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Table 3. Active learning vs. Passive learning.

in Miranker: Interactive Schema Integration with Sphinx
by François Barbançon, Daniel P. Miranker 2004
"... In PAGE 12: ... This is because Sc uses data catalog statistics to dif- ferentiate among the selection features, and picks those which can be excluded from the target query with high probability. Table3 compares the performance of both active learning strategies for Sphinx with two experiments in which Sphinx is hobbled to become a passive learning sys- tem. These two experiments do not represent valid strategies but are designed to iden- tify bounds, both lower (oracle) and upper (random) on the number of examples an active learning algorithm may require.... ..."
Cited by 2

Table 12 Risks associated to complexity of target domain

in unknown title
by unknown authors

Table 13 Risks associated to target domain uncertainty

in unknown title
by unknown authors

Table 13 Risks associated to target domain uncertainty

in unknown title
by unknown authors

Table 1: Proportion of Passive target responses after active and passive primes and degree of priming Group Nos. PP AP Priming

in Interpersonality: Individual differences and interpersonal priming
by Alastair J. Gill, Annabel J. Harrison 2004
Cited by 2

Table 2. Active (replies) and passive (views) participation in a forum.

in unknown title
by unknown authors 2005
"... In PAGE 4: ...learning- networks.org can be gained from Table2 , which shows, for an example forum, the number of postings and the number of posting views. Clearly, although the communication channel was available, participants were not moving over to take an active role in the learning process as we had hoped.... ..."

Table 1.1-1 Target Levels of Safety for Individual Risk

in unknown title
by unknown authors 2001

Table 1.2 Youth Risk Behavior Surveillance System

in Prepared by
by Author(s) Dana Hunt, Ph. D. Sarah, Kuck Linda Truitt, Hadley Ma, Raymond C. German, Contracting Officer, Christine Crossland, Sarah Kuck 2006

Table 3. A selection of educational programs that have been the focus of research studies involving dyslexic or at-risk readers Method Description Target Cause Support provider Evidence

in unknown title
by unknown authors
"... In PAGE 47: ...Table3 . Continued Method Description Target Cause Support provider Evidence Phonics Instruction This is a set of approaches to the initial teaching of reading and spelling which focus on the relationships between letters and sounds.... In PAGE 48: ...Table3 . Continued Method Description Target Cause Support provider Evidence Comprehension Instruction Comprehension is a complex process involving vocabulary development and the ability to think about and extract the information provided in text.... In PAGE 49: ...Table3 . Continued Method Description Target Cause Support provider Evidence Direct Instruction (DI) DI is teacher centred and focused on helping students learn basic skills and information.... In PAGE 50: ...Table3 . Continued Method Description Target Cause Support provider Evidence Whole Language This is a literacy instructional approach which emphasises that children should focus on meaning in reading and expressing meaning in writing.... In PAGE 51: ...Table3 . Continued Method Description Target Cause Support provider Evidence Help One Student To Succeed (HOSTS) This is a structured mentoring program aimed to support regular classroom instruction.... ..."

Table 3: Risk management table

in Interview by author
by Peter E, Sam Meredith, Peter Higgs, Tim H 2002
"... In PAGE 88: ...5 Take out a CAL licence for online distribution. There are limits to what this would protect Table3 : Risk management table Australian Flexible Learning Framework Flexible Learning Leaders Project... ..."
Cited by 1
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