Evaluation of DBSCAN algorithm on different programming languages: An exploratory study

Author(s):  
Md Amiruzzaman ◽  
Rashik Rahman ◽  
Md. Rajibul Islam ◽  
Rizal Mohd Nor
Magister ◽  
2018 ◽  
Vol 30 (1) ◽  
pp. 9
Author(s):  
Gema Pérez Buj ◽  
Pascual D. Diago Nebot

En los últimos años movimientos relacionados con la robótica educativa, el movimiento maker o el movimiento STEM han potenciado la integración en las aulas de contenidos de matemáticas con otros propios de las ciencias de la computación. El uso de entornos tecnológicos en educación, así como el resurgimiento de la programación en la escuela son tendencia consolidada en el panorama educativo. En este estudio pretendemos explorar la capacidad de estudiantes de infantil y primaria para elaborar esbozos de programas a partir de su lenguaje propio así como explorar la conveniencia del uso de un lenguaje de programación simbólico para resolver un problema. Así, desde la perspectiva de la resolución de problemas de matemáticas, observaremos actuaciones en las que el estudiante debe idear, generar, desplegar y gestionar estrategias que le permitan abordar el problema (con o sin éxito) con la restricción de que la solución obtenida debe poder implementarse en un entorno tecnológico.


Author(s):  
Jungil Kim ◽  
Eunjoo Lee

GitHub and Stack Overflow are often used together for software development. GH-SO users, who use both GitHub and Stack Overflow, contribute to the development of various software projects in GitHub and share their knowledge and experience on software development in Stack Overflow. To widely understand the interests and working habits of GH-SO users on software development, it is important to investigate how GH-SO users utilize GitHub and Stack Overflow. In this paper, we present an exploratory study on GitHub commit and Stack Overflow post activities of GH-SO users. Specifically, we investigate the working habits of GH-SO users on GitHub commit and Stack Overflow post activities. We randomly selected 19,756 of GH-SO users as our target sample and collected 2,819,483 and 2,147,317 of commit activity data and post activity data of the GH-SO users. We then categorized the collected commit and post activity datasets into specific categories on programming languages and statistically analyzed the categorized commit and post activity datasets. As the results of our analysis, we found the following: (1) The overall commit and post activities of the GH-SO users share some similarity. (2) The commit activities gradually change while the post activities drastically change over time. (3) The commit activities of the GH-SO users are broadly distributed while the post activities are narrowly distributed and the commit activity can be better predictor for post activity. (4) The commit activity of the GH-SO users tends to be performed prior post activity. We believe that our findings can contribute to finding the ways to better support commit and post activities of GitHub and Stack Overflow users.


2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.


1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson

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