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关键词： Phytotoxicity   Culicidae   Insect life cycle   Climate   Thermal conditions  

摘要： Understanding the complex interplay between environmental factors and mosquito populations is crucial for effective vector-borne disease control. In this study, we investigated the combined effects of temperature and Ateleia glazioviana toxicity on the development and survival of Aedes aegypti, utilizing artificial microcosms. The first experiment used A. aegypti eggs, with microcosms varying by room temperature (18 degrees C and 25 degrees C) and exposure to A. glazioviana leaves, either without prior incubation or with a 14-day pre-incubation period. The second experimental design involved introducing larvae, with microcosms varying by room temperature (18 degrees C and 25 degrees C) and exposure to A. glazioviana leaves after a 14-day incubation period. For both experiments, we used only ultra-pure water and food for the control. Our results demonstrate that plant leachate toxicity had a more pronounced effect than temperature, with increased toxicity levels driving higher larval mortality rates. This reduction in competition among surviving larvae led to the development of larger individuals, consistent with the temperature-size rule. Notably, the impact of leachate toxicity was most significant when A. aegypti was exposed during the egg stage. Additionally, we observed that elevated temperatures were linked to increased wing asymmetry and reduced body size, suggesting heightened developmental instability under environmental stress. These findings have important implications for biological control strategies, emphasizing the need for pre-emptive measures before oviposition. Moreover, they challenge the commonly held assumption that temperature alone is the dominant factor shaping A. aegypti populations in Neotropical regions, highlighting the complex role of other ecological stressors.

关键词： Fault tolerant systems   Fault tolerance   Reliability   Network architecture   Stars   Hypercubes   Fans   Data centers   Computer science   Program processors   g -good neighbor connectivity   g -good neighbor diagnosability   circulant-based recursive networks (CRNs)   fault tolerance   reliability  

摘要： It is widely known that parallel and distributed systems are crucial technologies and platforms necessary to support supercomputing and cloud computing. The network architecture forms the foundational support for the stable operation of these systems, directly influencing their reliability, scalability, and robustness. As the network scale expands, the probability of processor/server and communication link failures increases. Therefore, it is imminent to consider how to build up the fault tolerance and reliability of the network. The circulant-based recursive networks (CRNs) are a novel type of network with several desirable properties such as regularity, recursiveness, vertex (edge) transitivity and so on. CRNs contain not only interconnection networks hypercubes and k-ary n-cubes, but also data center network BCube, as well as some future networks. Connectivity and diagnosability of networks have garnered significant attention, as they suffice for analyzing and measuring networks' fault tolerance. This article focuses primarily on conditional connectivity and diagnosability under the good neighbor fault pattern. In this work, we explore the conditional connectivity and diagnosability (built on g-good neighbor fault pattern) of the f-dimensional r-order CRN under the PMC model and MM* model, respectively. These values are nearly g times greater than the traditional connectivity and diagnosability of CRNs, respectively, implying that they can further improve fault tolerance of CRNs. Furthermore, it is worth noting that the results can be effectively utilized in BCube and other future networks given that they are both subclasses of CRNs.

关键词： Computer science teachers   Professional development   Teaching practices   Systematic review   Meta-analysis  

摘要： Background With the growing emphasis on computer science (CS) education in K-12 schools, numerous professional development (PD) programs for in-service CS teachers (CS-PD) have been implemented over the past decades. However, there is a lack of systematic review and meta-analysis to evaluate the effectiveness of these CS-PD programs. To address this gap, this study followed the four PRISMA steps to analyze the focused knowledge, teaching practices, and the effect on teaching competence of CS-PD. A systematic review was first conducted based on the 47 empirical articles included in the synthesis and followed by a meta-analysis of 21 of these articles (137 effect sizes). Results The systematic review (a) identified the 16 sub-themes within CS-related knowledge, (b) summarized three types of teaching practices stressed in CS-PD, and (c) analyzed two levels of methods for evaluating teaching practices. The meta-analysis showed a generally large overall effect size (Hedges' g = 0.623, 95% CI [0.532, 0.714], p < 0.001) for the overall effectiveness of the CS-PD. Conclusions Therefore, these findings inform future endeavors in implementing an effective CS-PD to promote in-service CS teachers' teaching competence, especially in teaching practices.

关键词： Early elementary education   Computer science education   Formative education   Constructionism   Humanistic education   Computational thinking   Literacy and socio-emotional learning   Flourishing  

摘要： In the last decade, there has been an increasing shift to begin teaching computer science and computational thinking in kindergarten. Most of these efforts have grown from the demand of a technically sophisticated workforce. This paper presents three contributions. First, a theoretical contribution by proposing the teaching of computer science as a humanistic endeavor that promotes self-directed learning, critical thinking and relational processes. Second, an empirical contribution by presenting results from a pilot study in which the Coding as Another Language (CAL) curriculum for ScratchJr, designed with a humanistic lens, was taught in kindergarten, first and second grade classrooms across two states in New England. Using conjecture mapping and a mixed method approach, data was collected to study whether participating students could master traditional CS practices, teachers' perceptions of the intervention, and whether and how teachers observed students developing formative practices leading towards a humanistic perspective. Interviews with twenty-eight early elementary teachers regarding practices used in early childhood when teaching coding as a humanistic endeavor, and student learning outcomes regarding computer science skills and computational thinking were analyzed. Four practices emerged as formative towards promoting a humanistic education through the teaching of coding: Critical Thinking, Effective Communication, Personal Responsibility and Social Responsibility. Finally, as a third contribution, the paper presents a model for scaling-up and replicating the design of technology-rich formative experiences in education that can be broadly applied beyond early childhood.

摘要： Incorporating active learning techniques into computer science education can enhance student engagement, critical thinking, and problem-solving skills. Process-Oriented Guided Inquiry Learning (POGIL) (http://***) has proven effective in STEM disciplines by emphasizing team-based, structured activities where students construct knowledge collaboratively[1] [2]. This workshop introduces participants to the core principles of POGIL and demonstrates how its methodologies can be adapted for teaching computer science in high school and undergraduate classrooms[3].

摘要： Creating engaging and effective computer science syllabi is essential for student success, especially given the various backgrounds and responsibilities of today's learners. This lightning talk explores ideas for creating and improving computer science syllabi that are more visual, focused, and accessible.

摘要： We explore the differences between the Bachelor of Arts and Bachelor of Science degrees in Computer Science. Some institutions offer both degree types, often leading to confusion about the differences. There are not consistent definitions for each degree, so we look into different institutions' implementations to understand the landscape of what each degree entails. In this work, we consider liberal arts institutions that offer both degree types and look at the major requirements for each. By comparing these requirements both in detail and in the aggregate, we begin to shed light on the practical differences of obtaining different types of degrees in Computer Science. We find that there is little consistency between programs, but there are interesting differences along several dimensions, such as the number of credits in Mathematics courses and the particular Computer Science courses which different institutions require. This paper contributes to the understanding and ongoing discussion of Computer Science curricula across institution types.

摘要： The number of topics in computer science continues to expand, and with that, students' interests continually shift. Computer science programs try to keep pace with such rapid change, although software development remains at the heart of the discipline. No matter what the goal of a particular programming project happens to be, software engineering is a necessary component. In this panel, we explore several ways to incorporate software engineering into the computer science curriculum at vastly different institutions, as well as varied approaches to how the subject is taught. We hope this is just the beginning of a larger conversation. The panel will provide an opportunity for attendees to share their views and to exchange knowledge during a discussion period following a short presentation by each panelist.

关键词： Codes (symbols)  

摘要： The increasing demand for digital literacy and artificial intelligence (AI) fluency in the workforce has highlighted the need for scalable, efficient programming instruction. This study evaluates the effectiveness of integrating generative AI, specifically OpenAI’s ChatGPT, into a self-paced Python programming module embedded within a sixteen-week professional training course on applied generative AI. A total of 86 adult learners with varying levels of programming experience completed asynchronous Python instruction in Weeks three and four, using ChatGPT to generate, interpret, and debug code. Python proficiency and general coding knowledge was assessed across 30 different assessments during the first 13 weeks of the course through timed, code-based evaluations. A mixed-design ANOVA revealed that learners without prior programming experience scored significantly lower than their peers on early assessments (η2 = .10–.17). However, following the completion of the accelerated Python instruction module, these group differences were no longer statistically significant (η2 © 2025, CC BY.

关键词： Computer science   Machine learning   Scientific community  

摘要： System improves chip designs and tackles unsolved maths problems, but has not been rolled out to researchers outside the company.