INVESTIGATING THE SOLUTIONS TO NON-LINEAR SECOND ORDER DIFFERENTIAL EQUATIONS

The main focus of this paper is that in which the nonlinearity does not occur in the highest differentiated term.This paper will further discuss one observed method. The method to be presented has the particular advantage that its wide scope and application, yet it is constrained to differential equations that are associated with nonconservative systems.We wish to extend the results of [2] to all real numbers in the domain of x. The Ermakov-Pinney method of lineraization was employed to obtain solvable form of the equation. An implicit solution of the nonlinear differential equation y00 + P(x)y = qm(x)=ym is found to be y = jw[(C1 R dx w2 + C2)2 + C3]j 1 1mjj + C4 if qm(x) = w(x)m3. Where w is the combination of two linearly independent solutions u and v, such the w(x) = au(x) + bv(x), as well as \u27 = R w(x)2dx. Where C1,C2,C3, and C4 are arbitrary constants

An experience report using Scrimba: An interactive and cooperative web development tool in a blended learning setting

In a blended learning environment, face-to-face classroom practices are combined with computer-mediated activities. New technical possibilities may deeply influence the way we organize our educational setting, but may also lead to smaller adjustments within a more static learning environment featuring lectures and traditional lab sessions. In this study we look at an online, freely accessible code editor under development: Scrimba. Scrimba offers new possibilities for collaborative and interactive learning among a teacher and her students both inside and outside the classroom. Students and teachers may easily live stream coding performed in a browser, and may at any time branch the code into separate projects. These coding session may also be recorded with sound and reproduced as a video. As the tool was not initially exclusively developed with education in mind, we define different use cases for use of the tool in a learning environment. These use cases were tested in a course delivery. The subject topic was introductory web programming with HTML, CSS and JavaScript. An effort was made to see if available functionality for collaboration and sharing of code in Scrimba within a classroom setting could have a positive effect on a course delivery, both for the students and the teacher. Data was collected using observation in the classroom, a questionnaire for the students and an interview with the teacher. Early results from this paper suggest that the use of a tool that facilitates interaction and cooperation in an introductory web programming course is well accepted both by the teacher and the students. Easily jumping into live student code in class is especially promising for creating discussion and code modification as a class activity. Coding errors can easily be addressed and corrected live, and students can comment on different solutions to a problem

Web-based collaborative learning in CS1 a study on outcomes of peer code review

Based on a teacher-organized student-to-student code review session, we gathered both quantitative and qualitative data from 177 first-semester Information Technology undergraduate students to learn about their thoughts, experiences and outcomes from collaborative learning through an online tool in an introductory programming course. The students were given a programming exercise to solve using JavaScript in a Web-based IDE facilitating real time code-sharing for peer-evaluation of code based on five provided evaluation criteria: naming of artifacts in the code, formatting of code, use of data types, use of execution flow, and other comments. In the survey questionnaire, we employed a five-point Likert scale with an additional text field for qualitative feedback. For the qualitative free-text based answers, thematic coding was carried out to identify recurring themes and topics in the students' answers. Based on the students' feedback, our results indicate that the majority of the participants had positive experiences resulting in self-reported learning through collaborative work, peer-evaluation and problem solving.publishedVersio

Web-Based Collaborative Learning in CS1: A Study on Outcomes of Peer Code Review

Based on a teacher-organized student-to-student code review session, we gathered both quantitative and qualitative data from 177 first-semester Information Technology undergraduate students to learn about their thoughts, experiences and outcomes from collaborative learning through an online tool in an introductory programming course. The students were given a programming exercise to solve using JavaScript in a Web-based IDE facilitating real time code sharing for peerevaluation of code based on five provided evaluation criteria: naming of artifacts in the code, formatting of code, use of data types, use of execution flow, and other comments. In the survey questionnaire, we employed a five-point Likert scale with an additional text field for qualitative feedback. For the qualitative free-text based answers, thematic coding was carried out to identify recurring themes and topics in the students’ answers. Based on the students’ feedback, our results indicate that the majority of the participants had positive experiences resulting in self-reported learning through collaborative work, peer-evaluation and problem solving

Estimaciones de la fuerza de mordida y su relación con las características de la dieta

La fuerza de mordida (FM) es un parámetro biomecánico que indica la cantidad de fuerza que se aplica durante la masticación de un determinado tipo de alimento. En este trabajo se compararon las FM de seis poblaciones de humanos modernos que difieren en las características de sus dietas. A partir de fotografías de la base del cráneo se digitalizaron puntos morfológicos que determinan la forma de los músculos masticadores y permiten las estimaciones de los brazos de carga y resistencia para el cálculo de la FM. Los resultados indican que existen diferencias en la FM de los grupos clasificados como dieta dura (DD) y los asignados a la una dieta blanda (DB) a nivel de la mordida de corte (incisivos centrales), pero no de la mordida trituradora (mordida bilateral). También queda en evidencia que las diferencias más grandes vienen dadas por las diferencias poblacionales, luego por el tipo de dieta (DD o DB) y finalmente por la diferencia entre sexos, todas estas diferencias son también más evidentes en la mordida de corte que en la trituradora. Finalmente, algunas distinciones entre individuos de distintos sexos, indicarían que la división de trabajo trajo aparejada una diferencia en el consumo de alimentos.The bite force is a biomechanical parameter that indicates the amount of force applied during the mastication of a type of food. In this paper, we compared the bite force of six modern human populations which differ in the diets characteristics. Morphological points were digitized on skull base photographs, determining the shape of the masticatory muscles and allowing estimates of load and resistance arms in order to measure the bite force. The results indicate differences in the bite force between groups with a hard diet and those with a soft diet as regards the cutting bite (central incisors), but not the crushing one (bilateral bite). Also, the greatest differences are due to population differences in the first place, followed by the type of diet (hard or soft ones) and, finally, the difference between sexes. These differences are also more evident in the cutting bite than in the crushing one. Finally, some distinctions between males and females would indicate that the division of work entailed differences in food consumption.Fil: Paschetta, Carolina Andrea. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Nacional Patagónico; ArgentinaFil: Gonzalez Jose, Rolando. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Nacional Patagónico; Argentin

On the gene expression landscape of cancer

A principal component analysis of the TCGA data for 15 cancer localizations unveils the following qualitative facts about tumors: 1) The state of a tissue in gene expression space may be described by a few variables. In particular, there is a single variable describing the progression from a normal tissue to a tumor. 2) Each cancer localization is characterized by a gene expression profile, in which genes have specific weights in the definition of the cancer state. There are no less than 2500 differentially-expressed genes, which lead to power-like tails in the expression distribution functions. 3) Tumors in different localizations share hundreds or even thousands of differentially expressed genes. There are 6 genes common to the 15 studied tumor localizations. 4) The tumor region is a kind of attractor. Tumors in advanced stages converge to this region independently of patient age or genetic variability. 5) There is a landscape of cancer in gene expression space with an approximate border separating normal tissues from tumors