A Revised Textual Tree Trace Notation for Prolog

This paper describes a ''textual tree trace'' (TTT) notation for representing the execution of Prolog programs. Compact, textual and non-linear, it provides detailed information about variable binding and execution history, and distinguishes several modes of goal failure. The revised form given here, yet to be empirically tested, is partly informed by Paul Mulholland's empirical comparisons of Prolog trace notations, in which an earlier version of the TTT notation was amongst those studied and criticised. The work presented here is an updated version of a previous workshop paper (Taylor, du Boulay, & Patel, 1994)

Comparison of Contrasting Prolog Trace Output Formats

This paper reports on a comparative study of three Prolog trace packages. 43 students of an introductory Prolog course solved 5 different Prolog programming problems in each of three different conditions (using isomorphic problem variants to disguise recurring tasks). Each of the three conditions provided subjects with static screen-snapshot-mockups derived from one of three different trace packages (''conventional'' Spy; ''graphical AND/OR tree-based'' TPM*; ''informative textual'' EPTB). When tracers explicitly displayed the information asked for in the problem, subjects solved the problems more quickly. Conversely, when trace output obscured the required information (or necessitated difficult detective work to uncover the information), solution times were longer and answers less accurate. Deciding on a ''good'' format for display is thus a task-dependent decision, and impacts directly on the user's cognitive ability to solve a problem

Relationships: computational thinking, pedagogy of programming, and Bloom’s Taxonomy

This study explores the relationship between computational thinking, teaching programming, and Bloom’s Taxonomy. Data is collected from teachers, academics, and professionals, purposively selected because of their knowledge of the topics of problem solving, computational thinking, or the teaching of programming. This data is analysed following a grounded theory approach. A computational thinking taxonomy is developed. The relationships between cognitive processes, the pedagogy of programming, and the perceived levels of difficulty of computational thinking skills are illustrated by a model. Specifically, a definition for computational thinking is presented. The skills identified are mapped to Bloom’s Taxonomy: Cognitive Domain. This mapping concentrates computational skills at the application, analysis, synthesis, and evaluation levels. Analysis of the data indicates that abstraction of functionality is less difficult than abstraction of data, but both are perceived as difficult. The most difficult computational thinking skill is reported as decomposition. This ordering of difficulty for learners is a reversal of the cognitive complexity predicted by Bloom’s model. The plausibility of this inconsistency is explored. The taxonomy, model, and the other results of this study may be used by educators to focus learning onto the computational thinking skills acquired by the learners, while using programming as a tool. They may also be employed in the design of curriculum subjects, such as ICT, computing, or computer science. <br/

Four Butterflies: End of Life Stories of Transition and Transformation

In this article, the author discusses her experiences as an Artist In Residence in the Department of Palliative Care and Rehabilitation Medicine at the University of Texas M. D. Anderson Cancer Center. Emphasis is placed on the ways in which end of life images and narratives often unfold in the fragile yet powerful space where conceptions of aesthetics and spirituality intersect with critical issues in the medical humanities. Drawing on four vivid case studies, the author examines the ways in which end of life narratives shed valuable light on conceptions of the subtlety of human embodiment; issues of violation, sorrow, and forgiveness; the mystical dimensions of traditional cultural beliefs; and the capacity for perceiving the natural world as a living symbol of grace. In so doing, she explores how the themes of transition and transformation become invested with meaningful existential and symbolic dimensions in artworks that give voice and presence to some of the most vulnerable, and often invisible, members of our societyﾗpeople at the end of life

A methodology for the capture and analysis of hybrid data: a case study of program debugging

No description supplie

The effects of laryngeal mask airway passage simulation training on the acquisition of undergraduate clinical skills: a randomised controlled trial

Background\ud Effective use of the laryngeal mask airway (LMA) requires learning proper insertion technique in normal patients undergoing routine surgical procedures. However, there is a move towards simulation training for learning practical clinical skills, such as LMA placement. The evidence linking different amounts of mannequin simulation training to the undergraduate clinical skill of LMA placement in real patients is limited. The purpose of this study was to compare the effectiveness in vivo of two LMA placement simulation courses of different durations. \ud \ud Methods\ud Medical students (n = 126) enrolled in a randomised controlled trial. Seventy-eight of these students completed the trial. The control group (n = 38) received brief mannequin training while the intervention group (n = 40) received additional more intensive mannequin training as part of which they repeated LMA insertion until they were proficient. The anaesthetists supervising LMA placements in real patients rated the participants' performance on assessment forms. Participants completed a self-assessment questionnaire. \ud \ud Results\ud Additional mannequin training was not associated with improved performance (37% of intervention participants received an overall placement rating of > 3/5 on their first patient compared to 48% of the control group, $X^2$ = 0.81, p = 0.37). The agreement between the participants and their instructors in terms of LMA placement success rates was poor to fair. Participants reported that mannequins were poor at mimicking reality. \ud \ud Conclusions\ud The results suggest that the value of extended mannequin simulation training in the case of LMA placement is limited. Educators considering simulation for the training of practical skills should reflect on the extent to which the in vitro simulation mimics the skill required and the degree of difficulty of the procedure. \ud \u

Murder in Jerba : honour, shame and hospitality among Maltese in Ottoman Tunisia

Little is known about the sizeable Maltese communities developing along the southern and eastern shores of the Mediterranean in the mid-nineteenth century and the extent to which the migrants reproduced Maltese cultural traditions and practices overseas. This article considers this question through a microhistorical analysis of events culminating in the murder of a Maltese woman in the Ottoman Regency of Tunis in 1866. A close reading of transcripts from the interrogation of witnesses and the accused, all members of a Maltese community in Jerba reveals their shared cultural practices and beliefs surrounding the provision of hospitality, honour and shame. Viewed from this perspective, the curious responses of the witnesses to the murder of their compatriot become meaningful, and the crime is reframed as an honour killing.peer-reviewe

Ruptured appendiceal cystadenoma presenting as right inguinal hernia in a patient with left colon cancer: A case report and review of literature

BACKGROUND: Mucoceles resulting from cystadenomas of the appendix are uncommon. Although rare, rupture of the mucoceles can occur with or without causing any abdominal complaint. There are several reports associating colonic malignancy with cystadenomas of the appendix. Herein, we report an unusual and interesting case of right inguinal hernia associated with left colon cancer. CASE PRESENTATION: A case of ruptured mucocele resulting from cystadenoma of the appendix was presented as right inguinal hernia in a 70-year-old male. The patient underwent colonoscopy, x-ray, ultrasound and computed tomography. Localized pseudomyxoma peritonei associated with adenocarcinoma of the descending colon was diagnosed. The patient underwent segmental resection of the colon, appendectomy, debridement of pseudomyxoma and closure of the internal ring of right inguinal canal. He is free of symptoms in one year follow-up. CONCLUSION: Synchronous colon cancer may occur in patients with appendiceal mucoceles. In such patients, the colon should be investigated and colonoscopy can be performed meticulously in cases of ruptured mucoceles and localized pseudomyxoma peritonei. Surgical intervention is the current choice of management

Artificial Intelligence in Education

Artificial Intelligence (AI) technologies have been researched in educational contexts for more than 30 years (Woolf 1988; Cumming and McDougall 2000; du Boulay 2016). More recently, commercial AI products have also entered the classroom. However, while many assume that Artificial Intelligence in Education (AIED) means students taught by robot teachers, the reality is more prosaic yet still has the potential to be transformative (Holmes et al. 2019). This chapter introduces AIED, an approach that has so far received little mainstream attention, both as a set of technologies and as a field of inquiry. It discusses AIED’s AI foundations, its use of models, its possible future, and the human context. It begins with some brief examples of AIED technologies

Learning physical examination skills outside timetabled training sessions: what happens and why?

Lack of published studies on students’ practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1–3 using a pre-established interview guide. Interviews were recorded, transcribed and analyzed using qualitative methods. The interview guide was based on questionnaire results; overall response rate for Years 1–3 was 90% (n = 875). Students report a variety of activities to improve their physical examination skills. On average, students devote 20% of self-study time to skill training with Year 1 students practising significantly more than Year 3 students. Practice patterns shift from just-in-time learning to a longitudinal selfdirected approach. Factors influencing this change are assessment methods and simulated/real patients. Learning resources used include textbooks, examination guidelines, scientific articles, the Internet, videos/DVDs and scoring forms from previous OSCEs. Practising skills on fellow students happens at university rooms or at home. Also family and friends were mentioned to help. Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence. Difficult or enjoyable skills stimulate students to practise. The strategies students adopt to master physical examination skills outside timetabled training sessions are self-directed. OSCE assessment does have influence, but learning takes place also when there is no upcoming assessment. Simulated and real patients provide strong incentives to work on skills. Early patient contacts make students feel more prepared for clinical practice