Similarity Measures for Exam Timetabling Problems

A large number of heuristic algorithms have been developed over the years which have been aimed at solving examination timetabling problems. However, many of these algorithms have been developed specifically to solve one particular problem instance or a small subset of instances related to a given real-life problem. Our aim is to develop a more general system which, when given any exam timetabling problem, will produce results which are comparative to those of a specially designed heuristic for that problem. We are investigating a Case based reasoning (CBR) technique to select from a set of algorithms which have been applied successfully to similar problem instances in the past. The assumption in CBR is that similar problems have similar solutions. For our system, the assumption is that an algorithm used to find a good solution to one problem will also produce a good result for a similar problem. The key to the success of the system will be our definition of similarity between two exam timetabling problems. The study will be carried out by running a series of tests using a simple Simulated Annealing Algorithm on a range of problems with differing levels of similarity and examining the data sets in detail. In this paper an initial investigation of the key factors which will be involved in this measure is presented with a discussion of how the definition of good impacts on this.

Selbstgesteuertes Lernen mit Kompetenzrastern. Ein theoretischer Blick auf das Potenzial eines pädagogischen Instruments zum individualisierten Lernen

Kompetenzraster sind pädagogische Instrumente, die zum kompetenzorientierten, individualisierten und selbstgesteuerten Lernen in beruflichen Schulen eingesetzt werden. Sie werden üblicherweise im Rahmen eines pädagogischen Gesamtkonzeptes genutzt, indem die Raster oft ein zentrales Instrument in einem komplexen Gefüge schulischer Lern- und Lehrprozesse sind. Kompetenzraster sind häufig der Fixpunkt, an dem sich andere Instrumente (wie Checklisten und Lernjobs) orientieren und sie definieren die Ausgangs- und Zielpunkte der Lernprozesse. Dabei werden den Schülern üblicherweise Freiheitsgrade eingeräumt, so dass sie (mit-) entscheiden ob, was, wann, wie und woraufhin sie lernen. Die schulische Arbeit mit den Rastern kann als ein Versuch angesehen werden, die Lernenden in den Mittelpunkt pädagogischen Denkens und Handelns zu stellen. Dieser Beitrag hat das Ziel, selbstgesteuertes Lernen aus einer distanzierten, vom einzelnen pragmatischen Modell abstrahierenden und eher theoretischen Perspektive auf das individualisierte Lernen mit Kompetenzrastern zu beziehen. Im Kern wird ein Systematisierungsansatz entwickelt, in dem die komplexen Zusammenhänge des Lernens mit Kompetenzrastern im Kontext von selbstgesteuertem Lernen dargestellt werden. Damit soll ein Beitrag zur Elaboration des Lernens mit Kompetenzrastern in beruflichen Schulen geleistet werden. Konkret wird die folgende Frage fokussiert: Was können Kompetenzraster im Rahmen selbstgesteuerten Lernens leisten? (DIPF/Orig.)

Política pública para o idoso : um estudo da cidadania no Grupo Cabelos de Neve do Programa Conviver em Campina Grande-PB

The main objective of the study about the citizenship development in elderly attended by the Conviver Program of the City Hall of Campina Grande in Paraiba, Brazil was to evaluate how the actions of the Program contribute for the citizenship practice according to the users. The Citizenship analyzed is the existence of political, civil and social rights according to Marshall. For that it was utilized a descriptive research and a study of case based on technical procedure. The research was settled by the people who are benefited by the Conviver Program of the Snow Hair Group and the sample was formed by the active participants that it is in the Group for over ten years, corresponding to a total of ten elderly. For the data collection was utilized basic questionnaire in function of the low schooling of the interviewed, according to Marshall (2002) theory about the citizenship construction from each person. It was utilized the methodological procedure proposed by Bardin (2006), categorical analysis, in the qualitative data analysis, that was divided in four parts. In relation to Political Rights, noted that the program has stimulated your Watched on the exercise of voting and being voted. On the Civil Rights was observed that the Program has given incentive to actions which provide the users the justice rights in and in occupational activities as a job. In relation to Social Rights it was observed that the Conviver Program has contributed in order that its users can lead their lives according to the standards imposed by the society, which have being failed in the education area. As for the type of citizenship it was verified that the Program has given incentive to the served users, becoming more evidence on the speech basis

Estrutura de organizações sociais: adaptação aos projetos sociais ou às pressões institucionais?

This is a study concerning in the structure of non governmental organizations, based on the institutional theory. It aims to understand the relation among structure, social projects and environmental influences, analyzing if there is coherence with project social or expresses adaptation to the institutional pressures of the environment. It introduces as theoretical support for the themes, studies about institutional theory and social structure. The research is descriptive and exploratory; it also applies to a study of case, based on the technical procedures. From the research universe, that was compound by non governmental organizations from Natal, RN, Brasil, it was chosen the Casa Renascer, a non governmental organization that works with the combat to the violence and sexual exploration of children and teenagers. The data collection process employed includes documental research, observations and semi structured research devices, guided by the organizational process proposed by Serva (1996) and by the institutional theory. The collected data were qualitatively treated. The analysis was divided into three parts, following the research matters. The social project characterization demonstrated that the organization went by three main phases. The first one, characterized by focus in women and girls education and health; the second shows the emphasis on girls in social risk situation, with preventive approach; and the last one, characterized by victims assistance of violence and sexual exploration. From the analysis using the institutional theory mechanisms, the results showed that exists coherence between structure and environmental influences, but a weak coherence between structure and social projects. It indicates as main determinant of the structure, an aspect forgotten by the institutional theory, the power. It was observed the presence from normative, coercive and mimetic mechanisms, highlighting normative influences

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: explorando a simetria na infância

O presente relatório é referente à investigação realizada no âmbito das unidades curriculares da Prática de Ensino Supervisionada em Pré-Escolar e 1.º Ciclo do Ensino Básico, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora. A investigação foi realizada em contexto de uma sala de Pré-Escolar e em contexto de 1.º Ciclo do Ensino Básico, numa turma de 2.º ano. Os dois contextos fazem parte da Escola Manuel Ferreira Patrício, sede do Agrupamento de Escolas n.º 1 de Évora. A respetiva investigação teve como objetivos compreender, analisar e refletir acerca da exploração da simetria de reflexão em Pré-Escolar e em 1.º Ciclo do Ensino Básico. Deste modo, era pretendido responder às seguintes questões: “Como lidam as/os crianças/alunos com a identificação e a exploração de simetria de reflexão?” e “Que práticas devo desenvolver que contribuam para a compreensão e utilização da simetria de reflexão por parte das crianças?”. No decorrer da investigação foi desenvolvida uma intervenção didática em cada contexto, consistindo em sequências de tarefas de exploração de simetria que se caracterizaram por recorrer a diversos materiais e ao computador com o programa SIMIS, em 1.º Ciclo, com tarefas abertas de natureza exploratória. A recolha de dados apoiou-se nos cadernos de formação relativos às PES, nas planificações, nas produções das crianças, em respostas às tarefas e excertos dos diálogos havidos. Esta investigação permitiu verificar que é possível explorar a simetria no Pré- Escolar e 1.ºCiclo de Ensino Básico, uma vez que as crianças reconheceram figuras com simetria, conseguiram identificar eixos de simetria em figuras e construíram figuras simétricas. Para tal, desenvolveram-se práticas que contribuíram para a compreensão e utilização da simetria, através de estratégias de ensino-aprendizagem exploratório da Matemática, com recurso a materiais manipuláveis e a software específico, que mostraram ser ferramentas essenciais nas tarefas de exploração e identificação de simetria; ABSTRACT: The present report refers to research developed in the context of Supervised Teaching Practice in Pre-school Education and in Primary School, integrated in Master’s degree in Pre-school Education and Teaching Primary School at University of Évora. The research was conducted in context of a pre-school room and in context of 1st cycle of basic education, in a 2nd class year. The two contexts are part of the Manuel Ferreira Patrício School, headquarters of cluster of Évora schools. The respective research has aimed understand, analyze and reflect about reflection symmetry exploration, in Pre-school and in Primary School. Thus, was intented to answer the questions: “How childrens deal with the identification and exploration of reflection symmetry?" And "What practices should be developed to contribute to the understanding and use of reflection symmetry by childrens?". During the research it was developed a didactic intervention, in each context, consisting of sequences of symmetry exploration tasks that featured by resorting to diverse materials and the computer with the SIMIS program in the Primary School, with open tasks exploratory. Data collection builds on the training books on STP, the flat patterns, in productions of children, in response tasks and excerpts from the additions accruing dialogues. This research has shown that it is possible to explore the symmetry in Preschool and Primary School, since children recognized figures with symmetry, they were able to identify lines of symmetry in figures and built symmetrical figures. For such practices have developed that have contributed to the understanding and use of symmetry, through exploratory teaching and learning strategies of mathematics, using manipulatives and specific software, which proved to be essential tools in the exploration tasks and identification symmetry.

Arquitectura de Comportamientos Reactivos para Agentes Robóticos basada en CBR

En los últimos tiempos se ha demostrado la importancia del aprendizaje en la Inteligencia humana, tanto en su vertiente de aprendizaje por observación como a través de la experiencia, como medio de identificar situaciones y predecir acciones o respuestas a partir de la información adquirida. Dado este esquema general de la Inteligencia Humana, parece razonable imitar su estructura y características en un intento por diseñar una arquitectura general de inteligencia aplicada a la Robótica. En este trabajo, inspirados por las teorías de Hawkins en su obra On Intelligence, hemos propuesto una arquitectura jerárquica de inteligencia en el que los diversos módulos se implementan a partir de Razonamiento basado en Casos ¿Case Based Reasoning (CBR)¿, una herramienta de IA especialmente apta para la adquisición de conocimiento a través del aprendizaje y para la predicción basada en similitud de información. Dentro de esta arquitectura la presente tesis se centra en las capas inferiores, las de tipo reactivo, expresadas en forma de comportamientos básicos, que implementan conductas sencillas pero indispensables para el funcionamiento de un robot. Estos comportamientos han sido tradicionalmente diseñados de forma algorítmica, con la dificultad que esto entraña en muchos casos por el desconocimiento de sus aspectos intrínsecos. Además, carecen de la capacidad de adaptarse ante nuevas situaciones no previstas y adquirir nuevos conocimientos a través del funcionamiento del robot, algo indispensable si se pretende que éste se desenvuelva en ambientes dinámicos y no estructurados. El trabajo de esta tesis considera la implementación de comportamientos reactivos con capacidad de aprendizaje, como forma de superar los inconvenientes anteriormente mencionados consiguiendo al mismo tiempo una mejor integración en la arquitectura general de Inteligencia considerada, en la cual el aprendizaje ocupa el papel principal. Así, se proponen y analizan diversas alternativas de diseño de comportamientos reactivos, construidos a través de sistemas CBR con capacidad de aprendizaje. En particular se estudia i) la problemática de selección, organización, y representación de la información como recipiente del conocimiento de los comportamientos;ii) los problemas asociados a la escalabilidad de esta información; iii) los aspectos que acompañan al proceso de predicción mediante la recuperación de la respuesta de experiencias previas similares a la presentada; iv) la identificación de la respuesta no solo con la acción a tomar por parte del comportamiento sino con un concepto que represente la situación presentada; y v) la adaptación y evaluación de la respuesta para incorporar nuevas situaciones como nuevo conocimiento del sistema. También se analiza la organización de comportamientos básicos que permite obtener, a través de sus interacciones, comportamientos emergentes de nivel superior aún dentro de un alcance reactivo. Todo ello se prueba con un robot real y con un simulador, en una variante de un escenario de aplicación clásico en Robótica, como es la competición Robocup. La elaboración de esta tesis ha supuesto, además de los aspectos puramente investigadores, un esfuerzo adicional en el desarrollo de las herramientas y metodología de pruebas necesarias para su realización. En este sentido, se ha programado un primer prototipo de marco de implementación de comportamientos reactivos con aprendizaje, basados en CBR, para la plataforma de desarrollo robótico Tekkotsu.

Design editorial para crianças dos 6 aos 8 anos

Dissertação de Mestrado para obtenção do grau de Mestre em Design de Comunicação, apresentada na Universidade de Lisboa - Faculdade de Arquitectura.

MICHIGAN TEACHER EXCELLENCE PROGRAM: PERSONAL EXPERIENCES AND IMPACT

This report is a summary of the effects of the Michigan Teacher Excellence Program (MITEP) on me as a science educator. The first chapter is a report of an action research project jointly authored with two other science teachers participating in the MITEP program titled “Station Activities and Misconceptions in the Chemistry Classroom.” The second chapter is a reflective essay evaluating the impacts of the MITEP experience on my teaching skills and practice, knowledge of science education and science education research, and leadership skills. The most significant impacts were a dramatic increase in my earth science content knowledge, a deeper understanding of inquiry-based teaching methods, and an expanded professional network of science educators.

Samhällskunskapens dimensioner : Tio lärare ramar in sitt ämne

Denna samhällskunskapsdidaktiska studies syfte är att undersöka vad samhällskunskapslärare själva upplever som de viktigaste påverkansfaktorerna för transformeringen av samhällskunskap som skolämne till samhällskunskap som undervisning utifrån didaktiska frågor som Vad?, Hur? och Varför?, samt hur detta upplevs förändrats över en tidsperiod om cirka tjugo år eller mer. Studien bygger på hermeneutisk-fenomenologisk livsvärldsansats där fenomenologisk beskrivning och hermeneutisk tolkning är centralt. Empirin utgörs av intervjuer med tio samhällskunskapslärare med lång yrkeserfarenhet från högstadium, gymnasium eller vuxenutbildning. Resultatet tematiseras utifrån inspiration från ramfaktorteoretiska utgångspunkteri fyra dimensioner av påverkansfaktorer, vilka är Den personliga dimensionen, Den didaktiska dimensionen, Den styrande dimensionen och Den samhälleliga dimensionen. Var och en av dessa dimensioner delas upp i ett antal variationer. Dimensionerna är konstruerade utifrån principen om det personligt nära till det samhälleligt distanserade. Utöver dessa dimensioner har en aspekt på dessa lagts till. Det är Den elevnära aspekten vars innehåll utgörs av eleverna som påverkansfaktor för hur undervisningen blir. Lärarna i studien pratar aldrig om eleverna som påverkansfaktor utan att koppla detta till någon av de fyra dimensionerna. Slutsatser som dras i studien är att de tio lärarna alla har mycket olika berättelserom vad de uppfattar som viktigaste påverkansfaktorer. Några lägger mest fokus på sin personliga bakgrund eller personliga intressen. Andra fokuserar mer på didaktiska idéer, på styrdokument eller på organisatoriska ramar. Studien visar också att lärarna alla har en eller ett par dominerande dimensioner som dels syns mest i berättelsen, dels också påverkar hur de pratar om de andra dimensionerna. Lärarnas berättelser visar även att de upplever att undervisningen och vad som påverkar denna påtagligt förändras över tid. Studiens viktigaste bidrag är kanske att den exemplifierar teoretiska perspektiv. Inte minst genom att belysa att vad som påverkar undervisningen i ett ämne är så komplext att den ramfaktorteoretiska byggnadsställningen måste anpassas efter den specifika undersökningen med dess frågeställningar och undersökningsmaterial.

An Artificial Intelligence Approach to Dyscalculia

Dyscalculia stands for a brain-based condition that makes it hard to make sense of numbers and mathematical concepts. Some adolescents with dyscalculia cannot grasp basic number concepts. They work hard to learn and memorize basic number facts. They may know what to do in mathematical classes but do not understand why they are doing it. In other words, they miss the logic behind it. However, it may be worked out in order to decrease its degree of severity. For example, disMAT, an app developed for android may help children to apply mathematical concepts, without much effort, that is turning in itself, a promising tool to dyscalculia treatment. Thus, this work focuses on the development of an Intelligent System to estimate children evidences of dyscalculia, based on data obtained on-the-fly with disMAT. The computational framework is built on top of a Logic Programming framework to Knowledge Representation and Reasoning, complemented with a Case-Based problem solving approach to computing, that allows for the handling of incomplete, unknown, or even contradictory information.

An Artificial Intelligence Approach to Individuals' Age Assessment

A link between patterns of pelvic growth and human life history is supported by the finding that, cross-culturally, variation in maturation rates of female pelvis are correlated with variation in ages of menarche and first reproduction, i.e., it is well known that the human dimensions of the pelvic bones depend on the gender and vary with the age. Indeed, one feature in which humans appear to be unique is the prolonged growth of the pelvis after the age of sexual maturity. Both the total superoinferior length and mediolateral breadth of the pelvis continues to grow markedly after puberty, and do not reach adult proportions until the late teens years. This continuation of growth is accomplished by relatively late fusion of the separate centers of ossification that form the bones of the pelvis. Hence, in this work we will focus on the development of an intelligent decision support system to predict individual’s age based on a pelvis' dimensions criteria. Some basic image processing techniques were applied in order to extract the relevant features from pelvic X-rays, being the computational framework built on top of a Logic Programming approach to Knowledge Representation and Reasoning that caters for the handling of incomplete, unknown, or even self-contradictory information, complemented with a Case Base approach to computing.

Analysis of Dyscalculia Evidences through Artificial Intelligence Systems

Dyscalculia is usually perceived of as a specific learning difficulty for mathematics or, more appropriately, arithmetic. Because definitions and diagnoses of dyscalculia are in their infancy and sometimes are contradictory. However, mathematical learning difficulties are certainly not in their infancy and are very prevalent and often devastating in their impact. Co-occurrence of learning disorders appears to be the rule rather than the exception. Co-occurrence is generally assumed to be a consequence of risk factors that are shared between disorders, for example, working memory. However, it should not be assumed that all dyslexics have problems with mathematics, although the percentage may be very high, or that all dyscalculics have problems with reading and writing. Because mathematics is very developmental, any insecurity or uncertainty in early topics will impact on later topics, hence to need to take intervention back to basics. However, it may be worked out in order to decrease its degree of severity. For example, disMAT, an app developed for android may help children to apply mathematical concepts, without much effort, that is turning in itself, a promising tool to dyscalculia treatment. Thus, this work will focus on the development of a Decision Support System to estimate children evidences of dyscalculia, based on data obtained on-the-fly with disMAT. The computational framework is built on top of a Logic Programming approach to Knowledge Representation and Reasoning, grounded on a Case-based approach to computing, that allows for the handling of incomplete, unknown, or even self-contradictory information.

How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡

This study reports on an international project in which students taking the course Contemporary Issues in Turkish Politics in spring 2011 and fall 2011 at two institutions of higher education, ‘Gettysburg College’ in the United States and ‘Izmir University of Economics’ in Turkey, worked together in virtual learning environments to complete various tasks as part of their course work. The project employed a blend of traditional and technology-based teaching methods in order to introduce a technology like Skype in a bi-national learning environment in Turkey. Students collaborated and interacted with their international counterparts in two different virtual contexts. First, classrooms in the two countries were merged via Skype three times to conduct classroom-to-classroom discussion sessions on Turkish politics. Second, students were paired across locations to work on several assignments. In this paper, our goal is to present how Skype is used in a bi-national context as a blended teaching tool in an upper-level college course for instructors pursuing a similar exercise. In addition to outlining the process with a focus on Skype discussions and one-on-one student projects, we provide actual assignments and discussion questions. Students’ views elicited through surveys administered throughout the semester are presented alongside anecdotal evidence to reflect how the project was received.

Teaching based on the case method of building collective protection

One of the fundamental aspects in the adaptation of the teaching to the European higher education is changing based models of teacher education to models based on student learning. In this work we present an educational experience developed with the teaching method based on the case method, with a clearly multidisciplinary. The experience has been developed in the teaching of analysis and verification of safety rails. This is a multidisciplinary field that presents great difficulties during their teaching. The use of the case method has given good results in the competences achieved by students