远端基础结构管理

并不是每个企业都有能力维持一支内部的技术团队,它们也不愿担负着传统的技术服务业务。因此,日益浮现的IT外包架构就成为一个不错的选择。     

Learning Natural Selection in 4th Grade with Multi-Agent-Based Computational Models

In this paper, we investigate how elementary school students develop multi-level explanations of population dynamics in a simple predator–prey ecosystem, through scaffolded interactions with a multi-agent-based computational model (MABM). The term “agent” in an MABM indicates individual computational objects or actors (e.g., cars), and these agents obey simple rules assigned or manipulated by the user (e.g., speeding up, slowing down, etc.). It is the interactions between these agents, based on the rules assigned by the user, that give rise to emergent, aggregate-level behavior (e.g., formation and movement of the traffic jam). Natural selection is such an emergent phenomenon, which has been shown to be challenging for novices (K16 students) to understand. Whereas prior research on learning evolutionary phenomena with MABMs has typically focused on high school students and beyond, we investigate how elementary students (4th graders) develop multi-level explanations of some introductory aspects of natural selection—species differentiation and population change—through scaffolded interactions with an MABM that simulates predator–prey dynamics in a simple birds-butterflies ecosystem. We conducted a semi-clinical interview based study with ten participants, in which we focused on the following: a) identifying the nature of learners’ initial interpretations of salient events or elements of the represented phenomena, b) identifying the roles these interpretations play in the development of their multi-level explanations, and c) how attending to different levels of the relevant phenomena can make explicit different mechanisms to the learners. In addition, our analysis also shows that although there were differences between high- and low-performing students (in terms of being able to explain population-level behaviors) in the pre-test, these differences disappeared in the post-test.     

Serodiagnostic tests for leprosy

All of the specific serodiagnostic tests developed by now only are able to detect advanced stages of the disease. None of these tests can efficiently diagnose leprosy at a ver, early stage of the disease including TT/BT cases. However, 35 kD based SACT and/or PGL-1 (ND-O/NT-P) based ELISA could be applied for confirmation in doubtful situations wherein cardinal signs of leprosy are not fulfilled. In addition, both of these tests can also be applied for efficiently monitoring patients on chemotherapy.The reason for any of the specific tests not becoming useful for detection of early cases of leprosy might be due to the presence of insignificant level of antibody even below the background level of the population. It has been noted by us that majority of tuberculoid leprosy cases have a low level of antibody against the specific and wholeM.leprae antigens (unpublished data). Therefore, attempts have been made to look for the presence of local antibody in the lesions of leprosy patients. It is expected that these studies would lead to the understanding into the mechanism of antibody secretion in early stages of the disease and would help in development of a specific serological test for early leprosy     

Learning to Deflect: Conceptual Change in Physics During Digital Game Play

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student’s processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics. Grounded in the Knowledge In Pieces framework of conceptual change (A. diSessa, 1993), we analyze the processes through which the student, Jamal, developed an expert-like understanding of deflections, a phenomenon that has been previously identified as challenging to understand for novice physics learners. We also explore the key characteristics of SURGE Next supporting these conceptual change processes. Our analysis shows that Jamal’s learning involved iterative refinement of his conceptual understanding through distributed encoding (A. diSessa, 1993). That is, as Jamal advanced through the game levels in SURGE Next, he developed a progressively more distributed sense of mechanism (A. diSessa, 1993) and was able to identify and operationalize the roles of the direction and magnitude of an object’s initial (or previous) velocity in determining the velocity resulting from the application of a new impulse. We also discuss the methodological and design implications of our findings for future research on digital games for learning.     

Sociomathematical Norms for Integrating Coding and Modeling with Elementary Science: A Dialogical Approach

Journal of Science Education and Technology - In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM...     

Planning of a National Information System

Information is crucial for successful economic development for individuals, businesses, and communities. Access to information and its effective use as knowledge are critical elements of successful living in the modern world. Librarians in facilitating access to and use of information can and should play crucial roles in responding to the challenges of the information age. This article examines the need for information, obstacles involved in accessing information and the role of librarians in Sierra Leone.     

The search for another Earth – Part II

In the first part, we discussed the various methods for the detection of planets outside the solar system known as the exoplanets. In this part, we will describe various kinds of exoplanets. The habitable planets discovered so far and the present status of our search for a habitable planet similar to the Earth will also be discussed.     

Democratizing Children's Computation: Learning Computational Science as Aesthetic Experience

In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links “democracy” with a distinctive understanding of “experience.” For Dewey, the value of educational experiences lies in “the unity or integrity of experience.” In Art as Experience, Dewey presents aesthetic experience as the fundamental form of human experience that undergirds all other forms of experiences and that can bring together multiple forms of experiences, locating this form of experience in the work of artists. Particularly relevant to the focus of this essay, computational literacy, Dewey calls the process through which a person transforms a material into an expressive medium an aesthetic experience. Farris and Sengupta argue that the kind of experience that is appropriate for a democratic education in the context of children's computational science is essentially aesthetic in nature. Given that aesthetics has received relatively little attention in STEM education research, the authors' purpose here is to highlight the power of Deweyan aesthetic experience in making computational thinking available and attractive to all children, including those who are disinterested in computing, and especially those who are likely to be discounted by virtue of location, gender, or race.