Genetic approaches to learning recursive relations

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

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Straightforward recursive relations for computing the locations and amplitudes of extrema of sinx/x function

Electronics Letters ◽

10.1049/el:19981655 ◽

1998 ◽

Vol 34 (25) ◽

pp. 2385 ◽

Cited By ~ 2

Author(s):

J. Le Bihan

Keyword(s):

Recursive Relations

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State Estimation Using Randomly Delayed Measurements

Journal of Dynamic Systems Measurement and Control ◽

10.1115/1.2897399 ◽

1993 ◽

Vol 115 (1) ◽

pp. 19-26 ◽

Cited By ~ 71

Author(s):

A. Ray ◽

L. W. Liou ◽

J. H. Shen

Keyword(s):

State Estimation ◽

Minimum Variance ◽

The State ◽

Sensor Data ◽

State Estimator ◽

Uniform Asymptotic Stability ◽

Simulation Experiments ◽

State Estimate ◽

Sampling Instant ◽

Recursive Relations

This paper presents a modification of the conventional minimum variance state estimator to accommodate the effects of randomly varying delays in arrival of sensor data at the controller terminal. In this approach, the currently available sensor data is used at each sampling instant to obtain the state estimate which, in turn, can be used to generate the control signal. Recursive relations for the filter dynamics have been derived, and the conditions for uniform asymptotic stability of the filter have been conjectured. Results of simulation experiments using a flight dynamic model of advanced aircraft are presented for performance evaluation of the state estimation filter.

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A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

Journal of Educational Computing Research ◽

10.1177/0735633121995950 ◽

2021 ◽

pp. 073563312199595

Author(s):

Te-Lien Chou ◽

Kai-Yu Tang ◽

Chin-Chung Tsai

Keyword(s):

College Students ◽

Computer Science ◽

Learning Outcomes ◽

Approaches To Learning ◽

Digital Age ◽

Conceptions Of Learning ◽

Community Interactions ◽

Learning Programming ◽

Northern Taiwan ◽

Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

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