Considering sensing-intuitive dimension to exposition-exemplification in adaptive sequencing

Proceedings of the Second International Conference, AH 2002 Málaga, SpainThe final publication is available at Springer via http://dx.doi.org/10.1007/3-540-47952-X_83This paper shows a way of using sensing-intuitive dimension of learning styles of students in order to improve the efficiency of adaptive learning systems. Firstly, it introduces the procedure of extracting information about sensing-intuitive students from the Felder-Soloman ILS questionnaire. Then, it presents a mechanism of application of sensing-intuitive dimension to exposition-exemplification sequencing. The example used to explain the adaptation effects is taken from a chess course developed with TANGOW, Task-based Adaptive learNer Guidance On the Web.The Spanish Interdepartmental Commission of Science and Technology (CICYT) has sponsored this paper, project number TEL1999-0181 and project number TIC2001-0685-C02-01

A Survey of Learning Styles of Engineering Students

This study examined the learning styles of engineering students using the Index of Learning Styles (ILS) developed by Soloman and Felder (Soloman & Felder, 2002), the Cognitive Styles Analysis (CSA) developed by Riding (Riding, 1991), and the Learning Style Inventory (LSI) developed by Kolb (Kolb, 1993). Thirty-five graduate and thirty-six undergraduate engineering students took each of the assessments. There was a strong preference for the visual category on the ILS, but an even split for the imagery/verbal dimension on the CSA. Scores were also evenly split on the active/reflective and sequential/global dimensions on the ILS. Another strong preference was seen for the analytic category on the CSA. On the LSI, most students' scores indicated a preference for the convergent category and no student scores were in the divergent category. An overview of each of the instruments as well as a summary of student learning needs for each of the dimensions is presented.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Implementation of an innovative teaching project in a Chemical Process Design course at the University of Cantabria, Spain

This paper shows the planning, the teaching activities and the evaluation of the learning and teaching process implemented in the Chemical Process Design course at the University of Cantabria, Spain. Educational methods to address the knowledge, skills and attitudes that students who complete the course are expected to acquire are proposed and discussed. Undergraduate and graduate engineers' perceptions of the methodology used are evaluated by means of a questionnaire. Results of the teaching activities and the strengths and weaknesses of the proposed case study are discussed in relation to the course characteristics. The findings of the empirical evaluation shows that the excessive time students had to dedicate to the case study project and dealing with limited information are the most negative aspects obtained, whereas an increase in the students' self-confidence and the practical application of the methodology are the most positive aspects. Finally, improvements are discussed in order to extend the application of the methodology to other courses offered as part of the chemical engineering degree.This work was partially supported with the financial help of the University of Cantabria, 1st and 2nd Teaching Innovation Programs 2011-2012, 2013-2014, Projects Innodesign 1 and 2

Evaluation of the ADVIA (R) Centaur (TM) TSH-3 assay

An analytical evaluation of the thyroid stimulating hormone (TSH-3) assay on the Sayer ADVIA(R) Centaur(TM) immunoassay system was performed. General analytical requirements (linearity, resistance to typical interferences, absence of a carry-over effect) were fulfilled and reproducibility was satisfactory. Inter-assay coefficient of variation (CV) of a human serum pool with a concentration of 0.014 mU/l was 22.3%; at concentrations between 0.26 and 83 mU/l CV was below 6%. Method comparison study demonstrated close agreement of TSH results compared to those obtained with the Roche Elecsys(R) 2010 TSH assay (ADVIA Centaur = 1.08 x Elecsys - 0.18 mU/l; r = 0.987; n = 324). Handling and practicability of the ADVIA Centaur system proved to be convenient with a very high sample throughput. We conclude that the ADVIA Centaur TSH-3 assay meets requirements for clinical use

Construction of some missing eigenvectors of the XYZ spin chain at the discrete coupling constants and the exponentially large spectral degeneracy of the transfer matrix

We discuss an algebraic method for constructing eigenvectors of the transfer matrix of the eight vertex model at the discrete coupling parameters. We consider the algebraic Bethe ansatz of the elliptic quantum group $E_{\tau, \eta}(sl_2)$ for the case where the parameter $\eta$ satisfies $2 N \eta = m_1 + m_2 \tau$ for arbitrary integers $N$, $m_1$ and $m_2$. When $m_1$ or $m_2$ is odd, the eigenvectors thus obtained have not been discussed previously. Furthermore, we construct a family of degenerate eigenvectors of the XYZ spin chain, some of which are shown to be related to the $sl_2$ loop algebra symmetry of the XXZ spin chain. We show that the dimension of some degenerate eigenspace of the XYZ spin chain on $L$ sites is given by $N 2^{L/N}$, if $L/N$ is an even integer. The construction of eigenvectors of the transfer matrices of some related IRF models is also discussed.Comment: 19 pages, no figure (revisd version with three appendices

Limb bone scaling in hopping diprotodonts and quadrupedal artiodactyls

Bone adaptation is modulated by the timing, direction, rate, and magnitude of mechanical loads. To investigate whether frequent slow, or infrequent fast, gaits could dominate bone adaptation to load, we compared scaling of the limb bones from two mammalian herbivore clades that use radically different high-speed gaits, bipedal hopping and quadrupedal galloping. Forelimb and hindlimb bones were collected from 20 artiodactyl and 15 diprotodont species (body mass M 1.05 - 1536 kg) and scanned in clinical computed tomography or X-ray microtomography. Second moment of area (Imax) and bone length (l) were measured. Scaling relations (y = axb) were calculated for l vs M for each bone and for Imax vs M and Imax vs l for every 5% of length. Imax vs M scaling relationships were broadly similar between clades despite the diprotodont forelimb being nearly unloaded, and the hindlimb highly loaded, during bipedal hopping. Imax vs l and l vs M scaling were related to locomotor and behavioural specialisations. Low-intensity loads may be sufficient to maintain bone mass across a wide range of species. Occasional high-intensity gaits might not break through the load sensitivity saturation engendered by frequent low-intensity gaits

Rebuilding a Framework for Learning: Rethinking Structural Design Instruction in an Architectural Curriculum

Architectural design relies upon structural design principles to help gracefully resist the stresses of building elements that enclose spaces. This discipline and expertise of integration typically takes years to develop but unfortunately, instead of teaching these skills side-by-side with coordinated expectations for escalating levels of expertise, representation, and analysis, these courses have frequently been separated from each other in architectural curricula. The oppositional pedagogical methodologies and differential expectations for development that occur as a result of this have adverse consequences for student learning and practical preparedness. This paper, intended for a national target audience of university faculty and practitioners, will outline a series of major curricular changes made to Iowa State University’s structural design course for architecture students which was explicitly reconfigured to address these concerns. Three specific lab assignments will be presented—one from the beginning, middle, and end of the new structural modules—to show how this new sequence has expanded and coordinated the range of curricular considerations within the structural coursework through the use of interactive, design-based learning activities and elevated expectations for course content. The paper will describe the critical aspects of the new curricular format and the corresponding innovations in learning activities in order to demonstrate how these three labs serve as benchmarks of demonstrated learning objectives in the sequence. Examples of student work will be shown, and an assessment of the efficacy of the assignments will be presented including reflections upon lessons learned and suggestions for future improvements

Trace checking of Metric Temporal Logic with Aggregating Modalities using MapReduce

Modern complex software systems produce a large amount of execution data, often stored in logs. These logs can be analyzed using trace checking techniques to check whether the system complies with its requirements specifications. Often these specifications express quantitative properties of the system, which include timing constraints as well as higher-level constraints on the occurrences of significant events, expressed using aggregate operators. In this paper we present an algorithm that exploits the MapReduce programming model to check specifications expressed in a metric temporal logic with aggregating modalities, over large execution traces. The algorithm exploits the structure of the formula to parallelize the evaluation, with a significant gain in time. We report on the assessment of the implementation - based on the Hadoop framework - of the proposed algorithm and comment on its scalability.Comment: 16 pages, 6 figures, Extended version of the SEFM 2014 pape