Learning&Information Technologies Cartography

Nowadays, many researches focus their efforts in studies and applications on the Learning area. However, there is a lack of a reference system that permits to know the positioning and the existing links between Learning and Information Technologies. This paper proposes a Cartography where explains the relationships between the elements that compose the Learning Theories and Information Technologies, considering the own features of the learner and the Information Technologies Properties. This intersection will allow us to know what Information Technologies Properties promote Learning Futures

Alonzo and Norris Herndon: The Herndon Men Defining Masculinity by Challenging Societal Norms

An original research paper utilizing archival and primary sources. An interpretative framework drawn from a local Atlanta historical topic, with particular focus on cultures of manhood in the U.S. South during the nineteenth and twentieth centuries that includes bibliographical research in secondary materials. Alonzo and Norris Herndon - a father and son duo - although having contrasting views of masculinity, were two similarly influential African American businessmen in the course of the twentieth century. These two gentlemen individually took an active role in redefining masculinity during the shift from Victorian America to a more modern ethos that roughly occurred between the 1890s and the 1920s. They are a significant part of black Atlanta’s local history, due to their ability to build a successful enterprise during a time when black masculinity was threatened by white dominant culture. As a result, in a study with a focus on the defining of masculinity by two men in the late-nineteenth and early-twentieth centuries, there exists supportive evidence to conclude that Alonzo and Norris Herndon challenged societal norms in their distinct attempts to define masculinity

Early science education - Exploring preschool children's basic conceptual knowledge along with their involvement and preschool teachers' professional competence

Early science education has become a crucial element of preschool. In the last years, the inquiry-based educational approach has gained increasing attention as a suitable strategy to engage preschool children with scientific topics. First studies indicate that this approach has a positive effect on children’s learning experiences and outcomes, but there is still a dire need to investigate these two aspects simultaneously and explore the relation between them. The increasing importance of science in preschool entails new expectations for preschool teachers, which raises the question as to what type of knowledge they need to teach science to young children. Drawing from research with school teachers, it is believed that preschool teachers’ content knowledge and pedagogical content knowledge play a role in their instructional practices. Here again, however, research is still rather scarce. This thesis consists of three research studies that aim at contributing to the still growing research in the field of early science education, specifically in the domain of life sciences. These studies are complemented by a diverse set of science outreach activities oriented towards preschool teachers and children that aim at contributing to the improvement of early science education. Study 1 presents the development and evaluation of an instrument to examine young children’s understanding of the biological concept of structure and function in the form of one-on-one interviews. Through a two-tier item structure, it allows for the evaluation of children’s knowledge of the relation between structure and function as reflected by two different cognitive processes: their ability to match structures and functions (recognize), and their ability to explain these relationships (explain). The Rasch psychometric analysis that was conducted to evaluate measurement functioning includes the assessment of dimensionality, item and person reliabilities, step ordering, anchor quality, and Wright maps, which in turn consists of the evaluation of the ranges of item difficulty and person ability, test item targeting, and the position of all items along the difficulty scale. The Rasch technique allowed for the analysis of the item difficulties as a combination of their difficulty level in both tiers, resulting in a pool of 16 items that can be used in future studies. Study 2 centres around the effect of the inquiry-based educational approach on preschool children’s involvement and conceptual knowledge of structure and function, as well as the mediating role of involvement within this learning process. 59 children (mean age: 6 years, 3 months) participated in either an inquiry-based or a control learning activity on the topic of animals and plants of the forest. Their involvement was measured using an adapted version of the Leuven Involvement Scale and their conceptual knowledge using the instrument presented in study 1. Results show that the inquiry-based learning activity had no impact on children’s recognition of correct structures and functions of different organisms (recognize), but it had a significant effect on their conceptually based explanations (explain). Children of the inquiry group showed significantly higher levels of involvement during the learning activity than those of the control group. No indirect effect of the inquiry-based learning activity on children’s conceptual understanding through involvement after including the relevant covariates could be found. This study demonstrates that the inquiry-based educational approach is an appropriate strategy for engaging preschool children with science, as it has a positive effect on their learning experiences and outcomes. Study 3 focuses on the relation between preschool teachers’ professional knowledge and their instructional practice. 27 preschool teachers participated in a PD training that fostered either their content knowledge (CK-group), their pedagogical content knowledge (PCK-group), or both (CK+PCK-group), and then asked to conduct a learning activity with preschool children with provided materials. The instructional practice was conceptualized as consisting of a content dimension and an inquiry dimension, which consists of the subdimensions questioning, hypothesizing, testing, describing, and interpreting. The CK+PCK-group was significantly better than the PCK-group in the content dimension but not in any of the inquiry subdimensions, which suggests that preschool teachers can draw from their PCK to guide children through the inquiry process even when they lack the relevant CK. Further, the CK+PCK-group was significantly better than the CK-group in the content dimension and in the more complex inquiry subdimensions hypothesizing and interpreting but not in questioning, testing, and describing. These differences suggest that PCK is necessary for preschool teachers to conduct inquiry in a deeper and more meaningful manner and that the implementation of scientific inquiry activities provides a crucial framework in which the content of the learning activity can be explored

The Notebook

The Notebook explores the feelings of a young adult who finds, without looking, her lover\u27s journal. This situation triggers a set of questions about past relationships and privacy at an age where privacy is almost non-existent because of the use of social media

Evaluación de un programa de prevención de la violencia en el noviazgo adolescente: un aporte desde la Licenciatura en educación para la salud

En los anexos se incluyen los formatos del consentimiento informado, carta de asentimiento, prueba diagnóstica, cronograma de actividades y sesiones educativas.El objetivo de la presente investigación se constituyó en evaluar un programa adecuado sobre violencia en el noviazgo adolescente, el cual fue emitido por la Secretaría de Seguridad Pública y se titula “Amor y Violencia en el Noviazgo”. El programa fue implementado a alumnos de 13 a 15 años de la Escuela Secundaria Benjamín Hernández, turno matutino, ubicado en el Municipio de Nezahualcóyotl, Estado de México. De acuerdo con lo indicado anteriormente, la pregunta de investigación planteada en el presente trabajo fue: ¿La implementación de un programa de prevención de violencia en el noviazgo contribuirá para concientizar a los y las adolescentes acerca de esta problemática? Posteriormente el diseño de la investigación fue Cuasi- experimental ya que se implementó y adecuó el programa; obteniendo un tipo investigación transversal al tener espacios de tiempos para la intervención dichas sesiones. La presente investigación se realizó en la Escuela Secundaria “Benjamín Hernández” ubicada en Av. Gustavo Baz, s/n col. Benito Juárez, ciudad Nezahualcóyotl Estado de México Se aplicó un pretest cuyo objetivo fue identificar el conocimiento que los y las estudiantes poseían acerca de la violencia en el noviazgo adolescente, el instrumento fue aplicado a 79 estudiantes, los cuales fueron divididos en 43 del grupo intervención y 36 del grupo control. Se realizaron 7 sesiones aproximadamente de 50 minutos cada una al grupo intervención; en éstas se abordaron temas como el amor, género, noviazgo, violencia y tipología de la violencia. Posteriormente, se aplicó un postest para advertir si las sesiones que se implementaron lograron concientizar a los y las adolescentes. En las respuestas obtenidas se detectó que el conocimiento del grupo intervención acerca de algunos temas aumentó significativamente después de la implementación del programa; en este sentido, se elaboraron algunas propuestas de mejora del referido programa a partir de la Licenciatura en Educación para la Salud, rescatando estrategias educativas para el manejo de la información para los y las adolescentes

A simplified Probabilistic Safety Assesment of a Steam-Methane Reforming Hydrogen Production Plant coupled to a High-Temperature Gas Cooled Nuclear Reactor

A Probabilistic Safety Assessment (PSA) is being developed for a steam-methane reforming hydrogen production plant linked to a High-Temperature Gas Cooled Nuclear Reactor (HTGR). This work is based on the Japan Atomic Energy Research Institute’s (JAERI) High Temperature Test Reactor (HTTR) prototype in Japan. This study has two major objectives: calculate the risk to onsite and offsite individuals, and calculate the frequency of different types of damage to the complex. A simplified HAZOP study was performed to identify initiating events, based on existing studies. The initiating events presented here are methane pipe break, helium pipe break, and PPWC heat exchanger pipe break. Generic data was used for the fault tree analysis and the initiating event frequency. Saphire was used for the PSA analysis. The results show that the average frequency of an accident at this complex is 2.5E-06, which is divided into the various end states. The dominant sequences result in graphite oxidation which does not pose a health risk to the population. The dominant sequences that could affect the population are those that result in a methane explosion and occur 6.6E-8/year, while the other sequences are much less frequent. The health risk presents itself if there are people in the vicinity who could be affected by the explosion. This analysis also demonstrates that an accident in one of the plants has little effect on the other. This is true given the design base distance between the plants, the fact that the reactor is underground, as well as other safety characteristics of the HTGR. Sensitivity studies are being performed in order to determine where additional and improved data is needed

Empirical study on the difficulties of software modeling through class diagrams

Software design is one of the stages of the software life cycle characterized as an activity of a creative nature, where software components and their relationships are identified, hence it is extremely important for constructing software efficiently. This research aims to explore the problems students at the undergraduate level face in their first attempts at modeling software. In this article we report the results of an empirical case study that analyzes class diagrams expressed in the Unified Modeling Language (UML) by students enrolled in lectures related to computer science at the undergraduate level. Additionally, we conducted a quantitative analysis that makes evident the most frequent problems the students faced while designing software. The results reveal that students show difficulties understanding multiplicity, assigning appropriate behavior to classes, distinguishing attributes from classes, and conceiving the problem from a holistic perspective

A Systematic Map for Improving Teaching and Learning in Undergraduate Operating Systems Courses

Operating Systems (OS) is an important area of knowledge included in virtually allundergraduate computing curricula and in some engineering curricula as well. Teaching and learning anOS undergraduate course have always been a challenge. Several different approaches have been used for OSteaching and learning. Nevertheless, it is not easy for a teacher to choose one of them. No guidelines areavailable on how to choose one of them to match the specific objectives of each OS course. The objective ofthis paper is to analyze the approaches that have been used to improve OS teaching and learning by applyinga systematic map. In particular, we consider the following dimensions: learning objectives, assessment,empirical study, methodology, and mode (face-to-face, online, or blended). The systematic map devisedin this paper is focused on the time span from 1995 to 2017 and considered six of the major publicationson the Computer Science Education. We considered three journals (theJournal of Engineering Education,the IEEE TRANSACTIONS ONEDUCATION, and theInternational Journal of Engineering Education) and threeconferences (the ACM Technical Symposium on Computer Science Education—SIGCSE, the Conferenceon Computing Education Research—ITiCSE, and the International Conference on Computing EducationResearch—Koli). A total of 55 papers were included in the study after performing a search based on theinclusion/exclusion criteria. Nine approaches to improve OS teaching and learning were identified andanalyzed. Furthermore, the implications for OS instructors and for research in this field are discussed.2018-1