5 research outputs found
Data Mining of Digital Footprint during Assessment Grading for Intelligent Decision Making during Learning Process
Π ΡΠ°Π±ΠΎΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ,
Π³Π΅Π½Π΅ΡΠ°ΡΠΈΠΈ ΠΊΠΎΠ½ΡΡΠΎΠ»ΡΠ½ΠΎ-ΠΈΠ·ΠΌΠ΅ΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ², Π° ΡΠ°ΠΊΠΆΠ΅ ΠΎΡΠ΅Π½ΠΊΠΈ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΠΎΡΠ²Π΅ΡΠΎΠ²
Π½Π° Π½ΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π°. ΠΠ»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΠΈΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ
ΠΎΡΠ²Π΅ΡΡ ΠΎΠ±ΡΡΠ°Π΅ΠΌΠΎΠ³ΠΎ, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΡΠ΅ ΠΊΠ°ΠΊ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΠ»Π΅Π΄, Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΡ
ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ΅ΠΉ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠ΅ΠΉ Π΄Π΅Π»Π°ΡΡ Π²ΡΠ²ΠΎΠ΄Ρ ΠΊΠ°ΠΊ ΠΎΠ± ΡΡΠΎΠ²Π½Π΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ΅ΠΉ, ΡΠ°ΠΊ
ΠΈ ΠΎ Π·Π°ΡΡΡΠ΄Π½Π΅Π½ΠΈΡΡ
ΡΡΠ°ΡΠ΅Π³ΠΎΡΡ ΠΈ ΠΈΡ
ΠΏΡΠΈΡΠΈΠ½Π°Ρ
. ΠΡΠ΅Π½ΠΊΡ ΡΡΠΎΠ²Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
ΠΈ Π³ΡΡΠΏΠΏΠΎΠ²ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡ ΡΠ΅ΡΠ΅Π· ΡΠΊΡΠΏΠ΅ΡΡΠ½ΡΠ΅ ΠΎΡΠ΅Π½ΠΊΠΈ
ΠΈ Π°Π²ΡΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΡΡ ΠΏΡΠΎΠ²Π΅ΡΠΊΡ Π³ΠΈΠΏΠΎΡΠ΅Π·. ΠΠ»Ρ Π³Π΅Π½Π΅ΡΠ°ΡΠΈΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ ΠΈ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΏΡΠΈΡΠΈΠ½ Π·Π°ΡΡΡΠ΄Π½Π΅Π½ΠΈΠΉ
ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ ΠΎΠ½ΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
ΠΎΠ±Π»Π°ΡΡΠ΅ΠΉ Π½Π° ΡΡΠΎΠ²Π½Π΅
Β«ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡΒ» ΡΠ°ΠΊΡΠΎΠ½ΠΎΠΌΠΈΠΈ ΠΠ»ΡΠΌΠ°. Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΡΠ²ΠΎΠΉΡΡΠ²Π°
ΡΠ°ΠΊΠΈΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ. ΠΡΠΈΠ²Π΅Π΄Π΅Π½Ρ ΠΏΡΠΈΠΌΠ΅ΡΡ
ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½. Π ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π±ΡΠ»ΠΈ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Ρ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ ΠΊ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠΌΡ ΠΌΠΎΠ΄Π΅Π»ΡΠ½ΠΎΠΌΡ
ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΠΈΡΡΠ΅ΠΌThe paper describes the problems of generation and modeling of learning assessments, their grading, and analyzing the process of their completion by learners using data mining methods. The authors propose to enhance the digital footprint of learnerβs interactions with e-assessment systems with the information allowing determining demonstrated level competence development and the causes of learnersβ mistakes and hypo. The learnerβs level of competence development can be evaluated using expert estimates and the Certainty Factor. Generating assessments and determining the causes of learnerβs mistakes can be done using ontological models of subject domains, built on the comprehension level of Bloomβs taxonomy. The paper explores the properties of such models. Examples of applying the proposed approaches to intelligent decision making during the learning process of different subject domains are shown. This leads to formulating the requirements for subject domain models for intelligent tutoring system
Polymorphisms associated with resistance to infectious diseases in different breeds of pigs of the Belgorod Region of Russia
Using the PCR-RFLP method, we genotyped pigs for the genes GBP1 (mutation c. [10A>G; 11A>G]), FUT1 (mutation G307A) and MUC4(A243G) associated with resistance to infectious diseases. A total of 188 boars of four breeds (Duroc, Large White, Landrace and Yorkshire) from the Belgorod Region of Russian Federation were studied. The highest frequency of favorable genotype AG for the polymorphism GBP1E2, which is resistant to pig respiratory syndrome, was characterized by the Duroc breed (0.38). The highest frequency of Eischerichia coli F18-resistant AA genotype was observed in the Landrace population (0.19). And in terms of resistance to E. coli with fibrium type F4 (K 88), the highest frequency of favorable genotype GG is characterized by the breed Large White (0,23). In general, it can be noted that genetic resistance in the studied boars is observed predominantly only to one infectious disease
Direct imaging of isofrequency contours of guided modes in extremely anisotropic all-dielectric metasurface
In
this work, we investigate an all-dielectric metasurface based
on the silicon on insulator platform for manipulating of guided modes
in the visible and near-infrared spectral ranges. We use the Fourier
modal method to demonstrate numerically, that guided modes excited
in the metasurface support both hyperbolic-like and elliptic dispersion
regimes. We implement a back focal plane microscope combined with
a high refractive index solid immersion lens to directly image the
isofrequency contours of the guided modes (surface waves). Reconstruction
of dispersion unambiguously reveals the transition between different
dispersion regimes