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关键词： Computer science   graduation requirement   school readiness   high school   beliefs  

摘要： In 37 states, an accepted computer science course may qualify or "flex" as a high school graduation requirement in lieu of a traditional requirement, such as mathematics. Applying a first- and second-order barriers framework (i.e., tangible impediments and personal beliefs), we examined views of 60 high school administrators. The administrators were at schools that had not yet adopted flex credit policies and were surveyed regarding readiness of their schools and communities, as well as their personal beliefs, about adopting such a policy. Key findings included learning that the greatest perceived obstacles centered on developing and maintaining computer science courses (e.g., qualified teachers). Administrators were most positive about leadership support and student capacity, although less sure about student interest. Overall, first-order barriers posed greater impediments than second-order barriers. However, one-third of administrators did not favor computer science taking the place of traditional graduation requirements.

关键词： Capital punishment   pre-Furman era   media   death penalty   capital sentencing   racial bias  

摘要： Whether racial bias is intertwined with capital case dispositions continue to be a matter of contention. In 1972, Furman v. Georgia ruled capital punishment unconstitutional on the grounds of being capricious and arbitrary. To better understand this sociological phenomenon, the current paper examines capital punishment within a historical context. Specifically, the present study is an exploratory examination of county-level data consisting of offenders who received a death sentence between 1923 through 1972. Media accounts from a Dallas newspaper during that time period were also examined. Results indicate that Blacks were disproportionately sentenced to death compared to their White counterparts. Capital sentencing trends at the county level reflect national trends of racial bias that characterized this historical period.

摘要： While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer science (CS) classroom. In this study I offer a conceptual framework that draws on theories of political identity and sociocultural theories of learning to illuminate a process I call disciplinary values interpretation-a process by which students reflect on the values of a disciplinary domain, as well as who they are and might become in relation to the domain. I then operationalize the framework by analyzing the ways in which students' political identities interacted with their learning processes in a social design experiment conducted in collaboration with a high school teacher in a Computer Science and Technology academy of a large urban high school. Through case studies of two 10th grade students, Stacey and Lupe, I argue that the opportunity to design socially relevant technology provided new resources for disciplinary values interpretation, and had significant implications for how students came to view their own political identities and futures within the discipline of CS. This research has implications for ethical/political theories of learning and also contributes to enduring questions about identification and inequality in education.

关键词： Inverse medium problem   3D Maxwell equations   small-amplitude inhomogeneities   Gateaux derivative   integral equation   edge finite elements   computer science  

摘要： This paper deals with the reconstruction of small-amplitude perturbations in the electric properties (permittivity and conductivity) of a medium from boundary measurements of the electric field at a fixed frequency. The underlying model is the three-dimensional time-harmonic Maxwell equations in the electric field. Sensitivity analysis with respect to the parameters is performed, and explicit relations between the boundary measurements and the characteristics of the perturbations are found from an appropriate integral equation and extensive numerical simulations in 3D. The resulting non-iterative algorithm allows to retrieve efficiently the centre and volume of the perturbations in various situations from the simple sphere to a realistic model of the human head.

关键词： race   capital punishment   criminal law   legal issues  

摘要： In McCleskey v. Kemp, the Supreme Court tasked legislatures, rather than courts, with redressing racial disparities in capital punishment. Elected officials must then decide to amend disparate death penalty procedures. Analyzing floor debates, we explore why legislators make arguments for racial disparity or fairness in deliberations of death penalty reforms. Results suggest views on race and the death penalty are products of partisanship, constituency composition, and the race/ethnicity of legislators, with the interaction of these factors being most predictive of argumentation. Findings illuminate who leads discourse on fairness in criminal justice and the limits of legislative responses to racial injustice.

摘要： Informatik ist notwendiger Bestandteil der allgemeinen Bildung. Die offensichtliche Durchdringung aller Lebens- und Arbeitsbereiche mit Artefakten der Informatik führte zu einer gesellschaftlichen Diskussion über die notwendigen informatikbezogenen Voraussetzungen in der schulischen Bildung. Im hexadezimalen Bildungssystem der Bundesrepublik finden sich vielfältige Bemühungen, die Verfügbarkeit von Infrastrukturelementen – Informatikmittel – für Bildungs- und Ausbildungskontexte zu verbessern. Die notwendige, informatikbezogene Vorbereitung der Lehrkräfte sowie der Erzieherinnen und Erzieher im Sinne einer Qualifikation fällt hinter Bemühungen um Ausstattungsinitiativen deutlich zurück. Die Bemühungen der Bildungsadministration bestehen wesentlich in der Ermöglichung des Erwerbs von Kompetenzen der Schülerinnen und Schüler zur Benutzung und zur Bedienung; allenfalls wird eine kritische Betrachtung gefordert. Die von der GI in den Empfehlungen zu einem Gesamtkonzept zur informatischen Bildung im Jahr 2000 vorgenommene Gesamtsicht auf die Bildungsbiographie wurde für alle weiterführenden Schulen, für die gymnasiale Oberstufe und zuletzt für den Primarbereich ausgearbeitet. Inzwischen hat Informatik als Schulfach in sieben von 16 Bundesländern Eingang in den verpflichtenden Bildungskanon für die weiterführenden Schulen gefunden. Es ist notwendig, sich der Ermöglichung informatischer Bildung bereits in der Grundschule konstruktiv zuzuwenden. So ist die Empfehlung der GI „Kompetenzen für informatische Bildung im Primarbereich“ ein weiterer Schritt auf dem Weg zur Etablierung der Informatik in der allgemeinen Bildung.

关键词： 新工科   项目实践能力   计算机专业   培养路径   互联网时代  

摘要： 如何有效提高新工科条件下计算机专业学生的项目实践能力,以更好地适用当前社会和经济的发展需求,是高等院校计算机专业学生教育的一个重要的研究课题.在新工科条件下,对计算机专业学生项目实践能力的现状进行了详细的调研,对目前计算机专业培养教育中存在的问题进行了分析,并结合教学实际情况,提出了具体的项目实践能力培养路径研究方案.该研究方案通过优化课程设置、搭建项目实践创新科研平台、校企合作对接、鼓励学生参加学科科技竞赛等多种形式,能切实提高高等院校计算机专业学生的项目实践能力,满足互联网时代对高等院校计算机专业学生项目实践能力的要求.

摘要： The role of assessment in academic practices is usually associated with evaluating students' knowledge, skills, and competencies exclusively within a given subject area. Thus, a course in Computer Programming is not likely to include assessment of students' persuasive communication skills. Traditional teaching and assessment have taken a very targeted (and siloed) approach to introducing and practicing both applied and theoretical fields of knowledge. The shortcomings of this practice may not have explicitly affected student readiness to enter the workforce in the last millennium. However, it has become increasingly evident in the last 20 years that the exponentially expanding global knowledge economy requires that knowledge workers, such as professionals in computer science fields, are adept not only in their field of study: graduates should be able to demonstrate proficiency in "Human Skills," as well as be able to operate as "Business Enablers." The New Foundational Skills of the Digital Economy report by the Burning Glass [1], reveals the need expressed by employers across various sectors for the new workforce to be equipped with a broader set of skills than that usually required by a single discipline.