301 resultados para keil


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Includes index.

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Thesis (doctoral)--Universitat Greifswald, 1908.

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Each vol. has also special t.-p.

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* A preliminary version of this paper was presented at XI Encuentros de Geometr´ia Computacional, Santander, Spain, June 2005.

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We consider the problems of finding two optimal triangulations of a convex polygon: MaxMin area and MinMax area. These are the triangulations that maximize the area of the smallest area triangle in a triangulation, and respectively minimize the area of the largest area triangle in a triangulation, over all possible triangulations. The problem was originally solved by Klincsek by dynamic programming in cubic time [2]. Later, Keil and Vassilev devised an algorithm that runs in O(n^2 log n) time [1]. In this paper we describe new geometric findings on the structure of MaxMin and MinMax Area triangulations of convex polygons in two dimensions and their algorithmic implications. We improve the algorithm’s running time to quadratic for large classes of convex polygons. We also present experimental results on MaxMin area triangulation.

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Distance learning is growing and transforming educational institutions. The increasing use of distance learning by higher education institutions and particularly community colleges coupled with the higher level of student attrition in online courses than in traditional classrooms suggests that increased attention should be paid to factors that affect online student course completion. The purpose of the study was to develop and validate an instrument to predict community college online student course completion based on faculty perceptions, yielding a prediction model of online course completion rates. Social Presence and Media Richness theories were used to develop a theoretically-driven measure of online course completion. This research study involved surveying 311 community college faculty who taught at least one online course in the past 2 years. Email addresses of participating faculty were provided by two south Florida community colleges. Each participant was contacted through email, and a link to an Internet survey was given. The survey response rate was 63% (192 out of 303 available questionnaires). Data were analyzed through factor analysis, alpha reliability, and multiple regression. The exploratory factor analysis using principal component analysis with varimax rotation yielded a four-factor solution that accounted for 48.8% of the variance. Consistent with Social Presence theory, the factors with their percent of variance in parentheses were: immediacy (21.2%), technological immediacy (11.0%), online communication and interactivity (10.3%), and intimacy (6.3%). Internal consistency of the four factors was calculated using Cronbach's alpha (1951) with reliability coefficients ranging between .680 and .828. Multiple regression analysis yielded a model that significantly predicted 11% of the variance of the dependent variable, the percentage of student who completed the online course. As indicated in the literature (Johnson & Keil, 2002; Newberry, 2002), Media Richness theory appears to be closely related to Social Presence theory. However, elements from this theory did not emerge in the factor analysis.

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Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.