A Cognitive Model for Problem Solving in Computer Science

According to industry representatives, computer science education needs to emphasize the processes involved in solving computing problems rather than their solutions. Most of the current assessment tools used by universities and computer science departments analyze student answers to problems rather than investigating the processes involved in solving them. Approaching assessment from this perspective would reveal potential errors leading to incorrect solutions. This dissertation proposes a model describing how people solve computational problems by storing, retrieving, and manipulating information and knowledge. It describes how metacognition interacts with schemata representing conceptual and procedural knowledge, as well as with the external sources of information that might be needed to arrive at a solution. Metacognition includes higher-order, executive processes responsible for controlling and monitoring schemata, which in turn represent the algorithmic knowledge needed for organizing and adapting concepts to a specificc domain. The model illustrates how metacognitive processes interact with the knowledge represented by schemata as well as the information from external sources. This research investigates the didifferences in the way computer science novices use their metacognition and schemata to solve a computer programming problem. After J. Parham and L. Gugerty reached an 85% reliability for six metacognitive processes and six domain-specific schemata for writing a computer program, the resulting vocabulary provided the foundation for supporting the existence of and the interaction between metacognition, schemata, and external sources of information in computer programming. Overall, the participants in this research used their schemata 6% more than their metacognition and their metacognitive processes to control and monitor their schemata used to write a computer program. This research has potential implications in computer science education and software development through its understanding of the cognitive behavior used to solve computational problems

Mortarboard Review: Montessori-Related Dissertations 2022 – 2023

This article is the first in a series of planned reviews to be published annually that highlight a selection of dissertations. Some aspects of the selection and review methodology may be adjusted in coming issues as the process is refined to maximize the value to the field. Twenty-three Montessori-related dissertations completed during 2021 and 2022 were identified that represented five broad categories based on topic or subject matter. Two dissertations were selected for inclusion in this review because they represent high-quality research in areas that are of particular relevance and value to the field at this time: (a) public Montessori education and issues of equity and intercultural competence and (b) teacher perspectives and technology

Ethical Decision-Making in Higher Education: A sociological examination of graduate students\u27 understanding of appropriate academic sharing

Most prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF\u27s colleges and fifteen interviews with students in fourteen different disciplines. Results of the online survey indicated no significant differences between international and domestic students. Survey and interview data indicate that graduate students\u27 perceptions of the perceived norms and expectations related to academic honesty are impacted by the culture of the academic program. Analyzing these data through three sociological theories of deviance - anomie, labeling, and rational choice - shows that graduate students\u27 understanding of appropriate academic behavior depends on their academic socialization. The data also reveal that graduate students struggle with subtleties of cheating, such as misrepresentation or fudging of data. Especially for the doctoral students in the sample, their views were highly influenced by viewing themselves as teachers and independent researchers. This sociological analysis emphasizes the role of culture in graduate programs and students\u27 socialization into those cultures. This doctoral dissertation also provides a deeper understanding of the social and organizational factors affecting graduate students and re-frames students\u27 perspectives on appropriate academic behavior

Aggression In Lesbian And Bisexual Relationships

For years, researchers, clinicians, and those working with victims/survivors of domestic abuse have overlooked the issue of same-sex partner aggression among lesbians and bisexual women. Through in-depth interviews with 19 women who identify themselves as either lesbian or bisexual, information was documented in this study demonstrating the severity of issues of power and control among some same-sex partners, as well as some if the dynamics that are unique to same-sex abusive relationships. Patterns of abuse within same-sex relationships often mirror those that are so commonly associated with partner aggression among heterosexual couples, and therefore demonstrate not only the need for further research on the topic of same-sex partner abuse, but also the urgency to provide more assistance to the victims/survivors of domestic violence

What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming

Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress towards understanding these topics and recommendations for future research. In our results, we discuss eight common theories that are widely used outside of computing education research, half of which are commonly used in computing education research. We also highlight 11 theories on related constructs (e.g., self-efficacy) that have been used successfully to understand programming education. Towards measuring metacognition and self-regulation in learners, we discuss seven instruments and protocols that have been used and highlight their strengths and weaknesses. To benchmark the current state of research, we examined papers that primarily studied metacognition and self-regulation in programming education and synthesize the reported interventions used and results from that research. While the primary intended contribution of this paper is to support research, readers will also learn about developing and supporting metacognition and self-regulation of students in programming courses

Molecular Assisted Identification Reveals Hidden Red Algae Diversity from the Burica Peninsula, Pacific Panama

The marine flora of Panama harbors a rich diversity of green, red and brown algae,and despite chronic understudy, it is reported as the second most diverse marine flora along thePacific Central American coast, with 174 macroalgal species. Extensive new collections and molecularassisted identification (MAI) by an international team of researchers has revealed an even greaterdiversity for this country. Here, the intertidal and shallow subtidal marine flora of the remoteBurica Peninsula is introduced. This area is characterized by an uplifted extensive intertidal flatcomposed of firm, sedimentary benthos known as mudrock, on which abundant algal communitiesthrive, even during extended periods of exposure. A collection of nearly 200 brown, green and redmacroalgae specimens representing the first marine floristic inventory of this region was made inJanuary 2011, and results of analyses of 45 foliose red algae specimens are presented. DNA sequencedata for several loci (rbcL-3P; COI-5P; UPA) have been generated for molecular assisted identificationand to guide morphological assessments. Twenty-six species were identified among the specimensincluding 21 new Pacific Panama records, as well as previously unrealized transisthmian distributions,and two new species, Neorubra parvolacertoides sp. nov. and Grateloupia irregularis sp. novNational Science Foundation/[0743334]/NSF/Estados UnidosUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Básicas::Centro de Investigación en Ciencias del Mar y Limnología (CIMAR)UCR::Vicerrectoría de Docencia::Ciencias Básicas::Facultad de Ciencias::Escuela de Biologí

A Novel System of Polymorphic and Diverse NK Cell Receptors in Primates

There are two main classes of natural killer (NK) cell receptors in mammals, the killer cell immunoglobulin-like receptors (KIR) and the structurally unrelated killer cell lectin-like receptors (KLR). While KIR represent the most diverse group of NK receptors in all primates studied to date, including humans, apes, and Old and New World monkeys, KLR represent the functional equivalent in rodents. Here, we report a first digression from this rule in lemurs, where the KLR (CD94/NKG2) rather than KIR constitute the most diverse group of NK cell receptors. We demonstrate that natural selection contributed to such diversification in lemurs and particularly targeted KLR residues interacting with the peptide presented by MHC class I ligands. We further show that lemurs lack a strict ortholog or functional equivalent of MHC-E, the ligands of non-polymorphic KLR in “higher” primates. Our data support the existence of a hitherto unknown system of polymorphic and diverse NK cell receptors in primates and of combinatorial diversity as a novel mechanism to increase NK cell receptor repertoire

Human papillomavirus prevalence, viral load and pre-cancerous lesions of the cervix in women initiating highly active antiretroviral therapy in South Africa: a cross-sectional study

Background Cervical cancer and infection with human immunodeficiency virus (HIV) are both important public health problems in South Africa (SA). The aim of this study was to determine the prevalence of cervical squamous intraepithelial lesions (SILs), high-risk human papillomavirus (HR-HPV), HPV viral load and HPV genotypes in HIV positive women initiating anti-retroviral (ARV) therapy. Methods A cross-sectional survey was conducted at an anti-retroviral (ARV) treatment clinic in Cape Town, SA in 2007. Cervical specimens were taken for cytological analysis and HPV testing. The Digene Hybrid Capture 2 (HC2) test was used to detect HR-HPV. Relative light units (RLU) were used as a measure of HPV viral load. HPV types were determined using the Roche Linear Array HPV Genotyping test. Crude associations with abnormal cytology were tested and multiple logistic regression was used to determine independent risk factors for abnormal cytology. Results The median age of the 109 participants was 31 years, the median CD4 count was 125/mm3, 66.3% had an abnormal Pap smear, the HR-HPV prevalence was 78.9% (Digene), the median HPV viral load was 181.1 RLU (HC2 positive samples only) and 78.4% had multiple genotypes. Among women with abnormal smears the most prevalent HR-HPV types were HPV types 16, 58 and 51, all with a prevalence of 28.5%. On univariate analysis HR-HPV, multiple HPV types and HPV viral load were significantly associated with the presence of low and high-grade SILs (LSIL/HSIL). The multivariate logistic regression showed that HPV viral load was associated with an increased odds of LSIL/HSIL, odds ratio of 10.7 (95% CI 2.0 – 57.7) for those that were HC2 positive and had a viral load of ≤ 181.1 RLU (the median HPV viral load), and 33.8 (95% CI 6.4 – 178.9) for those that were HC2 positive with a HPV viral load > 181.1 RLU. Conclusion Women initiating ARVs have a high prevalence of abnormal Pap smears and HR-HPV. Our results underscore the need for locally relevant, rigorous screening protocols for the increasing numbers of women accessing ARV therapy so that the benefits of ARVs are not partially offset by an excess risk in cervical cancer