On a Tree and a Path with no Geometric Simultaneous Embedding

Two graphs $G_1=(V,E_1)$ and $G_2=(V,E_2)$ admit a geometric simultaneous embedding if there exists a set of points P and a bijection M: P -> V that induce planar straight-line embeddings both for $G_1$ and for $G_2$. While it is known that two caterpillars always admit a geometric simultaneous embedding and that two trees not always admit one, the question about a tree and a path is still open and is often regarded as the most prominent open problem in this area. We answer this question in the negative by providing a counterexample. Additionally, since the counterexample uses disjoint edge sets for the two graphs, we also negatively answer another open question, that is, whether it is possible to simultaneously embed two edge-disjoint trees. As a final result, we study the same problem when some constraints on the tree are imposed. Namely, we show that a tree of depth 2 and a path always admit a geometric simultaneous embedding. In fact, such a strong constraint is not so far from closing the gap with the instances not admitting any solution, as the tree used in our counterexample has depth 4.Comment: 42 pages, 33 figure

Freedom of Choice as a Motivational factor in Active Learning

Freedom to choose what, when, and how to contribute in a learning process can motivate students to actively engage and achieve more in their studies. However, freedom of choice complicates course management and may deter instructors from allowing such freedom. Our approach is to utilize existing functionality of course management systems such as Moodle to automatically facilitate and coordinate free student choices and provide much needed relief for instructors at the same time. Using Moodle we have developed novel digital study packs that blend freedom of choice with guidance and control. Our survey shows that assisted freedom of choice is ranked highest in 51% of student responses -- in contrast to unlimited choice at 28% or no choice at all at 21%. Experience reported in this paper may be beneficial for instructors who would like to expand their courses with new motivational learning techniques

Models of Faith: The Role of Faith-Based Organizations in International Development

Faith-based organizations make up a large percentage of organizations doing development work both domestically and internationally. Faith-based development organizations (FBDOs) can be successful because they have spiritual drive to work for the social good, and large religious organizations to support them. However, not all FBDOs practice good development, and in the past many of them have undertaken development projects that proved to be damaging and detrimental to the host communities. The purpose of this research is to explore how different FBDOs conceptualize and operationalize their faith while doing development work abroad. Through exploring different models of faith-based development and analyzing their practices, this research can ultimately assist FBDOs in structuring their organizations so they can become more effective development actors and ensure that their practices are sustainable and culturally sensitive

Game for Teaching Very Basic Programming

Hlavním cílem této práce je vytvoření hry pro výuku úplných základů programování . První část této práce se zabývá studiem a analýzou současných her pro výuku programovaní a soudobých principů užívaných ve výukových hrách . Na toto navazuje návrh a implementace rozhraní pro vizuální programování v Unity3d a následná integrace tohoto rozhraní do jednoduché hry , která bude splňovat principy sepsané v první části této práce . Výsledek práce je poté vyhodnocen jak z hlediska technického tak uživatelského , s cílem zjistit efektivitu rozhraní pro vizuální programování a hry samotné jako nástroje pro představení programování .The main goal of this thesis is to create a game for teaching very basic programming. An analysis of current programming education games and education principles takes up the first part of this thesis. This is followed by a design and implementation of visual programming interface in Unity3d and later integration of this interface into a simple game supporting the foundings from the first part of the thesis. This thesis is then being evaluated from the technical and user perspective with the goal to analyze the effectiveness of both the visual programming interface and the game as a tool to introduce programming to non-coders.

Motor learning and neuroplasticity in humans

The central nervous system is plastic, in that the number and strength of synaptic connections changes over time. In the adult the most important driver of such changes is experience, in the form of learning and memory. There are thought to be a number of rules, operating relatively local to each synapse that govern changes in strength and organisation. Some of these such as Hebbian plasticity or plasticity following repeated activation of a connection have been studied in detail in animal preparations. However, recent work with non-invasive methods of transcranial stimulation in human, such as transcranial magnetic stimulation, has opened the opportunity to study similar effects in the conscious human brain. In this thesis I use these methods to explore some of the presumed changes in synaptic connectivity in the motor cortex during different forms of motor learning. The experiments only concern learning in the healthy brain; however it seems likely that the same processes will be relevant to neurorehabilitation and disease of the nervous system. This thesis explores the link between neuroplasticity and motor learning in humans using non-invasive brain stimulation, pharmacological agents and psychomotor testing in 6 related studies. 1) Chapter 3 reports initial pharmacological investigations to confirm the idea that some of the long term effects of TMS are likely to involve LTP-like mechanisms. The study shows that NMDA agonism can affect the response to a repetitive form of TMS known as theta burst stimulation (TBS) 2) Following up on the initial evidence for the role of NMDA receptors in the long term effects of TBS, Chapter 4 explores the possible modulatory effects of dopaminergic drugs on TBS. 3) Chapter 5 takes the investigations to normal behaviours by examining how the NMDA dependent plasticity produced by TBS interacts with learning a simple motor task of rapid thumb abduction. The unexpected results force a careful examination of the possible mechanisms of motor learning in this task. 4) Chapter 6 expands on these effects by employing a battery of TMS methods as well as drug agents to examine the role of different intracortical circuits in ballistic motor learning. 5) Chapter 7 studies the plasticity of intracortical circuits involved in transcallosal inhibition. 6) Chapter 8 studies the interaction between synaptic plasticity invoked by TBS and sequence learning. The studies described in the thesis contribute to understanding of how motor learning and neuroplasticity interact, and possible strategies to enhance these phenomena for clinical application

Annual report of the selectmen and other town officers of the town of Enfield. Together with the reports of the road agent and school district for the fiscal year ending December 31, 1949. Also vital statistics for the year.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire

Reaching more farmers: Innovative approaches to scaling up climate-smart agriculture

The purpose of this working paper is to provide insight into how we can use novel approaches to scale up research findings on climate-smart agriculture (CSA) to meaningfully address the challenges of poverty and climate change. The approaches described include those based on value chains and private sector involvement, policy engagement, and information and communication technologies and agro-advisory services. The paper draws on 11 case studies to exemplify these new approaches to scaling up. These are synthesised using a simple conceptual framework that draws on a review of the most important challenges to scaling up. This provides the material for a discussion around how particular scaling up approaches can help to address some of the challenges of scaling up. The analysis offers insights into scaling approaches, challenges and some opportunities for scaling CSA practices and technologies. We conclude that multi-stakeholder platforms and policy making networks are key to effective upscaling, especially if paired with capacity enhancement, learning, and innovative approaches to support decision making of farmers. Projects that aim to intervene upstream at higher leverage points can be highly efficient and probably offer cost-effective dissemination strategies that reach across scales and include new and more diverse partnerships. However, these novel approaches still face challenges of promoting uptake, which remain contextualized and thus require a certain level of local engagement, while continuously paying attention to farmer’s needs and their own situations

A Flipped Classroom Approach to Teaching Empirical Software Engineering

Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application design: The study was conducted at an international Master's program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students' academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in teaching methodology was not replicated when changing the teaching team.Comment: IEEE Transactions on Education, Preprint December 8, 201