent browse/visualisation systems (e.g. Agosti 1994, Chalmers 1992, Rennison 1994), the particular objects to which one can move from a given object are based upon their similarity to the current object. The difference lies in that the criteria used to select these candidate next steps around a given object include not only the nature of the current object, but also that of the path taken to reach that object. In the current implementation, the Ostensive Model is used to combine evidence collected from all the objects in the path leading to, and including, the current object. Using the OM’s preferred Ostensive Relevance profile, objects closer to the current object are attributed a higher Ostensive Relevance, with the current object having the highest. In particular, any given object has an Ostensive Relevance equal to the sum of all those before it in the path.OstensiveRelevanceAge of evidenceWhen the user selects an object, the system presents those objects that it regards as the most likely to be interesting to the user as next steps. The system presents candidates that it believes to be consistent with the developing theme that has become ostensively apparent in the path.For the current evaluation, this was done using a binary probabilistic retrieval engine (Robertson 1976). The engine has been modified to incorporate the extension to the probabilistic model detailed in Campbell (1996). That extension implements the Ostensive Model in terms of a more sophisticated estimation of one of the probabilistic parameters. The OM-extended probabilistic model can be said to combine objective probabilities from term occurrences with subjective probabilities from the Ostensive Relevance profiles.3.2 The look and feelThe objects and paths grow out from the starting point in a generally rightward direction. This can create a large degree of clutter and potential overlap. A fish-eye view (Lamping 1994) has been employed to partially overcome that problem. Overlaps still occur, but they are less frequent and easier to distinguish.The current object and its candidate next steps (i.e. those that are, as yet, unexplored) are projected flat at the focus (i.e. centre) of the view, whereas all other objects and links are projected with the fish-eye spherical transformation. This effectively pushes all other objects away from the current and candidate objects and helps to further reduce overlaps, particularly in the area of the user’s most likely current attention. All objects are shown on screen at all times, but as their distance from the focus increases, their size and incremental distances tend towards zero.Clicking on an object scrolls the view around such that the current object is the focus of the view. The candidates around the previous current object are removed, and the candidates of the new current object are presented. The objects and links that remain visible on-screen at all times are those objects that, at some point, have been selected as a current object – i.e. have ‘visited’.This browsing view is presented in one window. The content of the current object is displayed within a second window – which is updated automatically. That is, to view the full contents of an object, it is clicked upon, it scrolls to the centre of the browsing view, and its content is displayed in the object window.It is not necessary to click on an object to gain an understanding of what it is or what it contains. Each object is presented as a miniature thumbnail of the document it represents. Simply moving the pointer over an object pops up a larger version of it. In the case of an image object, a large thumbnail is popped up, in the case of a text document it is the title or some other abstraction. The OM’s view of the developing theme along a path makes it possible to produce context sensitive abstracts. That is, abstracts that are intended to best help the user in assessing whether to continue seeking along this path based upon what the system believes the user is currently looking for.The user can therefore move the pointer around inspecting the pop-up abstracts of individual objects anywhere on screen without scrolling or clicking. Any objects that appear interesting can then be clicked on to both reveal their full content, and to present their candidate next steps.3.3 Issues when the system is in useThe use of the Ostensive Model to structure the space, within which the user browses, has a number of implications. Those most relevant to understanding the evaluation presented in this paper are as follows.Any individual document in the collection being searched can appear multiple times on the browsing view. The implication of using the Ostensive Model and this interface is that as the paths leading to each of the object instantiations of the document are different, the candidates are likely to be different. For example, a general review article on nuclear waste dumping will have different candidate next steps when the path to it is made up of predominantly technical, political, or geographical documents. Each different path will influence the process of candidate selection. The candidate objects presented will probably be general in nature (as was the current object). Nevertheless, they will have a bias toward the nature of objects in the path, with a greater bias toward the nature of the most recent objects. This contextual interpretation of an object is a novel feature of the Ostensive Model.As the whole path network is always on screen, the user is free to jump back and forth at will to various points on any path. That is, no information is lost by the system during the course of an information seeking session. This freedom to jump from one place to another (and develop the paths at those points) results in the user being free also to develop multiple paths simultaneously.The lack of explicit communication from the user to the system in terms of what is and is not a promising direction for the user’s information seeking is replaced by implicit communication. For example, if a user is following a path, with each step providing interesting documents, the system will attempt to provide more of such documents. If, at any point, the user does not feel the provided candidates are interesting with respect to his instantaneous information need, he simply looks elsewhere. ‘Elsewhere’, for example, could be a document seen at a previous step that was not followed up, in preference to some other document regarded as more interesting at the time.There is no interaction or exposure to the internal representations used by the underlying retrieval mechanism. In fact, there is no direct evidence (from the user’s perspective) to support the existence of a retrieval system at all. This makes the system potentially suitable for collections of multiple media where a combination of a number of complex and inaccessible representation and retrieval techniques are being used.4 The test collectionThe ‘Paris Collection’, as it has become known, was obtained from the French Ministry of Culture as part of the FERMI project – an ESPRIT multimedia research initiative (Fermi 1994). The image collection, as used here, consists of 666 annotated black & white photographs taken mostly in and around Paris, mostly at the turn of the century. Each image has a textual annotation consisting of both free and controlled vocabulary. An associated thesaurus provides a guide to the intention of the controlled vocabulary.This section first outlines the nature of the documents, then describes how the queries were generated, and then describes how the relevance assessments were generated.4.1 The documents of the collection4.1.1 ImagesEach document has a 640x512-pixel greyscale image (although there are about 12 colour photographs amongst them). The subject matter is varied and includes: Portraits (some of famous people); Buildings, bridges, gardens, monuments; Interiors of buildings; Street scenes; Coastlines; Public events; Close-ups of architectural details; Historical, religious, and decorative artefacts.4.1.2 AnnotationsThe annotations consist of seven text fields. The contents of the fields are either free-text or controlled vocabulary (distinguishable). The language used is exclusively French. All fields are in capital letters. There is an accompanying guide to the controlled vocabulary.The fields are as follows:Title TIT The title of the image.Connotation CNT Feelings conjured up by the image – e.g. love, hate, serenity.Content CON Important objects present in the image – e.g. a man, a horse, a house, a fountain.Morphology MOR Perspectives or positioning of the view – e.g. elevation, 3/4, plan, exterior, interior, reflection.Comment COM Extra information beyond the title – sometimes explanatory.Precision PRE Proper nouns, dates, events – e.g. place names, people’s names, building names.Author AUT The photographer, or agency from whom/which the image originated.Apart from the title, none of the fields are mandatory. The annotations were built by professional image cataloguers at the Ministry. There is no information as to which particular cataloguer is responsible for which annotations, how many cataloguers were involved, or what techniques (if any) were used to maximise consistency and minimise labelling errors. Therefore, one can only assume that the information in each annotation represents a single (and varying) individual’s view of the attributes of an image, at the time of indexing.Two example annotations:IMA:4567TIT:GARCONS DE CAFE OFFICIANT SUR DES BARQUES SOUS L’OEIL VIGILANT ET DISCRET DE L’ARMEE CNT:INSOLITE;CON:DEBIT DE BOISSON; BARQUE; PERSONNAGE; GARCON DE CAFE; RUE-D; PHOTOGRAPHIE EVENEMENTIELLE; INONDATION; PIED; MILITAIRE; REVERBERE; DEVANTURE; SCENE DE RUE;MOR:PLAN MOYEN;COM:INONDATIONS DE 1910 A PARIS ; LE PERSONNEL DU " CAFE DE LA CHAMBRE " TRAVAILLANT EN BARQUE DANS LES RUES INONDEESPRE:CAFE DE LA CHAMBRE; PLACE DU PALAIS BOURBON;AUT:SEEBERGER ATELIER;IMA:0133TIT:STATUE DE JUNON DU CAPITOLE D’APRES L’ANTIQUECNT:SOLENNEL;CON:SOCLE; FEMME; STYLE; TENANT; STATUE EN PIED-D; MARBRE; JARDIN PUBLIC; LEVE; DIVINITE GRECO ROMAINE-D; BRAS-D; ANTIQUITE-D; ARBRE-D;MOR:VUE D’EXTERIEUR; VUE DE TROIS-QUARTS; PLAN MOYEN;COM:PRE:JUNON; JARDIN DES TUILERIES;AUT:ATGET JEAN-EUGENE;4.1.3 ThesaurusThe accompanying guide provides thesaurus-like information relating to the controlled vocabulary. It has roughly 6,300 entries. Each entry contains up to six fields as follows:Domain DO The theme or domain of this term.Generic TG Broader, more generic terms.Associated TA Semantically similar or synonymous terms.Specific TS More specific terms.Replace EP Terms to be avoided and replaced by this term.Preferred EM Terms preferred over this term (e.g. because of ambiguity in this term).Three example thesaurus entries:NOM:DECOR D’ARCHITECTUREDO:ARCHITECTURETG:‘ARCHITECTURE COMMUNETS:BALUSTRADE; AMORTISSEMENT; ALCOVE; VERRIERE; BOISERIE; COURONNEMENT ARCHITECTURAL; PLAFOND;CARRELAGE; CHEMINEE; PARQUET; PAN DE BOIS; BALCON; ORDRE ARCHITECTURAL; MOULURE; DECORD’ARCHITECTURE-DTA:PEINTURE MURALE; ORNEMENTATION; PAPIER PEINTNOM:FJORDDO:GEOGRAPHIE PHYSIQUETG:VALLEETA:BAIE MARITIMENOM:CHAPITEAUDO:ARCHITECTURETG:COLONNETS:CHAPITEAU-D; TAILLOIR; CHAPITEAU DORIQUE; CHAPITEAU TOSCAN; CHAPITEAU CORINTHIEN; CORBEILLE DE CHAPITEAU; CHAPITEAU COMPOSITE; CHAPITEAU IONIQUETA:SCULPTURE; ORNEMENTATIONOne obvious application of the thesaurus would be to expand terms in annotations by adding the more specific terms in an effort to improve recall.4.1.4 The use of the documentsAs the details of retrieval were not the primary concern of this evaluation, the thesaurus was not used and the annotations were simply flattened to text. That is, the fields were concatenated together, no special meanings were attached to each field, and the controlled-vocabulary terms were treated as normal words. The flattened annotations were used as surrogates to index the images in a traditional binary probabilistic text retrieval system. Informal experimentation confirmed that ‘sensible’ retrieval was taking place, with relevance feedback finding images of similar title, content, connotation, morphology, etc.A more sophisticated indexing of the collection has been carried out by Chiaramella and Mechkour (1997) (and Ounis 1998) – also as part of the FERMI project. It provides a highly structured spatial and structural representation of the images based upon Conceptual Graphs. It details spatial and descriptive relationships between the various objects within the image. For example, a particular graph may encode “A woman is standing to the left of a man and in front of tree, the man is watering a horse, the horse is in a stable”. Included in the representation is the polygonal area of the image that each object occupies. An indexing environment was developed to allow the generation of the spatial and structural relationships in a graphical manner, and to allow their combination with the existing textual annotations.4.2 Generating the queriesThe members of the FERMI project group (twenty-five people, spread over four sites) were asked to suggest queries. Some of the queries were designed to show strengths and/or weaknesses in retrieval techniques that were being developed at each of the project sites. Within those suggested queries, three subjective classes were identified:Objects e.g. a man, a tree, a horse, the Eiffel TowerArrangements of objects. e.g. objects to the left of, in front of, below other objects.Implicit abstractions e.g. work, transportation, deathIt can be seen that the ‘arrangement of objects’ class was one particularly suitable to evaluating the Conceptual Graphs indexing mentioned above. From the submissions, a selection was made of those queries that offered a reasonable variety of subjects, and of nature. That is, they were chosen to be sufficiently different from one another and to retain examples of the three classes of query. All queries were generated with general knowledge of the contents of the collection. Thirty queries were produced:01. Military02. Women in contemporary dress03. Dining halls / restaurants04. Death05. A person to the right of a table.06. Horses, a crowd, and stairs ...where the horses are to the left of the stairs.07. Person to the right of a fountain.08. Streets where we see children.09. Door to the right of stairs10. Religious art (but not wall carvings)11. Buildings near water12. Examples of ’early modern’ architecture13. Staircases14. People at work15. Buildings where the roof can be seen clearly16. Transportation。