New Approaches to Help Users Get Started with Visual Interfaces

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新年决心作文英语

新年决心作文英语

新年决心作文英语New Year's Resolution。

As the New Year approaches, many people start to think about their New Year's resolutions. It's a time to reflect on the past year and set goals for the year ahead. Making resolutions can be a great way to improve yourself and your life. Here are a few popular New Year's resolutions that people often make:1. Get in shape: This is one of the most common New Year's resolutions. Many people want to lose weight, get fit, or start a new exercise routine. Whether it's going to the gym, taking up a new sport, or simply going for a daily walk, getting in shape is a great goal to have.2. Eat healthier: Another popular resolution is to eat healthier. This could mean cutting out junk food, cooking more meals at home, or adding more fruits and vegetables to your diet. Eating healthier can have a big impact on youroverall well-being.3. Save money: Many people want to improve their financial situation in the New Year. This could meansetting a budget, saving more money, or paying off debt. Having a plan for your finances can help reduce stress and improve your quality of life.4. Learn something new: Whether it's a new language, a musical instrument, or a new skill, learning something new can be a great way to challenge yourself and keep your mind sharp.5. Travel more: Many people want to see more of the world and experience new cultures. Traveling can be a great way to broaden your horizons and create lasting memories.6. Spend more time with family and friends: In today's busy world, it can be easy to let relationships with loved ones slip. Making an effort to spend more quality time with family and friends can be a rewarding resolution.7. Be more organized: Whether it's decluttering your home, keeping a tidy workspace, or simply staying on top of your to-do list, being more organized can help reduce stress and improve productivity.8. Volunteer: Giving back to the community can be a fulfilling resolution. Whether it's volunteering at a local charity, helping out at a food bank, or participating in a beach clean-up, there are many ways to make a positive impact on the world.9. Read more: Many people want to read more books in the New Year. Reading can be a great way to relax, learn new things, and expand your imagination.10. Be more positive: Finally, many people want to work on their mindset and be more positive in the New Year. This could mean practicing gratitude, focusing on the good things in life, and surrounding yourself with positive people.Making New Year's resolutions can be a great way to setgoals and improve your life, but it's important to set realistic and achievable goals. It's also important to stay committed and motivated throughout the year. With hard work and determination, you can make your New Year's resolutions a reality.My New Year's Resolution。

2024年福建高考英语模拟试卷及答案

2024年福建高考英语模拟试卷及答案

2024年福建高考英语模拟试卷及答案(一)第一部分听力(共两节,满分30分)做题时,先将答案标在试卷上。

录音内容结束后,你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节 (共5小题;每小题1.5分,满分7.5分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

例: How much is the shirt?A. £19.15.B. £9.18.C. £9.15.答案是 C。

1. What time is it now?A.6:30.B.7:30.C.8:30.2. Who is the man?A. A studio designer.B. An oil painter.C. An exhibition host.3. How was the final match?A. Boring.B. Tense.C. One-sided.4. What are the speakers mainly talking about?A. Their career plans.B. Their favourite teachers. C Their dream universities5.What is the relationship between the speakers?A. Mother and son.B. Husband and wife.C. Brother and sister第二节 (共 15 小题;每小题1.5 分,满分 22.5分)听下面5段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。

Adobe Acrobat SDK 开发者指南说明书

Adobe Acrobat SDK 开发者指南说明书
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Toward the Next Generation of Recommender Systems A Survey of the State-of-the-Art and Possible Exte

Toward the Next Generation of Recommender Systems A Survey of the State-of-the-Art and Possible Exte

Toward the Next Generation of Recommender Systems:A Survey of the State-of-the-Art andPossible ExtensionsGediminas Adomavicius,Member,IEEE,and Alexander Tuzhilin,Member,IEEE Abstract—This paper presents an overview of the field of recommender systems and describes the current generation ofrecommendation methods that are usually classified into the following three main categories:content-based,collaborative,and hybrid recommendation approaches.This paper also describes various limitations of current recommendation methods and discussespossible extensions that can improve recommendation capabilities and make recommender systems applicable to an even broader range of applications.These extensions include,among others,an improvement of understanding of users and items,incorporation of the contextual information into the recommendation process,support for multcriteria ratings,and a provision of more flexible and less intrusive types of recommendations.Index Terms—Recommender systems,collaborative filtering,rating estimation methods,extensions to recommender systems.æ1I NTRODUCTIONR ECOMMENDER systems have become an important research area since the appearance of the first papers on collaborative filtering in the mid-1990s[45],[86],[97]. There has been much work done both in the industry and academia on developing new approaches to recommender systems over the last decade.The interest in this area still remains high because it constitutes a problem-rich research area and because of the abundance of practical applications that help users to deal with information overload and provide personalized recommendations, content,and services to them.Examples of such applica-tions include recommending books,CDs,and other products at [61],movies by MovieLens [67],and news at VERSIFI Technologies(formerly )[14].Moreover,some of the vendors have incorporated recommendation capabilities into their commerce servers[78].However,despite all of these advances,the current generation of recommender systems still requires further improvements to make recommendation methods more effective and applicable to an even broader range of real-life applications,including recommending vacations,certain types of financial services to investors,and products to purchase in a store made by a“smart”shopping cart[106]. These improvements include better methods for represent-ing user behavior and the information about the items to be recommended,more advanced recommendation modeling methods,incorporation of various contextual information into the recommendation process,utilization of multcriteria ratings,development of less intrusive and more flexible recommendation methods that also rely on the measures that more effectively determine performance of recommen-der systems.In this paper,we describe various ways to extend the capabilities of recommender systems.However,before doing this,we first present a comprehensive survey of the state-of-the-art in recommender systems in Section2.Then, we identify various limitations of the current generation of recommendation methods and discuss some initial ap-proaches to extending their capabilities in Section3.2T HE S URVEY OF R ECOMMENDER S YSTEMS Although the roots of recommender systems can be traced back to the extensive work in cognitive science[87], approximation theory[81],information retrieval[89], forecasting theories[6],and also have links to management science[71]and to consumer choice modeling in marketing [60],recommender systems emerged as an independent research area in the mid-1990s when researchers started focusing on recommendation problems that explicitly rely on the ratings structure.In its most common formulation, the recommendation problem is reduced to the problem of estimating ratings for the items that have not been seen by a user.Intuitively,this estimation is usually based on the ratings given by this user to other items and on some other information that will be formally described below.Once we can estimate ratings for the yet unrated items,we can recommend to the user the item(s)with the highest estimated rating(s).More formally,the recommendation problem can be formulated as follows:Let C be the set of all users and let S be the set of all possible items that can be recommended, such as books,movies,or restaurants.The space S of.G.Adomavicius is with the Carlson School of Management,University ofMinnesota,32119th Avenue South,Minneapolis,MN55455.E-mail:gedas@.. A.Tuzhilin is with the Stern School of Business,New York University,44West4th Street,New York,NY10012.E-mail:atuzhili@.Manuscript received8Mar.2004;revised14Oct.2004;accepted10Dec.2004;published online20Apr.2005.For information on obtaining reprints of this article,please send e-mail to:tkde@,and reference IEEECS Log Number TKDE-0071-0304.1041-4347/05/$20.00ß2005IEEE Published by the IEEE Computer Societypossible items can be very large,ranging in hundreds of thousands or even millions of items in some applications,such as recommending books or CDs.Similarly,the user space can also be very large—millions in some cases.Let u be a utility function that measures the usefulness of item s to user c ,i.e.,u :C ÂS !R ,where R is a totally ordered set (e.g.,nonnegative integers or real numbers within a certain range).Then,for each user c 2C ,we want to choose such item s 02S that maximizes the user’s utility.More formally:8c 2C;s 0c ¼arg max s 2Su ðc;s Þ:ð1ÞIn recommender systems,the utility of an item is usually represented by a rating ,which indicates how a particular user liked a particular item,e.g.,John Doe gave the movie “Harry Potter”the rating of 7(out of 10).However,as indicated earlier,in general,utility can be an arbitrary function,including a profit function.Depending on the application,utility u can either be specified by the user,as is often done for the user-defined ratings,or is computed by the application,as can be the case for a profit-based utility function.Each element of the user space C can be defined with a profile that includes various user characteristics,such as age,gender,income,marital status,etc.In the simplest case,the profile can contain only a single (unique)element,such as User ID.Similarly,each element of the item space S is defined with a set of characteristics.For example,in a movie recommendation application,where S is a collection of movies,each movie can be represented not only by its ID,but also by its title,genre,director,year of release,leading actors,etc.The central problem of recommender systems lies in that utility u is usually not defined on the whole C ÂS space,but only on some subset of it.This means u needs to be extrapolated to the whole space C ÂS .In recommender systems,utility is typically represented by ratings and is initially defined only on the items previously rated by the users.For example,in a movie recommendation application (such as the one at ),users initially rate some subset of movies that they have already seen.An example of a user-item rating matrix for a movie recommendation application is presented in Table 1,where ratings are specified on the scale of 1to 5.The “ ”symbol for some of the ratings in Table 1means that the users have not rated the corresponding movies.Therefore,the recommendation engine should be able to estimate (predict)the ratings of the nonrated movie/user combinations and issue appropriate recommendations based on these predictions.Extrapolations from known to unknown ratings are usually done by 1)specifying heuristics that define the utility function and empirically validating its performanceand 2)estimating the utility function that optimizes certain performance criterion,such as the mean square error.Once the unknown ratings are estimated,actual recommendations of an item to a user are made by selecting the highest rating among all the estimated ratings for that user,according to (1).Alternatively,we can recommend the N best items to a user or a set of users to an item.The new ratings of the not-yet-rated items can be estimated in many different ways using methods from machine learning,approximation theory,and various heuristics.Recommender systems are usually classified according to their approach to rating estimation and,in the next section,we will present such a classification that was proposed in the literature and will provide a survey of different types of recommender systems.The commonly accepted formulation of the recommendation problem was first stated in [45],[86],[97]and this problem has been studied extensively since then.Moreover,recommender systems are usually classified into the following categories,based on how recommendations are made [8]:.Content-based recommendations :The user will be recommended items similar to the ones the user preferred in the past;.Collaborative recommendations :The user will berecommended items that people with similar tastes and preferences liked in the past;.Hybrid approaches :These methods combine colla-borative and content-based methods.In addition to recommender systems that predict the absolute values of ratings that individual users would give to the yet unseen items (as discussed above),there has been work done on preference-based filtering ,i.e.,predicting the relative preferences of users [22],[35],[51],[52].For example,in a movie recommendation application,prefer-ence-based filtering techniques would focus on predicting the correct relative order of the movies,rather than their individual ratings.However,this paper focuses primarily on rating-based recommenders since it constitutes the most popular approach to recommender systems.2.1Content-Based MethodsIn content-based recommendation methods,the utility u ðc;s Þof item s for user c is estimated based on the utilities u ðc;s i Þassigned by user c to items s i 2S that are “similar”to item s .For example,in a movie recommendation application,in order to recommend movies to user c ,the content-based recommender system tries to understand the commonalities among the movies user c has rated highly in the past (specific actors,directors,genres,subject matter,TABLE 1A Fragment of a Rating Matrix for a Movie Recommender Systemetc.).Then,only the movies that have a high degree of similarity to whatever the user’s preferences are would be recommended.The content-based approach to recommendation has its roots in information retrieval[7],[89]and information filtering[10]research.Because of the significant and early advancements made by the information retrieval and filtering communities and because of the importance of several text-based applications,many current content-based systems focus on recommending items containing textual information,such as documents,Web sites(URLs),and Usenet news messages.The improvement over the tradi-tional information retrieval approaches comes from the use of user profiles that contain information about users’tastes, preferences,and needs.The profiling information can be elicited from users explicitly,e.g.,through questionnaires, or implicitly—learned from their transactional behavior over time.More formally,let ContentðsÞbe an item profile,i.e.,a set of attributes characterizing item s.It is usually computed by extracting a set of features from item s(its content)and is used to determine the appropriateness of the item for recommendation purposes.Since,as mentioned earlier, content-based systems are designed mostly to recommend text-based items,the content in these systems is usually described with keywords.For example,a content-based component of the Fab system[8],which recommends Web pages to users,represents Web page content with the 100most important words.Similarly,the Syskill&Webert system[77]represents documents with the128most informative words.The“importance”(or“informative-ness”)of word k j in document d j is determined with some weighting measure w ij that can be defined in several different ways.One of the best-known measures for specifying keyword weights in Information Retrieval is the term frequency/inverse document frequency(TF-IDF)measure[89]that is defined as follows:Assume that N is the total number of documents that can be recommended to users and that keyword k j appears in n i of them.Moreover,assume that f i;j is the number of times keyword k i appears in document d j.Then, T F i;j,the term frequency(or normalized frequency)of keyword k i in document d j,is defined asT F i;j¼f i;jmax z f z;j;ð2Þwhere the maximum is computed over the frequencies f z;j of all keywords k z that appear in the document d j. However,keywords that appear in many documents are not useful in distinguishing between a relevant document and a nonrelevant one.Therefore,the measure of inverse document frequencyðIDF iÞis often used in combination with simple term frequencyðT F i;jÞ.The inverse document frequency for keyword k i is usually defined asIDF i¼log Nn i:ð3ÞThen,the TF-IDF weight for keyword k i in document d j is defined asw i;j¼T F i;jÂIDF ið4Þand the content of document d j is defined asContentðd jÞ¼ðw1j;...w kjÞ:As stated earlier,content-based systems recommend items similar to those that a user liked in the past[56],[69], [77].In particular,various candidate items are compared with items previously rated by the user and the best-matching item(s)are recommended.More formally,let ContentBasedP rofileðcÞbe the profile of user c containing tastes and preferences of this user.These profiles are obtained by analyzing the content of the items previously seen and rated by the user and are usually constructed using keyword analysis techniques from information retrieval.For example,ContentBasedP rofileðcÞcan be defined as a vector of weightsðw c1;...;w ckÞ,where each weight w ci denotes the importance of keyword k i to user c and can be computed from individually rated content vectors using a variety of techniques.For example,some averaging approach,such as Rocchio algorithm[85],can be used to compute ContentBasedP rofileðcÞas an“average”vector from an individual content vectors[8],[56].On the other hand,[77]uses a Bayesian classifier in order to estimate the probability that a document is liked.The Winnow algorithm[62]has also been shown to work well for this purpose,especially in the situations where there are many possible features[76].In content-based systems,the utility function uðc;sÞis usually defined as:uðc;sÞ¼scoreðContentBasedP rofileðcÞ;ContentðsÞÞ:ð5ÞUsing the above-mentioned information retrieval-based paradigm of recommending Web pages,Web site URLs, or Usenet news messages,both ContentBasedP rofileðcÞof user c and ContentðsÞof document s can be represented as TF-IDF vectors~w c and~w s of keyword weights.Moreover, utility function uðc;sÞis usually represented in the information retrieval literature by some scoring heuristic defined in terms of vectors~w c and~w s,such as the cosine similarity measure[7],[89]:uðc;sÞ¼cosð~w c;~w sÞ¼~w cÁ~w sjj~w c jj2Âjj~w s jj2¼P Ki¼1w i;c w i;sffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiP Ki¼1w2i;cqffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiP Ki¼1w2i;sq;ð6Þwhere K is the total number of keywords in the system.For example,if user c reads many online articles on the topic of bioinformatics,then content-based recommenda-tion techniques will be able to recommend other bioinfor-matics articles to user c.This is the case because these articles will have more bioinformatics-related terms(e.g.,“genome,”“sequencing,”“proteomics”)than articles on other topics and,therefore,ContentBasedP rofileðcÞ,as defined by vector~w c,will represent such terms k i with high weights w ic.Consequently,a recommender system using the cosine or a related similarity measure will assign higher utility uðc;sÞto those articles s that have high-weighted bioinformatics terms in~w s and lower utility to the ones where bioinformatics terms are weighted less.Besides the traditional heuristics that are based mostly on information retrieval methods,other techniques for content-based recommendation have also been used,such as Bayesian classifiers[70],[77]and various machine learning techniques,including clustering,decision trees, and artificial neural networks[77].These techniques differ from information retrieval-based approaches in that they calculate utility predictions based not on a heuristic formula,such as a cosine similarity measure,but rather are based on a model learned from the underlying data using statistical learning and machine learning techni-ques.For example,based on a set of Web pages that were rated as“relevant”or“irrelevant”by the user,[77]uses the naive Bayesian classifier[31]to classify unrated Web pages.More specifically,the naive Bayesian classifier is used to estimate the following probability that page p j belongs to a certain class C i(e.g.,relevant or irrelevant) given the set of keywords k1;j;...;k n;j on that page:PðC i j k1;j&...&k n;jÞ:ð7ÞMoreover,[77]uses the assumption that keywords are independent and,therefore,the above probability is proportional toPðC iÞYxPðk x;j j C iÞ:ð8ÞWhile the keyword independence assumption does not necessarily apply in many applications,experimental results demonstrate that naı¨ve Bayesian classifiers still produce high classification accuracy[77].Furthermore,both Pðk x;j j C iÞand PðC iÞcan be estimated from the underlying training data.Therefore,for each page p j,the probability PðC i j k1;j&...&k n;jÞis computed for each class C i and page p j is assigned to class C i having the highest probability[77].While not explicitly dealing with providing recommen-dations,the text retrieval community has contributed several techniques that are being used in content-based recommen-der systems.One example of such a technique would be the research on adaptive filtering[101],[112],which focuses on becoming more accurate at identifying relevant documents incrementally by observing the documents one-by-one in a continuous document stream.Another example would be the work on threshold setting[84],[111],which focuses on determining the extent to which documents should match a given query in order to be relevant to the user.Other text retrieval methods are described in[50]and can also be found in the proceedings of the Text Retrieval Conference (TREC)().As was observed in[8],[97],content-based recommender systems have several limitations that are described in the rest of this section.2.1.1Limited Content AnalysisContent-based techniques are limited by the features that are explicitly associated with the objects that these systems recommend.Therefore,in order to have a sufficient set of features,the content must either be in a form that can be parsed automatically by a computer(e.g.,text)or the features should be assigned to items manually.While information retrieval techniques work well in extracting features from text documents,some other domains have an inherent problem with automatic feature extraction.For example,automatic feature extraction methods are much harder to apply to multimedia data,e.g.,graphical images, audio streams,and video streams.Moreover,it is often not practical to assign attributes by hand due to limitations of resources[97].Another problem with limited content analysis is that,if two different items are represented by the same set of features,they are indistinguishable.Therefore,since text-based documents are usually represented by their most important keywords,content-based systems cannot distin-guish between a well-written article and a badly written one,if they happen to use the same terms[97].2.1.2OverspecializationWhen the system can only recommend items that score highly against a user’s profile,the user is limited to being recommended items that are similar to those already rated. For example,a person with no experience with Greek cuisine would never receive a recommendation for even the greatest Greek restaurant in town.This problem,which has also been studied in other domains,is often addressed by introducing some randomness.For example,the use of genetic algorithms has been proposed as a possible solution in the context of information filtering[98].In addition,the problem with overspecialization is not only that the content-based systems cannot recommend items that are different from anything the user has seen before.In certain cases,items should not be recommended if they are too similar to something the user has already seen,such as a different news article describing the same event.Therefore, some content-based recommender systems,such as Daily-Learner[13],filter out items not only if they are too different from the user’s preferences,but also if they are too similar to something the user has seen before.Furthermore,Zhang et al.[112]provide a set of five redundancy measures to evaluate whether a document that is deemed to be relevant contains some novel information as well.In summary,the diversity of recommendations is often a desirable feature in recommender systems.Ideally,the user should be pre-sented with a range of options and not with a homogeneous set of alternatives.For example,it is not necessarily a good idea to recommend all movies by Woody Allen to a user who liked one of them.2.1.3New User ProblemThe user has to rate a sufficient number of items before a content-based recommender system can really understand the user’s preferences and present the user with reliable recommendations.Therefore,a new user,having very few ratings,would not be able to get accurate recommendations.2.2Collaborative MethodsUnlike content-based recommendation methods,collabora-tive recommender systems(or collaborative filtering systems) try to predict the utility of items for a particular user based on the items previously rated by other users.More formally, the utility uðc;sÞof item s for user c is estimated based on the utilities uðc j;sÞassigned to item s by those users c j2C who are“similar”to user c.For example,in a movierecommendation application,in order to recommend movies to user c ,the collaborative recommender system tries to find the “peers”of user c ,i.e.,other users that have similar tastes in movies (rate the same movies similarly).Then,only the movies that are most liked by the “peers”of user c would be recommended.There have been many collaborative systems developed in the academia and the industry.It can be argued that the Grundy system [87]was the first recommender system,which proposed using stereotypes as a mechanism for building models of users based on a limited amount of information on each individual ing stereotypes,the Grundy system would build individual user models and use them to recommend relevant books to each ter on,the Tapestry system relied on each user to identify like-minded users manually [38].GroupLens [53],[86],Video Recommender [45],and Ringo [97]were the first systems to use collaborative filtering algorithms to automate prediction.Other examples of collaborative recommender systems include the book recommendation system from ,the PHOAKS system that helps people find relevant information on the WWW [103],and the Jester system that recommends jokes [39].According to [15],algorithms for collaborative recom-mendations can be grouped into two general classes:memory-based (or heuristic-based )and model-based .Memory-based algorithms [15],[27],[72],[86],[97]essentially are heuristics that make rating predictions based on the entire collection of previously rated items by the users.That is,the value of the unknown rating r c;s for user c and item s is usually computed as an aggregate of the ratings of some other (usually,the N most similar)users for the same item s :r c;s ¼aggr c 02^Cr c 0;s ;ð9Þwhere ^Cdenotes the set of N users that are the most similar to user c and who have rated item s (N can range anywhere from 1to the number of all users).Some examples of the aggregation function are:ða Þr c;s ¼1N Xc 02^C r c 0;s ;ðb Þr c;s¼k X c 02^Csim ðc;c 0ÞÂr c 0;s ;ðc Þr c;s ¼"rc þk Xc 02^Csim ðc;c 0ÞÂðr c 0;s À"rc 0Þ;ð10Þwhere multiplier k serves as a normalizing factor and is usually selected as k ¼1 P c 02^Cj sim ðc;c 0Þj ,and where the average rating of user c ,"rc ,in (10c)is defined as 1"r c ¼À1 j S c j ÁX s 2S cr c;s;where S c ¼f s 2S j r c;s ¼ g :ð11ÞIn the simplest case,the aggregation can be a simple average,as defined by (10a).However,the most common aggregation approach is to use the weighted sum,shown in (10b).The similarity measure between users c and c 0,sim ðc;c 0Þ,is essentially a distance measure and is used as aweight,i.e.,the more similar users c and c 0are,the more weight rating r c 0;s will carry in the prediction of r c;s .Note that sim ðx;y Þis a heuristic artifact that is introduced in order to be able to differentiate between levels of user similarity (i.e.,to be able to find a set of “closest peers”or “nearest neighbors”for each user)and,at the same time,simplify the rating estimation procedure.As shown in (10b),different recommendation applications can use their own user similarity measure as long as the calculations are normalized using the normalizing factor k ,as shown above.The two most commonly used similarity measures will be described below.One problem with using the weighted sum,as in (10b),is that it does not take into account the fact that different users may use the rating scale differently.The adjusted weighted sum,shown in (10c),has been widely used to address this limitation.In this approach,instead of using the absolute values of ratings,the weighted sum uses their deviations from the average rating of the correspond-ing user.Another way to overcome the differing uses of the rating scale is to deploy preference-based filtering [22],[35],[51],[52],which focuses on predicting the relative prefer-ences of users instead of absolute rating values,as was pointed out earlier in Section 2.Various approaches have been used to compute the similarity sim ðc;c 0Þbetween users in collaborative recom-mender systems.In most of these approaches,the similarity between two users is based on their ratings of items that both users have rated.The two most popular approaches are correlation and cosine-based .To present them,let S xy be the set of all items corated by both users x and y ,i.e.,S xy ¼f s 2S j r x;s ¼ &r y;s ¼ g .In collaborative recom-mender systems,S xy is used mainly as an intermediate result for calculating the “nearest neighbors”of user x and is often computed in a straightforward manner,i.e.,by computing the intersection of sets S x and S y .However,some methods,such as the graph-theoretic approach to collaborative filtering [4],can determine the nearest neighbors of x without computing S xy for all users y .In the correlation-based approach,the Pearson correlation coefficient is used to measure the similarity [86],[97]:sim ðx;y Þ¼Ps 2S xyðr x;s À"rx Þðr y;s À"r y ÞffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiP s 2S xyðr x;s À"r x Þ2P s 2S xyðr y;s À"ry Þ2r :ð12ÞIn the cosine-based approach [15],[91],the two users x and y are treated as two vectors in m -dimensional space,where m ¼j S xy j .Then,the similarity between two vectors can be measured by computing the cosine of the angle between them:sim ðx;y Þ¼cos ð~x ;~y Þ¼~x Á~yjj ~x jj 2Âjj ~y jj 2¼Ps 2S xy r x;s r y;s ffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiP s 2S xyr 2x;sr ffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiP s 2S xyr2y;sr ;ð13Þwhere ~x Á~y denotes the dot-product between the vectors ~xand ~y .Still another approach to measuring similarity between users uses the mean squared difference measure1.We use the r c;s ¼ notation to indicate that item s has not been rated by user c .。

开学前的准备英语作文

开学前的准备英语作文

开学前的准备英语作文Preparing for the New Semester。

As the new semester approaches, it is important to prepare yourself for the challenges and opportunities that lie ahead. Here are some tips to help you get ready for a successful start to the new academic year.1. Set Goals。

Before the semester begins, take some time to reflect on your academic goals. What do you hope to achieve this semester? Are there any specific classes or assignments you want to excel in? Write down your goals and keep them in a visible place to remind yourself of what you want to accomplish.2. Get Organized。

A new semester means a fresh start, so take thisopportunity to get organized. Clean out your backpack, desk, and study area. Create a schedule or planner to keep trackof important dates, deadlines, and assignments. Make sure you have all the necessary textbooks and materials for your classes.3. Review Previous Material。

福建省宁德市2014届普通高中单科期末质量检查英语

福建省宁德市2014届普通高中单科期末质量检查英语

宁德市2014届普通高中单科期末质量检查英语本试题分第一卷(选择题)和第二卷(非选择题)两部分。

第一卷1至1 2页,第二卷1 3至1 4页。

满分1 50分。

答题时间120分钟。

第一卷(选择题共115分)第一部分听力(共两节,满分30分)做题时,先将答案标在试卷上。

录音内容结束后,你将有时间将试卷上的答案转涂到答题卡上。

第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1.Where has Helen most probably gone?A To a bank B.To her 0ffica.C.To the canteen.2.What was the woman doing last night?A.Reading to the children.B.Studying with the children.C.Looking after the children.3.What can we learn from the conversation?A.The woman is on a diet.B.They often eat out.C.The man gains weight.4.What’S the relationship between the two speakers?A.A couple.B.Classmates.C.Colleagues.5.Why was the man tired?A.He had to drink.B.He went to Rome.C.He had to hold a party.第二节(共1 5小题;每小题1.5分,满分22.5分)听下面5段对话或独自。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。

开学前准备的英语作文初一

开学前准备的英语作文初一

开学前准备的英语作文初一As the new semester approaches, it's time to start preparing for the upcoming challenges. Here are some tipsto help you get ready for the new school year.Firstly, make a schedule. This will help you manageyour time effectively and ensure that you don't fall behind on your studies. Start by listing all of your classes and extracurricular activities, then allocate time for homework, studying, and other tasks. Be sure to include breaks and leisure time too, as it's important to balance work and play.Secondly, get organized. Make sure you have all the necessary supplies, such as textbooks, notebooks, pens, and pencils. If you're missing anything, make a list and go shopping. Also, tidy up your study area and make sure everything is in its place. A clean and organized workspace can help you focus and be more productive.Thirdly, set goals. Think about what you want to achieve this semester and set specific, measurable, achievable, relevant, and time-bound (SMART) goals. For example, you might aim to improve your grades in a particular subject, or to complete a certain project by a certain date. Write your goals down and track your progress regularly.Fourthly, stay healthy. This is crucial for youroverall well-being and academic success. Make sure you get enough sleep, eat a healthy diet, and exercise regularly. Also, take breaks when you need them and don't pushyourself too hard. Remember that your mental and physical health are both important.Finally, stay motivated. It's easy to lose motivation when faced with challenges or setbacks, but remember that you can overcome them. Stay positive, believe in yourself, and seek support from friends, family, or teachers if you need it. Keep your goals in mind and focus on the bigger picture.In conclusion, preparing for a new school year takes effort and planning, but it's worth it. By following these tips, you can set yourself up for success and make the most of your academic journey. Good luck!。

迎新会建议英语作文

迎新会建议英语作文

迎新会建议英语作文Welcome Party Suggestions。

As the new semester approaches, it is time for us to start planning the welcome party for the new students. A welcome party is a great way to help new students feel at home and get to know their classmates. Here are some suggestions to make the welcome party a fun and memorable event.First of all, we should start by choosing a theme for the party. A theme can help tie the event together and make it more exciting. Some popular themes for welcome parties include beach party, retro party, and masquerade ball. Once we have chosen a theme, we can start planning the decorations, music, and activities around it.Next, we should think about the venue for the party. It is important to choose a venue that is big enough to accommodate all the students and has enough space fordancing and games. Some possible venues for the welcomeparty include the school gym, a local community center, or even an outdoor park if the weather is nice.In terms of food and drinks, we should make sure to provide a variety of options to cater to different tastes and dietary restrictions. Some ideas for food include pizza, sandwiches, fruit platters, and cookies. For drinks, we can offer soda, juice, and water. It is also a good idea tohave a designated area for students to refill their drinks throughout the party.As for activities, we should plan a mix of games and icebreakers to help students get to know each other. Some possible activities include a scavenger hunt, a dance-off, and a trivia game about the school. We can also have aphoto booth set up with props for students to take pictures together.Finally, we should make sure to have a schedule for the party so that everything runs smoothly. It is a good ideato start with a welcome speech from the school principal ora student leader, followed by some icebreakers and games. We can then have time for students to socialize and enjoy the food and drinks before ending the party with a dance.In conclusion, a welcome party is a great way to help new students feel welcome and get to know their classmates. By following these suggestions and planning a fun and engaging event, we can ensure that the welcome party is a success. Let's work together to make the new students feel at home and excited to start the new semester!。

新发展英语学习指南2电子版

新发展英语学习指南2电子版

新发展英语学习指南2电子版Learning English has become an essential skill in today's globalized world. Whether it's for academic, professional, or personal purposes, the ability to communicate effectively in English can open up a world of opportunities. With the rapid advancements in technology, the landscape of English learning has evolved significantly, with the emergence of various digital tools and resources. In this essay, we will explore the new development of English learning and provide a comprehensive guide to help you navigate the electronic version of this guide.One of the most significant advancements in English learning is the rise of online platforms and applications. These digital tools offer a wide range of features that cater to different learning styles and preferences. From interactive lessons and quizzes to immersive language-learning games, the options are endless. One such platform is Duolingo, a popular language-learning app that gamifies the learning process, making it engaging and enjoyable. By completing short lessons and earning points, users can steadily improve their language skills while having fun.Another valuable resource for English learners is language-learning websites like Babbel and Rosetta Stone. These platforms provide comprehensive courses that cover various aspects of the language, including grammar, vocabulary, pronunciation, and conversational skills. The beauty of these online resources lies in their flexibility –users can access the lessons anytime, anywhere, and at their own pace. This is particularly beneficial for individuals with busy schedules or those who prefer to learn in the comfort of their own homes.In addition to online platforms, the rise of mobile applications has revolutionized the way we learn English. Apps like Memrise and Anki offer innovative flashcard-based systems that help users memorize vocabulary and grammar concepts effectively. These apps leverage the power of spaced repetition, a learning technique that has been proven to enhance long-term retention. By incorporating these apps into their study routines, learners can efficiently build their language skills and reinforce their knowledge on-the-go.One of the most exciting developments in the world of English learning is the integration of artificial intelligence (AI) and machine learning. AI-powered chatbots, such as Replika and Xiaoice, can engage in natural conversations with users, providing a realistic and immersive language-learning experience. These chatbots can adapt to the user's level of proficiency, offer personalized feedback, andeven discuss a wide range of topics, helping learners to improve their conversational skills and confidence.Furthermore, the emergence of virtual and augmented reality (VR and AR) technologies has opened up new frontiers in English learning. Imagine being able to step into a virtual English-speaking environment, where you can practice your language skills in a simulated real-world setting. Companies like Mondly and Rosetta Stone have already developed VR and AR applications that allow users to engage in interactive scenarios, such as ordering at a restaurant or navigating a city. These innovative approaches not only make learning more engaging but also provide learners with valuable practical experience.One of the key advantages of the electronic version of the English Learning Guide 2.0 is the abundance of multimedia resources available. From educational videos and podcasts to interactive learning materials, the digital format offers a rich and diverse learning experience. Platforms like YouTube and Spotify host a wealth of content created by language experts, native speakers, and educational institutions. Learners can access these resources to improve their listening comprehension, pronunciation, and cultural understanding.Another significant benefit of the electronic version is theaccessibility and convenience it offers. Traditional physical textbooks can be cumbersome and expensive, whereas the digital version can be accessed on a range of devices, including smartphones, tablets, and laptops. This makes it easier for learners to incorporate English practice into their daily routines, whether they're commuting, waiting in line, or relaxing at home.Furthermore, the electronic version of the English Learning Guide 2.0 can be regularly updated and expanded, ensuring that learners have access to the latest and most relevant information and resources. This is particularly important in a rapidly evolving field like language learning, where new teaching methodologies, technological advancements, and cultural trends emerge constantly.One of the key features of the electronic version is the integration of personalized learning paths. By collecting data on a user's learning progress, preferences, and challenges, the guide can recommend customized learning plans and resources. This personalized approach helps to ensure that each learner receives the support and guidance they need to achieve their language-learning goals.In addition to the wealth of learning resources, the electronic version of the English Learning Guide 2.0 also provides access to a global community of learners and language enthusiasts. Online forums, social media groups, and language exchange platforms allow usersto connect with others, practice their language skills, and receive support and feedback from a diverse network of language learners and native speakers.As we delve deeper into the electronic version of the English Learning Guide 2.0, it's important to acknowledge the role of self-directed learning and the development of autonomous learning skills. The digital landscape offers a wealth of resources, but it also requires learners to take a more active and independent approach to their learning. Developing skills such as time management, goal-setting, and self-evaluation can help learners make the most of the electronic guide and achieve their language-learning objectives.In conclusion, the electronic version of the English Learning Guide 2.0 represents a significant advancement in the field of language learning. By harnessing the power of technology, this guide offers a comprehensive and personalized learning experience that caters to the diverse needs and preferences of language learners. From interactive platforms and mobile apps to immersive virtual experiences and a global community of language enthusiasts, the electronic version of the guide provides a dynamic and engaging way to master the English language. As we continue to explore and embrace these new developments, the possibilities for language learning become increasingly boundless, empowering individuals tounlock a world of opportunities through effective communication in English.。

迎接新生的活动英语作文

迎接新生的活动英语作文

迎接新生的活动英语作文As the new semester approaches, many schools and universities are gearing up to welcome their new students with a variety of activities and events. These activities are designed to help new students settle in, make friends, and feel at home in their new environment. In this essay, we will explore some of the most popular activities that schools and universities use to welcome new students.One of the most common activities that schools use to welcome new students is orientation. Orientation typically takes place before the start of the semester and is designed to introduce new students to the campus, the faculty, and the various resources available to them. During orientation, new students are given tours of the campus, meet with academic advisors, and attend informational sessions on topics such as campus safety, academic policies, and student services. Orientation is a great way for new students to get their bearings and start feeling comfortable in their new surroundings.Another popular activity that schools use to welcome new students is a welcome week or welcome weekend. These events typically take place during the first week or weekend of the semester and are filled with fun activities and social events designed to help new students meet each other and start forming friendships. Welcome week events might include icebreaker games, campus tours, barbecues, movie nights, and other social activities. These events are a great way for new students to start building a sense of community and belonging on campus.In addition to orientation and welcome week events, many schools also offer mentorship programs to help new students adjust to college life. In a mentorship program, new students are paired with older students who can provide guidance, support, and advice as they navigate their first year of college. Mentors might help new students with things like choosing classes, finding their way around campus, and getting involved in extracurricular activities. Mentorship programs are a great way for new students to connect with someone who has been in their shoes and canoffer valuable insights and support.Overall, there are many different activities that schools and universities use to welcome new students. From orientation to welcome week events to mentorship programs, these activities are designed to help new students feel comfortable, make friends, and start their college experience off on the right foot. By participating in these activities, new students can start building a sense of community and belonging on campus, setting themselves upfor a successful and fulfilling college experience.。

上海市长宁嘉定金山2024届高三第一次调研测试英语试卷含解析

上海市长宁嘉定金山2024届高三第一次调研测试英语试卷含解析

上海市长宁嘉定金山2024届高三第一次调研测试英语试卷考生请注意:1.答题前请将考场、试室号、座位号、考生号、姓名写在试卷密封线内,不得在试卷上作任何标记。

2.第一部分选择题每小题选出答案后,需将答案写在试卷指定的括号内,第二部分非选择题答案写在试卷题目指定的位置上。

3.考生必须保证答题卡的整洁。

考试结束后,请将本试卷和答题卡一并交回。

第一部分(共20小题,每小题1.5分,满分30分)1.One of the true tests of leadership is the ability to recognize a problem ________ it becomes an emergency. A.when B.beforeC.after D.unless2.Keeping a regular sleep schedule is important for setting a baby's body clock,_______researchers note should be in place by about 4 months of age.A.whose B.which C.when D.where3.Every great accomplishment rests on the of what came before it; when you trace it back, you’ll see one small step that started it all.A.reputation B.expectationC.recreation D.foundation4.—Did Max go to the concert with his family yesterday?—The report scheduled to be handed in tomorrow, he _______ it.A.couldn’t have attended B.needn’t have attendedC.wouldn’t attend D.shouldn’t attend5.For a third-culture kid,it is often easier to a new foreign country than to their "home" country.A.moving B.to move C.move D.moved6.––Is this tea good cold as well?––______ with ice, this tea is especially delicious.A.Served B.Serving C.Having served D.To be served7.No matter how carefully you plan your finances, no one can _______ when the unexpected will happen.A.prove B.implyC.demand D.predict8.Thanks to Mr. Smith, the father and the son eventually ________after ten years' cold relationship between them. A.took up B.made upC.looked up D.turned up9.Now the wor ld’s attention ________ the stocking markets, as they have great influence on the world’s economy. A.is fixing on B.is being fixed onC.has fixed on D.had been fixed on10.I was unaware of the critical points involved, so my choice was quite _______.A.arbitrary B.reasonable C.mechanical D.conventional11.He is such an unselfish man. You cannot help but ________ him.A.respect B.to respect C.neglect D.to neglect12.Hopefully,the new method will be effective,helping students to get their career plans ________.A.at hand B.at willC.on trial D.on track13.More and more college graduates, the survey shows, feel it hard to find a satisfactory job.A.what B.who C.as D.that14.Someone called me up at midnight, but he had hung up I could answer the phone.A.as B.sinceC.until D.before15.The leaders of the BRICS countries Friday reached important ________ on building an open world economy and improving global economic governance(管理) during their informal meeting on the sidelines of the G20 Summit in Hamburg, Germany.A.consideration B.consensusC.commitment D.confirmation16.The reign of the next Japanese emperor will be known as “Reiwa” (令和) era, in ________ name the character for “harmony” is included.A.which B.whatC.whose D.as17.He doesn't spend any more money on clothing than I do,but________he manages to look so stylish. A.therefore B.somehowC.furthermore D.otherwise18.—How was your job interview?—Very successful. I ________ my homework about the company, you know.A.had done B.have doneC.did D.was doing19.if I had arrived yesterday without letting you know beforehand?A.Would you be surprised B.Were you surprisedC.Had you been surprised D.Would you have been surprised20.I will go to Beijing on business tomorrow, do you have anything ____ to your son studying in Peking University?A.to be taken B.to take C.taken D.being taken第二部分阅读理解(满分40分)阅读下列短文,从每题所给的A、B、C、D四个选项中,选出最佳选项。

开学前准备作文英语翻译

开学前准备作文英语翻译

开学前准备作文英语翻译Preparing for the new school year。

As the new school year approaches, it is important for students to start preparing in advance to ensure a smooth transition back to school. Here are some tips on how to get ready for the upcoming academic year:1. Organize your study space: Create a designated study area at home where you can focus and concentrate on your schoolwork. Make sure it is well-lit, quiet, and free from distractions.2. Purchase school supplies: Make a list of the essential school supplies you will need for the new school year, such as notebooks, pens, pencils, and textbooks. Stock up on these items before the school year begins.3. Review last year's materials: Take some time to review your notes and textbooks from the previous schoolyear to refresh your memory and prepare for the new material you will be learning.4. Set academic goals: Think about what you want to achieve academically in the upcoming school year and set specific goals for yourself. This will help you stay motivated and focused throughout the year.5. Get into a routine: Start adjusting your sleeping and eating habits to get back into a school routine. Try to go to bed and wake up at the same time each day to ensure you are well-rested and alert for school.6. Plan your extracurricular activities: If you participate in extracurricular activities, such as sports or clubs, make sure to plan your schedule in advance sothat you can balance your academic and extracurricular commitments.7. Stay organized: Use a planner or calendar to keep track of important dates, deadlines, and assignments. This will help you stay on top of your schoolwork and avoidfalling behind.By following these tips and preparing in advance, you can start the new school year on the right foot and set yourself up for success. Good luck!。

新年计划的英文

新年计划的英文

新年计划的英文As the new year approaches, it's the perfect time to start thinking about our plans and goals for the coming year. Setting new year's resolutions can help us focus on what we want to achieve and provide us with a sense of direction and purpose. In this document, we will discuss some tips for creating effective new year plans and how to stick to them throughout the year.First and foremost, it's important to set realistic and achievable goals. While it's great to aim high, setting unattainable goals can lead to frustration and disappointment. Instead, break down your larger goals into smaller, manageable steps. This will make them feel more achievable and help you stay motivated as you make progress.Secondly, it's essential to be specific about what you want to achieve. Instead of setting vague goals like "getin shape" or "save money," try to be more precise. For example, you could set a goal to exercise three times aweek or save a specific amount of money each month. Being specific will make it easier to track your progress and hold yourself accountable.Additionally, it's helpful to create a plan of action for each of your goals. Think about what steps you need to take to achieve them and create a timeline for when you want to complete each step. Having a clear plan will make it easier to stay on track and avoid procrastination.Moreover, it's important to stay flexible with your plans. Life is unpredictable, and sometimes things don't go as we expect. It's okay to adjust your plans as needed and make changes along the way. Being flexible will help you adapt to any challenges or obstacles that may arise.Furthermore, it's beneficial to find a support system to help you stay accountable. Whether it's a friend, family member, or a mentor, having someone to check in with and share your progress can provide you with the motivation and encouragement you need to stay on track.In conclusion, creating a new year plan is a great wayto set yourself up for success in the coming year. Bysetting realistic and specific goals, creating a plan of action, staying flexible, and finding a support system, you can increase your chances of achieving your goals. Remember, the new year is a fresh start, and it's never too late toset new goals and work towards becoming the best version of yourself. Cheers to a successful and fulfilling new year!。

新年开学祝福语英语

新年开学祝福语英语

新年开学祝福语英语As the new year approaches, it's time for students to return to school and start a new semester. It's a time for new beginnings, new challenges, and new opportunities. To all the students out there, I want to send my best wishes for the new year and the new school term.First and foremost, I want to wish you all a happy new year. May this year bring you success, happiness, and fulfillment in all that you do. As you embark on this new school term, I hope you approach it with enthusiasm and determination. Remember that each new day is a chance to learn, grow, and make progress towards your goals.I also want to encourage you to embrace the challenges that come your way. School can be tough at times, but it's important to remember that challenges help us to grow and develop resilience. When faced with difficult tasks or subjects, don't be afraid to ask for help. Seek out your teachers, classmates, or even online resources to help you overcome any obstacles you may encounter.In addition, I want to remind you to stay positive and optimistic. A positive attitude can make a world of difference in how you approach your studies and interact with others. Believe in yourself and your abilities, and don't be afraid to dream big. Set goals for yourself and work hard to achieve them. With dedication and perseverance, you can accomplish great things.Furthermore, I want to emphasize the importance of taking care of yourself. As you navigate through the demands of school, don't forget to prioritize your well-being. Get plenty of rest, eat healthily, and make time for activities that bring you joy and relaxation. Taking care of your physical and mental health will help you to perform at your best academically.Lastly, I want to encourage you to make the most of the opportunities that come your way. School is not just about academics, but also about personal growth and development. Take part in extracurricular activities, volunteer in your community, and explore newinterests. These experiences will enrich your life and help you to become a well-rounded individual.In conclusion, as you embark on this new school term, I want to wish you all the best. May you approach each day with enthusiasm, embrace challenges with resilience, maintain a positive attitude, take care of yourself, and make the most of the opportunities that come your way. With these wishes in mind, I have no doubt that you will have a successful and fulfilling new year at school. Good luck!。

学校开学用英语怎么说

学校开学用英语怎么说

学校开学用英语怎么说IntroductionWhen the new semester approaches, it is important to know how to discuss and communicate about the start of school in English. This article will provide you with some useful phrases and vocabulary to use when talking about the beginning of the school year in English.Talking about the Date1.The school starts on (date).2.The first day of school is on (date).3.Classes commence on (date).Discussing the Start Time1.School begins at (time).2.The school day starts at (time).Mentioning the Grade or Year Level1.I will be in (grade/year level).2.My child will be in (grade/year level).Talking about Courses or Subjects1.I have signed up for (course/subject).2.This semester, I will be studying (course/subject).3.I am taking (course/subject) this year.Describing Class Schedule1.I have a class in the morning/afternoon.2.My classes are in the morning/afternoon.Discussing Class Duration1.Each class is (duration) long.2.Our classes usually last for (duration).Mentioning the School Breaks1.We have short breaks during the day.2.There is a lunch break of (duration) during the school day.3.We have a (duration) break in the morning/afternoon.Describing School Supplies1.I need to buy (school supplies) for the new school year.2.It’s time to get new (school supplies) for the semester.Discussing School Uniform1.We have a school uniform.2.The school requires students to wear a uniform.3.Students must wear the school uniform every day.Talking about School Facilities1.Our school has a library, computer lab, and science lab.2.We have a gymnasium and a playground in our school.3.The school has excellent facilities for sports and extracurricularactivities.Discussing School Rules1.The school has strict rules about discipline and behavior.2.Students are expected to follow the school rules.3.The school emphasizes punctuality and attendance.ConclusionHaving a good understanding of how to talk about the start of the school year in English can be beneficial when communicating with teachers, classmates, and other members of the school community. The phrases and vocabulary provided in this article should help you have meaningful conversations about school opening and create a positive learning environment.。

初二英语作文新年决心

初二英语作文新年决心

初二英语作文新年决心As the New Year approaches, I can't help but feelexcited about the fresh start it brings. This year, I've decided to make some resolutions that will help me grow and improve in different areas of my life.First off, I'm determined to focus more on my studies.I know I have the potential to do well, but I often get distracted by other things. So this year, I'm going to set aside time every day to do my homework and revise for tests.I want to see my grades improve and feel proud of my achievements.Another resolution I have is to get more active andstay healthy. I've been slacking off on exercise lately,and it's starting to show in my energy levels. This year,I'm going to make a point of doing some form of physical activity every day, whether it's going for a run, playing a sport, or just doing some stretches. I want to feelstronger and more energetic throughout the year.Lastly, I want to spend more time with my family and friends. Life can be busy, and it's easy to get caught up in our own little worlds. But I know that the people closest to me are the ones who matter most. So this year, I'm going to make an effort to reach out to them more。

英语作文-图书馆的数字化服务与知识管理创新

英语作文-图书馆的数字化服务与知识管理创新

英语作文-图书馆的数字化服务与知识管理创新The digitalization of library services and innovation in knowledge management have revolutionized the way we access information and resources in the modern age. With the advancement of technology, libraries have evolved from traditional brick-and-mortar buildings to online platforms that provide a wealth of digital resources and services to users around the globe.One of the key benefits of digitalization in libraries is the accessibility of information. Through online catalogs and databases, users can easily search for and retrieve relevant materials without the constraints of physical location or operating hours. This has greatly expanded the reach of libraries and made knowledge more readily available to a wider audience.Moreover, digital libraries offer a variety of innovative services that enhance the user experience. For example, many libraries now provide virtual reference services, where users can chat with librarians in real-time to get help with their research or inquiries. Additionally, digital libraries often offer online tutorials and workshops to help users develop their information literacy skills and navigate the vast amount of information available online.In terms of knowledge management, digital libraries have also revolutionized the way information is organized and preserved. Through the use of digital preservation techniques, libraries can ensure the long-term accessibility and integrity of digital materials, safeguarding valuable resources for future generations. Furthermore, digital libraries often employ sophisticated metadata and indexing systems to facilitate the discovery and retrieval of information, making it easier for users to find relevant resources quickly and efficiently.Another important aspect of digital libraries is the promotion of collaboration and sharing of knowledge. Through online platforms and social media channels, libraries canconnect with users, researchers, and other institutions to facilitate the exchange of ideas and information. This collaborative approach to knowledge management fosters innovation and creativity, leading to the development of new ideas and solutions to complex problems.In conclusion, the digitalization of library services and innovation in knowledge management have significantly transformed the way we access, organize, and share information. By leveraging technology and embracing new approaches to information management, libraries can better serve their users and contribute to the advancement of knowledge in the digital age. As we continue to embrace digital technologies and adapt to the changing landscape of information, libraries will play a crucial role in shaping the future of knowledge dissemination and discovery.。

展望新学期作文250字

展望新学期作文250字

展望新学期作文250字展望新学期。

英文回答:As a new semester approaches, I can't help but feel a mix of excitement and nervousness. It's always a fresh start, a chance to learn new things and meet new people. I look forward to the challenges and opportunities that await me.First and foremost, I am eager to dive into my new courses. I have chosen a variety of subjects that I am passionate about, including literature, history, and biology. Each class presents a unique set of challenges and learning experiences. For example, in my literature class, we will be studying classic novels and analyzing their themes and symbolism. This will not only enhance my understanding of literature but also improve my critical thinking skills.In addition to academic pursuits, I am also excited about the extracurricular activities that the new semester will bring. I plan to join the debate club, where I can engage in stimulating discussions and improve my public speaking abilities. This will not only help me express my thoughts more effectively but also boost my confidence.Furthermore, I am looking forward to the social aspectof the new semester. Meeting new classmates and forging new friendships is always an exciting part of starting a new school term. It's an opportunity to connect with peoplefrom different backgrounds and learn from their experiences. For instance, last semester, I met a classmate from a different country who taught me about her culture and traditions. It was a valuable learning experience that broadened my perspective.中文回答:展望新学期,我感到兴奋和紧张交织在一起。

Cadet Great Start 新成员培训指南说明书

Cadet Great Start 新成员培训指南说明书

ORIENTATION & MEMBERSHIP: “Cadet Great Start”Seminar M1 Lesson PlanScope:Prospective and new cadets need lots of support if they are to succeed in CAP.Specifically, what do they need? And what is the best way to meet those needs? Thisseminar discusses cadet orientation and membership by using the Cadet Great Startprogram as a model.Format:Guided Discussion (with a few lecture items)Duration:50 minutesObjectives: 1. Explain why CAP favors the “pipeline” approach for cadet orientation2. Identify several needs squadrons must meet to help their new cadets succeed3. Describe some hallmarks of the Cadet Great Start program4. Identify key facts about the cadet application process, Cadet Uniform Program, andNew Cadet KitResources:CAPP 52-9, Cadet Great Start (Have the pamphlet available for “show and tell,” and refer to the Preface especially.)STARTING POINTIntroduce yourself and state the seminar’s topic.ATTENTION & MOTIVATIONFor each of the past 30 years or more, CAP has been recruiting 10 to 12thousand cadets each year, on average. But at year’s end, only one-thirdof those newcomers have elected to renew their membership. What can CAP do to improve? Think of how much more vibrant your squadron could be if you retained more cadets. This seminar looks at the issue of cadet retention by focusing on how squadrons orientate and train new cadets.OVERVIEWSee slideMAIN POINT #1THREE APPROACHES FOR ORIENTATING A NEW CADET[Lecture Item]Most squadrons use one of three main approaches in motivating a prospective cadet to join CAP and getting them promoted to C/Amn:“Trickle In”: The squadron has an open enrollment policy, allowing cadets to join at anytime during the year.Basic Cadet Training: The squadron uses “trickle in,” but the group or wing helps the newcomers by offering a weekend-long basic cadet training program.Pipeline: The squadron holds recruiting drives at certain times during the year, andnewcomers enter the squadron only at those times.[Guided Discussion]What are some of the pros and cons of each system?Anticipated Responses: Record the students’ replies on the whiteboard, in grid form as shown in the table below. Students’ replies should be similar to the entries on that table.TRICKLE IN BASIC CADET TRAINING PIPELINEPROS•Cadets can join anytime•Cadets can join anytime•Cadets may receive the trainingneeded to earn C/Amn, if, bychance, the BCT activity isbeing held around the sametime they join•Frees squadrons from some(but not all) of theirobligations to train thenewcomers •Unit provides each newcomer with a comprehensive, in-depth introduction to CAP •Unit schedules orientations and responds to themsystematically, vs. continuallyhaving to address needs ofnewcomers 1 and 2 at a time •With several newcomersentering at once, they form a“class,” promoting teamworkand creating their ownsupport network, therebyavoiding any newcomerfeeling like the odd man out •Having thoughtful, structured activities for the newcomermeans that squadronmeetings – the only activitiesthat matter at this early stageof CAP membership – will beproductive and fun •Time is budgeted foraddressing important (butoften overlooked) supportfactors such as briefingparents, sizing for uniforms,and reviewing membershipapplicationsCONS•Unit is always having to reactto newcomers’ needs•Unit is usually unable toprovide the new cadet with acomprehensive, in-depthintroduction to cadet life•New cadet is the “odd cadetout,” as the only newcomer•No specific goal for when thecadet will earn C/Amn •Unit is always having to reactto newcomers’ needs•Cannot guarantee the BCTactivity will arrive just-in-timeto meet newcomers’ needs•New cadets might bond withtheir BCT mates, but not withtheir home squadron•Requires newcomers, who arethe least invested in CAP, totravel to a group or wing event•Cadets cannot join anytimeand may need to wait until thenext enrollment period comesaroundWHAT DO PROSPECTIVE CADETS REQUIRE?[Guided Discussion]What do prospective cadets require? What does is needed if you want to take a young person who is thinking about joining CAP and to transform them into a Cadet AirmanAnticipated Responses:•Compelling reasons to join. What will I get to do? Is CAP fun? Is it a worthwhileactivity?•How much does it cost? What are the membership requirements? •Partner with parents, answer theirquestions, etc.• A full introduction to all 5 elements of the Cadet Program•Detailed instruction in the basics of cadet life (drill, uniforms, saluting, etc.) •Help getting into a uniform•Help processing their membershipapplication•Help studying for the Curry exam •Help preparing for the Curry drill test •Help preparing for the Curry fitness test •An opportunity to complete thefoundation activity in the characterprogram•Help understanding and memorizing the Cadet Oath•An understanding of how promotions work•Lots of coaching and encouragement along the way•An opportunity to take the Curry test • A chance to succeed quickly• A chance to fly soon after joining •Etc.INTERIM SUMMARYTurning an ordinary kid into a Cadet Airman requires a lot of work, perhaps ten times as much work as it takes to transform a C/Amn into a C/A1C.Because so many cadets drop-out of CAP shortly after joining, it makes sense for squadrons to put a lot of thought and effort into how they orientate and train newcomers.TRANSITIONIn short, cadets need a “great start” in CAP if they are to succeed. To meet that need, we have the “CadetGreat Start” program (CAPP 52-9).WHAT IS CADET GREAT START?[Lecture Item]Cadet Great Start is a systematic, all-inclusive introduction to cadetlife. It’s a fast but thorough orientation and training program thattransforms an ordinary kid into a Cadet Airman in 5 short weeks. Passaround a copy of CAPP 52-9 or briefly play “show and tell.The hallmarks of the Cadet Great Start program include:1.Begins with an open house showcasing the exciting things cadets do2.Sets learning objectives that are designed specifically for new cadets3.Provides a standardized, easy to use curriculum4.Challenges cadet NCOs and officers by using them as instructorsrms parents of CAP policies and builds trust6.Includes a plan for managing the administrative tasks involved in running the program7.Includes fun, hands-on activities, as opposed to boring lectures8.Concludes with an orientation flightBriefly discuss the suggested schedule shown in CAPP 52-9.[Discussion Questions]Has anyone here had experience working with the Cadet Great Start program?Do you think a young person who completes this program will have a foundation for success?Do you think the Cadet Great Start manual gives you enough guidance and tips so you can meet the needs of your prospective cadets?Anticipated Responses: Answers will vary.TRANSITIONIn addition to considering Cadet Great Start, no discussion of cadet orientation and membership is complete without looking at some of the administrative aspects of joining CAP.WHAT ROLE DO LOCAL LEADERS PLAY IN HELPING MEETNEW CADETS’ OTHER MEMBERSHIP-RELATED NEEDS?[Alternates between lecture and discussion]1. The Membership Process: Basic Facts•Prospective cadets must be at least 12 but not yet 19 to join•Cadets must be single, attend school regularly, and willing to follow CAP rules•Cadets apply for membership using CAPF 15•Cadets officially become a CAP member only when their name appears in e-ServicesWhat are some best practices you recommend for managing the membership process?Anticipated Responses:•Have cadets attend a couple meetings before joining CAP (Cadet Great Start follows this approach)•Require a parent to meet the unit commander before approving the application•Have a senior member spot-check the application for completeness2. Cadet Uniform Program: Basic Facts•CAP provides an Air Force-style blues uniform to each cadet (if funds are available)•Cadets or their commander can request the uniform online through e-Services•Unit commanders (or designee) needs to approve the request•AAFES ships the uniform to the cadet’s home•The uniform is property of CAP, so if the cadet quits or outgrows it, the family is expected to return it•Cadets still need to obtain shoes and insignia on their own•Uniforms take about a month arrive after placing their order (but this can vary)What are some best practices you recommend for this program?Anticipated Responses:•Help the cadets’ measure their sizes•Provide all the insignia needed for a small fee, or have Vanguard order forms prepared in advance•Try to equip cadets with BDUs at the same time you’re assisting with their CUP order3. New Cadet Kit: Basic Facts•Upon joining CAP, each cadet receives a “New Cadet Kit,” at no cost to them•The kit is basically a zip-up binder containing their textbooks, a CD, mini-posters, and other tools•The kit should arrive at the cadet’s home within 2 weeks of joining CAPWhat are some best practices you recommend for this program?Anticipated Responses:•Keep a sample kit at the unit to use for “show and tell,” and to lend to new cadets•Use the mini-posters as you teach cadets how to wear their uniform properly•Tell cadets to use their “Next Step CD,” as it includes a section explaining what they can do to help themselves get started in CAPCONCLUSIONCADET GREAT START IS THE STANDARD FOR ORIENTATING NEW CADETSThink back to when you first joined CAP. You were entering a new and somewhat unique and strange organization. If we want young people to not only join CAP but succeed as cadets, we need to give them a great start.A great start includes a thorough orientation to CAP, an in-depth introduction to cadet life, the opportunity to earn Cadet Airman quickly, and a chance to fly right away.A pipeline-based approach, using the Cadet Great Start materials, is CAP’s standard method for orientating and training new cadets.。

安徽省2023-2024学年高二上学期冬季阶段性检测英语试题(含听力)(原卷版)

安徽省2023-2024学年高二上学期冬季阶段性检测英语试题(含听力)(原卷版)
2.【此处可播放相关音频,请去附件查看】
What is the woman trying to do?
A.Arrange a meeting.B.Make an apology.C.Cancel a meeting.
3.【此处可播放相关音频,请去附件查看】
What is the man?
A.A banker.B.A teacher.C.A shopkeeper.
A.The man’s daughter.B.A birthday party.C.Something to drink.
第二节(共15小题;每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题给出5秒钟的作答时间。每段对话或独白读两遍。
A.A tour guide.B.A hotel clerk.C.A bus driver.
18.Where are the speaker and the listeners?
A.In a hotel.B.On a bus.C.On a bridge.
19.What do we know about Ibiza?
A.It is a coastal city.
B.The death rate thefor its restaurants.
20.What does the speaker remind the listeners to do in the end?
A.They are more focused.
B.They were born with the skill.
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New Approaches to Help Users Get Started with Visual Interfaces: Multi-Layered Interfaces and Integrated Initial GuidanceHyunmo Kang, Catherine Plaisant and Ben ShneidermanDepartment of Computer Science & Human Computer Interaction LaboratoryUniversity of Maryland, College Park, MD 20742{kang, plaisant, ben}@/hcil and /govstat/AbstractWe are investigating new ways to help users learn to use public access interactive tools, in particular for the visual exploration of government statistics. Our work led to a series of interfaces using multi-layered design and a new help method called Integrated Initial Guidance. Multi-layer designs structure an interface so that a simpler interface is available for users to get started and more complex features are accessed as users move through the more advanced layers. Integrated Initial Guidance provides help within the working interface, right at the start of the application. Using the metaphor of “sticky notes”overlaid on top of the functional interface locates the main widgets, demonstrates their manipulation, and explains the resulting actions using preset animation of the interface. Usability testing with 12 participants led to refined designs and guidelines for the design of Integrated Initial Guidance interfaces.1IntroductionThe help system of computer applications is design to provide useful and usable information on their usage. While standardization and innovations in user interfaces have made computer applications easier to use, it is clear that getting started with unfamiliar interfaces, learning advanced features and understanding application domain concepts remains a challenge for many users. Although the help system is typically used only when users cannot proceed with their task and most of the help information is never consulted at all, there is no doubt about the necessity of providing help. Different applications will benefit from different styles of help: for example a complex CAD system to be used daily by an engineer will require elaborate tutorials and detailed online reference manuals. On the other hand a web application used once or twice by novice users may benefit from a video demonstration or a one-page set of “get started” directions. Such public access applications are likely to be abandoned by users who cannot accomplish their goal within the first few seconds or minutes. Designing an easy to learn interface is designers’ first goal. The next challenge is to choose an effective method to help users learn that interface.In the context of our NSF funded project aiming to improve citizen access to statistical information, we are exploring which type of help might be best suited to improve the learnability of tools to find, browse or manipulate statistical information. Public access information systems imply that most users will be first time users of the interface, and that they will have limited time and interest in learning the system. Users will want an answer to their question but not necessarily learn all the features of the tool. We chose to focus our work on the investigation of multi-layered application design and a new help method called Integrated Initial Guidance (IIG or “sticky note” approach). A prototype of Integrated Initial Guidance has been implemented in Ymap application, which is a relatively simple interactive tool for visualizing statistical Census data. The help interface was revised iteratively while we collected feedback from users. Our current results highlight the benefits of the Integrated Initial Guidance approach but also the challenges in designing and implementing this new approach.2Related WorkThe multi-layered approach, initially called level-structured approach (Shneiderman, 1998), advocates the use of two or more interfaces each containing a pre-determined set of features of growing complexity.McGrenere, Baecker and Booth (2002) allowed users to specify which features would be available in each layer, and conducted an experiment showing that users were able to learn to use a commercial word processor when first using the simplified version of the software.There has been limited recent research activity on online help. Early work in the 80’s showed that avoiding jargon, keeping sentences short, emphasizing tasks was helpful, but the philosophy of integrated help is primarily guided by many of the principles of the minimal manual (Carroll, 1997), which promotes shorter manuals providing procedural information. Most books on help cover the design of extensive online help manuals. Palmiter (Palmiter, Elkerton & Baggett, 1991) showed that users were faster and more accurate when performing tasks after being shown animated demonstrations than textual explanations. Harrison (Harrison 1995) showed that using help using visuals was more effective than text only explanations. (Wiedenbeck & Zila 1997) showed the importance of providing exercises. There are many commercial products that provide animated demo help, especially with Macromedia Flash (). Recently, text documentations are replaced or reinforced with animated demo help, but there has been very few research attempts on how to integrate those new kinds of help and the real applications in seamless way.Previous research (Knabe 1995.) showed the problems of non-integrated online documentation and help.•Being switched out of the application they need to use to complete their task.•Confusion with the help illustrations easily confused with the functioning interfaces.•Overlapping of windows, with likely hiding of important parts of the interface and or help.•Because of the above mentioned problems, users have to remember series of steps before they can try to perform them.These problems guided us toward the use of integrated help.3The Case of YmapWe chose Ymap as a case study. (Note that Ymap was originally called Dynamap.) Ymap is a relatively simple interactive visualization tool developed by the Human-Computer Interaction Laboratory and to be soon released by the Census Bureau with Census information on CDs. Users can click on a map to display in a table facts about the area selected. They can select multiple areas and zoom on the map. They can use dynamic queries to filter the map according to a list of criteria. Finally they can use a scatter plot, tightly coupled to the map and table, to see relationships between two criteria (see /hcil/census). Our numerous demonstrations of Ymap made us confident that users could understand and use Ymap after a minute of two of demonstration, but usability tests at Census with novice users receiving no training revealed that users had difficulties getting started with Ymap. They have problems with zooming and multiple selections, but also with the sliders, and are often puzzled by scatter plots. We experimented with Integrated Initial Help with a single layer version of Ymap, and with a multiple-layer version of Ymap.3.1Creating a multi-layered design of YmapYmap is well suited for a 3 layer design (Figure 1) using-level 1: map and table only-level 2: map and table, plus dynamic query filters-level 3: map and table and dynamic query, plus scatter plotThis could be accomplished easily by hiding the appropriate subwindows of the interface. When users go up one level, the appropriate parts of the interface are added with animated transitions, which help users see what is changing.Figure 1: Three different levels of the multi-layered approach, (a) the first level shows onlythe map and the data table (b) second level shows slider bar along with map and table (c) thethird level adds scatter plot. A yellow introduction panel lists the features of the level andindicates the location of the level buttons.3.2Integrated Initial Guidance“Sticky note” help was first implemented in the PhotoFinder kiosk (Shneiderman et al. 2002.) Integrated Initial Guidance (IIG) implements sticky notes inside the interface itself, thereby allowing users to use the interface or run automated demonstrations while reading the sticky notes overlaid on the interface. Integrated Initial Help:1)Highlights the main functions of the interface;2)Shows the location of the main interface widgets whose use can be explained or demonstratedwith a “show me” button whicho Introduces procedures as series of stepso Provides explanation of the effect of actionso Hints at alternative (generally more advance procedures);3)Provides lists of simple to complex example tasks (e.g. find the state with the higher averageincome), which lead to demonstrations of advanced interface widget functions.Our first IIG implementation (see examples in Figure 2) was improved iteratively while we collected feedback from 12 users. An informal think-aloud procedure was followed. Users were given neither demonstration nor specific instructions but only some context for the situation: “Imagine that you are considering moving elsewhere in the US and are looking for information about states to decide where you might want to live. You went on the web and found this site at the census bureau”. After they explored the site for about 20 minutes they were interviewed in more detail, then shown the other interface and asked to comment on what they liked and didn’t like about the two interfaces.Figure 2: Two examples of IIG sticky notes. The left example (a) corresponds to a serial grouping of sticky notes. It shows the series of steps to accomplish a task. The right example (b) shows the sticky notes representing separate or “parallel” features in a level of the interface.The most striking observation was that users used the IIG features in very different ways, and that together the first six users used every feature we had designed in the IIG. One user focused his use of the help mostly on trying out the example tasks, while several others never used them. Some users used the “show me” feature; others did not and executed the steps themselves; others started by doing it themselves but then used the “show me” function when they failed to guess the procedure (e.g. to select multiple states). All users found something of interest in the data about the states and became engaged in the application. The help sticky notes were never explored systematically. Most users indicated that they preferred the multi-layered interface to the interface presenting all features at once.3.3Design GuidelinesWhile designing the IIG we were confronted with the conflicting goals of trying to keep the help simple while addressing as many interface aspects as possible.CompletenessThe Integrated Initial Guidance is likely to always be incomplete (unlike the more traditional reference manuals or tutorials which are supposed to cover all aspects of the system, exceptions, etc). The designer’s role is to choose which aspects of the interface need to be addressed in the IIG and how to structure the help information by controlling the grouping, location and ordering of the notes. To refine the original goal of focusing on the major functions of the interface we suggest the following guidelines to select features to be explained with the IIG:•Highlight the unconventional features (e.g. the buttons leading to the advanced interface layer) and ignore standard features (e.g. open and save files, or reset)•Demonstrate the use of widgets that lack affordances (e.g. show that you can click on the map or on points of the scatter plot)•Prioritize the importance of features and eliminate help for less important ones in order to avoid cluttering the screen with IIG notes.•If you still have room, remind users of the features people are known to forget or not notice (e.g.scroll the table)GroupingOnce designers have selected which aspect of the interface to provide help for with IIG, it is important to structure the help information in meaningful chunks, when each chunk corresponds to a single sticky note. Small chunks will minimize the need to remember instructions as they are executed with the “show me” or as users execute them themselves, but small chunks will lead to more sticky notes, cluttering the screen and adding confusion.In our exploration, we found that chunks could be grouped either in series or in parallel. A series of sticky notes corresponds to a natural series of steps associated with a procedure (e.g. select a dynamic query slider, adjust the minimum value, the maximum value, and explain the effect on the map.) It was important to mark the sticky notes with progress indicators (e.g. 1 of 4), and we found it useful at any given point in the series to show the past and future steps as translucent notes, allowing users to go back and repeat certain steps, or skip others. All the task examples corresponded to series as they demonstrated a particular way of performing a task. (Figure 2(a))Parallel groupings of chunks correspond to choices of interface features. For example, parallel notes can show that users could either zoom, or select on the map, or change level. All notes are shown as equivalent, and remain visible at all time even during the “show me” demonstrations. (Figure 2(b))We often found that the information we needed to provide corresponded to parallel series. We attempted to create mixed serial and parallel structures (e.g. a parallel of 2 alternatives: “zoom on the map” or “select states”, and each represents a series of step. For example, “zoom on the map” is composed of a series of steps “click on zoom button”, “click on the map”, and “click on zoomout button”), but our user testing indicated that users felt disoriented by the complexity of this hybrid flow.After several attempts we concluded that there was a strong benefit in choosing one or the other (parallel or series) but avoiding combining the two. This implies that designers have to force alternatives into a series (i.e. explaining/demonstrating first the several zooming steps, then the steps to selecting the map), or force series into single demonstration by aggregating steps into a single “show me” demonstration. LocationAnother challenge was to place the sticky notes at their best possible location. We used the following rules:•Place sticky notes close to the related widget•Avoid hiding important components of the interface at the start, but also later when “show me”animations take place.•Layout sticky notes so that their layout implies the order in which they should be read. Of course we assumed that in general users would read from top to bottom and left to right, but this is notalways the case. For example users tended to read the sticky note that was the closest to wheretheir cursor was (i.e. where they had just clicked before).We found this part of the design particularly challenging, as those three rules were often not compatible. Because the placement was so delicate, we chose to fix the location of the sticky notes. Because users could use the interface in a normal open ended way sticky notes sometime got in the way of users’interaction with the interface despite our attempts to avoid it. Users tried to move the notes but could not, leading to some frustration. On the other hand they all understood the rational for keeping the notes at a fixed location when it was explained to them.Figure 3: Sticky notes are placed close to the related widgets and the red arrow attached tothem represents which widget is related to the sticky note instruction. The example task sticky note is placed at the upper right corner of the interface to minimize the occlusion. Interactive DemonstrationsBy definition, the “show me” demonstrations were executed in the working interface and allowed users to either perform the step themselves or see each step being executed for them. This has the potential to create situations where the interface and the automated demonstrations are not synchronized (e.g. the step might instruct users to select Texas but they select another state). When a user fails to perform an instruction as instructed, we chose to have the help send the user back to that same instruction or to do the step automatically depending on the instruction. When an instruction has already been completed by the user, the help system also skips to the next sticky note instruction automatically.ExamplesMost questions asked by the first time users of Ymap seemed to be either goal questions or procedural questions. Therefore we added an “example tasks” sticky so that users could see what kind of tasks was possible and consequently learn by following real example tasks. Ordering the examples from simple to complex was helpful, and for consistency we added a “Learn the interface” example task used as the default menu item when the initial introductory sticky notes are visible.4ConclusionsAs the length of the guideline section suggests, we found that it was not easy to design and effective set of sticky notes explanations for Ymap. Nevertheless it was clear that this process was made much easier by the use of a multi-layered approach. The multi-layered approach naturally simplified the task of structuring the help information. Each level was explained with a smaller set of sticky notes and it was easier to organize them in series or parallel groups. We attempted to create an equivalent set of explanations for the single-layer version of the interface but were quickly discouraged to do so by users who found the already complex all-at-once interface even more overwhelming with all the sticky notes overlapping it. The multi-layered approach seems promising. It facilitates the discovery of the simpler features, bringing more satisfaction to more users who may never seek the more advanced features. Our current results highlight the benefits of the Integrated Initial Guidance approach but also the challenges in designing and implementing this new approach.AcknowledgmentsThis material is based upon work supported in part by the National Science Foundation under Grant No. EIA 0129978 (see also /govstat/) and the US Census Bureau.ReferencesCarroll, J.M. (1997). Minimalism beyond the Nurnberg Funnel, MIT Press, Cambridge.Harrison, S.M. (1995). A comparison of still, animated, or nonillustrated on-line help with written or spoken instructions in a graphical user interface, In proceedings on Human factors in computing systems, CHI’95, 82-89, ACM,, New York.Knabe, K. (1995). Apple guide: a case study in user-aided design of online help, Conference companion on Human factors in computing systems, May 1995.McGrenere, J., Baecker, R. & Booth, K. (2002). An evaluation of a multiple interface design solution for bloated software, In Proceedings of CHI’02 Human Factors in Computing Systems, 163-170, ACM, New York.Palmiter, S., Elkerton, J. & Baggett, P. (1991). Animated demonstrations vs. written instructions for learning procedural tasks: A preliminary investigation, International Journal of Man-Machine Studies, 34, 687-701.Shneiderman, B. (1998). Designing the User Interface: Strategies for Effective Human-Computer Interaction (third edition), Addison-Wesley Publishers, Reading, MA.Shneiderman, B. (2000). Universal Usability: Pushing human-computer interaction research to empower every citizen, Communications of the ACM, 43(5) (May 2000), 84-91.Shneiderman, B., Kang, H., Kules,B., Plaisant, C., Rose, A. & Rucheir, R. (2002). Design: A photo history of SIGCHI, evolution of design from personal to public, Interactions, 9(3), 17-23. Wiedenbeck, S. & Zila, P. L. (1997). Hands-on practice in learning to use software: a comparison of exercise, exploration, and combined formats, ACM Transactions on Computer-Human Interaction (TOCHI), 4(2), 169-196.。

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