Combining extension matrix and integer programming for optimal concept learning

This paper proposes two integer programming models and their GA-based solutions for optimal concept learning. The models are built to obtain the optimal concept description in the form of propositional logic formulas from examples based on completeness, consistency and simplicity. The simplicity of the propositional rules is selected as the objective function of the integer programming models, and the completeness and consistency of the concept are used as the constraints. Considering the real-world problems that certain level of noise is contained in data set, the constraints in model 11 are slacked by adding slack-variables. To solve the integer programming models, genetic algorithm is employed to search the global solution space. We call our approach IP-AE. Its effectiveness is verified by comparing the experimental results with other well- known concept learning algorithms: AQ15 and C4.5.

Concurrent execution of multiple NAS parallel programs on a cluster

Currently, coordinated scheduling of multiple parallel applications across computers has been considered as the critical factor to achieve high execution performance. We claim in this report that the performance and costs of the execution of parallel applications could be improved if not only dedicated clusters but also non-dedicated clusters were used and several parallel applications were executed concurreontly. To support this claim we carried out experimental study into the performance of multiple NAS parallel programs executing concurrently on a non-dedicated cluster.

Achieving behaviour change: three generations of HIV/AIDS programming and jargon in Thailand

NGOs have played an important role worldwide in the fight to prevent the spread of HIV/AIDS through achieving behaviour change. NGOs have often been at the forefront of innovative changes, influencing government and international programming activities. This paper identifies and analyses the evolution of the HIV/AIDS programmes of one NGO in Thailand over a period of ten years. Three generations of programming are identified both through distinct approaches to this area of work and through the changing jargon used to describe the people the programmes are aimed at.

Performance evaluation of the concurrent execution of NAS parallel benchmarks with BYTE sequential benchmarks on a cluster

Computers of a non-dedicated cluster are often idle (users attend meetings, have lunch or coffee breaks) or lightly loaded (users carry out simple computations). These underutilized computers can be employed to execute parallel applications not only during weekends and at nights but also during office hours. Thus, they have to be shared by parallel and sequential applications which could lead to the improvement of their execution performance. However, there is a lack of experimental study showing the behavior and performance of parallel and sequential applications executing concurrently on clusters. We present here the result of an experimental study into load balancing based scheduling of a mixture of parallel and sequential applications on a non-dedicated cluster.

Design guidelines for children programming in school environment

This paper describes design guidelines of a programming environment for children, aiming to lower the barriers for children to learn programming. Our model called GBuilder has been developed on the basis of guidelines, with the express purpose of enabling and empowering the students to develop their own learning programs in survival literacy within enjoyable and fun environment.

Implementation of novel methods of global and nonsmooth optimization : GANSO programming library

We discuss the implementation of a number of modern methods of global and nonsmooth continuous optimization, based on the ideas of Rubinov, in a programming library GANSO. GANSO implements the derivative-free bundle method, the extended cutting angle method, dynamical system-based optimization and their various combinations and heuristics. We outline the main ideas behind each method, and report on the interfacing with Matlab and Maple packages.

Opportunities and challenges with J2SE 5 for introductory programming teaching

The recent release of the Java version 5.0 "Tiger" introduces some significant language changes. For educators, some of these changes provide opportunities to improve teaching, while others pose additional problems that require awareness to avoid them. The authors have recently completed the inclusion of support for all new language features into a wellknown educational IDE for Java – BlueJ – and in the course of doing so evaluated each of them for usefulness in education, and developed pedagogic strategies to handle the inherent opportunities and challenges. This has formed the basis of the design of the features in BlueJ which support the language changes. In this paper, we describe the results of our evaluation, provide recommendations on treatment of the new features in introductory courses and discuss how BlueJ may be used to illustrate important aspects.

Programming your - objects (turtles, textboxes, sliders and buttons) in microworlds

This article outlines some new-object commands of Logo Microworlds and includes the use of buttons, sliders and programmable colours. The ability to assign object properties including font, colour and frames are discussed. As is assigning object-instructions and commands such as click on and clickoff, launch and cancel. Programming the turtle, making a new turtle, running simultaneous turtles, programming graphic colours and sliders as well as understanding dotimes are explored.

Introductory computer programming as a means for extending spatial and temporal understanding

Should computer programming be taught within schools of architecture?

Incorporating even low-level computer programming within architectural education curricula is a matter of debate but we have found it useful to do so for two reasons: as an introduction or at least a consolidation of the realm of descriptive geometry and in providing an environment for experimenting in morphological time-based change.

Mathematics and descriptive geometry formed a significant proportion of architectural education until the end of the 19th century. This proportion has declined in contemporary curricula, possibly at some cost for despite major advances in automated manufacture, Cartesian measurement is still the principal ‘language’ with which to describe building for construction purposes. When computer programming is used as a platform for instruction in logic and spatial representation, the waning interest in mathematics as a basis for spatial description can be readdressed using a left-field approach. Students gain insights into topology, Cartesian space and morphology through programmatic form finding, as opposed to through direct manipulation.

In this context, it matters to the architect-programmer how the program operates more than what it does. This paper describes an assignment where students are given a figurative conceptual space comprising the three Cartesian axes with a cube at its centre. Six Phileban solids mark the Cartesian axial limits to the space. Any point in this space represents a hybrid of one, two or three transformations from the central cube towards the various Phileban solids. Students are asked to predict the topological and morphological outcomes of the operations. Through programming, they become aware of morphogenesis and hybridisation. Here we articulate the hypothesis above and report on the outcome from a student group, whose work reveals wider learning opportunities for architecture students in computer programming than conventionally assumed.

History, memory, and the politics of programming : the video work of Richard Fung

Richard Fung, a Toronto-based video artist and cultural critic, was born in Trinidad in 1954, and attended school in Ireland before immigrating to Canada to study at the University of Toronto. Richard Fung has taught at the Ontario College of Art and Design, and has been a visiting professor in the Department of Media Study at the State University of New York in Buffalo. He is currently the coordinator of the Centre for Media and Culture in Education, Ontario Institute for Studies in Education, University of Toronto.

Pretend play, social competence and involvement in children aged 5-7 years : the concurrent validity of the child-initiated pretend play assessment

Background and aims: The aims of this study were to investigate the relationship between pretend play, social competence and involvement in school-based activities in children aged 5–7 years and to determine whether children's social competence and level of involvement could be inferred from their scores on the Child-Initiated Pretend Play Assessment.
Procedure: The pretend play skills of 41 primary school-aged children aged 5–7 years were assessed on a one-on-one basis. Classroom teachers of the children assessed the children's social competence using the Penn Interactive Peer Play Scale and their involvement in school based activities using the Leuven Involvement Scale for Young Children.
Main findings: Significant positive relationships were found between elaborate pretend play and object substitution scores, involvement scores and peer play interaction scores (P < 0.05, P < 0.01). A significant negative relationship was found between elaborate pretend play scores, and social disconnection and social disruption scores (P < 0.05). Play deficit indicators were significantly negatively related to involvement scores (P < 0.01). This suggests that children with proficient pretend play skills are socially competent with peers and are able to engage in classroom activity. Children who scored poorly on the play assessment were more likely to have difficulty interacting with their peers and engaging in school activities.
Conclusion: Social competence and involvement skills are related to a child's ability to engage in pretend play. A child's social skills and ability to engage in school activities as assessed by teachers can be inferred from their scores on the Child-Initiated Pretend Play Assessment.

The impact of childhood conditions and concurrent morbidities on child health and well-being

Background. Understanding the impact of illnesses and morbidities experienced by children and adolescents is essential to clinical and population health programme decision making and intervention research. This study sought to: (1) examine the population prevalence of physical and mental health conditions for children and quantify their impact on multiple dimensions of children's health and well-being; and (2) examine the cumulative effect of concurrent conditions.

Methods. We conducted a cross-sectional school-based epidemiological study of 5414 children and adolescents aged 5–18 years, and examined parental reports of child health and well-being using the parent-report Child Health Questionnaire (CHQ) PF50 13 scales are scored on a 0–100 pt scale with clinically meaningful differences of five points and the presence of childhood conditions (illnesses and health problems).

Results. Asthma, dental, vision and allergies are the most commonly identified health problems for children and adolescents, followed by attention- and behaviour-related problems (asthma 17.9–23.2%, dental 11.9–22.7%, vision 7.2–14.7%, chronic allergies 8.8–13.9%, attention problems 5.1–13.8% and behaviour problems 5.7–12.0%). As the number of concurrent health problems increase, overall health and well-being decreases substantively with mean differences in CHQ scale scores of 14 points (−7.69 to −21.51) for physical health conditions, and 28 points (−5.15 to −33.81) for mental health conditions.

Conclusions. Children's health and well-being decreases linearly with increasing presence and frequency of health problems. Having three or more conditions concurrently significantly burdens children's health and well-being, particularly for family-related CHQ domains, with a greater burden experienced for mental health conditions than physical health conditions.