The Thayer Method: Student Active Learning with Positive Results

Graduation from West Point requires successful completion of four courses in the mathematical sciences. These core mathematics courses include topics in discrete dynamical systems, differential and integral calculus (single variable and multivariable), differential equations, linear algebra, probability, and statistics. The instructional system employed throughout the core is the Thayer Method, named for Colonel Sylvanus Thayer, the Father of the Military Academy. In the Thayer Method, traces of cooperative education and discovery learning are evident. It is quintessential active learning. The West Point catalyst is the fundamental principle that cadets are responsible for their own education

Evolutionary multi-objective decision support systems for conceptual design

Merged with duplicate record 10026.1/2328 on 07.20.2017 by CS (TIS)In this thesis the problem of conceptual engineering design and the possible use of adaptive search techniques and other machine based methods therein are explored. For the multi-objective optimisation (MOO) within conceptual design problem, genetic algorithms (GA) adapted to MOO are used and various techniques explored: weighted sums, lexicographic order, Pareto method with and without ranking, VEGA-like approaches etc. Large number of runs are performed for findingZ Dth e optimal configuration and setting of the GA parameters. A novel method, weighted Pareto method is introduced and applied to a real-world optimisation problem. Decision support methods within conceptual engineering design framework are discussed and a new preference method developed. The preference method for translating vague qualitative categories (such as "more important 91 , 4m.9u ch less important' 'etc. ) into quantitative values (numbers) is based on fuzzy preferences and graph theory methods. Several applications of preferences are presented and discussed: * in weighted sum based optimisation methods; s in weighted Pareto method; * for ordering and manipulating constraints and scenarios; e for a co-evolutionary, distributive GA-based MOO method; The issue of complexity and sensitivity is addressed as well as potential generalisations of presented preference methods. Interactive dynamical constraints in the form of design scenarios are introduced. These are based on a propositional logic and a fairly rich mathematical language. They can be added, deleted and modified on-line during the design session without need for recompiling the code. The use of machine-based agents in conceptual design process is investigated. They are classified into several different categories (e. g. interface agents, search agents, information agents). Several different categories of agents performing various specialised task are developed (mostly dealing with preferences, but also some filtering ones). They are integrated with the conceptual engineering design system to form a closed loop system that includes both computer and designer. All thesed ifferent aspectso f conceptuale ngineeringd esigna re applied within Plymouth Engineering Design Centre / British Aerospace conceptual airframe design project.British Aerospace Systems, Warto

E.G. West and state intervention in education : a philosophical exploration

ABSTRACT: E.G. West raises, but does not adequately address, philosophical issues concerning the justification for state intervention in education. West's market model is outlined, and likely objections - based on recent arguments against 'internal markets' in education - are explored. Chapter 1 outlines West's role for the state in inspecting a 'minimum adequate education for all'. Chapter 2 examines whether this could overcome the objection that markets won't satisfy equality of opportunity. Williams', Rawls' and Dworkin's arguments on equality are found compatible with West's model. The curriculum for West's model is then investigated: Chapter 3 considers 'education for democracy', and whether compulsion is needed to ensure the desired qualities for democratic participation emerge, or whether they could emerge freely in civil society. A reductio ad absurdum argument brings out the illiberal consequence of a compulsory curriculum, of a 'fitness test' for democratic participation. Chapter 4 explores 'education for autonomy'. John White's argument for a compulsory curriculum for autonomy could undermine other autonomy-promoting institutions in civil society, it is suggested. White's argument depends upon Joseph Raz's argument for state promotion of autonomy, which is explored, raising the 'epistemic argument' for markets. John Gray's argument to this effect is extended, to suggest that there will be difficulties with any 'fleshing out' of West's curriculum if it is to be promoted by the state. One way around this, democratic control of the curriculum, is explored in chapter 5. Difficulties with John White's approach arise because of logical constraints on improving democracy, raised by consideration of social choice theory (Arrow's theorem and its corollaries) and public choice theory (logrolling). Chapter 6 considers the objection to markets that education is a 'public good', using the arguments of Gerald Grace and Ruth Jonathan. These are put in the context of the game. theory literature of De Jasay, Taylor, and Axelrod. The 'public goods dilemma' is explored, to arrive at less pessimistic conclusions about markets in education than the critics of markets we consider. Finally, chapter 7 briefly relates the issues to the contemporary discussion about markets, including internal markets and vouchers, in education