Interactivity, computers and orthodontic training for undergraduates

This phenomenological study investigates the interactivity taking place when students use computer-assisted-learning (CAL) in orthodontics and what can be inferred about why these interactions occur. CAL has been proposed in orthodontics because it provides an opportunity to follow a case through to completion. This training is needed if only to give all dentists sufficient knowledge to identify and refer cases for treatment. Two programs have been developed for the pilot: an introductory e-book and a narrative case study based on real records that takes students through a series of decisions relating to case assessment, treatment planning and appliance design.The mixed-methodology approach of the main study uses activity theory to provide a. framework combining qualitative and quantitative data to analyse the interactivity of 48 students as they work through the case study. Observations and transcripts of recordings of conversations between pairs of students, together with post-session interviews, facilitate a deeper understanding of students' conceptions of orthodontics particularly when they explain their reasoning in negotiations over answers, clarified where necessary by data recorded by computer activity log-files. The linear sequence of questions in the program allows students'interactions to be compared on a "like-for-like" basis.Activity systems are used to identify various tensions in students' responses whilst using CAL, facilitating a deeper understanding of the observed interactivity. A phenomenological profile of the students has been developed based on these interactions, particularly in response to the unexpected caused by the complex reality of the case. Further supporting quantitative data is obtained from a questionnaire survey and end-of-year examination results used to provide contextual background material particularly when presenting the results to a domain heavily dominated by a scientific epistemology.Throughout the program many students seem to ignore features not in their immediate focus. Students' reactions to the unexpected (extraction of 7s) indicates about half of the students are so reliant on simplified taught procedure they are unable to relate the extractions to these "hidden" features. Other students adopt a deeper approach and are able to identify reasons why the unexpected occurs. The program has been found to promote an active approach to learning in most students, whether their approach is surface or deep. Most students learn from the feedback provided by the program, even when this feedback is not explicit on a point. Students also benefit from working with a partner. The deeper understanding of students' misconceptions afforded by the adopted research methodology enables the development of guidelines for the future design of CAL in dentistry

On the Tradeoff between Speedup and Energy Consumption in High Performance Computing – A Bioinformatics Case Study

High Performance Computing has been very useful to researchers in the Bioinformatics, Medical and related fields. The bioinformatics domain is rich in applications that require extracting useful information from very large and continuously growing sequence of databases. Automated techniques such as DNA sequencers, DNA microarrays & others are continually growing the dataset that is stored in large public databases such as GenBank and Protein DataBank. Most methods used for analyzing genetic/protein data have been found to be extremely computationally intensive, providing motivation for the use of powerful computers or systems with high throughput characteristics. In this paper, we provide a case study for one such bioinformatics application called BLAT running in a high performance computing environment. We use sequences gathered from researchers and parallelize the runs to study the performance characteristics under three different query and data partitioning models. This research highlights the need to carefully develop a parallel model with energy awareness in mind, based on our understanding of the application and then appropriately designing a parallel model that works well for the specific application and domain. We found that the BLAT program is highly parallelizable and a high degree of speedup is achievable. The experiments suggest that the speed up depends on model used for query and database segmentation

On the Tradeoff between Speedup and Energy Consumption in High Performance Computing – A Bioinformatics Case Study

High Performance Computing has been very useful to researchers in the Bioinformatics, Medical and related fields. The bioinformatics domain is rich in applications that require extracting useful information from very large and continuously growing sequence of databases. Automated techniques such as DNA sequencers, DNA microarrays & others are continually growing the dataset that is stored in large public databases such as GenBank and Protein DataBank. Most methods used for analyzing genetic/protein data have been found to be extremely computationally intensive, providing motivation for the use of powerful computers or systems with high throughput characteristics. In this paper, we provide a case study for one such bioinformatics application called BLAT running in a high performance computing environment. We use sequences gathered from researchers and parallelize the runs to study the performance characteristics under three different query and data partitioning models. This research highlights the need to carefully develop a parallel model with energy awareness in mind, based on our understanding of the application and then appropriately designing a parallel model that works well for the specific application and domain. We found that the BLAT program is highly parallelizable and a high degree of speedup is achievable. The experiments suggest that the speed up depends on model used for query and database segmentation

The Battle for Critical Internet Resources: South America vs. Amazon.com, Inc.

Purpose – To analyze the controversy about the allocation of critical Internet resources generated by ICANN's new gTLD program with a particular focus on the .AMAZON TLD. Methodology/approach/design – This article presents an exploratory case study about the .AMAZON controversy. The initial analysis of this ongoing research is based on data collected from various reports and media coverage on ICANN's new gTLD policy. The article draws from political economy theory to analyze disputes about critical Internet resources. Findings – This article discusses preliminary findings of the .AMAZON case, a contested prime example in ICANN's efforts to extend the Internet's domain name space. Practical implications – The findings may inform related controversies in the gTLD program and contribute to a differentiated understanding of CIR allocation in Internet governance, and respective policy-making. Originality/value – The value of this article is the specific discussion of the .AMAZON case in the larger context of ICANN's new gTLD program, and its analysis that describes the controversy from a property rights perspective

The Battle for Critical Internet Resources: South America vs. Amazon.com, Inc.

Purpose – To analyze the controversy about the allocation of critical Internet resources generated by ICANN's new gTLD program with a particular focus on the .AMAZON TLD. Methodology/approach/design – This article presents an exploratory case study about the .AMAZON controversy. The initial analysis of this ongoing research is based on data collected from various reports and media coverage on ICANN's new gTLD policy. The article draws from political economy theory to analyze disputes about critical Internet resources. Findings – This article discusses preliminary findings of the .AMAZON case, a contested prime example in ICANN's efforts to extend the Internet's domain name space. Practical implications – The findings may inform related controversies in the gTLD program and contribute to a differentiated understanding of CIR allocation in Internet governance, and respective policy-making. Originality/value – The value of this article is the specific discussion of the .AMAZON case in the larger context of ICANN's new gTLD program, and its analysis that describes the controversy from a property rights perspective

Transition from lecture based to activity based teaching through whole school improvement in Gilgit-Baltistan Pakistan

The study sets out to answer the question, “How and to what extent has Whole School Improvement Program influenced the teachers to shift from lecture to activity based teaching and learning processes in the project schools in Gilgit-Baltistan of Pakistan? The study was conducted in two Whole School Improvement Programme (WSIP) project schools in district Gilgit from public and private education sector of Pakistan. A case study approach was used in qualitative paradigm and Context, Input, Process and Product model was used in data collection and analysis to evaluate the input given by Professional Development Teachers (PDTs) and outcomes of the program. Two head teachers, ten teachers, twelve students participated from both sample schools in the study. The focus was on one of the areas from the WSIP model: “quality of teaching and learning”. The study revealed that many positive changes have occurred in the domain of teaching/learning as a result of Whole School Improvement Programme. These include teachers planning lessons with clear objectives and activities, and they were reflecting on their executed lessons to find strengths, weaknesses and alternatives to overcome them. They were applying activity based teaching in a conducive learning environment by involving students in teaching and learning. They were also enriching the curriculum by using low-cost, no-cost and existing resources in their schools to develop students’ relational understanding and for student-centred teaching. Head teachers of schools were supportive in using activity based teaching. As a result of these practices teachers and students changed their behaviour towards teaching and learning process and enforced participative approaches in classroom teaching. The study also revealed that there were factors which supported or hindered the transition from lecture to activity based teaching and in both sample schools. Besides these factors changes were noted in the practices of head teachers, teachers and students in teaching and learning practices in favour of activity based teaching

Projected changes in the physical climate of the Gulf Coast and Caribbean

As the global climate warms due to increasing greenhouse gases, the regional climate of the Gulf of Mexico and Caribbean region will also change. This study presents the latest estimates of the expected changes in temperature, precipitation, tropical cyclone activity, and sea level. Changes in temperature and precipitation are derived from climate model simulations produced for the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC AR4), by comparing projections for the mid- and late-21st century to the late 20th century and assuming a “middle-of-the-road” scenario for future greenhouse gas emissions. Regional simulations from the North America Regional Climate Change Program (NARCCAP) are used to corroborate the IPCC AR4 rainfall projections over the US portion of the domain. Changes in tropical cyclones and sea level are more uncertain, and our understanding of these variables has changed more since IPCC AR4 than in the case of temperature and precipitation. For these quantities, the current state of knowledge is described based on the recent peer-reviewed literature

Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning