Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

BackgroundUsing knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms?ResultsOur existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important.ConclusionsWith some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels

INQUIRE: a case study in evaluating the potential of online MCQ tests in a discursive subject

There has been a wealth of investigation into the use of online multiple-choice questions as a means of summative assessment, however the research into the use of formative MCQs by the same mode of delivery still remains patchy. Similarly, research and implementation has been largely concentrated within the Sciences and Medicine rather than the more discursive subjects within the Humanities and Social Sciences. The INQUIRE (Interactive Questions Reinforcing Education) Evaluation Project was jointly conducted by two groups at the University of Oxford-the Said Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning. This initial study used a small set of highly focused MCQ tests that were designed to complement an introductory series of first-year undergraduate management lectures. MCQ is a simple and well-established technology, and hence the emphasis was very much on situating the tests within the student experience. The paper will cover how the online MCQs are intended to fit into the Oxford Undergraduate study agenda, and how a simple evaluation was executed and planned to investigate their usage and impact. The chosen method of evaluation was to combine focus groups with automated online methods of tracking, and the paper discusses the findings of both of these

Experiments with Ada

A 1200-line Ada source code project simulating the most basic functions of an operations control center was developed. We selected George Cherry's Process Abstraction Methodology for Embedded Large Applications (PAMELA) and DEC's Ada Compilation System (ACS) under VAX/VMS to build the software from requirements to acceptance test. The system runs faster than its FORTRAN implementation and was produced on schedule and under budget with an overall productivity in excess of 30 lines of Ada source code per day

Kerja baikpulih bangunan komersial yang terbengkalai di kawasan Melaka Tengah

Industri pembinaan merupakan satu sektor yang menjadi pemangkin kepada pertumbuhan sosio-ekonomi dan sebahagian besar sumbernya digunakan kearah pembangunan yang pesat dalam pentadbiran negara. Projek-projek mega seperti Kuala lumpur internationa airport (KLIA), Pusat pentadbiran kerajaan di putrjaya dan banyak lagi pembinaan bangunan komersial yang menjadi tanda aras perkembangan yang memberangsangkan. Selain dari itu, pembangunan bagi sesuatu kawasan menyebabkan pertambahan penduduk. Ini menunjuk industri binaan merupakan salah satu sektor yang menyumbang dalam pembangunan dari aspek sosial dan ekonomi kepada sesuatu kawasan. Walaupun banyak teknologi dalam industri pembinaan telah digunakan pada masa kini, ia masih lagi tidak dapat mengawal kehadiran bangunan yang terbiar di Malaysia dan kesan kewujudan bangunan terbiar itu mengakibatkan kerugian kepada pelbagai pihak dan mengancam keselamatan penduduk sekitarnya

Examining How Residential Colleges Inspire the Life of the Mind

Residential colleges in large, public research universities purport to create a small liberal arts environment with the resources of a major university, but little empirical attention has been paid to their claims of effectiveness. This study examined one facet of the liberal arts ideal, the development of lifelong learners. Hierarchical Linear Modeling was utilized to examine student characteristics, residential college environments, and cross-level interactions. Findings illustrate that students’ motivations, coupled with an ethos of academic challenge and faculty/student interaction in their residential college environment, were associated with developing lifelong learners. Findings and implications are discussed in the context of existing research