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Is there an Apple keyboard for an HP machine using Windows 7?
I have a one year old Mac Pro which I love. Every so often I need to use my HP computer. The HP PC keyboard isn't as nice to use as the Apple. I would like to buy the Apple wired KB for the HP. Is one made?
- Asked by James P from Roseburg
- Aug 18, 2011
- Flag as inappropriate (Is there an Apple keyboard for an HP machine using Windows 7?)
1 Answer from the Community
Best Answer:
The apple keyboard itself will work great with your HP machine... if you want the brightness and volume hotkeys to work though, you need to install the bootcamp drivers from a SL disc
- Answered by Samuel J
- Sep 1, 2011
- Flag as inappropriate Answer 1
Related Questions
can the apple wireless keyboard used with windows xp pro...???
- Asked by Aslanidis P
- Feb 21, 2010
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Looking for appetizers for your next summer soiree or holiday party? Our collection of more than 3,000 tested and trusted recipes includes an hors d'ouevre that will keep your guests buzzing long after the last bite.
Prairie Fire Chicken Strips
Marinated chicken tenders breaded with pecans, granola, and oats, and dipped in a spicy honey mustard sauce
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Pecan, three cheeses, green onions and blackberry jam combine in this easy spread perfect for parties.
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Preheat oven to 350F. Thaw phyllo dough according to package instructions. Brush a layer of melted butter in a 13-by-9-inch pan. Alternate layers of phyllo…
Tomato Cups
Preheat oven to 350F. Separate each biscuit into two or three layers. Lightly grease the cups of a 12-muffin tin. Place and press a biscuit…

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Mac OS X includes a few applications that can help you stay in touch with friends, family and co-workers. Nancy Gravley culled her recently updated Mac tips book for some pointers for Mail, Address Book and iChat users.
A Kinder, Gentler Snow Leopard
Behind all of Snow Leopard's glamor and the "under the hood" changes, someone has paid attention to some of the little things as well -- such as simpler directions and basic terminology. Nancy Carroll Gravley shares some of the features she's found in Snow Leopard that are easier to use and understand.
Sharing Images with Mail and iChat
Nancy Carroll Gravley shares some great tips for sending high resolution images to friends and family, resending email messages, and annotating images quickly and easily so you can get back to checking out your photo collection.
Nancy's Tips for Cover Flow, Mail, and Preview
Nancy Carroll Gravley has rounded up some new tips concerning Cover Flow, Mail, and Preview; and she explains the difference between backup software and Time Machine.
Speech Recognition: Making Your Mac Listen to You
You can verbally direct your Mac to find a phone number, open an application, send an email, or insert text in a document. Nancy Carroll Gravley gives you the how-to, along with some ideas on how to use speech recognition on your Mac.
Built-in Utilities Every Beginner Should Know About
The cool thing about a Mac is that is comes with all kinds of built-in stuff to make your life easier. But you have to know what it does and where to find it.
How to Scan Without a Scanner - But You Do Need A Camera
There's more than one way to get printed documents into your Mac, and Nancy Gravley takes a look at one clever option that takes advantage of your digital camera: Prizmo.
Cool Stuff Hiding Inside Mac OS X
Mac OS X includes a long list of features, and some that you might overlook can come in handy every day -- or even save you a few dollars. Nancy dives into some of her favorites and shares how they make her Mac even easier to use.
Nancy's Tip-a-palooza
It's time a plain old tips column. In fact, it has been way too long. I have been tied up reviewing cool products from Macworld Expo, but nothing really replaces tips for beginners. So here are some that have either come my way recently, or I have stumbled across them myself trying to solve problems. I hope you find them helpful.
Kensington SlimBlade Mouse with Nano Receiver
Kensington's new SlimBlade mouse packs a full-sized wireless laser mouse and receiver in a small package, but it's still equally useful for road warriors and desk jockeys alike.
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About the Iona Institute
The Iona Institute promotes the place of marriage and religion in society. Our starting point in debates about the family is that all children deserve the love of their own mother and father whenever possible. We believe in publicly-funded denominational schools. We also promote freedom of conscience and religion.
The Iona Institute is headed by religious and social affairs commentator, David Quinn.
Latest News
Senator Walsh resigns over Children and Family Bill
Senator Jim Walsh has given up the Fianna Fáil (FF) party whip following his expressions of opposition to the Children and Family Relationships Bill.
Arguing, during a Seanad debate on the Children and Family Relationships Bill that it contains "many gaps", Senator Walsh opposed 36 individual sections of the legislation and tabled amendments which recognise the right of a child to be raised by a mother and a father.
Prior to his resignation, Senator Walsh met with FF party leader Micheál Martin to communicate his concerns and later, in his letter of resignation, stated that his actions were based on his "deeply held and conscientious opinions".
Read more »
Children and Family Bill attacked in the Seanad
The Government's Children and Family Relationships Bill, which is currently being debated in the Seanad, has been strongly criticised by Senators Ronan Mullen and Jim Walsh.
Independent Senator Ronan Mullen accused the government of the same kind of groupthink that led to the banking crisis, and said that the Bill "wrecks the Government's credentials as defenders of the best interests of children."
Senator Jim Walsh of Fianna Fail said that the Bill did nothing to safeguard a child's right to have a mother and father, and said that in failing to restrict the use of donor eggs and sperm the Bill "in no way respects the genetic kinship of (donor-conceived) children and completely disconnects legal motherhood and fatherhood from genetic parenthood."
Read more »
More News Articles
The Iona Blog
David Quinn and Colm O'Gorman Debate Same-Sex Marriage "Conscience Clause"
David Quinn appeared on Morning Ireland, debating Colm O'Gorman of Amnesty International about the introduction of a "conscience clause" protecting the freedom of conscience rights of bakers, printers, and other citizens who don't support same-sex marriage, in the event that the referendum was passed.
It's an important and relevent debate to have, as the Asher's Bakery case in Northern Ireland is currently ongoing. In that case, a small family-run bakery was asked to bake a cake bearing the slogan "Support Gay Marriage" and then taken to court by Northern Ireland's equality commission when they refused.
Read more »
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Recent and Upcoming Events
The teaching of the Church on marriage today
The Catholic Archbishop of Dublin, Dr Diarmuid Martin, will address The Iona Institute on March 19, 2015 on the topic 'The teaching of the Church on marriage today'.
Church of Mercy, Church of Standards
Our most recent event dealt with the topic 'Church of Mercy or Church of Standards?' At present there is a debate in the Catholic Church about the meaning of mercy. This has been prompted by the emphasis Pope Francis has been placing on mercy, and also by prominence of the topic in the lead-up to the Synod on the Family in Rome.
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Professor Tom Gallagher discusses aggressive secularism in Scotland and asks whether where are lessons for Ireland in the Scottish experience.
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Euro 2012 - Ambassador critical of UK ministers' boycott
The Ukrainian Ambassador to the UK has called the ministerial snub of England's Euro 2012 group matches "a misjudgement".
No ministers will be attending England's Group D games in Donetsk and Kiev amid anger over the treatment of jailed opposition leader Yulia Tymoshenko.
Ambassador Volodymyr Khandogyi rejected the term "boycott", highlighting the fact that the situation is under review for the knockout stages should England make it that far, but told Radio Five Live: "I do not see the word boycott, rather there is information that ministers will not attend the first leg of the tournament in Ukraine - which I really regret."
He went on: "It's not a boycott or they would have said that but I regret they will not go. I think it is a misjudgement. I think this is not an opportune time to mix politics and sport.
"We are ready and looking forward to this event. Those who will not come, it is their own personal decision.
"It is disappointing to read these headlines because I think they are not fair in the first place. I would invite people to see for themselves rather than see these headlines.
"A lot of people are coming, some are not. That is their sovereign decision."
The ministerial snub was confirmed on Thursday in a statement from the Foreign Office.
It read: "The Government fully supports England's participation in Euro 2012.
"We hope this is a successful tournament for the England team, the fans and the people of Ukraine and Poland.
"No ministers will be attending group games at Euro 2012.
"We are keeping attendance at later stages of the tournament under review in the light of ministers' busy schedules ahead of the Olympics and widespread concerns about selective justice and the rule of law in Ukraine."
Be the first to comment on this article!
Lee I have family in Ukraine I hear from them, I can speak Ukrainian.. I also know other people who live in different parts of Ukraine.. Often on discussion boards like this the POR trolls spread disinformation in an effort to make people in other countries believe what they want them to.. but also there are the useful idiots as stalin called them. Dont forget at the back of all the oligarghs and POR politions in Ukraine is the money from the kremlin they spend millions each year trying to subvert the former soviet countries to try to keep them on their knees. go look at the news site kyivpost ... its in English you will see much of what is going on over there
First sign of politicians not wasting money & expenses hurrah , foregone conclusion anyway.
cant see they'll be missed . its hard to inagine any of our politicians being any use when it kicks off on the terraces
What's Princess Liea got to do with it? (in the pic)
what about the atrocities that are happenong in this country, maybe some of these nations should boycott the Olympics, these ministers should be ashamed of themsleves and the atrocities this government has placed on its citizens, these shamefull measures that the people of this country have to suffer. Boycott the Olympics, Unions grow some Balls and call some strikes during the Olympics
This is odd considering how the UK is one of the most corrupt places in the world itself. We participated heavily in an illegal war for instance which goes on killing thousands and all the bums in government now were happy to vote for it. They're happy to demolish free speech and national identity too and help themselves to thousands worth of freebies at taxpayer expense. In addition the City of London launders the money of despots from all over the world and doesn't even operate by UK law. Absolute hypocracy ... there's another reason for this because in politics there is no such thing as ethics. Only lies and deceit. The whole Auschwitz thing is another load of old b******s. Whole tournament seems ruined before it's begun.
So Paul,you are a racist too!!!!!!!!!!!!!! Do you know who your father is??????????
time to send all ukraine workers that r here home!!
Well said Michael,i am no expert,just going on what i have seen and been told by my girlfriend,who comes from Odessa,but i think you hit the nail on the head,re-Diana and Barbara!!
At first i thought the snub was about Racism, and no i'm not first to comment 'Yahoo'.
What about the racism, now that is an honourable reason for boycotting any public event. This is something which will kill international sport, because there are always some idiots who think it clever, brave or whatever to shout racist remarks or make monkey chants. They have no brain, not even of a monkey. personally, if it happens at a match I would finish the match, so as not to start a riot, and then close the competition down until the organisers got it under control . As for ministers not coming to a match, why would they go unless as a private citizen, which they would pay for...... dont answer that
Stop Censorship, a group of journalists and others who have cried foul about the threats to free speech under President Viktor Yanukovych, distributed this Kyiv Map of Corruption on June 6. The setting was the multimillion-dollar Mezhyhyria estate where the nations president resides. About 100 journalists from the group attended the event. The gathering was intended to demonstrate to Yanukovych and the world how Ukraine under Yanukovych has become an oasis for blatant corruption by high-level officials. One of the suspicious transactions detailed on the map is how Yanukovych and offshore companies acquired the vast Mezhyhyria estate from the state at firesale prices. Yanukovych did not show up to greet the journalists, who wanted to remind the president of his two-year-old unkept promise to give them a tour of Mezhyhyria.
They shouldn't be skiving off to the football anyway. Isn't it their job to stay at home and run the country?
Diana.. Barbera I do not believe you are who you say you are. your words are what is being used by POR party to try to discredit Tymoshenko, they are so scared of this one woman they are making up fiction in an effort to show to the world how bad she is.. Maybe "Yanukonvict" the president of Ukraine should be showing how he and his oligargh friends like Firtash are really like.. the millions they have stolen from the people. Yankovich was a garage mechanic, how did he get to be a professor? he cant even spell the word.. he now has millions, is the pay of a minister in Ukraine so large that he can become a millionaire in such a short space of time?. go read kyivpost and find out more
This must mean theres no backhanders on offer for this shower of shysters then?
If they expect our players to compete, then they should attend to support them - if the situation is so dire in the Ukraine - the perhaps the UK should be competing - can't have it both ways.
keeep politics out of sport
The same ministers of course fawned over the Royalty from the Middle East countries attending the Royal Jubilee. and their behaviour towards their citizens in relation to human rights is far more abysmal! The government of course, with the useless Foreign Secretary sounding off about things he does not understand will never boycott a State even as disgusting as Bahrain where money and arms sales are involved. A typical two faced, hypocritical stance by a two faced government led by a two faced Prime Minister. The Tories, they know the cost of everything and the value of nothing.


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Parents, coaches and players - send us your videos! Read More
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Are you on the lookout for current details about Ann Hanson in Emmett, ID? If this is the case, then you are in the perfect place as PeopleFinders is fantastic at collecting people search information such as public records, criminal records, and divorce records for individuals like Ann Hanson. Also, with access to accurate data about people with the last name Hanson in Emmett in our journals, you will be able to locate whoever you are searching for immediately and easily.
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Hotel Panorama(3.5 stars)Promenade 80 7270 Davos Platz View on map
Show on map:
- Hotel
- Things to do and see
Hotel review overview
Only good to the hotel and service
- Recommended hotel
- Couples
- Translated
- Countryside & spa
- July 2013
Had 3 days plus departure day, a very good and friendly service, starting at the front desk to the service, just perfect. Every day there was a different evening buffet, something for everyone. We can recommend with a clear conscience. read hotel review
Always again hotel panorama davos
- Recommended hotel
- Families
- Translated
- Countryside & spa
- July 2013
Since years we again and again gladly into this hotel. The food is varied and various. Especially recommended the fondue chat on friday evening. We are definitely coming again. read hotel review
Good value and service
- Recommended hotel
- Singles
- Translated
- Countryside & spa
- June 2013
Well run hotel with modern contemporary furnishings, much attention, care and pleasant atmosphere for families, groups and individuals of all ages and a kitchen, which lived up to every taste is. read hotel review
Alpenfieber june 2013
- Recommended hotel
- Couples
- Translated
- Proof of booking
- Countryside & spa
- June 2013
Very pleasant and competent front desk. Very clean and attractive rooms with a big balcony with view of the grisons mountains. Varied and rich buffet (half-board). Breakfast buffet: no wishes remain open (including fried eggs). Very recommendable hotel. read hotel review
Outside nothing-inside fix
- Recommended hotel
- Couples
- Translated
- Proof of booking
- Skiing and winter sports
- March 2013
Value for money is very good. The hotel itself is somewhat outdated. Inside nicer than the outside. The 6-course dinner is sensational. read hotel review
Eveline & Jürg
A superbly managed comfortable hotel
- Recommended hotel
- Couples
- Translated
- Skiing and winter sports
- February 2013
For years we look forward every year on our ski trips in the hotel panorama davos. It is an absolute 'well-being feeling hotel'. It already started at the warm welcome on arrival, we feel right at home. The excellent service from whole team, which us for years care, seis room service, for breakfast or dinner is perfect. Big praise the gourmet kitchen, a very good, rich and balanced buffet with nice presentation. For years the same staff also from a super leadership of the hotel. read hotel review
Gladly again at any time
- Recommended hotel
- Families
- Translated
- Skiing and winter sports
- February 2013
We are now already for the 3. time the panorama for 2 weeks in vacation. The hotel is located super central to the single track main street, right at the bus stop, the bus transported a in a few minutes the parsennbahn cable car or in the other direction jakobshorn, the schatzalp or rhinerhorn. In few minutes walk you are in the eau la la (fun for the whole family) or in the vaillant hall and can hcd ( hockeyclub davos) zufiebern. In my opinion, the hotel looks optically from the outside not straight as a gem from, but if ... you to the hotel comes, that changes dramatically, the warmth beats contrary, you feel good straight away rescued, repealed, during the vacation arrived. All of the staff (very many long-time staff)-no matter where they-are extremely warm, friendly and extremely helpful. We feel from the first minute during the vacation. In the foyer there is a fireplace, in which every evening the fire crackles-with a glass of wine - you feel just really relaxed. The room (2 rooms) is decorated up to date, big and they have everything that you need (enough large closet with enough clothes hangers; small kitchenette-which we never used, since the food simply too good; big tv and two large terraces with sun loungers, which we if the weather is nice gladly and often used it), it is the bathroom small, it didn't disturb us however in no way. Good value for money. For kids is it again and again a pleasure, they like to go after skiing in the pool (we in the same time in the sauna) or in the games room (there is also a Xbox) - where the panorama winning fight or play with the sweet, small, super love hotel dog, which we all from the first minute into the heart closed. We have for the next season already again booked. read hotel review
Information about Hotel Panorama
Hotel Information
hotel.de *
Panorama Hotel is located in the picturesque city of Davos – the perfect place for a recreating family holiday in the heart of the Swiss Alps. Enjoy nice walks through beautiful surroundings, mountain hikes and skiing trips for unforgettable impressions, both in summer and in winter.We offer 48 guest rooms featuring a private bathroom, minibar, desk, radio, cable TV, direct dial telephone and balcony.We like to pamper our guests by providing a restaurant, bistro, a cosy bar and a variety of spa and recreational facilities such as a beautiful indoor pool, a sauna, a solarium and a jacuzzi tub. After a day full of mountain activities guests are able to relax on a massage bed or surf the internet from the hotel's internet point to stay in touch with their family and friends. Reception hours: On business days: from 07:00 to 23:00
* Neither HolidayCheck nor the provider assumes liability for the accuracy and completeness of the content displayed above. Please take note of the hotel description of the respective operator and bear in mind that the services included in an offer may differ from the catalog description presented here. We are obliged to offer solely those services available at the time of booking as shown on the booking form. © 2013 Giata
Hotel amenities
- Terrace
- Non-smoking room
- Hotel safe
- Internet
- Lift
- Central heating
- Car park
Room amenities
- Writing bureau
- Phone
- Minibar
- Safe
- Balcony
- Bathroom
- Wake up call/Alarm clock
- Pets allowed
- Restaurant
- Diabetic menu
- Hotel bar
- Cafe
- Breakfast buffet
- Packed lunches
- Catering service
A choice of sports
- Hiking
Spa offers
- Sauna
- Tanning booth
Other hotel information
- Express check in and check out
- Information desk
- Currency exchange
- Pets allowed
- Wifi
- Laundry service
Nearby - Hotels and Things to do
- Hotels
- Things to do & See


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N.D. leads nation in United Way fundraising
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old window
I painted the letters on this old window. I think it turned out great. The picture of the window is inside the album at webshots. Please click on the picture or 'my public shoebox' to go inside my album.
Here is a link that might be useful: t2t window
Cool window foxxy!!!
How did you get the lettering so nice??
Thanks! I typed out the letters on the computer and enlarged them. I printed them and then taped the paper to the backside of the window. I then used a small brush to paint directly on the window. I used a razor blade to scrape off imperfections. It was really pretty easy.
Foxxy's window reminded me of this project I made for my girls for Christmas. It's an old basement screen and I cut out felt pieces (mostly wool..some regular felt) and stitched them to the screen. Turned out pretty cool. A friend and I had seen this done in a quilt shop. So I just made up a pattern from a pillow pattern that I had. Jeanne S.
Love both of those windows. I can't take credit for mine - my wonderful sister 'thought' I might like this when she saw it at GW for $3.00 and picked it up - it got a place of honor between my kitchen/dining area and my family room. I just LOVE it - it was painted with the idea of putting pictures in the clear spots but I like it plain - I want to get a couple more to go on either side.....
Foxy, I love your window, you did a wonderful job on painting the letters.
The snowman on the screen is really cute too, Jeannespines. I've not seen that done before. Very clever.
And Lynne, what a great find. Love the flowers and butterflies painted on it too.


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Check out the annual Anacortes Spring Boat Show, April 10-12. Free admission and free parking. More information: www.anacortesboatshow.com.
Make your vehicle reservation to the San Juan Islands today, or visit TakeAFerry.com for information about saving a spot.
Going to the San Juans for Memorial Day weekend? WSF will release the next block of vehicle reservations starting Thursday, May 2. Another batch will be available two days before the sailing date. Get information about vehicle reservations availability. Questions? Contact us: 888-808-7977.
Wednesday, April 1, 2015 9:27 PMSea/BI/Brem - Marion Street Pedestrian Bridge Closed 9:30am-2:30pm, 4/1-4/2


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Last call: Oedipus El Rey, You Can't Take It with You, Baby with the Bathwater
Jeff Smith 8 a.m., March 26
Celebrate the Fourth of July with conductor Bill Conti, Oscar® and five-time Emmy® Award-winner, leading the way. It'll be a patriotic extravaganza with all-American hits from Main Street to Broadway, complete with John Philip Sousa marches, a tribute to the military, and a spectacular fireworks display to light up the sky.
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Lecture 5: Probabilistic Latent Semantic Analysis Ata Kaban The University of Birmingham Overview • We learn how can we – represent text in a simple numerical form in the computer – find out topics from a collection of text documents Salton's Vector Space Model • Represent each document by a high- Gerald Salton dimensional vector in the space of words '60 – '70 • Represent the doc as a vector where each entry corresponds to a different word and the number at that entry corresponds to how many times that word was present in the document (or some function of it) – Number of words is huge – Select and use a smaller set of words that are of interest – E.g. uninteresting words: 'and', 'the' 'at', 'is', etc. These are called stop-words – Stemming: remove endings. E.g. 'learn', 'learning', 'learnable', 'learned' could be substituted by the single stem 'learn' – Other simplifications can also be invented and used – The set of different remaining words is called dictionary or vocabulary. Fix an ordering of the terms in the dictionary so that you can operate them by their index. Example This is a small document collection that consists of 9 text documents. Terms that are in our dictionary are in bold. Collect all doc vectors into a term by document matrix Queries • Have a collection of documents • Want to find the most relevant documents to a query • A query is just like a very short document • Compute the similarity between the query and all documents in the collection • Return the best matching documents • When are two document similar? • When are two document vectors similar? Document similarity xT y cos(x, y ) || x || || y || Simple, intuitive Fast to compute, because x and y are typically sparse (i.e. have many 0-s) How to measure success? • Assume there is a set of 'correct answers' to the query. The docs in this set are called relevant to the query • The set of documents returned by the system are called retrieved documents • Precision: what percentage of the retrieved documents are relevant • Recall: what percentage of all relevant documents are retrieved Problems • Synonyms: separate words that have the same meaning. – E.g. 'car' & 'automobile' – They tend to reduce recall • Polysems: words with multiple meanings – E.g. 'saturn' – They tend to reduce precision The problem is more general: there is a disconnect between topics and words • '… a more appropriate model should consider some conceptual dimensions instead of words.' (Gardenfors) Latent Semantic Analysis (LSA) • LSA aims to discover something about the meaning behind the words; about the topics in the documents. • What is the difference between topics and words? – Words are observable – Topics are not. They are latent. • How to find out topics from the words in an automatic way? – We can imagine them as a compression of words – A combination of words – Try to formalise this Probabilistic Latent Semantic Analysis • Let us start from what we know • Remember the random sequence model P(doc) P(term1 | doc) P(term2 | doc)...P(termL | doc) L T X ( termt , doc ) P(terml | doc) P(termt | doc) l 1 t 1 We know how to compute the parameter of this model, ie P(term_t|doc) - We 'guessed' it intuitively in Lecture1 - We also derived it by Maximum Likelihood in Lecture1 because we said the guessing strategy may not work for more complicated models. Probabilistic Latent Semantic Analysis • Now let us have K topics as well: K P(termt | doc) P(termt | topick )P(topick | doc) k 1 The same, written using shorthands: K P(t | doc) P(t | k ) P(k | doc) k 1 So by replacing this, for any doc in the collection, T K P(doc) { P(t | k ) P(k | doc)}X (t ,doc ) Which are the t 1 k 1 parameters of this model? Probabilistic Latent Semantic Analysis • The parameters of this model are: P(t|k) P(k|doc) • It is possible to derive the equations for computing these parameters by Maximum Likelihood. • If we do so, what do we get? P(t|k) for all t and k, is a term by topic matrix (gives which terms make up a topic) P(k|doc) for all k and doc, is a topic by document matrix (gives which topics are in a document) Deriving the parameter estimation algorithm • The log likelihood of this model is the log probability of the entire collection: N N T K log P(d ) X (t , d ) log P(t | k ) P(k | d ) d 1 d 1 t 1 k 1 which is to be maximised w.r.t.parametersP(t | k) and then also P(k | d), T K subject to the constraints that P(t | k ) 1 and P(k | d ) 1. t 1 k 1 For those who would enjoy to work it out: - Lagrangian terms are added to ensure the constraints - Derivatives are taken wrt the parameters (one of them at a time) and equate these to zero - Solve the resulting equations. You will get fixed point equations which can be solved iteratively. This is the PLSA algorithm. Note these steps are the same as those we did in Lecture1 when deriving the Maximum Likelihood estimate for random sequence models, just the working is a little more tedious. We skip doing this in the class, we just give the resulting algorithm (see next slide) You can get 5% bonus if you work this algorithm out. The PLSA algorithm • Inputs: term by document matrix X(t,d), t=1:T, d=1:N and the number K of topics sought • Initialise arrays P1 and P2 randomly with numbers between [0,1] and normalise them to sum to 1 along rows • Iterate until convergence For d=1 to N, For t =1 to T, For k=1:K N X (t , d ) P1(t , k ) P1(t , k ) P1(t , k ) K P 2(k , d ); P1(t , k ) T d 1 P1(t , k ) P2(k , d ) k 1 P1(t , k ) t 1 T x(t , d ) P 2(k , d ) P 2(k , d ) P 2(k , d ) K P1(t , k ); P 2(k , d ) K t 1 P1(t , k ) P2(k , d ) k 1 P2(k , d ) k 1 • Output: arrays P1 and P2, which hold the estimated parameters P(t|k) and P(k|d) respectively Example of topics found from a Science Magazine papers collection The performance of a retrieval system based on this model (PLSI) was found superior to that of both the vector space based similarity (cos) and a non-probabilistic latent semantic indexing (LSI) method. (We skip details here.) From Th. Hofmann, 2000 Summing up • Documents can be represented as numeric vectors in the space of words. • The order of words is lost but the co-occurrences of words may still provide useful insights about the topical content of a collection of documents. • PLSA is an unsupervised method based on this idea. • We can use it to find out what topics are there in a collection of documents • It is also a good basis for information retrieval systems Related resources Thomas Hofmann, Probabilistic Latent Semantic Analysis. Proceedings of the Fifteenth Conference on Uncertainty in Artificial Intelligence (UAI'99) http://www.cs.brown.edu/~th/papers/Hofmann-UAI99.pdf Scott Deerwester et al: Indexing by latent semantic analysis, Journal of te American Society for Information Science, vol 41, no 6, pp. 391—407, 1990. http://citeseer.ist.psu.edu/cache/papers/cs/339/http:zSzzSzsuperbook.bellc ore.comzSz~stdzSzpaperszSzJASIS90.pdf/deerwester90indexing.pdf The BOW toolkit for creating term by doc matrices and other text processing and analysis utilities: http://www.cs.cmu.edu/~mccallum/bow
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In the long history of people nerding out about sneakers, few kicks compare to Nike's Air Max 1, the first shoe with the iconic visible air bubble. This fall, the classic is getting a tune-up for its introduction as the revamped Air Maxim 1. What's new: the inclusion of Nike's latest technologies, like rip-stop Acepan mesh for the uppers and Flywire architecture for strength without weight. What's old: the classic styling, complete with bubble, in red and blue colorways. What was easy on the eyes in '87 is easy on the eyes now—it just also happens to be lighter and stronger, too.
$120, available soon at nikesportswear.com
If you haven't heard, polos are the latest move to amp up your suit. Toss the button-ups aside (actually, gently... more >


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On location, about 1 hour before serving:
1. Start fire of glowing coals—this takes about 30 minutes.
2. Meanwhile, cut Bologna into 1-inch cubes. Drain onions. Cut pickles into 1 1/2-inch lengths. On each long metal skewer, alternate Bologna cubes with onions and pickle pieces.
3. Cook, 4 to 5 inches above coals, 15 to 24 minutes, brushing with Italian salad dressing and turning occasionally.


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A series of responses to the first prompt (Introduction) of 100 Themes challenge issued by Chaotic Demon here in LotR FF. Some of the pieces Belong to the Silmarillion, while some others to the Lord of the Rings or the Hobbit.
Piece 1: Young Erestor (yes, the Erestor we know) in Doriath.
Piece 2: Who introduced Aragorn to pipe-weed? How did he live with the habit at first?
Piece 3: The birth of Galadriel and her older brothers' reactions on it.


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US/UK: Loan conditions lead to Cosentino CEO exit
The chief executive of Cosentino Signature Wines has resigned from the company as a condition for the California-based wine group securing a US$3m loan.
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price went up ten cents in the first thirteen minutes afterhours today, which is five percent and about 3.8 million in market cap. my guess is institutional investors are getting interested
Sentiment: Strong Buy
well if that is true about the big buy, then i wished i added more on tuesday.....i still cant believe there are still those on yahoo bashing this stock. like that moron who recently posted about bankruptcy. get real loser. llen has been thru heck and back. and is growing stronger
This is the LLEN board. No after hours trades shown on the NASDAQ site for llen today
guess we find out which one is wrong tomorrow
i know that. it is shown on fidelity...idk why its not here but i trust them more than free yahoo


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NBA Basketball - Preview
|Boston Celtics vs. Philadelphia 76ers
The Boston Celtics and the Philadelphia 76ers will both be trying to pick up a win on Wednesday when they battle at Wells Fargo Center. Last time out for Boston, they were a 96-89 winner as they battled the Magic at home. The Celtics covered in the match as a 6-point favorite, while 185 combined points moved the game UNDER for totals bettors. Philadelphia was a 108-102 loser in its last match on the road against the Nets. They covered the 9-point spread as underdogs, while the total score of 210 sent OVER bettors to the payout window. Boston:
Team record: 16-33 SU, 23-26 ATS
The total has gone OVER in 5 of last 6 games when playing on the road against Philadelphia
When playing on Wednesday are 7-3
Team record: 15-34 SU, 20-29 ATS
Current streak: lost 3 straight games.
The total has gone OVER in 5 of last 6 games when playing at home against Boston
When playing on Wednesday are 3-7
Boston home to Sacramento, Friday, February 7
Philadelphia home to LA Lakers, Friday, February 7


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A system and method for generating and administering classroom exercises to a student. One or more root questions is generated, where each root question has a stem, a plurality of right answers, and a plurality of wrong answers. A multiple-choice question instance is created by combining the stem with a set of answer choices that are created from one of the right answers and one or more of the wrong answers. The questions are administered to a student. Preferably, the sets of questions based on the same root questions are administered one or more times to the student—e.g., a student may be required to work three sets of question instances based on the same set of root questions, or may be required to continue working new sets of question instances until all of the questions in one set are answered correctly.
1. A method of teaching a subject matter comprising:
administering a first set of one or more question instances to a student, said first set of one or more question instances being based on: (1) source information that relates to the subject matter, and (2) one or more rules that govern derivation of question instances from said source information;
evaluating said student's performance on said first set of one or more question instances; and
if said student's performance on said first set of one or more question instances does not meet a standard, then repeating said administering and evaluating acts until said student's performance meets said standard, wherein each repetition of said administering and evaluating steps is performed with a new set of question instances that is different from said first set of question instances and different from any new set of question instances that has been already been administered to said student, and wherein each new set of question instances is based on: (1) source information that relates to the subject matter, and (2) one or more rules that govern derivation of question instances from said source information.
2. The method of
3. The method of
4. The method of
if said student's performance does not meet said standard, then providing an explanation relating to a question instance that said student answered incorrectly.
5. The method of
imposing a limit on the repetition of said administering act.
6. The method of
7. The method of
8. A computer-readable medium encoded with information comprising:
source data from which question instances relating to a subject matter are derivable;
one or more rules that govern derivation of said question instances from said source data; and
software that uses said one or more rules to derive question instances from said source data, and that administers one or more sets of derived question instances to a student.
9. The computer-readable medium of
10. The computer-readable medium of
11. The computer-readable medium of
administering a first one of said sets of derived question instances to said student;
evaluating said student's performance on said first one of said sets of derived question instances; and
if said student's performance on said first, one of said sets of derived question instances does not meet a standard, then recurrently administering one or more new sets of derived question instances until said student's performance on a new set of derived question instances meets said standard.
12. The computer-readable medium of
13. The computer-readable medium of
14. The computer-readable medium of
15. The computer-readable medium of
16. The computer-readable medium of
adding new source data for use by said software to derive new question instances;
changing a standard, wherein said standard measures said student's performance on a set of derived question instances; and
changing a limit, wherein said limit governs recurrence on administration of sets of derived question instances.
17. A method of creating a student exercise comprising:
creating base information that comprises or implies a set or range of facts;
deriving a first set of question instances based on said set or range of facts;
presenting said first set of question instances to a student;
obtaining said student's answers to said first set of question instances;
evaluating said student's performance on said first set of question instances; and
if said student's performance on said first set of question instances does not meet said standard, then performing the following:
deriving a new set of question instances based on said set or range of facts;
performing said presenting, obtaining, and evaluating acts with said new set of question instances in place of said first set of questions,
until said student's performance on a new set of question instances meets said standard.
18. The method of
19. The method of
20. The method of
imposing a limit on the presenting of sets of question instances to said student.
21. The method of
22. The method of
23. The method of
providing explanation of answers to said sets of question instances to said student.
24. The method of
receiving said explanations of said answers as input from an instructor.
25. A computer-readable medium encoded with computer-executable instructions to perform a method of providing an exercise to a student, the method comprising:
deriving a plurality of question instances from a set of source information, said source information comprising or implying a set or range of facts, said questions being answerable with knowledge about said set or range of facts;
presenting a first set of said plurality of question instances to a student;
receiving said student's answers to said first set of said plurality of question instances;
if said student's performance on said plurality of question instances does not satisfy a standard, then repeatedly presenting different sets of said plurality of question instances until said student's performance on a presented set satisfies said standard.
26. The computer-readable medium of
27. The computer-readable medium of
28. The computer-readable medium of
providing explanations of question instances that said student has answered incorrectly.
29. The computer-readable medium of
enforcing a limit on the presentation of sets of question instances to students, wherein the limit comprises one or more of the following:
a limit on the number of sets of question instances that may be presented to said student; and
a limit on the frequency, with respect to time, with which sets of question instances may be presented to said student.
30. A system for teaching a subject matter comprising:
a teaching tool that describes the subject matter;
data that comprises:
source information relating to the subject matter that comprises or implies a set or range of facts about which question instances can be derived;
software that performs acts comprising:
deriving, from said source information, a set of question instances that are answerable with knowledge of said set of facts;
presenting said set of question instances to a student;
receiving said student's answers to said set of question instances; and
evaluating said student's performance on said set of question instances to determine whether said student's performance meets a standard.
31. The system of
32. The system of
33. The system of
34. The system of
if said student's performance on said set of question instances does not meet said standard, then repeatedly presenting different sets of question instances derived from said source information to said student until said student's performance on a set of question instances meets said standard.
35. The system of
imposing a limit on the repeated presentation of different sets of question instances to said student, wherein said limit comprises one or more of the following:
a maximum number of sets of question instances that may be presented to said student; and
a maximum frequency, with respect to time, with which different sets of question instances may be presented to said student.
36. The system of
[0001] This application claims the benefit of U.S. Provisional Application No. 60/472,616, entitled "Improving the Efficiency of Database-System Teaching," filed on May 22, 2003.
[0002] The present invention relates generally to the field of computer-assisted education. More particularly, the invention provides systems and methods for assisting in the teaching of a subject to a student by the use of computer-generated exercises.
[0003] The cost of education has risen, relative to inflation, faster than almost any other industry. For example, in the past 45 years, tuition at major colleges, relative to the cost of sending a letter across the United States by air, has increased fivefold. It has increased 500 times relative to the cost of a cross-country phone call. Computerization has had little effect on this cost. There are some on-line courses to take, and there are some activities in the corporate-retraining arena. But nothing yet has reduced significantly the cost of college education.
[0004] While computers have generally found their way into a wide field of endeavors—with the result being nearly universal cost-reduction—the use of computers in education has some limits. Residential college education cannot be replaced entirely by impersonal, on-line courses. The social aspects of college, including learning in groups, informal teacher-student discussions, and so on, are too valuable and important. Savings, therefore, must come from elimination of redundancy. At any time, there are hundreds of courses in a given subject matter (e.g., database systems, differential equations, conversational French) that are being offered at the numerous colleges in the United States (or in the rest of the world). They differ mainly in small ways. For instance, they have similar, yet distinct, homework assignments, each requiring substantial time to design, debug, and grade.
[0005] Generating and grading homework assignments is a task that can be automated. Individualized help, group discussions, and other aspects of a course that require personal attention of an instructor cannot be easily automated. By automating those tasks that can be replicated efficiently, the course staff is free to do the tasks that cannot easily be automated, and efficiency is achieved.
[0006] Certain types of automated systems for generating and/or grading assignments exist. Electronic grading of multiple-choice problems has existed for years. However, such systems suffer from the problem that the questions are entirely generated by human effort, so, to avoid the enormous effort of creating individual questions for each student, all students are generally given the same set of questions, which raises the possibility of answer sharing.
[0007] In view of the foregoing, there is a need for a system that overcomes the drawbacks of the prior art.
[0008] The present invention provides systems and methods for teaching a subject to a student by use of computer-generated exercises. Source information is provided from which questions may be generated. The source information is used to generate questions for the student to answer, where the questions sample the student's knowledge of the subject being taught More specifically, knowledge of the answer to one particular problem that can be solved using the subject being taught. One or more sets of the questions may be presented to the student for the student to answer. The student's performance on the questions is evaluated. Preferably, if the student's performance on a set of questions does not meet a defined standard, then new sets of questions based on the same source information may be repeatedly administered to the student, until the student's performance does meet a standard. (Alternatively, the system may administer an arbitrary number of sets of questions to the student, irrespective of the student's performance on previous sets of questions.) Because a vast number of questions can be generated automatically based on the source information, it is possible to ask a student to work an underlying problem and answer questions about it repeatedly, without incurring the problems that inhere in repeatedly giving the student the exact same set of questions, and without incurring the additional human labor required to generate a large number of different new questions.
[0009] In a preferred embodiment, the questions to be administered to the student are multiple-choice questions. In this case, the source information may comprise a question stem, a set of right answers, and a set of wrong answers, and the system may generate questions by combining the stem, one right answer, and one or more wrong answers, to produce a multiple-choice question. The source information may be generated by a class instructor, or may be provided in the form of prepackaged information that is commercially distributed as a teaching tool. In greater generality, the source information may comprise any type of template for a question, and it will be appreciated that the combination of a stem, right answers, and wrong answers that form the building blocks for multiple-choice questions is merely one embodiment of the above-mentioned source information.
[0010] Optionally, answer explanations may be provided with the answer choices—especially the wrong answer choices—which can be displayed to the student after the student answers the questions in order to assist the student in learning the subject matter. These answer explanations can be generated by the class instructor, or can be included with prepackaged questions.
[0011] In a preferred embodiment, the student is asked to answer all questions in a set correctly, and is given new sets of similar questions (i.e., new question instances based on the same underlying source information) to answer until the student answers all questions in a single set correctly. Preferably, there a limit is imposed as to the number of, and/or frequency with which, a student may take a set of questions.
[0012] Other features of the invention are described below.
[0013] The foregoing summary, as well as the following detailed description of preferred embodiments, is better understood when read in conjunction with the appended drawings. For the purpose of illustrating the invention, there is shown in the drawings example constructions of the invention; however, the invention is not limited to the specific methods and instrumentalities disclosed. In the drawings:
[0014]FIG. 1 is a block diagram of source information, and the derivation of exercise questions therefrom, in accordance with aspects of the invention;
[0015]FIG. 2 is a block diagram of an example type of source information from which exercise questions can be derived;
[0016]FIG. 3 is a block diagram of a system that presents exercise questions to a student in accordance with aspects of the invention;
[0017]FIG. 4 is a flow diagram of an example process for generate and administering a teaching exercise in accordance with aspects of the invention; and
[0018]FIG. 5 is an example product in which aspects of the invention may be embodied.
[0019] The present invention provides systems and methods for generating and administering a classroom exercise. A root question constitutes source information from which questions for the exercise may be derived. A set of one or more question instances derived from the root question(s) is administered to the student, and the student's performance on the question instances is evaluated. Optionally, plural sets of question instances may be administered to the student, or sets of question instances may be recurrently administered to the student until the student's performance meets a defined standard.
[0020] Mechanisms are derived below for implementing the above-described system, and certain variations thereon.
[0021] Derivation of Questions from Source Information
[0022]FIG. 1 is a block diagram showing how questions, which are to be administered to a student, may be derived from an underlying set of source information. Source information 102 constitutes some type of template, or other general information, from which individual question instances 104(1), 104(2), . . . , 104(n) may be derived.
[0023] The invention is not limited to any particular form of source information 102 or questions 104(1) through 104(n), although a preferred embodiment of source information 102 is described below in connection with FIG. 2. In one example, source information 102 may comprise a problem template from which a large number of specific question instances can be derived—e.g., source information 102 may comprise the general question template: "Compute the number of square yards of carpet needed to cover a rectangular room whose length is $x feet and whose width is $y feet." In this case, a large number of questions can be created from this type of source information 102 by substituting different values for $x and $y. In this example, source information 102 may also include the logic needed to compute the answer (e.g., the logic needed to compute the value $x times $y divided by nine), so that a student's answer to the question can be evaluated. Thus, an example of a question instance derived from this source information is "Compute the number of square yards of carpet needed to cover a rectangular room whose length is 9 feet and whose width is 3 feet." The formula for deriving a question instance from source information 102 (e.g., randomly select two real numbers and substitute them for the variables $x and $y) is an example of a "rule."
[0024] As another example, source information 102 may comprise the question template: "What is the capital of $state?" This example of source information 102 would also comprise a list of states that could be substituted for the variable $state. Thus, based on this source information 102, a derived question instance could be "What is the capital of Alaska?" (In this case, the "rule" for deriving question instances from source information 102 would require that one of the listed states be substituted for the variable $state.) Moreover, since there is no mathematical logic that can be used to compute the name of a capital from the name of a state, source information 102 would also include information that correlates each state with its capital, so that a student's answer to any derived question instance could be evaluated.
[0025] In a preferred embodiment, source information 102 comprises information from which multiple-choice questions can be derived. Although the invention is not limited to systems that use multiple-choice questions, it should be noted that multiple-choice questions are advantageous in systems that automate the generation and grading of questions, because they can be derived according to a simple formula or "rule" (e.g., generate a question instance with one correct choice and three incorrect choices), and answers thereto can be evaluated unambiguously (i.e., the student's answer of choice "A" is unambiguous, whereas answers to the state capital question described above could have ambiguities due to misspelling, capitalization, abbreviation, etc.). Thus, in the case of multiple-choice questions, source information 102 could take the form shown in FIG. 2.
[0026] In the example of FIG. 2 source information 102 comprises the building blocks from which multiple-choice questions may be derived. Thus, source information 102 comprises a stem 202, a set of correct answer choices 204, and a set of incorrect answer choices 206. As is known in the relevant art, the "stem" of a multiple-choice question is the preamble that sets up the problem and asks the student to pick the correct answer from a set of possible answers; a correct answer choice is a legitimate answer to the question posed by the stem; and an incorrect answer choice is an answer that does not answer correctly the question posed by the stem. Thus, an example of a multiple choice question is:
[0027] 1. Which of the following cities is a state capital in the United States?
[0028] A. Jacksonville, Fla.
[0029] B. Tacoma, Wash.
[0030] C. Pierre, S.D.
[0031] D. Eugene, Oreg.
[0032] In this example, "Which of the following cities is a state capital in the United States?" is the stem 202; "Pierre, S.D." is an example of a correct answer choice 204; and "Jacksonville, Fla.," "Tacoma, Wash.," and "Eugene, Oreg." are examples of incorrect answer choices 206. The entire question—i.e., stem, correct and incorrect answer choices, and letters before the answer choices—is an example of a "question instance" that can be derived from the source information.
[0033]61 Preferably, answer choices 206 comprise a plurality of possible correct answers 204(1), 204(2), . . . 204(i) that could be used in multiple-choice questions. Thus, in the state-capital example answer choices 206 could include fifty correct answer choices (Montgomery, Ala.; Juneau, Ark.; Phoenix, Ariz.; . . . ; Cheyenne, Wyo.). If the lesson to which the question relates is on the capitals of the fifty states, this type of source information 102 is sufficient to generate questions that will sample the student's knowledge of the entire lesson. Similarly, there is preferably a plurality of incorrect answer choices 206(1), 206(2), . . . , 206(j). Since a question instance typically has two to four incorrect answer choices for every correct one, source information 102 preferably includes more incorrect answer choices 206 than correct answer choices 204, although this is not a requirement. Generating good multiple choice questions merely requires a set of plausible incorrect choices that is large enough to keep their recurrence small over a reasonably-sized sample of question instances (since a high rate of recurrence could help a student to identify incorrect choices without learning the underlying material simply by remembering which answer choices have previously appeared).
[0034] Source information of the type depicted in FIG. 2, from which a multiple-choice question may be derived, may be referred to herein as a "root question." In general, a root question is a multiple-choice question that has several right answers and many wrong answers.
[0035]81 In a preferred embodiment, source information 102 may, optionally, include explanations 208 of the answer choices, which can be presented to the student as a learning tool after he or she has answered the question (or after he or she has answered all of the questions in a set of questions). For example, the answer choice "Tacoma, Wash." may be associated with an explanation such as "Tacoma is a city in Washington, but is not the capital of that state. The capital of Washington is Olympia." Thus, if a student had chosen "A" as the answer to the above question, he or she could be presented with this explanation of the wrong answer, which could assist in the student's learning of the material. Correct answer choices can also be associated with explanations 208 (e.g., "Correct. Pierre is the capital city of South Dakota."), although, depending on the nature of the material, the correct answer choices may be more self-explanatory explanatory than the incorrect answer choices, and an explanation of the correct answers may be less relevant than an explanation of the incorrect answers.
[0036] While state capitals provide a convenient example of a root question, the techniques of the present invention can also be applied to more complex subject matter, such as college-level science or engineering. For example, in a course on database systems, a typical homework question posed to a class may present two (or more) relations (e.g., R1 and R2), and then may ask the student to perform some operation on the relations such as: "Calculate the natural join of R1 and R2". Conventionally, a homework assignment would ask the student to write the relation that is the natural join of R1 and R2, and the answer would be graded by a human teaching assistant. However, a root question can be constructed for this type of problem that effectively requires the student to compute the natural join of R1 and R2, but is much easier to grade. For example, an instructor (or some other root question writer) can generate a root question with the following stem: "Which of the following tuples is in the natural join of R1 and R2?" Correct answer choices would then be tuples that are actually members of the natural join of R1 and R2, and incorrect answer choices can comprise tuples that are not in the join. Preferably, the incorrect answers can be constructed in a manner that reflects common errors that students make when calculating joins. If the incorrect answer choices are skillfully constructed, then for a student to reliably answer the question correctly should effectively require the student to compute the join in order to determine which tuples are members, thereby providing a similar incentive for the student to work the underlying problem as there would be if the problem had been presented in a long-answer form. In a preferred embodiment, the student could be asked a set of plural questions relating to the same underlying facts (e.g., three separate questions, each of which asks a student to identify a tuple that is in the join), and his or her performance could be evaluated under a standard that requires the student to get all the questions correct. Thus, it is unlikely that a student would be able to get all of the answers right by guessing and without understanding the underlying problem, so—in terms of teaching the subject matter and ensuring that the student understands the problem—such a set of multiple-choice questions approaches the reliability of a long answer problem, but with a greatly reduced grading cost.
[0037] Example System for Administering Questions
[0038]FIG. 3 shows an example system that administers exercise questions. Exercise questions are preferably administered to a student using a general purpose computer 302. The components and capabilities of a general-purpose computer are generally known in the art, and thus are not described in detail herein.
[0039] Computer 302 is loaded with various types of data and software: question instances 104, a program that implements a user interface 306 for presenting the question instances to the student, and grading logic 308 that evaluates the students answers and preferably determines whether the student's performance on the question instances meets the applicable standards (e.g., complete correctness on a set of questions, etc.). Question instances 104 may have been pre-derived from source information 102 (shown in FIGS. 1 and 2) and then pre-loaded onto the computer 302 that student 304 uses. Alternatively, computer 302 may be loaded with source information 102 itself, together with logic that derives question instances 104 from the source information. It will be appreciated that there are various ways to cause question instances 104 to exist on computer 302 at the time that question instances 104 are administered to student 304 (e.g., stand-alone workstation that contains all logic and data needed to derive the question instances, client-server architecture where the server generates the question instances and delivers the question instances to computer 302 for administration to the student, web server that delivers content to a browser at the student workstation, etc.), and the invention is not limited to any particular architecture or design.
[0040] Student 304 uses computer 302 to answer a set of questions. User interface logic 306 causes computer 302 to present question instances 104 (or some subset thereof) to student 304. Student 304, in turn, provides answers to these question instances. Grading logic 308 determines whether student 304's answers to the question instances are correct or incorrect, and, preferably, evaluates the student's overall performance on a set of question instances. Computer 302 may optionally be loaded with a program and/or data that provides answer explanations to the students (preferably only explanations for those questions that the student got wrong), as more particularly described above.
[0041] Example Process(es) for Creating and Administering Questions
[0042]FIG. 4 is a flow diagram showing an example process for generating and administering questions in accordance with aspects of the invention.
[0043] Initially, source information (e.g., a root question) is created (402), from which one or more question instances may be derived. Depending on the nature of the exercise(s) to be administered, plural sets of source information may be created. For example, in the non-limiting case where the exercise is used as part of a database systems course, an exercise may comprise a set of questions on various aspects of database systems (e.g., binary operations, query language syntax, etc.), and different root questions (or other source information) may be used to create question instances on these different aspects. Thus, there would be one set of source information that asks (in the stem) for a student to identify tuples that are in the natural join of two relations, along with sets of correct and incorrect answer choices for that problem. Another set of source information might contain a stem that asks a student to identify a syntactically correct query in SQL, and would contain different sets of correct and incorrect answer choices appropriate for that stem. There is no limit to the number of different sets of source information that may be created.
[0044] After the source information has been created, question instances are derived from the source information (404). As described above, the manner in which a question instance is derived from source information depends on the nature of the source information itself. In the case of multiple-choice questions that are derived from root questions, the nature of the derivation is more particularly described above in connection with FIG. 2.
[0045] Once one or more question instances have been derived, the question instances may be presented to a student (406). The student interacts with a computer to read and answer the question instances, and the student provides his or her answers to the computer that is being used to administer the questions. The student's answers are then evaluated (406) to determine whether the answers are right or wrong, and, optionally, to determine whether the student's overall performance on a set of questions meets a defined standard. In one embodiment, the student may be asked to complete plural sets of questions, in which case the process returns to 406 to present a new set of questions to the student, and this process repeats until the number of sets of questions that the student is to answer has been reached.
[0046] If the student's performance is being evaluated to determine whether that performance meets a defined standard (e.g., whether the student answers all question instances in a set correctly), then it is determined (410) whether the student's performance meets that standard. As noted above, an exercise may comprise the administration of plural sets of questions to the student without regard to the student's performance on any given set (e.g., a homework assignment may require the student to work three sets of questions). In one variation, however, the student is asked to repeatedly take new sets of question instances (based on different sets of questions derived from the source information) until the student's performance on an entire set meets the defined standard. If the questions are being administered in this way, then a determination at 410 that the student has met the standard may constitute the end of the student's exercise, while failure to meet the standard returns the process to 406 to present a new set of questions instances (possibly preceded by choice explanations for the student's incorrect answers on the last set of questions), and this cycle of administering questions and evaluating the student's performance under the standard may be repeated until the student does meet the standard.
[0047] In the case where the repetition of sets of questions is based on the student's performance on prior sets, the process of FIG. 4 optionally may impose limits on the repeated taking of sets of questions by a student. For example, the student may be limited to taking the exercise n times, may be limited to taking the exercise n times per day, or may be required to wait a minimum amount of time before retaking an exercise.
[0048] The dotted line in FIG. 4 represents a division between the acts that generate question instances and the acts that administer question instances to a student. Typically, an instructor will perform the acts above the line, and a student will perform and/or participate in acts below the line. Typically, these sets of acts will take place on different machines (e.g., the instructor's machine and the student's machine). However, it should be noted that the invention is not limited to any particular architectural, physical, or temporal distribution of the acts shown in FIG. 4. For example, blocks 402 and 404 may occur at a commercial question provider who is in the business of providing root questions and software to administer them. In another example, the commercial question provider generates the source information at block 402, but the derivation of questions is performed either at a local instructor's machine or at the student's machine. In another example, the generation of source information may be performed by a class instructor, and the derivation of questions from that source information may be performed either at the instructor's machine or at the student's machine. There is no limit to the way in which the different acts depicted in FIG. 4 may be distributed.
[0049] Example Exercise Scenario
[0050] The following in an example scenario in which the techniques and mechanisms described herein may be used for a class exercise:
[0051] 1. An assignment consisting of several questions is assigned to the class. Each student in the class is allowed to take the assignment as many times as they wish, and only a student's last score counts. Thus, there is an incentive for each student to answer sets of questions until he or she scores 100% on the assignment. In a preferred embodiment, an assignment includes 4-5 questions. Too few questions allow a student to guess randomly and eventually get a perfect score; too many questions create too much risk that the student will accidentally answer a question incorrectly and will have to start over again.
[0052] 2. A student opens the assignment the first time. The software that administers the assignment gives the student the questions in random order (to make it harder for students to share information about, e.g., "question number 3"). The system also chooses at random one correct answer and three wrong answers, and presents those in random order. The student may be able to answer all of the questions, but, more likely, he or she will have trouble with one or more, so they do the best they can and submit their answers.
[0053] 3. The student studies the material needed to answer the questions with which he or she is having trouble, off-line. For example, if the student doesn't know how to compute a join, the student could reread the material on that topic, attend office hours, or send an E-mail to a human teaching assistant. The student can then compute the entire join, as if the question had been the long-answer problem "compute this join."
[0054] 4. The student opens the assignment a second time, this time prepared with the answers to the general questions for which they will receive new, random instances. For example, if the student has correctly computed the join of R1 and R2, then the student should be able to identify that tuple from among the plural answer choices.
[0055] Example Product Incorporating Programs/Data for Using Exercise Questions
[0056]FIG. 5 shows an example product that may embody some or all of the features of the invention. Product 500 comprises a teaching tool (which is depicted herein as textbook 502), and also includes data and/or programs that can be used to administer exercise questions relating to the subject matter of the teaching tool. (These data and programs are depicted, by way of example and not limitation, as a computer-readable medium 504 (e.g., CD-ROM), or an electronic download 506.) The data and/or programs may include source information (e.g., root questions) from which question instances may be derived and administered together with the software necessary to administer the questions; or, the data/programs may include pre-derived question instances that are based on source information together with the necessary administration software; or, the data/programs may include software that allows an instructor to create root questions and derive questions instances therefrom, and to administer those exercises based on the question instances to students. The programs/data included in product 500 may incorporate any of the techniques, systems, or methods described above.
[0057] In one example embodiment, a distributor of educational materials may package a teaching tool (e.g., textbook) together with data/programs for administering classroom exercises based on the subject matter of the textbook. For example, a textbook may come with a CD-ROM affixed thereto, or may come with a token that permits download of the necessary programs/data over the Internet.
[0058] It is noted that the foregoing examples have been provided merely for the purpose of explanation and are in no way to be construed as limiting of the present invention. While the invention has been described with reference to various embodiments, it is understood that the words which have been used herein are words of description and illustration, rather than words of limitations. Further, although the invention has been described herein with reference to particular means, materials and embodiments, the invention is not intended to be limited to the particulars disclosed herein; rather, the invention extends to all functionally equivalent structures, methods and uses, such as are within the scope of the appended claims. Those skilled in the art, having the benefit of the teachings of this specification, may effect numerous modifications thereto and changes may be made without departing from the scope and spirit of the invention in its aspects.
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