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关键词： Computer aided instruction  

摘要： This is the accepted version, to read the final version published in 2021 in the IEEE Transactions on Learning Technologies (IEEE TLT), please go to: http://***/10.1109/TLT.2021.3056907. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. Manually determining concepts present in a group of questions is a challenging and time-consuming process. However, the process is an essential step while modeling a virtual learning environment since a mapping between concepts and questions using mastery level assessment and recommendation engines are required. We investigated unsupervised semantic models (known as topic modeling techniques) to assist computer science teachers in this task and propose a method to transform Computer Science 1 teacher-provided code solutions into representative text documents, including the code structure information. By applying non-negative matrix factorization and latent Dirichlet allocation techniques, we extract the underlying relationship between questions and validate the results using an external dataset. We consider the interpretability of the learned concepts using 14 university professors' data, and the results confirm six semantically coherent clusters using the current dataset. Moreover, the six topics comprise the main concepts present in the test dataset, achieving 0.75 in the normalized pointwise mutual information metric. The metric correlates with human ratings, making the proposed method useful and providing semantics for large amounts of unannotated code. © 2021, CC BY.

关键词： women’s studies   Gender and Sexuality   black politics   post-feminism   abject   psychoanalysis   melodrama   black studies   liminality   black women   post-racial  

ISBN: (数字)9781479820139 ISBN: (纸本)9781479855858

摘要： Re-Imagining Black Women dissects “post-politics”—the repertoire of dominant fantasies, frames, and narratives that hope for an afterlife beyond the social activism of the mid-twentieth century. This push for post-politics, such as post-feminism or post-racial thinking, serves as a form of race, gender, and class management that is uniquely suited for this neoliberal era. Alexander-Floyd centers black women as subjects, locating Moynihan’s black cultural pathology melodrama as the earliest basis for neoliberalism’s focus on self-regulation, solidifying patriarchal family formations, and the splitting of groups into virtuous victors who are worthy citizen subjects versus villainous, abject others in need of rehabilitation. Forging a unique methodology that fuses insights and approaches from political science, women’s studies, black studies, media studies, and most notably psychoanalysis, Re-Imagining Black Women provides a tour-de-force of black politics, exposing and addressing gender and other elements repressed or disavowed in the study of US race and politics. Each chapter traces the interplay of melodrama and liminality, examining political figures, such as Condoleezza Rice and Barack Obama and his My Brother’s Keeper initiative; cultural sites, such as The Help and Tyler Perry’s Madea; white male rape of black women and the social contract; and black women and the MeToo movement. This study helps to explain how some people were seduced by post-racial, post-feminist fantasies, exposing the primary ways in which they still operate. Re-Imagining Black Women also discusses post-politics in the COVID-19 era. It is a pioneering work that helps readers understand contemporary culture and politics and equips them to navigate turbulent political futures.

摘要： Association for Theoretical Computer Science (EATCS). Its objective is to favor the dissemination and promotion of scientific research in all fields of theoretical computer science in Italy, by involving both national and international experts in the area. The 20th edition of the conference took place in Como, on September 9?11, 2019. The scientific program included 29 contributed papers. This volume contains a selection of extended versions of seven papers presented at the conference. All included papers were accepted only after being reviewed according to the journal standards. The paper by Cantone, Maugeri and Omodeo provides a complete taxonomy of the polynomial and the NP-complete fragments of set theory consisting of all conjunctions that involve, besides variables intended to range over the von Neumann set-universe, a collection of constructs drawn from the Boolean set operators ?, ?, \ and the membership relations ? and /?. Mantaci, Restivo, Romana, Rosone, and Sciortino focus on the combinatorial properties of the notion of string attractor, showing that the size of the smallest string attractor of a word is not a monotonic measure and that a circular variant of it characterizes the conjugacy classes of standard Sturmian words. The paper by de? Liguoro and Treglia studies a Curry style type assignment system for untyped ?-calculi with effects, based on a monadic approach. The work by Buro and Mastroeni shows that the frameworks of contextfree grammars, many-sorted signatures and order-sorted signatures are essentially the same from a semantic perspective. Auletta, Ferraioli and Greco study a problem of opinion diffusion on social graphs under the lens of algorithm design and computational complexity. Aceto, Anastasiadi, Castiglioni, Ing?lfsd?ttir, Luttik and Pedersen show that order-insensitive bisimilarity is not finitely based over BPA with priority. Finally, Giuliani, Lipt?k, Masillo and Rizzi deal with the following problem, which has interesting applic

关键词： Image analysis  

摘要： Polar ice cores play a central role in studies of the earth's climate system through natural archives. A pressing issue is the analysis of the oldest, highly thinned ice core sections, where the identification of paleoclimate signals is particularly challenging. For this, state-of-the-art imaging by laser-ablation inductively-coupled plasma mass spectrometry (LA-ICP-MS) has the potential to be revolutionary due to its combination of micron-scale 2D chemical information with visual features. However, the quantitative study of record preservation in chemical images raises new questions that call for the expertise of the computer vision community. To illustrate this new inter-disciplinary frontier, we describe a selected set of key questions. One critical task is to assess the paleoclimate significance of single line profiles along the main core axis, which we show is a scale-dependent problem for which advanced image analysis methods are critical. Another important issue is the evaluation of post-depositional layer changes, for which the chemical images provide rich information. Accordingly, the time is ripe to begin an intensified exchange among the two scientific communities of computer vision and ice core science. The collaborative building of a new framework for investigating high-resolution chemical images with automated image analysis techniques will also benefit the already wide-spread application of LA-ICP-MS chemical imaging in the geosciences. Copyright © 2021, The Authors. All rights reserved.

关键词： Computer science   Quantum information   Quantum physics  

摘要： A microchip-based quantum computer has been built incorporating an architecture in which calculations are carried out by shuttling atomic ions. The device exhibits excellent performance and potential for scaling up.

关键词： Computer science   Ethics   Machine learning   Society   Technology  

摘要： With artificial intelligence starting to take part in debates with humans, more oversight is needed to avoid manipulation and harm. [Figure not available: see fulltext.] © 2021, Nature.

关键词： Society   Policy   Computer science  

摘要： The pandemic is being used as a pretext to push unproven artificial-intelligence tools into workplaces and schools.

关键词： Computer science   Ethics   Machine learning   Society   Technology  

摘要： With artificial intelligence starting to take part in debates with humans, more oversight is needed to avoid manipulation and harm. With artificial intelligence starting to take part in debates with humans, more oversight is needed to avoid manipulation and harm.

关键词： Curricula  

摘要： Wales is currently undertaking significant curricular reform following a systematic review of the country’s education system (Donaldson, 2015). As frameworks that reflect evolving societal demands and shape learning experiences, curricula occupy a powerful and integral place in Education. Despite this, it is not always clear that they support pupils’ learning in ways that pay attention to research evidence and classroom experience. The CAMAU Project (University of Glasgow & University of Wales Trinity Saint David), designed to address this concern, was commissioned by the Welsh Government to support the process of radical, evidence-based curricular reform. Developed around the Integrity Model of Change (Hayward & Spencer, 2010), it brings together researchers, policy-makers and Welsh teachers as co-developers of learning progressions using participatory research methods (Bergold & Thomas, 2012) and the principle of subsidiarity (Donaldson, ibid). These frameworks will support planning and formative assessment by describing learning journeys for Welsh pupils aged 3 to 16. This paper describes the CAMAU project and discusses selected findings from research, policy and practice in the first phase of developing progression frameworks for Design and Technology, and Computer Science. Reviews of research and policy presented in Hayward et al (2018) were undertaken using the ‘Knowledge to Action’ method (Khangura et al, 2012). A discussion of this evidence suggests that ideas of ‘the process of abstraction’, ‘systems and mental models’ and ‘quantity, level of integration and complexity of factors considered’ may be important in learning progression. From the perspective of practice, more open-ended pupil tasks appear to support teachers better in the early stages of thinking through progression. When initially describing learning progression, many teachers focused on describing particular task requirements or the independent use of skills, rather than the underlying concept