Explanation Of Solutions Research Articles

Formula Detektif Klasik pada Cerita Anak The Secret Seven-Sapta Siaga: Kajian Formula John G. Cawelti

The children’s story The Secret Seven-Sapta Siaga 6th edition is a detective genre children’s story written by Enid Blyton. This research on children’s stories was conducted to reveal how the detective genre formula is found in the children’s book The Secret Seven-Sapta Siaga. This research is a qualitative descriptive study with a review of John G. Cawelti’s classic detective formula as a theory for finding formulas for children’s stories. The material object used is the children’s story The Secret Seven Sapta Siaga. The techniques in data collection are literature study, reading, observation, and taking notes. The results of the study reveal that the children’s storybook The Secret Seven-Sapta Siaga by Enid Blyton is written with classic detective typology which in the story presents a hero with a final goal to be achieved. This detective children’s story has six main phases in the formulaic structure of the story namely, (1) the introduction of the detective. (2) crimes and leads. (3) inquiry. (4) Announcement of solutions. (5) explanation of solutions. And, (6)The end of the story. The form of the invention contained in the story pattern is the development of the detective genre in the form of a crime for attempted theft of goods.

Novel SHP-ECC Mechanism Architecture for Attack Node Mitigation and to Predict Future Community Intrusions

Purpose: Because of the apparent rapid advancement in the field of information and communication technology and its constant connection to the internet, customer and organizational data have become vulnerable to cyber-attacks, necessitating the explanation of solutions to ensure the security and protection of information throughout the industry. Today, it is critical for governments and major corporations to implement cybersecurity systems to ensure the confidentiality and security of data in the face of cyber-attacks. As community-based fully systems have become more important in today's society, they've become targets for malicious actions, prompting both industry and the research community to place a greater emphasis on resolving community intrusion detection difficulties. In network intrusion detection challenges, gadget examining algorithms have proven to be a valuable tool. Design/Methodology/Approach: This research provided a fully unique architecture for attack node mitigation as a result of the use of a novel type and encryption mechanism. First, the UNSW-NB15 dataset is received and separated into training and testing data. Within the Training section, information is first and foremost pre-processed, and capabilities are extracted. The relevant features are then chosen using the Taxicab Woodpecker Mating algorithm (TWMA). The BRELU-ResNet classifier is then used to classify the attacked and non-attacked data. The typical statistics are encrypted using the ESHP-ECC method, which is then saved in the security log report. Following that, the shortest distance will be calculated using Euclidean distance. Finally, the information is decrypted utilizing a set of ideas known as DSHP-ECC. If the entry appears in the log record while testing, it is marked as attacked statistics and will not be communicated. The method of detecting cyber-assaults will continue if it is not detected. Findings/Result: The analysis is based on the UNSW-NB 15 dataset, which shows that the proposed approach achieves an excessive security level of 93.75 percent. Originality/Value: This experimental-based research article examines the malicious activities in the cyberspace and mitigated by using a SHP-ECC mechanism. Paper Type: Research Article

Differences in Norwegian and Swedish student teachers’ explanations of solutions of linear equations

This study draws on data from 146 Norwegian and 161 Swedish student teachers. They were given a correct but short and unannotated solution to the linear equation x + 5 = 4x – 1. The student teachers were invited to explain the solution provided for a fictive friend, who was absent when the teacher introduced this topic. An accurate solution of this equation contains two additive and one multiplicative operation.
 There are two main strategies for solving a linear equation, ‘swap sides swap signs’ (SSSS) and ‘do the same to both sides’ (DSBS). Of the Norwegian student teachers, 2/3 explained the additive steps in the solution by SSSS, while only 1/3 of the Swedish student teachers applied SSSS. Consequently, DSBS was more frequent among the Swedish student teachers regarding the additive steps. However, in the final, multiplicative step, 3/4 of the Norwegian student teachers chose to explain by DSBS. On the contrary, among the Swedish student teachers the proportion applying DSBS for the multiplicative step of the solution decreased, and almost as many provided a deficient explanation of the final operation.
 We discuss possible reasons for differences between the nations. We also suggest how teacher educators in both countries can use the results of this study to improve student teachers’ explanations of how to solve linear equations.

A comparison of the instructional content on division of fractions in Turkish and Singaporean textbooks

ABSTRACTThis study has compared Turkish and Singaporean textbooks with respect to the instructional content of the unit on division in fractions, which is a challenging topic for many students. Two Turkish textbooks were compared against two Singaporean books, My Pals Are Here and Targeting Mathematics. In Turkish and Singaporean mathematics books, the contents of the unit on division in fractions are based on students’ conceptual understanding and the development of operational fluency. When compared to Singaporean textbooks, Turkish books included more solution methods. However, the solutions in Turkish books displayed no relationship between visual and symbolic representation. Both Turkish and Singaporean books used only area models (circle, rectangle) in teaching the topic of division in fractions, and included measurement and equal sharing problems with step by step solution explanations. In sum, it may be claimed that Singaporean books caused students to use fewer solution strategies but offered more opportunities for grasping the relationship between division and multiplication in fractions.

The Impact of Adding Written Discourse to Six Year Olds’ Mathematics Explanations within a Problem-Based Learning Unit

Communicating their thinking in mathematics is challenging for young children. This research studied the change in six-year old students’ oral and written solution explanations before and after six problem-based mathematics lessons that focused on developing conceptual understanding of adding or subtracting a 2-digit number and a multiple of ten. Participants were assigned to a comparison group or an intervention group based on the classroom in which they were assigned. All students completed a pre-and post-assessment. Both groups received the same, six problem-based lessons. To encourage growth in their communication skills, students in both groups were asked to talk about their strategies, while the intervention group was asked to both talk and write about their strategies during each lesson. Oral and written pre-and post-assessments were scored using a rubric adapted from the Project M3 curriculum (Gavin et al., 2006-2008) and interrater reliability was established. T-test analyses were conducted to determine if a significant difference exists between first-graders oral and written mathematical explanations within discourse modes (comparing pre/post writing or pre/post talking) and between discourse modes (comparing talking and writing) for the intervention and comparison groups. A significant difference between discourse modes was found on the pre-assessments but not the post-assessments, suggesting that increasing oral discourse decreased the gap between the children in both groups ability to talk and write about their thinking. A significant difference was found within discourse modes for the intervention group, but not the comparison group, suggesting that adding written discourse to problem-based lessons further increased the children in the intervention group’s ability not only to write about their solutions, but also to talk about their thinking. In order to give a glimpse of the development of the first graders in the intervention group’s oral and written mathematical explanations, the work of three focus students was selected to share. Through the use of problem-based instruction and cognitively demanding tasks along with the development of sociomathematical norms and discourse knowledge, the young children in this study were able to improve their verbal and written communications skills.

Review: A State-of-the-Art of Time Complexity (Non-Recursive and Recursive Fibonacci Algorithm)

Abstract. Solving strategies in the computation the time complexity of an algorithm is very essentials. Some existing methods have inoptimal in the explanations of solutions, because it takes a long step and for the final result is not exact, or only limited utilize in solving by the approach. Actually there have been several studies that develop the final model equation Fibonacci time complexity of recursive algorithms, but the steps are still needed a complex operation. In this research has been done several major studies related to recursive algorithms Fibonacci analysis, which involves the general formula series, begin with determining the next term directly with the equation and find the sum of series also with an equation too. The method used in this study utilizing decomposition technique with backward substitution based on a single side outlining. The final results show of the single side outlining was found that this technique is able to produce exact solutions, efficient, easy to operate and more understand steps. Keywords: Time Complexity, Non-Recursive, Recursive, Fibonacci Algorithm

Coverage and Framing of Racial and Ethnic Health Disparities in US Newspapers, 1996–2005

We examined how causes of and solutions to racial/ethnic health disparities are covered and framed in newspapers over time. We used LexisNexis to identify articles on racial/ethnic health disparities published from 1996 through 2005 in 40 US newspapers. We coded articles for diseases and racial/ethnic groups mentioned; whether causes and solutions were framed as genetic, behavioral, health care, or societal responsibility; and whether a social-justice rationale for eliminating racial/ethnic health disparities was invoked. We identified 3823 racial/ethnic health disparity articles. Coverage peaked in 1998 and has declined since. Disparities in HIV/AIDS, cardiovascular disease, and cancer generated the most coverage. Articles focused primarily on African Americans. Only 30% of articles provided causal or solution explanations, with academic researchers providing the most causal explanations and advocacy groups providing the most solutions. For both causes and solutions, behavioral explanations dominated the discourse, followed by societal, health care, and genetic explanations. Only 4% of articles invoked a social-justice rationale. The dominance of behavioral explanations may limit public support for policy solutions to eliminate racial/ethnic health disparities. Future research should examine the design and dissemination of effective messages about the social determinants of health.

Two machine-learning techniques for mining solutions of the ReleasePlanner™ decision support system

Decision support systems (DSSs) perform complex computations to provide suggestions regarding decision-making and problem solving. Quite often, the DSS solutions are not fully accepted by users because DSSs work as a black box so that the users cannot fully understand where the results came from and how they were derived. Explanations of the generated DSSs solutions are expected to mitigate this situation.In this paper, two machine-learning techniques, called rough set analysis (RSA) and dependency network analysis (DNA), are proposed for mining DSS solutions. The mining results are provided to the users as explanations for those solutions. Two parts of research results are described. First, a framework applying RSA and DNA for generating explanations for DSS solutions is presented. This framework is generic and applicable to many other DSSs. Second, as a proof-of-concept, the applications of RSA and DNA techniques are demonstrated through a case study of mining patterns from input-output pairs of ReleasePlanner™, a specific DSS for product release planning. Our evaluation indicates that the explanations generated by RSA and DNA improve the overall user acceptance of results provided by this specific DSS.

Connecting Research to Teaching: Linking Task Characteristics to the Development of Symbol Sense

“Let x equal the number of miles.” How many explanations of solutions to word problems begin with a similar statement? As teachers, we frequently encourage students to state what their variables represent when they begin to solve a problem. However, we frequently see students who get lost in the notation and seem to have little or no means for finding their way out—or worse, students may not realize that they are lost. Lisa, a calculus student working on the Alpha and Beta travel task shown in figure 1, confidently began work on the task, used algebraic notation to represent quantities within the task, and arrived at a solution. In addition, Lisa was very comfortable with her answer. Lisa's work, as discussed in the next paragraph, was not correct and actually reveals a problem in her interpretation of notational expressions. We use this example to lead into a discussion of symbol sense, our goals for students, and how tasks can be used to help meet those goals. Readers may wish to try the tasks shown in figures 1, 3, 5, 7, and 9 before reading further.

The role of cognitive style in transforming preschoolers’ gifted potential

Emerging, persistent cognitive style in young children is explored to better understand how gifted potential may be transformed or obscured as the child applies his or her abilities to tasks. During screening for MINDS ALIVE1, a summer program for intellectually advanced 3‐ and 4‐year‐olds, detailed observations were recorded regarding individual response patterns in the Raven's Colored Progressive Matrices (RCPM), an academic skills readiness test (PIAT‐R), assessment session dialogue, and an individual parent questionnaire (SPPQ). Remarkable style consistencies between the screening analysis, summer program behaviors, and later reports of ability and styles at K and first grade were observed. This article presents findings on patterns and consistencies in children's attention to specific stimuli, solution paths taken, verbal or figural explanations for solutions, and types of responses and errors, suggesting relationships between individual cognitive style and observable manifestation of ability.

Methods for knowledge acquisition and refinement in second generation expert systems

First generation expert systems rely on the use of surface knowledge, such as associational or heuristic. Second generation technology is characterized by two additional features: deep knowledge and machine learning. Three second generation methods for knowledge acquisition are reviewed: learning rules from examples, model-based rule learning, and semi-automatic model acquisition. The man-machine process of acquiring and refining knowledge extends the role of expert systems to expert support systems, since both man and machine learn through repeated knowledge refinement cycles. Explanation of solutions and of the knowledge base itself is crucial for this man-machine learning process. An extended expert system shell schema is presented that includes a knowledge acquisition and a knowledge explanation module.

The majority rule game

All knownvon Neumann-Morgenstern solutions to the majority rule game, (n, k), wheren/2<k⩽n, are discussed. The partitioning and discrimination to the limit solutions are expanded. The problem of interpreting experimental outcomes to games is discussed. We introduce the notion of a historical context of a conflict situation to aid in the prediction and explanation of solutions. Experimental results for the (4, 3) and (5, 3) games are used in our discussion.