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关键词： Feature extraction   Task analysis   Computational modeling   Visualization   Video sequences   Fuses   Computer science   Person re-identification   self-attention   long-range dependencies   high-order statistics  

摘要： Capturing long-range dependencies during feature extraction is crucial for video-based person re-identification (re-id) since it would help to tackle many challenging problems such as occlusion and dramatic pose variation. Moreover, capturing subtle differences, such as bags and glasses, is indispensable to distinguish similar pedestrians. In this paper, we propose a novel and efficacious Statistic Attention (SA) block which can capture both the long-range dependencies and subtle differences. SA block leverages high-order statistics of feature maps, which contain both long-range and high-order information. By modeling relations with these statistics, SA block can explicitly capture long-range dependencies with less time complexity. In addition, high-order statistics usually concentrate on details of feature maps and can perceive the subtle differences between pedestrians. In this way, SA block is capable of discriminating pedestrians with subtle differences. Furthermore, this lightweight block can be conveniently inserted into existing deep neural networks at any depth to form Statistic Attention Network (SANet). To evaluate its performance, we conduct extensive experiments on two challenging video re-id datasets, showing that our SANet outperforms the state-of-the-art methods. Furthermore, to show the generalizability of SANet, we evaluate it on three image re-id datasets and two more general image classification datasets, including ImageNet. The source code is available at http://***/resources/codes/code/SANet_***.

关键词： agency   Black   LGBTQ plus   ballroom culture  

摘要： Background/Context: In recent years, youth agency has become more prevalent in education research, with many scholars agreeing that youth agency is highly contextual, reliant on multiple forces, and inextricably connected to social identity. However, relatively few studies have explored the agency of Black LGBTQ+ youth and how these youth understand their own agency. This fact connects to the reality that although there is a growing body of research around the educational experiences of LGBTQ+ youth of color, it is often centered on their victimhood and rarely explores how they practice agency to respond to the challenges they face. Purpose/Objective/Research Question/Focus of Study: Recognizing the importance of context and social identity with regard to youth agency, this study extends the literature on youth agency and LGBTQ+ youth of color by exploring the following research question: How do eight Black LGBTQ+ youth who are active members in New York City's ballroom culture make sense of their agency in school and in out-of-school ballroom spaces? Data Collection and Analysis: Following Seidman's (2013) interview process, three separate interviews were conducted with all eight youth. In addition, all eight youth participated in two focus groups. The data analysis was informed by a queer of color critique theoretical framework and focused on specific occurrences in the data in which the young people articulated understandings of their agentive practices that worked toward responding to, resisting, or subverting racial and anti-LGBTQ+ marginalization across schooling and ballroom contexts. Findings: Findings indicate that the youth regarded school as a confining space in which they were fearful of anti-LGBTQ+ rejection and abuse. Thus, they used their agency to suppress their LGBTQ+ identities in order to minimize their experiences with discrimination. Suppressing their identities resulted in the youth feeling disconnected from school and isolated, and increased t

关键词： Codes   Servers   Low latency communication   Distributed databases   Costs   Computer science   Wide area networks   Distributed storage systems   erasure codes   optimal caching  

摘要： Erasure codes have been widely considered as a promising solution to enhance data reliability at low storage costs. However, in modern geo-distributed storage systems, erasure codes may incur high data access latency as they require data retrieval from multiple remote storage nodes. This hinders the extensive application of erasure codes to data-intensive applications. This paper proposes novel caching schemes to achieve low latency in distributed coded storage systems. Assuming that future data popularity and network latency information are available, an offline caching scheme is proposed to explore the optimal caching solution for low latency. The proposed scheme categorizes all feasible caching decisions into a set of cache partitions, and then obtains the optimal caching decision through market clearing price for each cache partition. Furthermore, guided by the optimal scheme, an online caching scheme is proposed according to the measured data popularity and network latency information in real time, without the need to completely override the existing caching decisions. Both theoretical analysis and experiment results demonstrate that the online scheme can approximate the offline optimal scheme well with dramatically reduced computation complexity.

关键词： Curricular survey   ABET accreditation   Computer Science Curriculum  

摘要： In May and June 2021, the author conducted a survey of the computing and mathematical graduation requirements of 500 Bachelor of Science in Computer Science (BSCS) programs in the U.S. to determine alignment among these requirements and those recommended by ACM/IEEE-CS's Computer Science Curricula 2013 guidelines and ABET's Criteria for Accrediting Computing Programs 2021-2022 curricular criterion. Specifically, computing and mathematics credit-hour and course graduation requirements were determined for ABET-accredited and non-accredited BSCS programs within public and private universities. As (i) curricular guidelines are recommendations that do not have to be followed, (ii) curricular accreditation criteria are minimal constraints that may be exceeded, and (iii) non-accredited programs may choose to meet or exceed curricular accreditation criterion, it is possible that graduating computer science students are exposed to similar, or a wide variety, of coursework and associated topics. The survey results presented in this article provide broad answers to these three curricular possibilities. In turn, these results can contribute to future discussions concerning the perceived value of accreditation to students and industry stakeholders, allow educators in computer science departments to compare their curriculum to a large sample of other universities, and provide curricular committees additional insight into how various curricular guidelines are realistically being used.

关键词： Automated assessment   computer science   programming   feedback   learning analytics  

摘要： Practical programming competencies are critical to the success in computer science (CS) education and goto-market of fresh graduates. Acquiring the required level of skills is a long journey of discovery, trial and error, and optimization seeking through a broad range of programming activities that learners must perform themselves. It is not reasonable to consider that teachers could evaluate all attempts that the average learner should develop multiplied by the number of students enrolled in a course, much less in a timely, deep, and fair fashion. Unsurprisingly, exploring the formal structure of programs to automate the assessment of certain features has long been a hot topic among CS education practitioners. Assessing a program is considerably more complex than asserting its functional correctness, as the proliferation of tools and techniques in the literature over the past decades indicates. Program efficiency, behavior, and readability, among many other features, assessed either statically or dynamically, are now also relevant for automatic evaluation. The outcome of an evaluation evolved from the primordial Boolean values to information about errors and tips on how to advance, possibly taking into account similar solutions. This work surveys the state of the art in the automated assessment of CS assignments, focusing on the supported types of exercises, security measures adopted, testing techniques used, type of feedback produced, and the information they offer the teacher to understand and optimize learning. A new era of automated assessment, capitalizing on static analysis techniques and containerization, has been identified. Furthermore, this review presents several other findings from the conducted review, discusses the current challenges of the field, and proposes some future research directions.

摘要： Das vorliegende Forschungsvorhaben beschäftigt sich mit dem Projekt „Satellitenlabore“ zur Unterstützung und Förderung informatischer Bildung an weiterführenden Schulen als ganzheitlichen Ansatz, welches die unterschiedlichen Akteure (Schulen, außerschulische Einrichtungen und Unternehmen) stärker verknüpfen soll. Gemäß des Design-Based-Research-Modells nach Shavelson et al. werden auf Grundlage des erhobenen Forschungsstandes in einem weiteren Schritt unterschiedliche Interventionsmaßnahmen entwickelt und didaktische Konzepte abgeleitet, die in mehrfachen Erprobungen stetig evaluiert und weiterentwickelt werden sollen.

关键词： Gender diversity   CS1   CS2   student retention  

摘要： With the number of jobs in computer occupations on the rise, there is a greater need for computer science (CS) graduates than ever. At the same time, most CS departments across the country are only seeing 25-30% of women students in their classes, meaning that we are failing to draw interest from a large portion of the population. In this work, we explore the gender gap in CS at Rutgers University-New Brunswick, a large public R1 research university, using three data sets that span thousands of students across six academic years. Specifically, we combine these data sets to study the gender gaps in four core CS courses and explore the correlation of several factors with retention and the impact of these factors on changes to the gender gap as students proceed through the CS courses toward completing the CS major. For example, we find that a significant percentage of women students taking the introductory CS1 course for majors do not intend to major in CS, which may be a contributing factor to a large increase in the gender gap immediately after CS1. This finding implies that part of the retention task is attracting these women students to further explore the major. Results from our study include both novel findings and findings that are consistent with known challenges for increasing gender diversity in CS. In both cases, we provide extensive quantitative data in support of the findings.

关键词： Computer science   computational thinking   identity   multilingual   English learner  

摘要： Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students' interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and post-surveys of identity showed significant differences favoring students' experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students' perceptions of their abilities to pursue computer science and persist when encountering challenges.

摘要： Im Jahr 2019 haben deutsche Universitäten das Jubiläum einer 50-jährigen Informatikausbildung gefeiert. Die TU Dresden blickt dabei seit 1969 als erste Universität auf Erfahrungen in beiden deutschen Staaten zurück. Während die historische Entwicklung in der Informatikausbildung für die BRD gut dokumentiert ist, besteht in der Dokumentation durch das Informatik Spektrum für die DDR eine Lücke. Die Informatikausbildung in der DDR befand sich seit ihren Anfängen auf Augenhöhe mit den Entwicklungen in der BRD. Im vorliegenden Artikel wird die historische Entwicklung des Informatik-Studienganges an der TU Dresden unter Berücksichtigung der Entstehungs- und Entwicklungsphase in der DDR und der Wendezeit bis zur heutigen Fakultät Informatik dargestellt. Aus Anlass des 50-Jahre-Jubiläums im Jahr 2019 wurde die historische Entwicklung in einem webbasierten Zeitstrahl dokumentiert und mit Interviews von Zeitzeugen ergänzt. Dabei lag der Schwerpunkt auf der Lehre einschließlich der Einheit von Lehre und Forschung.

关键词： Early Childhood Education   Elementary Education   ScratchJr   Computer Science   Project Assessments  

摘要： Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested project-based coding rubrics that are developmentally appropriate for early childhood. This study presented the development and testing of a coding rubric to evaluate children's creations with the popular ScratchJr app for early childhood, as well as results from field testing of the rubric. This paper first presents the ScratchJr Project Rubric development phases, and then a field test on 228 ScratchJr projects from 1st and 2nd grade students (n = 87, aged 6-7 years old) across three time points. The results showed that the rubric demonstrates validity and reliability, and can measure changes in the project quality across time points. While the rubric was designed for researchers and teachers to evaluate ScratchJr projects, the design and conceptual framework is applicable to other programming languages for children that invite creative coding.