Student construction of a knowledge-based system as an actor network

The study contributes to the educational computing discourse in two ways. It extends our understandings of the way students use and understand the building of small knowledge-based systems, and provides a novel and holistic way of investigating the use of information technology in classrooms.

Factors affecting success in undergraduate computer programming

The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.

An analysis of the distinction between deep and shallow expert systems /

This paper analyzes the relationship between the techniques used to build expert systems and the behaviors they exhibit to show that there is not sufficient evidence to link the behavioral shortcomings of first-generation expert systems to the shallow methods of representation and inference they employ. There is only evidence that the shortcomings are a consequence of a general lack of knowledge. Moreover, the paper shows that the first-generation of expert systems employ both shallow methods and most of the so-called deep methods. Lastly, we show that deeper methods augment but do not replace shallow reasoning methods; most expert systems should possess both."

The development of science concepts emergent from science museum and post-visit activity experiences : students' construction of knowledge

This research investigated students' construction of knowledge about the topics of magnetism and electricity emergent from a visit to an interactive science centre and subsequent classroom-based activities linked to the science centre exhibits. The significance of this study is that it analyses critically an aspect of school visits to informal learning centres that has been neglected by researchers in the past, namely the influence of post-visit activities in the classroom on subsequent learning and knowledge construction. Employing an interpretive methodology, the study focused on three areas of endeavour. Firstly, the establishment of a set of principles for the development of post-visit activities, from a constructivist framework, to facilitate students' learning of science. Secondly, to describe and interpret students' scientific understandings : prior t o a visit t o a science museum; following a visit t o a science museum; and following post-visit activities that were related to their museum experiences. Finally, to describe and interpret the ways in which students constructed their understandings: prior to a visit to a science museum; following a visit to a science museum; and following post-visit activities directly related to their museum experiences. The study was designed and implemented in three stages: 1) identification and establishment of the principles for design and evaluation of post-visit activities; 2) a pilot study of specific post-visit activities and data gathering strategies related to student construction of knowledge; and 3) interpretation of students' construction of knowledge from a visit to a science museum and subsequent completion of post-visit activities, which constituted the main study. Twelve students were selected from a year 7 class to participate in the study. This study provides evidence that the series of post-visit activities, related to the museum experiences, resulted in students constructing and reconstructing their personal knowledge of science concepts and principles represented in the science museum exhibits, sometimes towards the accepted scientific understanding and sometimes in different and surprising ways. Findings demonstrate the interrelationships between learning that occurs at school, at home and in informal learning settings. The study also underscores for teachers and staff of science museums and similar centres the importance of planning pre- and post-visit activities, not only to support the development of scientific conceptions, but also to detect and respond to alternative conceptions that may be produced or strengthened during a visit to an informal learning centre. Consistent with contemporary views of constructivism, the study strongly supports the views that : 1) knowledge is uniquely structured by the individual; 2) the processes of knowledge construction are gradual, incremental, and assimilative in nature; 3) changes in conceptual understanding are can be interpreted in the light of prior knowledge and understanding; and 4) knowledge and understanding develop idiosyncratically, progressing and sometimes appearing to regress when compared with contemporary science. This study has implications for teachers, students, museum educators, and the science education community given the lack of research into the processes of knowledge construction in informal contexts and the roles that post-visit activities play in the overall process of learning.

Microneedle arrays as transdermal and intradermal drug delivery systems: Materials science, manufacture and commercial development

Transdermal drug delivery offers a number of advantages for the patient, due not only its non-invasive and convenient nature, but also factors such as avoidance of first pass metabolism and prevention of gastrointestinal degradation. It has been demonstrated that microneedle arrays can increase the number of compounds amenable to transdermal delivery by penetrating the skin's protective barrier, the stratum corneum, and creating a pathway for drug permeation to the dermal tissue below. Microneedles have been extensively investigated in recent decades for drug and vaccine delivery as well as minimally invasive patient monitoring/diagnosis. This review focuses on a range of critically important aspects of microneedle technology, namely their material composition, manufacturing techniques, methods of evaluation and commercial translation to the clinic for patient benefit and economic return. Microneedle research and development is finally now at the stage where commercialisation is a realistic possibility. However, progress is still required in the areas of scaled-up manufacture and regulatory approval.

Codeship: Financing growth: Case study and Teaching note

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

A system of ethicks: Of morall phylosophy in generall & in speciall

This hardcover volume contains manuscript copies of Charles Morton's "A System of Ethicks," "Pneumatics. Or a treatise of the Rev'd Mr. Charles Morton about ye Nature of Spirit," "Appendix of the Souls of Brutes," "Some Theological Questions Answd," and a one-page list "Texts of Scripture to prove if ye head of Christ &c." copied by Harvard student Ebenezer Williams in February 1707/8.

Compendium physicæ ex authoribus extractum, 1714

Manuscript copy of Charles Morton’s Compendium Physicae prepared by copyist Robert Ward in 1714. The leather-bound volume includes text and drawings, and there is an index to the chapters of the book at the end of the volume. "Thomas Greaves's book Octob 1 Anno Salutis 1714" inscribed on flyleaf. Thomas Greaves may refer to the Charlestown physician and judge and member of the Harvard Class of 1703.

Philosophia naturalis ex authoribus extracta per dominum

This leather-bound volume contains a manuscript copy of Charles Morton’s Compendium Physicae copied by Harvard student Obadiah Ayer in 1708. The volume has text and drawings (including one large foldout drawing), and there is an index to the chapters at the end of the volume. Mather Byles (Harvard Class of 1725) also used the book.

Student notebook of Ebenezer Parkman, 1720

The small hardcover notebook contains a manuscript copy of Charles Morton's Natural Philosophy copied by student Ebenezer Parkman (Harvard Class of 1721) in 1720, as well as notes on Hebrew grammar. The flyleaf has a faded note, "[This copy] was probably made by Parkman H.U. 1721 afterward minister of Westboro." The title page of the volume includes the handwritten title "Phylosophia Natvralis: Naturall Philosophy, By the Reverd Mr. Charles Morton Pastor of a Church in Charles Town, Beegan [sic] to recite it December 11, 1720 Willm Brattle's Book 1720 ended January 30 Anno Domini 1720 [January 30, 1720/1721]." The final page of the transcription is signed and dated "June 18, 1720 Parkman." The last pages of the volume consist of notes on Hebrew Grammar titled "Instruction in Hebrew."

Student notebook of John Tufts, 1705

Small vellum-covered notebook containing handwritten transcriptions copied by Harvard undergraduate John Tufts from two Harvard textbooks. The notebook is divided into two sections with the first, numbered 1-100, containing an English transcription of "Compendium of Logick" compiled by William Brattle, and the second, numbered 1-66, containing an untitled Latin transcription of Charles Morton's "Compendium Physicae." The flyleaf is inscribed "John Tufts His Book 1705."