Sequence Of Instructions Research Articles

MaPPeRTrac: A Massively Parallel, Portable, and Reproducible Tractography Pipeline.

Large-scale diffusion MRI tractography remains a significant challenge. Users must orchestrate a complex sequence of instructions that requires many software packages with complex dependencies and high computational costs. We developed MaPPeRTrac, an edge-centric tractography pipeline that simplifies and accelerates this process in a wide range of high-performance computing (HPC) environments. It fully automates either probabilistic or deterministic tractography, starting from a subject's magnetic resonance imaging (MRI) data, including structural and diffusion MRI images, to the edge density image (EDI) of their structural connectomes. Dependencies are containerized with Singularity (now called Apptainer) and decoupled from code to enable rapid prototyping and modification. Data derivatives are organized with the Brain Imaging Data Structure (BIDS) to ensure that they are findable, accessible, interoperable, and reusable following FAIR principles. The pipeline takes full advantage of HPC resources using the Parsl parallel programming framework, resulting in the creation of connectome datasets of unprecedented size. MaPPeRTrac is publicly available and tested on commercial and scientific hardware, so it can accelerate brain connectome research for a broader user community. MaPPeRTrac is available at: https://github.com/LLNL/mappertrac .

Modifying the Gram Stain Lab for Skill Proficiency and Conceptual Understanding

Traditional microbiology laboratory activities tend to focus solely on skill development, leaving untapped the great potential for students’ deep understanding of underlying fundamental microbiology concepts. To address this issue, I present an inquiry-based instructional sequence for a common skill-based lab in undergraduate majors’ and non-majors’ biology: the Gram stain. The modified lab includes elements of inquiry without completely overhauling the original activity to allow for both skill-based and conceptual knowledge development. With a few alterations, this instructional sequence could easily be tailored to suit similar microbiology labs. This instructional sequence could also be used to modify biology labs into inquiry lessons at any grade level.

Checking Temporal Constraints of Events in EBS at Runtime

Abstract As a kind of software system, the Event-Based Systems (EBS) respond to events rather than executing a predefined sequence of instructions. Events usually occur in real time, so it is crucial that they are processed in the correct order and within temporal constraints. The objective of this work is to propose an approach to check if events of EBS at runtime preserve the specification of temporal constraints. To form the approach by logic process, we have formalized the EBS model, through which, we have proved that the complexity of the checking algorithms is only polynomial. The approach has been implemented as a tool (VER) to check EBS at runtime automatically. The results of the proposed method are illustrated by checking a real-world Event Driven Architecture (EDA) application, an Intelligent transportation system.

Virtual Musical Instruments in Music Classrooms: Performing with East Asian Music Cultures

In this article, we, culture bearers and music educators, discuss ways of using East Asian virtual musical instruments to promote culturally diverse music activities in classrooms. We introduce affordable tablet-based virtual instruments (Korean hyang-piri, Chinese erhu, and Japanese koto) and hands-on music activities to help students gain deeper understandings of East Asian music cultures. We provide an introduction of each instrument in its acoustic and tablet-based form, appropriate instrumental techniques to express unique musical and cultural characteristics (e.g., mode, vibrato, and ornamentations), and a teaching sequence of a sample piece. Such a performance-based and culturally diverse musical experience is intended to cultivate students’ intercultural sensitivity and attitudes that honor diverse cultures.

Life Cycle Assessment in Higher Education: Design and Implementation of a Teaching Sequence Activity

The latest studies show that to achieve the Sustainable Development Goals on education, there must be a focus on adequately training higher education students. In this work, we present a study about the Life Cycle Analysis of knowledge of products and processes of engineering students. This aspect is very relevant in engineering education since it has direct implications on sustainability. The first step was to identify what the learning problems were, and taking them into account, a specific teaching sequence was designed and implemented over three academic years. Two activities, on an increasing level of complexity, of the application of Life Cycle Assessment are shown in this paper. The first one is the Life Cycle Analysis comparison between two steel and polypropylene pieces. The second one is the Life Cycle Analysis comparison between three different ends of life of a polypropylene piece: mechanical recycling, incineration, and landfill. Data on the evolution of students’ marks while solving a “one step more difficult project” throughout these courses have been collected. The results show a generalized learning by the students about Life Cycle Analysis.

Investigative Teaching Sequence (SEI): a proposal of didactic transposition for the teaching of chemical bonds

The present study aimed to identify the main difficulties of the teachers of the Chemistry discipline of Metropolitan Region of Vitória and Mountain Region of the State of Espírito Santo, when teaching the content of Chemical Bonds for the first grade of the New High School. A questionnaire was produced with the main difficulties of didactic transposition and sent to 30 professors from the mentioned regions. With the data obtained, a didactic sequence was proposed, using the Investigative Teaching Sequence methodology.

A proposed Fedathi teaching sequence and the use of artificial intelligence techniques applied to the teaching of optical networks in telecommunications engineering

The Teaching physics through the traditional lecture method has proven to be a significant challenge for students. It is important to note that students often perceive learning physics as a complex task. This difficulty is often associated with the maintenance of traditional teaching methods, which place students in a passive position, as mere spectators, passive recipients of the knowledge transmitted. On the other hand, artificial intelligence has become increasingly present in our society and promises to revolutionize the way we interact with our world. Based on this discussion, this work presents a proposal for a Fedathi didactic sequence for teaching Physics through a simulation of optical networks using artificial intelligence.

Effects of an intervention on emotional and cognitive engagement in teacher education: scientific practices concerning greenhouse gases

Recent studies advise teachers of the need to become aware of the importance of linking the cognitive and affective in learning. During initial training, teaching approaches linked to scientific practices of inquiry and modeling can increase the emotions experienced in the teaching–learning process and encourage teachers to reflect and be aware of how they learn. This research focused on considering that scientific practices should include the environmental problems that society faces today. Thus, activities were contextualized with a theme of economic, scientific and environmental repercussions. Moreover, it promoted awareness about the important role that different scientists have played in the advancement of knowledge about the greenhouse effect and its consequences. The main objective of this research was to allow trainee teachers to become conscious of how they learn content and their relationship with the emotions experienced. The instructional sequence consisted of a set of activities (inquiry, modeling, argumentation), based on the effects of certain chemical substances responsible for the greenhouse effect, focused on promoting the active participation of students. After completion of the instructional sequence, perceptions of pre-service teachers concerning their own learning after the instruction were analyzed. The results evidenced that self-perception of learning and emotions were directly correlated. The emotions experienced during the training appeared to influence the perceptions of the activities and, consequently, their perspectives when deciding whether or not to implement such activities in the future.

Randomized Testing of RISC-V CPUs Using Direct Instruction Injection

TestRIG (Testing with Random Instruction Generation) is a testing framework for RISC-V implementations. The RISC-V community has standardized a formal model of the architecture in the Sail language <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup> , giving a human-readable specification that can also be used for simulation and verification. The Sail language is designed for this purpose by allowing instruction semantics to be described conveniently (for example, by supporting variable bit-widths). Ideally, a RISC-V implementor could formally prove equivalence between their implementation and the Sail model, but proof tools are not yet sufficiently automated to be routinely used on the whole-processor level. They instead focus on equivalence between combinational logic functions, with verification of a full out-of-order microarchitecture remaining an open problem. As a pragmatic compromise, we use TestRIG to check equivalence between the model and an implementation by generating random instruction sequences, executing the same sequences on the model and the implementation under test, and comparing execution traces (tandem execution). This approach does not prove equivalence but can demonstrate divergence, and is usable in all stages of development.

구체적-반구체적-추상적 단계를 활용한 명시적 교수가 지적장애 초등학생의 덧셈 연산에 미치는 영향: 사례연구

The purpose of this intervention study was to investigate the effects of an explicit conerete-to-semiconcrete-to-abstract(CSA) sequence of instruction on the addition ability of an elementary student with intellectual disability(ID). In this study, one male student with ID attending in a public special school was participated. An A-B design, one of single-subject design, was employed to examine the intervention effectiveness. According to the results, the participant’s addition ability was increased upon the implementation of the intervention, and the participant’s acquired ability was maintained after the intervention was discontinued. These findings provided evidence that the explicit CSA sequence of instruction was effective in teaching the addition ability to one elementary student with ID. The limitations of the study were that the participant was one elementary student with ID and the dependent variable was limited on addition skills. Therefore, the explicit CSA sequence of instruction should be applied to students with various disabilities.

Learning to measure the area of circles

ABSTRACT The study of the area of circles is an important component of mathematics education for students of all ages; however, evidence suggests that many middle school students struggle to interpret and apply the area formula of a circle. In this article, I report the findings of a classroom design study conducted to investigate the collective establishment and justification for the area formula of a circle. An instructional sequence comprising paper-based decomposition and recomposition measurement tasks situated on a grid was implemented in a Year 8 classroom (n = 18) and the collective mathematical practices that emerged from an analysis of the argumentation of students during whole-class discussion were documented. The findings extend the existing literature by illustrating how decomposition/recomposition tasks can be leveraged in a classroom context by grounding students’ reasoning in measurement strategies and opportunities to examine alternative strategies and justifications through whole-class discussions.

Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction

Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction

Bridging directed acyclic graphs to linear representations in linear genetic programming: a case study of dynamic scheduling

Linear genetic programming (LGP) is a genetic programming paradigm based on a linear sequence of instructions being executed. An LGP individual can be decoded into a directed acyclic graph. The graph intuitively reflects the primitives and their connection. However, existing studies on LGP miss an important aspect when seeing LGP individuals as graphs, that is, the reverse transformation from graph to LGP genotype. Such reverse transformation is an essential step if one wants to use other graph-based techniques and applications with LGP. Transforming graphs into LGP genotypes is nontrivial since graph information normally does not convey register information, a crucial element in LGP individuals. Here we investigate the effectiveness of four possible transformation methods based on different graph information including frequency of graph primitives, adjacency matrices, adjacency lists, and LGP instructions for sub-graphs. For each transformation method, we design a corresponding graph-based genetic operator to explicitly transform LGP parent’s instructions to graph information, then to the instructions of offspring resulting from breeding on graphs. We hypothesize that the effectiveness of the graph-based operators in evolution reflects the effectiveness of different graph-to-LGP genotype transformations. We conduct the investigation by a case study that applies LGP to design heuristics for dynamic scheduling problems. The results show that highlighting graph information improves LGP average performance for solving dynamic scheduling problems. This shows that reversely transforming graphs into LGP instructions based on adjacency lists is an effective way to maintain both primitive frequency and topological structures of graphs.

Reflections of Chinese Middle School English Instructors and Learners on Efficiency of English Education

This article sheds light on a survey study on the reflection of English teaching and learning by teachers and students in high schools in China. Forty-Two English teachers and 156 students from four high schools in Hunan Province participated in the study. They responded to questions through an online survey about their English learning and teaching experience. The survey also asked the participants to share their comments and opinions on how to make improvement and changes to make English education more effective and efficient. The data were discussed and analyzed in comparing with English learning experience and process of native speakers of English in the United States. Findings of this study suggest that more exposure to authentic English, extensive reading, and daily oral communication be enhanced to improve the learners’ proficiency. This study indicates that the current learning process and instructional sequence are not effective and efficient. Some fundamental issues related to learning sequence, learning efficiency, curriculum policy and design are addressed, and suggestions are made for future research and English education reform.

İkinci Dil Olarak Türkçe Öğretiminde Dil Seviyelerine Göre Dilbilgisi ve Konu İçeriği Sıralaması

The sequencing of grammar and content in the instruction of Turkish as a second language is crucial. Determining which topics and grammar rules will be taught at each level poses a challenge. The studies conducted so far on the subject have been carried out both institutionally and individually. Although some studies have been conducted in accordance with the levels specified in the Common European Framework of Reference for Languages, Turkish should be considered separately from European languages due to its belonging to a different language family and structure. In this study, the case study model was used within the scope of qualitative research. The data were obtained through observation and document analysis and interpreted through content analysis. In light of the findings obtained, the grammar and subject teaching sequence of Turkish as a second language has been shaped according to appropriate levels. While creating this sequence, emphasis was placed on the logical relationship between language grammar content and topics. 25 (13 DBİ, 12 Kİ), A2’de 23 (9 DBİ, 14 Kİ), B1’de 18 (10 DBİ, 8 Kİ), B2’de 24 ( 19 DBİ, 5 Kİ), C1’de 22 (16 DBİ, 6 Kİ) ve C2’de (7 DBİ, &amp;nbsp;3 Kİ) it was observed that grammar and subject content headings stand out in teaching Turkish as a foreign language.

From salt to ionic substance: a language‐responsive teaching sequence for discovering salts in the Dead Sea

AbstractViele Schüler:innen stehen im Chemieunterricht vor großen Herausforderungen, wenn von ihnen verlangt wird, fachliches und konzeptionelles Wissen aufzubauen sowie gleichzeitig bildungs‐ und fachsprachliche Kompetenzen zu erwerben. In aller Regel bestimmen die sprachlichen Fähigkeiten in der Bildungs‐ und Unterrichtssprache Deutsch bereits, inwieweit Lernende überhaupt in der Lage sind, am Unterrichtsdiskurs teilzunehmen: Fehlen entsprechende bildungs‐ und fachsprachliche Kenntnisse, so führt das zumeist dazu, dass die fachliche Lernentwicklung hinter den Möglichkeiten der Lernenden zurückbleibt. Der Ansatz Disaggregate Instruction im Chemieunterricht (DICE) nimmt für sich in Anspruch, Schüler:innen mit sprachlichen Förderbedarfen nachweislich darin zu unterstützen, ein solides Verständnis chemiebezogener Fachkonzepte aufzubauen und fachsprachliche Kompetenzen auszubilden. In diesem Artikel stellen wir die Konzeption eines Lehr‐Lern‐Arrangements unter Anwendung von sprachsensiblen DICE‐ und Scaffolding Prinzipien sowie ausgewählte Unterrichtsmaterialien vor.

Teaching Statistics for Sustainability across Contexts: Exploring the Knowledge and Beliefs of Teachers

We explore the effect of the design of intentional teaching sequences from the concrete to the abstract in order to promote the teaching of statistics in connection with sustainability. To this end, the pre-validated questionnaires “MTSK-Stochastic Statistics” and “ESD in Statistics Activities” are administered to in-service primary education teachers. Both tools contain the same statistics teaching itinerary, based on the mathematics teaching itineraries approach, that includes five tasks: a real situation, a manipulative, a game, a technological resource, and a graphic resource. Each task includes an overview, objectives, content, required materials, development, and development questions; in addition, the second questionnaire includes connections to sustainability. The results show that tasks with real contexts, manipulative resources, and technological resources are the ones with the lowest scores. These initial findings lead us to conclude that teachers mobilize their knowledge to teach statistics as it relates to sustainability in different ways, depending on the type of task.

Evaluating a Hypothetical Learning Trajectory for nets of rectangular prisms: A teaching experiment

The ability to recognize and construct nets is a fundamental aspect of spatial reasoning skills; however, there is a lack of understanding regarding effective instructional sequences for fostering this ability. The aim of this study is to test a Hypothetical Learning Trajectory for enhancing sixth-grade students’ understanding of rectangular prism nets. Conducted over four weeks, this teaching experiment involved 12 sixth-grade students from a public school in Turkey, selected based on varying mathematics achievement levels. Data were collected through clinical interviews, video recordings, and student worksheets. Ongoing and retrospective analyses were employed to describe students’ understanding during the implementation of HLT. The findings detail the results of the teaching experiment and the HLT verified following the experiment. This study contributes to the existing research on students’ understanding of rectangular prism nets and provides valuable insights for mathematics educators aiming to design effective instructional sequences that promote spatial reasoning skills.

Using worked examples to support problem solving of legal cases in an inductive instructional sequence

ABSTRACT One way to reduce the cognitive load students feel during instruction is to change the way content is delivered. This can be achieved by optimising the instructional sequence and providing sufficient instructional support during problem-solving. However, the literature is unclear regarding whether an inductive or a deductive instructional sequence is best for processing information. Using an experimental research design, this study compares a problem solving-first inductive sequence to a more traditional direct instruction-first deductive instructional sequence in legal sciences by introducing worked-examples in the process of legal case-solving. The participants were graduate legal students who were divided into two groups and given either an inductive or deductive instructional sequence of activities. The results showed that participants in the problem-solving-first inductive sequence performed better in all three dimensions of legal evaluation. This study demonstrates the efficacy of a problem-solving-first inductive sequence on students’ ability to process legal cases.

Promoting Sensemaking Through an Impactful Instructional Sequence

Promoting Sensemaking Through an Impactful Instructional Sequence