Finding Reasons and Conclusion in a Basic Computer Science Course

This paper discusses infusing the critical thinking skill of finding reasons and conclusions in a basic computer science course, ICS 201: Introduction to CS, which is the second course in the series of three introductory courses in our curriculum [8]. Software engineers usually use certain design in a program or algorithm without fully considering the effects of that decision. The critical thinking skill of finding reasons and conclusions enable them to reason more about their choice of design. Also, it helps them to convince the proponent to follow the decision they made with conviction

Finding Reasons and Conclusion in a Basic Computer Science Course

This paper discusses infusing the critical thinking skill of finding reasons and conclusions in a basic computer science course, ICS 201: Introduction to CS, which is the second course in the series of three introductory courses in our curriculum [8]. Software engineers usually use certain design in a program or algorithm without fully considering the effects of that decision. The critical thinking skill of finding reasons and conclusions enable them to reason more about their choice of design. Also, it helps them to convince the proponent to follow the decision they made with conviction

Why Philosophers Should Care About Computational Complexity

One might think that, once we know something is computable, how efficiently it can be computed is a practical question with little further philosophical importance. In this essay, I offer a detailed case that one would be wrong. In particular, I argue that computational complexity theory---the field that studies the resources (such as time, space, and randomness) needed to solve computational problems---leads to new perspectives on the nature of mathematical knowledge, the strong AI debate, computationalism, the problem of logical omniscience, Hume's problem of induction, Goodman's grue riddle, the foundations of quantum mechanics, economic rationality, closed timelike curves, and several other topics of philosophical interest. I end by discussing aspects of complexity theory itself that could benefit from philosophical analysis.Comment: 58 pages, to appear in "Computability: G\"odel, Turing, Church, and beyond," MIT Press, 2012. Some minor clarifications and corrections; new references adde

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions

Some Temperance on the Doctoral Studies and On-Line Education

Toward the goal of doctoral studies, it is necessary to combine two basic characteristics of independent study. I like to call it an independent study, which would be partial to capture the whole of graduate studies. As for its high honor, the title page of dissertation in vast of universities usually use the phrase “...submitted for the partial fulfillment of doctorate degree...”. That phrase implies that the completion of dissertation would be a major part of doctoral studies, but should be partial depending on some of additional factors. Idealistically, that could be the whole quality as an independent researcher or investigator, and possibly the kind of human paradigm as a prospective teacher. In any case, we would not be incorrect if we see our principal work at the graduate level learning the ways of independent scholar. In this context, I would propose some of elements to be addressed in the end to guide the paradigm of doctoral studies and especially involving the e-age

Epistemic virtues, metavirtues, and computational complexity

I argue that considerations about computational complexity show that all finite agents need characteristics like those that have been called epistemic virtues. The necessity of these virtues follows in part from the nonexistence of shortcuts, or efficient ways of finding shortcuts, to cognitively expensive routines. It follows that agents must possess the capacities – metavirtues –of developing in advance the cognitive virtues they will need when time and memory are at a premium

What Do Freshmen Really Know about Research? Assess before You Teach

The article describes an effort to assess the information literacy skills of entering first-year college students. An instrument was developed and information was gathered on students\u27 experience and comfort in conducting library research as well as their perceived competence with specific information literacy skills. In addition, students completed a skills test to assess specific knowledge and skills relating to information literacy. Entering first-year students generally self-reported their skills to be less than excellent. This finding was supported by the results of the skills test. Strengths and weaknesses in information literacy skills are reported, as well as implications for librarians who assess and teach these skills to students