Prediction of Essay Scores From Writing Process and Product Features Using Data Mining Methods

Analysis of keystroke logging data is of increasing interest, as evident from a substantial amount of recent research on the topic. Some of the research on keystroke logging data has focused on the prediction of essay scores from keystroke logging features, but linear regression is the only prediction method that has been used in this research. Data mining methods such as boosting and random forests have been found to improve over traditional prediction methods such as linear regression in various scientific fields, but have not been used in the prediction of essay scores from keystroke logging features. This article first provides a review of boosting, which is a popular data mining method. The article then applies boosting to predict essay scores from a large number of keystroke logging features and other predictor variables from two real data sets.     

A new extension algorithm for cubic B-splines based on minimal strain energy

INTRODUCTION B-spline curves and surfaces have been widely used in Computer Graphics (CG) and Computer Aided Design (CAD) (Hoschek and Lasser, 1993; Piegl and Tiller, 1997). Many practical algorithms, such as those for position and derivatives evaluation, knot insertion, knot deletion and degree elevation, are usually implemented in a CAD system that uses B-spline as a shape design tool. In curve and surface design, a given B-spline curve or surface usually needs to be extended in …     

后现代视野中的人文精神与学校心理健康教育

后现代视野中的人文精神是一种新型的思路,它比以往的概念更充满乐观、希望与建设性,它是一种多元的、整体的、生态的概念.后现代视野中的人文精神与学校心理健康教育有着密切的关系.学校心理健康教育的理念体现着人文精神,人文精神也渗透在心理健康教育之中.     

汪藻诗歌的史料与文献价值考论

汪藻作为宋代南渡时期十分著名的文学家,其《浮溪集》中的诗歌,不仅在创作上造诣很高,为时人及后世评论者所称道,具有一定的文学价值。而且,这些诗歌在厘清作者生平经历、辨正作者身处时代历史记载之讹误、补充历史事件的细节及补正其他宋代文献材料等方面亦发挥了一定作用,具有极高的史料与文献价值。     

高等代数与解析几何两课合并的可行性分析及内容编排方案

阐述了高校数学专业高等代数与解析几何这两门基础课在教学内容方面的重复与联系之处 ,对这两门课程合并教学进行了可行性分析 ,提出了两门课程合并内容编排的原则和方案     

1:1 (Dis)section ‐ Learning through Full‐Scale Dissection and Transformations of Abandoned Buildings

The section is an essential tool for understanding, exploring, representing and communicating spatial relations, structure and materiality in architecture, design and engineering, and therefore a recurring topic in the curricula. The section itself is destructive of nature and incompatible with a built environment in use or under construction. Hence, students throughout their education meet the section in the form of diagrammatic representations, that is, as forms of meaning emptied from scale, spatiality and materiality. This article reports on a series of four workshops, held in the spring semesters from 2011 to 2014 for first‐year students at Aarhus School of Architecture. The aim was to provide first‐year students with an experience of the relation between the section as a diagrammatic representation and the materiality, structure and spatial relations of a concrete building. The climax of each workshop was a full‐scale dissection and transformation of an abandoned house. As we shall see, the workshops fulfilled not only the intended learning goals, but created an initially unforeseen and unique context for learning about the relations between building and place and introduced the question regarding depopulation of rural areas as a pertinent processional challenge. Beyond an educational value, the research project ‘Transformation on abandonment, a new critical practice?’ transpired from the workshops. This research project and the interplay between teaching and research are discussed in the last part of the article.     

Predicting students’ writing performance on the NAEP from student- and state-level variables

This study examines the relationship between students’ demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students’ NAEP writing performance. The study utilizes primary data collection via content analysis of writing assessment prompts and rubrics and secondary analysis with NAEP data through hierarchical linear modeling. Results indicate students from states with writing tests more similar to the NAEP do not perform significantly better than students from states with writing tests less similar to the NAEP. Rather, student demographic characteristics, including gender, ethnicity, SES, disability status, and English learner status significantly predict NAEP writing performance, as do factors related to frequency of writing across subject areas, frequency of writing for varied purposes, frequency of writing process use, and computer use in writing. The implications of the findings for writing instruction are discussed.     

中风回春丸对脑缺血损伤的防治作用及活血化瘀研究

中风回春丸对小鼠灌胃的最大耐受量力72g/kg.按最大耐受量的1/6,1/12,1/24设置药效学3个剂量组,中风回春丸灌胃给药可防止动物脑缺血再灌注死亡,使缺血再灌注损伤产生的丙二醛含量显著降低,并有保护超氧化物歧化酶作用.中风回春丸还可使血凝块溶解时间及全血浆凝块溶解时间显著缩短,抑制ADP和CaCl_2诱导的血小板聚集,增加红细胞压积,改善微循环障碍,有活血化瘀作用.     

Teachers’ Perceptions of Appraiser–Appraisee Relationships

Teacher appraisal procedures may lead to formative (teacher development and improvement of teaching) and summative (managerial decision) outcomes. Elementary school teachers in Hong Kong (N=527) responded to survey items on formative outcomes, summative outcomes, perceived purposes of appraisal, overall effectiveness of appraisal, and summative purposes such as promotion and dismissal of staff. Principal components analysis and confirmatory factor analysis yielded the two a priori outcome factors, each of which was significantly correlated with perceived overall effectiveness of appraisal. Analysis of variance found that senior teachers appraised by the school principal (SP) perceived that appraisal had formative purposes and this perception was stronger than for those teachers appraised by senior staff (TS). Teachers in the TS group did not perceive the importance of the promotion purpose as did the other groups. Teachers appraised by the principal (TP) perceived that appraisal had dismissal purposes whereas teachers in the TS group did not. Although the three groups did not differ in their perceptions of formative outcomes, summative outcomes, or overall effectiveness of teacher appraisal, the appraiser-appraisee combination did make a significant difference in teacher perceptions of the purposes and appropriateness of the appraisal.     

Multilevel analysis of primary students' perception and deployment of self‐learning strategies

This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment.