Evaluation of Web Search Engines Based on Ranking of Results and FeaturesWaqas Tariq
Search engines help the user to surf the web. Due to the vast number of web pages it is highly impossible for the user to retrieve the appropriate web page he needs. Thus, Web search ranking algorithms play an important role in ranking web pages so that the user could retrieve the page which is most relevant to the user's query. This paper presents a study of the applicability of two user-effort-sensitive evaluation measures on five Web search engines (Google, Ask, Yahoo, AOL and Bing). Twenty queries were collected from the list of most hit queries in the last year from various search engines and based upon that search engines are evaluated.
Evaluation of Web Search Engines Based on Ranking of Results and FeaturesWaqas Tariq
Search engines help the user to surf the web. Due to the vast number of web pages it is highly impossible for the user to retrieve the appropriate web page he needs. Thus, Web search ranking algorithms play an important role in ranking web pages so that the user could retrieve the page which is most relevant to the user's query. This paper presents a study of the applicability of two user-effort-sensitive evaluation measures on five Web search engines (Google, Ask, Yahoo, AOL and Bing). Twenty queries were collected from the list of most hit queries in the last year from various search engines and based upon that search engines are evaluated.
Profiles of 262 women who have written or edited books on data analytics, including: statistics, data mining, data science, text mining, text analytics, sampling and other issues in data analysis.
Semantic search helps business people find answers to pressing questions by wading through oceans of information to find nuggets of meaningful information. In this presentation we’ll discuss how semantic search and content analysis technologies are starting to appear in the marketplace today. We’ll provide a recap of what semantic search is and what the key benefits are, then we’ll answer the following questions:
• Is semantic search a feature, an application, or enterprise system?
• How can I add semantic search to my existing work processes?
• Will I need to replace my existing content technologies?
• What will I need to do to prepare my content for semantic search?
• Is semantic search just for documents or can I search my data too?
• Can I use semantic search to find information on the internet and other public data sources?
• Are there standards to consider?
Birds Bears and Bs:Optimal SEO for Today's Search EnginesMarianne Sweeny
In February of 2012, Google began launching the Panda Update (bears), the first of many steps away from a link-based model of relevance to a user experience model of relevance. This bearish focus on relevance use algorithms to determine a positive user experience focused on click-through (does the user select the result), bounce rate (does the user take action once they arrive at the landing page) and conversion (does the landing page satisfy the user’s information need). Content and information design became the foundation for relevance. Sadly, no one at Google told the content strategists, user experience professionals and information architects about their new influence on search engine performance. In April of 2012, Google followed up with the Penguin update (birds), a direct assault on link building, a mainstay of traditional search engine optimization (SEO). The Penguin algorithm evaluates the context and quality of links pointing to a site. Website found to be “over optimized” with low quality links are removed from Google’s index. Matt Cutts, GOogle Webmaster and the public face of Google, summed this up best: “And so that’s the sort of thing where we try to make the web site, uh Google Bot smarter, we try to make our relevance more adaptive so that people don’t do SEO, we handle that...” Sadly, Google is short on detail about how they are handling SEO, what constitutes adaptive relevance and how user experience professionals, information architects and content strategists can contribute thought-processing biped wisdom to computational algorithmic adaptive relevance so that searchers find what they are looking for even when they do not know that that is. This presentation will provide a brief introduction to the inner workings of information retrieval, the foundation of all search engines, even Google. On this foundation, I will dive deep into the Bs of how to optimize Web sites for today’s search technology: Be focused, Be authoritative, Be contextual and Be engaging. Birds (Penguin), Bears (Panda) & Bees: Optimal SEO will provide insight into recent search engine changes, proscriptive optimization guidance for usability and content strategy and foresight into the future direction of search.
Women who wrote the analytics book 2nd editionmetabrown
Profiles of 285 women analytics book authors. Includes fields such as statistical analysis, data mining, text mining, data analysis, data science, ethnographics, business intelligence, and more.
Profiles of 186 women data analytics experts. Includes fields such as statistical analysis, data mining, text mining, data analysis, data science, ethnographics, business intelligence, and more.
PPT on How Search Engine Works
What is Search Engine ?
How Google Works ?
Search Engine Optimization
How Google, Baidu, Yahoo, DuckDuckGo Works ?
My YouTube Channel :- https://www.youtube.com/channel/UCeZDAwaaj6LqSY5b6Gaof5A
Profiles of 262 women who have written or edited books on data analytics, including: statistics, data mining, data science, text mining, text analytics, sampling and other issues in data analysis.
Semantic search helps business people find answers to pressing questions by wading through oceans of information to find nuggets of meaningful information. In this presentation we’ll discuss how semantic search and content analysis technologies are starting to appear in the marketplace today. We’ll provide a recap of what semantic search is and what the key benefits are, then we’ll answer the following questions:
• Is semantic search a feature, an application, or enterprise system?
• How can I add semantic search to my existing work processes?
• Will I need to replace my existing content technologies?
• What will I need to do to prepare my content for semantic search?
• Is semantic search just for documents or can I search my data too?
• Can I use semantic search to find information on the internet and other public data sources?
• Are there standards to consider?
Birds Bears and Bs:Optimal SEO for Today's Search EnginesMarianne Sweeny
In February of 2012, Google began launching the Panda Update (bears), the first of many steps away from a link-based model of relevance to a user experience model of relevance. This bearish focus on relevance use algorithms to determine a positive user experience focused on click-through (does the user select the result), bounce rate (does the user take action once they arrive at the landing page) and conversion (does the landing page satisfy the user’s information need). Content and information design became the foundation for relevance. Sadly, no one at Google told the content strategists, user experience professionals and information architects about their new influence on search engine performance. In April of 2012, Google followed up with the Penguin update (birds), a direct assault on link building, a mainstay of traditional search engine optimization (SEO). The Penguin algorithm evaluates the context and quality of links pointing to a site. Website found to be “over optimized” with low quality links are removed from Google’s index. Matt Cutts, GOogle Webmaster and the public face of Google, summed this up best: “And so that’s the sort of thing where we try to make the web site, uh Google Bot smarter, we try to make our relevance more adaptive so that people don’t do SEO, we handle that...” Sadly, Google is short on detail about how they are handling SEO, what constitutes adaptive relevance and how user experience professionals, information architects and content strategists can contribute thought-processing biped wisdom to computational algorithmic adaptive relevance so that searchers find what they are looking for even when they do not know that that is. This presentation will provide a brief introduction to the inner workings of information retrieval, the foundation of all search engines, even Google. On this foundation, I will dive deep into the Bs of how to optimize Web sites for today’s search technology: Be focused, Be authoritative, Be contextual and Be engaging. Birds (Penguin), Bears (Panda) & Bees: Optimal SEO will provide insight into recent search engine changes, proscriptive optimization guidance for usability and content strategy and foresight into the future direction of search.
Women who wrote the analytics book 2nd editionmetabrown
Profiles of 285 women analytics book authors. Includes fields such as statistical analysis, data mining, text mining, data analysis, data science, ethnographics, business intelligence, and more.
Profiles of 186 women data analytics experts. Includes fields such as statistical analysis, data mining, text mining, data analysis, data science, ethnographics, business intelligence, and more.
PPT on How Search Engine Works
What is Search Engine ?
How Google Works ?
Search Engine Optimization
How Google, Baidu, Yahoo, DuckDuckGo Works ?
My YouTube Channel :- https://www.youtube.com/channel/UCeZDAwaaj6LqSY5b6Gaof5A
Brief introduction to digital analytics presented at the Altmetrics and Digital Analytics Interest Group (part of the American Library Association's Library Information Technology Association).
This is the powerpoint slides for a library session held at Royal Holloway, University of London, for Information Security students on how to start researching their MSc project.
FINDS Research Model is a product of the Florida Department of Education, Library Media Services Office. This presentation was given (by Phenessa Jones while employed at the School District of Lee County) to show how language arts educators can integrate technology into their lesson plans.
This is for Royal Holloway MSc information security students focusing on the importance of finding good quality information and evaluating the information included in MSc Projects.
Finding Research Resources on Human Resource ManagementHeather Hopkins
Instructional materials created for National American University Human Resource Management class. Geared toward nontraditional and adult university students
Finding Research Resources on Human Resource ManagementHeather Hopkins
Instructional materials created for National American University Human Resource Management class. Geared toward nontraditional and adult university students
Keeping Staff Up To Date with TechnologyKULTOntario
Amanda Wilk from Haliburton County Public Library shares how her library is keeping staff up to date with technology knowledge. Presented at Keeping Up With Library Technology (KULT) November 1, 2013 at Hamilton Public Library.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton
It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde
The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program.
Learning Outcomes
Attendees will:
Explore the purpose and potential of leisure reading collections in academic libraries;
Examine the development of the University of Guelph leisure reading collection from initiation to present day;
Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Writers Workshop 2015 - Joining the Conversation: Fundamentals of Social MediaMelanie Parlette-Stewart
f you are serious writer, having an online social media presence is something that can work to your advantage. You can use social media to market a book, yourself, or an organization. Social media is one of the most important tools we can use for marketing and communication. Learn about popular social media tools such as Facebook, Twitter, Pinterest, YouTube, Instagram, and blogging. This workshop will explore best practices for engagement and getting the conversation going. Other issues covered will include managing risk, analytics, picking the best tools for your strategy, and privacy.
Whether you’re building a community or a personal brand, this workshop will provide you with tips and tools to get you started on developing an effective social media plan.
Infographics: E-volving Instruction for Visual Literacy
Melanie Parlette-Stewart, Lindsey Robinson - University of Guelph, Guelph, Ontario
WILU 2014 - London, ON
Infographics involve the bringing together of information, data, and design. There is increasing need to be visually literate, as is highlighted in the ACRL Visual Literacy Competency Standards for Higher Education. This session presents the ACRL Visual Literacy Competency Standards and the application of these to an introductory infographics instruction session. This session will highlight the active learning approach used to allow students to engage with and create infographics at an introductory level.
E-valuating the Impact of Face-to-Face and Online Information Literacy and Wr...Melanie Parlette-Stewart
E-valuating the Impact of Face-to-Face and Online Information Literacy and Writing Skills Instruction Using a Mixed Methods Research Design
WILU 2014, London, Ontario
Melanie Parlette-Stewart, Karen Nicholson, Kim Garwood, Trent Tucker - University of Guelph, Guelph, Ontario
This presentation will describe a mixed methods, collaborative action research project conducted as part of the ACRL's Assessment in Action (AiA) program to evaluate the impact of face-to-face, online, and blended approaches to information literacy and writing skill development in a large, first-year management course MGMT*1000. While our study did not yield the generalizable data that we had hoped, it did teach us some valuable lessons about the challenges and pitfalls of conducting mixed methods research that will be of use to those interested in gathering evidence to assess the Library's impact on student learning outcomes.
2. I AM . . .
Melanie Parlette
Program Liaison for School of Engineering and Information Technology
mparlette@conestogac.on.ca
3. TODAY we will…
• Locate key sections of the LRC’s website
• Perform a basic search of LRC resources, narrow our
search and create a list of relevant results
• Identify the tools we can use to evaluate information
sources
5. Today’s Research Topic is….
• Is there a relationship Facebook use and academic
performance?
6. Finding A Source to Answer
Your Question
• Where do we begin?
• Google
• Wikipedia
• Other suggestions…
7.
8. Choosing Better Sources
• How can you tell trustworthy information (the “better”
information) from less-trustworthy information (“worse”
information)?
The CRAAP Test
• Currency The timeliness of the information
• Relevance The importance of the information for your needs
• Authority The source of the information
• Accuracy The reliability, truthfulness, and correctness of the information
• Purpose The reason the information exists
10. Just a click away . . .
LRC Website Challenge
• Locate the library’s Research Help Online (HINT! Check out the
Computer Programming guide found under Information Technology).
guides, and explain what additional help these guides provide, beyond
the EDS tool.
• Locate the LRC’s Cite Your Sources (HINT! Check the Cite Your
Sources tab on the Computer Programming Research Help guide) page
and describe two different resources found there.
• Locate and explore Safari Books Online (HINT! Check Books,
eBooks and Media tab on the Computer Programming Research Help
guide). How might this be useful to students in Computer
Programming?
11. Today We…
• Located key sections of the LRC’s website
• Discovered tools we can use to evaluate resources to
ensure they are of good quality
• Performed a basic search of LRC resources, narrowed our
search and created a list of relevant results
12. HELP AT THE LIBRARY
instant messaging
information service
email or phone
How you can help them and how they can find you – leads into the ISEMP introduction
This can be amended to reflect a specific assignment they are working towards or that information could be added verbally.
Student ID and PIN overview
This will depend on the group of students and their assignment
We could find out all about this using Wikipedia, right? Perhaps start with Wikipedia – to get them to understand where you’re going with this, say “Wikipedia works for day-to-day questions, but why can’t you use just Wikipedia for all your research needs?” You’re looking for them to understand that a single source, regardless of what it is, is not enough for their research, even if it seems to provide all the answers they need…because it’s providing just one perspective, one author’s viewpoint. Facts may have been excluded or modified. You have to use a variety of sources to ensure you’ve got the best information, and the broadest perspective. List potential sources on the screen or on the board – the ones students suggest and you suggest will depend on the research topic
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
Describe what the Discovery Service is and what it does Library subscribes to 1000s of electronic journals, 1000s of ebooks, tons of specialized databases and we still have lots of those crazy things called books. We have a special search engine that helps you discover what the library has to offer Rather than getting a mixed bag of results from Google that you aren’t sure what the true source is this will help you retrieve results that are appropriate for the assignments you will complete at the College level. Here are mine: learning and multi-taskingg Spell one of the words incorrectly to show the “did you mean” Learning and multi-taskingg Highlight any of the limiters and features you feel appropriate e.g. subject limiters, full-text online, catalogue for books and e-books, etc. Peer Reviewed: Scholarly research or projects. Illustrations are usually charts and graphs. Authors are authorities in their field. Often professors or researchers. Peer review process is in place where the content of an article is reviewed by one or more experts in the field. Date 2010 Subject – multitasking “ Check for Full Text” show and Regular item Show how to access the full-text and save the information about the article for citing and sharing PDF Download Save E-Mail Citing Citing allows us to clearly direct our instructors and fellow students to the source where we found our information This is key in avoiding plagiarism. We need to give credit where credit is due
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