Does recreational computer use affect high school achievement?

Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12

How Environmental Justice Patterns are Shaped by Place: Terrain and Tree Canopy in Cincinnati, Ohio, USA

Understanding the spatial distribution of environmental amenities requires consideration of social and biogeophysical factors, and how they interact to produce patterns of environmental justice or injustice. In this study, we explicitly account for terrain, a key local environmental factor, while assessing whether tree canopy is distributed equally in Cincinnati, Ohio, USA. We conducted separate analyses for all land and for residential land only. For all land, terrain alone accounted for 59% of the variation in tree canopy cover. In our spatial autoregressive model, socioeconomic variables describing race, wealth, and education did not explain significant variation in canopy cover. In other words, terrain is the primary factor related to tree canopy in Cincinnati. In our analysis of residential land only, terrain was again the dominant predictor of tree canopy cover, and percent black population and median home value were also positive, significant explanatory variables. Tree canopy was abundant in two hilly areas with dissimilar socioeconomic characteristics, with proportionally larger black populations in the western hills and higher home values in the eastern hills. In summary, the overwhelming importance of terrain may obscure subtler patterns between tree canopy and socioeconomic variables. Although general social processes may drive environmental injustice across disparate cities, our study highlights the need to account for local biogeophysical context

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Border Insecurity: Reading Transnational Environments in Jim Lynch’s Border Songs

This article applies an eco-critical approach to contemporary American fiction about the Canada-US border, examining Jim Lynch’s portrayal of the British Columbia-Washington borderlands in his 2009 novel Border Songs. It argues that studying transnational environmental actors in border texts—in this case, marijuana, human migrants, and migratory birds—helps illuminate the contingency of political boundaries, problems of scale, and discourses of risk and security in cross-border regions after 9/11. Further, it suggests that widening the analysis of trans-border activity to include environmental phenomena productively troubles concepts of nature and regional belonging in an era of climate change and economic globalization. Cet article propose une lecture écocritique de la fiction étatsunienne contemporaine portant sur la frontière entre le Canada et les États-Unis, en étudiant le portrait donné par Jim Lynch de la région frontalière entre la Colombie-Britannique et Washington dans son roman Border Songs, paru en 2009. L’article soutient que l’étude, dans les textes sur la frontière, des acteurs environnementaux transnationaux – dans ce cas-ci, la marijuana, les migrants humains et les oiseaux migratoires – jette un jour nouveau sur la contingence des limites territoriales politiques, des problèmes d’échelle et des discours sur le risque et la sécurité des régions transfrontalières après les évènements du 11 septembre 2001. Il suggère également qu’en élargissant l’analyse de l’activité transfrontalière pour y inclure les phénomènes environnementaux, on brouille de façon productive les concepts de nature et d’appartenance régionale d’une époque marquée par les changements climatiques et la mondialisation de l’économie

CTCF variants in 39 individuals with a variable neurodevelopmental disorder broaden the mutational and clinical spectrum

Purpose: Pathogenic variants in the chromatin organizer CTCF were previously reported in seven individuals with a neurodevelopmental disorder (NDD). Methods: Through international collaboration we collected data from 39 subjects with variants in CTCF. We performed transcriptome analysis on RNA from blood samples and utilized Drosophila melanogaster to investigate the impact of Ctcf dosage alteration on nervous system development and function. Results: The individuals in our cohort carried 2 deletions, 8 likely gene-disruptive, 2 splice-site, and 20 different missense variants, most of them de novo. Two cases were familial. The associated phenotype was of variable severity extending from mild developmental delay or normal IQ to severe intellectual disability. Feeding difficulties and behavioral abnormalities were common, and variable other findings including growth restriction and cardiac defects were observed. RNA-sequencing in five individuals identified 3828 deregulated genes enriched for known NDD genes and biological processes such as transcriptional regulation. Ctcf dosage alteration in Drosophila resulted in impaired gross neurological functioning and learning and memory deficits. Conclusion: We significantly broaden the mutational and clinical spectrum of CTCF-associated NDDs. Our data shed light onto the functional role of CTCF by identifying deregulated genes and show that Ctcf alterations result in nervous system defects in Drosophila.Peer reviewe

Collaborative strategic board games as a site for distributed computational thinking

This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative – that is, a game requires that players work in joint pursuit of a shared goal – the computational thinking is easily observed as distributed across several participants. This raises the possibility that a focus on such board games are profitable for those who wish to understand computational thinking and learning in situ. This paper introduces a coding scheme, applies it to the recorded discourse of three groups of game players, and provides qualitative examples of computational thinking that are observed and documented in Pandemic. The primary contributions of this work are the description of and evidence that complex computational thinking can develop spontaneously during board game play

VBOT: Motivating computational and complex systems fluencies with constructionist virtual/physical robotics

As scientists use the tools of computational and complex systems theory to broaden science perspectives (e.g., Bar-Yam, 1997; Holland, 1995; Wolfram, 2002), so can middle-school students broaden their perspectives using appropriate tools. The goals of this dissertation project are to build, study, evaluate, and compare activities designed to foster both computational and complex systems fluencies through collaborative constructionist virtual and physical robotics. In these activities, each student builds an agent (e.g., a robot-bird) that must interact with fellow students' agents to generate a complex aggregate (e.g., a flock of robot-birds) in a participatory simulation environment (Wilensky & Stroup, 1999a). In a participatory simulation, students collaborate by acting in a common space, teaching each other, and discussing content with one another. As a result, the students improve both their computational fluency and their complex systems fluency, where fluency is defined as the ability to both consume and produce relevant content (DiSessa, 2000). To date, several systems have been designed to foster computational and complex systems fluencies through computer programming and collaborative play (e.g., Hancock, 2003; Wilensky & Stroup, 1999b); this study suggests that, by supporting the relevant fluencies through collaborative play, they become mutually reinforcing. In this work, I will present both the design of the VBOT virtual/physical constructionist robotics learning environment and a comparative study of student interaction with the virtual and physical environments across four middle-school classrooms, focusing on the contrast in systems perspectives differently afforded by the two environments. In particular, I found that while performance gains were similar overall, the physical environment supported agent perspectives on aggregate behavior, and the virtual environment supported aggregate perspectives on agent behavior. The primary research questions are: (1) What are the relative affordances of virtual and physical constructionist robotics systems towards computational and complex systems fluencies? (2) What can middle school students learn using computational/complex systems learning environments in a collaborative setting? (3) In what ways are these environments and activities effective in teaching students computational and complex systems fluencies

Finding Parts in Very Large Corpora

We present a method for extracting parts of objects from wholes (e.g. "speedometer" from "car"). Given a very large corpus our method finds part words with 55% accuracy for the top 50 words as ranked by the system. The part list could be scanned by an end-user and added to an existing ontology (such as WordNet), or used as a part of a rough semantic lexicon