Math-Bridge Author DREx
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Math-Bridge is an educational software solution that automatically generates math exercises. It uses domain reasoners and a knowledge base to create multi-step exercises that provide feedback, hints, and solutions. Exercises are generated and can be customized through an authoring interface that allows domain experts to construct exercises and feedback for students.
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Math-Bridge Trouble shooting
The document provides troubleshooting tips for common problems that may occur when using the Joint Math-Bridge Training Program. It lists potential issues like an address already being in use, a Derby database being locked, parse errors when loading views, and users being unable to log in. For each problem, it identifies the possible cause and recommends solutions like checking log files, cleaning and restarting projects, deleting lock files, validating XML structure, and copying dtd folders.
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This document discusses learning objects and their representation in the Math-Bridge project. It covers:
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3) Tools like JEditOQMath for developing and testing learning object representations that integrate with Math-Bridge.
Math-Bridge Author AdvdEx
This document provides guidance for authoring advanced math exercises in Math-Bridge, an education solution. It explains that exercise steps should include different interaction types and that the order of transition conditions is important, with the first matching the final correct answer and the default transition last. It also recommends using syntactic comparison for the exact correct answer and semantic comparison for other conditions like correct but simplified answers or typical errors. Partial credit can be given based on syntactic and semantic analysis of responses.
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Math-Bridge Content Collections
This document describes the Math-Bridge education solution which provides pre-recorded math courses covering basic to advanced mathematics topics. The courses include videos, exercises, and assessments. Content areas include numbers, arithmetic, algebra, functions, geometry, trigonometry, calculus, probability, and more. The content is organized into collections and designed to be reusable across programs and institutions. Some content has been implemented at Leuphana University in Lüneburg, Germany for a bridging mathematics course.
Math-Bridge Author Staticl-os
Math-Bridge is an education solution that allows for the creation of static learning objects (LOs). It features a WYSIWYG authoring tool that allows editing of LO metadata and inclusion of mathematical formulas. Different types of LOs can be defined with their own applicable metadata. The tool allows users to create, edit, translate, and publish LOs. Published LOs are moved from the local workspace to collections for sharing.
Math-Bridge Installation
The document provides steps for installing and configuring the Math-Bridge system, including installing Java, copying system files, compiling, configuring the system properties and ports, adding courses, starting and stopping the server, and finalizing the administrator user configuration. It also provides tips for production settings like adjusting JVM settings and enabling caching.
Math-Bridge Student Interface
The document describes the student interface of a math education solution called Math-Bridge. It summarizes key features such as the main dashboard containing courses, tests, bookmarks and instructional videos. It also describes the registration/login process, an extended book interface with three panels for content, metadata and related concepts. Additional features covered include adaptive course generation, micro-course generation, different exercise types with intelligent feedback, and integration of external multimedia content. Hands-on tasks are provided to demo the student experience.
Recommended
Math-Bridge Trouble shooting
The document provides troubleshooting tips for common problems that may occur when using the Joint Math-Bridge Training Program. It lists potential issues like an address already being in use, a Derby database being locked, parse errors when loading views, and users being unable to log in. For each problem, it identifies the possible cause and recommends solutions like checking log files, cleaning and restarting projects, deleting lock files, validating XML structure, and copying dtd folders.
Math-Bridge Edit Authoring
This document discusses learning objects and their representation in the Math-Bridge project. It covers:
1) Different types of learning objects like definitions, axioms, examples, and their relations.
2) Representing learning objects and their relations like "for" and "domain-prerequisite" using XML/OMDoc.
3) Tools like JEditOQMath for developing and testing learning object representations that integrate with Math-Bridge.
Math-Bridge Author AdvdEx
This document provides guidance for authoring advanced math exercises in Math-Bridge, an education solution. It explains that exercise steps should include different interaction types and that the order of transition conditions is important, with the first matching the final correct answer and the default transition last. It also recommends using syntactic comparison for the exact correct answer and semantic comparison for other conditions like correct but simplified answers or typical errors. Partial credit can be given based on syntactic and semantic analysis of responses.
Erasmus+: Capacity Building in Higher Education
This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects aimed at modernizing higher education systems. Eligible applicants and partners are described. National and regional priorities for different countries/regions are outlined. Budget information is presented, including funding amounts for previous calls and budget categories. The application and selection process are also summarized.
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Math-Bridge Author Staticl-os
Math-Bridge is an education solution that allows for the creation of static learning objects (LOs). It features a WYSIWYG authoring tool that allows editing of LO metadata and inclusion of mathematical formulas. Different types of LOs can be defined with their own applicable metadata. The tool allows users to create, edit, translate, and publish LOs. Published LOs are moved from the local workspace to collections for sharing.
Math-Bridge Installation
The document provides steps for installing and configuring the Math-Bridge system, including installing Java, copying system files, compiling, configuring the system properties and ports, adding courses, starting and stopping the server, and finalizing the administrator user configuration. It also provides tips for production settings like adjusting JVM settings and enabling caching.
Math-Bridge Student Interface
The document describes the student interface of a math education solution called Math-Bridge. It summarizes key features such as the main dashboard containing courses, tests, bookmarks and instructional videos. It also describes the registration/login process, an extended book interface with three panels for content, metadata and related concepts. Additional features covered include adaptive course generation, micro-course generation, different exercise types with intelligent feedback, and integration of external multimedia content. Hands-on tasks are provided to demo the student experience.
Math-Bridge Event Systems
Math-Bridge is an education solution that uses an event framework to facilitate communication between its components. The event framework allows components to publish events about actions taken, which other interested components can subscribe to and listen for. Events contain information about the action, timestamp, and source. Example events include a page being presented in a book, an exercise being started or completed, and individual exercise steps. The event framework supports listening, subscribing, and publishing events to allow components like the student model and exercise subsystem to share information and update each other.
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This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
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Math-Bridge Teacher Tools
- Math-Bridge is an education solution that provides teacher tools in its platform.
- The teacher tools allow teachers to manage users and user groups, content like books and tests, and generate reports on student activity.
- Specifically, teachers can edit user parameters, assign roles, import and export user lists, create and assign user groups, restrict access and assign tutors to groups. Teachers can also create and edit books and tests to include as content.
Math-Bridge Additional Interactivity
This document provides instructions for using the jEdit text editor with the OQMath plugin to author and transform content using Math-Bridge. It describes how to configure jEdit and OQMath, enter mathematical formulas, browse available symbols, transform content to omdoc format, and common errors that may occur. Examples of different types of exercises that can be authored using this process are also provided, including fill in the blank, single choice, and multiple choice exercises.
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This document provides instructions for authoring basic math exercises using the Math-Bridge education solution. It explains the structure of interactive exercises as graphs consisting of tasks, interactions and transitions. It then provides a step-by-step guide to creating the simplest possible exercise with one task node, one interaction node, and two transitions connecting to feedback nodes for correct and incorrect answers. The instructions cover adding and connecting the different node types, authoring their content, and testing the created exercise. More complex exercise graphs are also possible within this authoring tool.
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The document describes a new authoring workflow and environment for creating and editing learning objects. The new authoring environment is web-based, WYSIWYG, and integrated with the rest of the platform. It allows authors to create new learning objects, edit existing ones, and automatically populates metadata. When publishing a modified learning object, it will either overwrite the existing one if the author is a contributor, or create a new copy with the author attributed if they are not previously a contributor.
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The document describes the architecture of a math training program called Math-Bridge. It includes components like Apache Tomcat for web delivery, Maverick as a model-view-controller framework, and a core component for system functionality. Content is stored and indexed in a ContentDB using technologies like Java, Lucene and OMDoc. A learner model tracks user progress. Other components include presentation of content, user accounts, exercises that interface with a computer algebra system, and a tutorial component. The program uses technologies like Java, databases, XMLRPC and XSLT to power its functionality.
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This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
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This document summarizes the key findings from a comparative analysis of engineering mathematics education in the EU and Russia conducted as part of the MetaMath project. The analysis found that while mathematics is highly valued in both contexts, Russian courses tend to cover more topics and proofs, whereas EU courses emphasize applications. Recommendations include modifying Russian syllabi to focus more on applications, increasing the use of mathematical tools, and adopting EU practices for bridging courses and quality assurance. The document also outlines the methodology and workshops used to conduct the comparative analysis across multiple universities.
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11614, 1021 AMTake Test 5451 Q3Page 1 of 7httpsnccu.docx
11/6/14, 10:21 AMTake Test: 5451 Q3
Page 1 of 7https://nccu.blackboard.com/webapps/assessment/take/launch.jsp?course_assessment_id=_124305_1&course_id=_1410180_1&content_id=_1748910_1&step=null
2014
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Assignments Take Test: 5451 Q3H
Take Test: 5451 Q3Take Test: 5451 Q3
Description This Quiz is due by 11:59PM on November 8th. You may use the text and class
materials on the exam, but you may not give or receive aid, nor may you use
online resources.
Instructions
Multiple
Attempts
Not allowed. This test can only be taken once.
Force
Completion
This test can be saved and resumed later.
Save All AnswersSave All Answers Save and SubmitSave and Submit
A point of synchronization between the database and the transaction log is called a(n):
before-image.
after-image.
recovery.
checkpoint.
None of these
Question 1 2.5 points Save AnswerSave Answer
An ACID transaction is one that is:
atomic.
consistent.
isolated.
durable.
All of these
Question 2
2.5 points Save AnswerSave Answer
As far as Microsoft Access is concerned, there are no:
recursive relationships.
1:1 relationships.
N:1 relationships.
1:N relationships.
N:M relationships.
Question 3
2.5 points Save AnswerSave Answer
By default, when Microsoft Access creates a relationship between two tables, it creates a(n):
1:1 relationship.
N:M relationship.
1:N relationship.
recursive relationship.
association relationship.
Question 4 2.5 points Save AnswerSave Answer
The most commonly web server program is:
MySQL
Microsoft Access
Apache
every consequence of data values must originate in the definition of determinants and
keys.
php
Question 5
2.5 points Save AnswerSave Answer
??
Question Completion Status:
https://nccu.blackboard.com/webapps/assessment/take/launch.jsp?course_assessment_id=_124305_1&course_id=_1410180_1&content_id=_1748910_1&step=null#
https://nccu.blackboard.com/webapps/blackboard/execute/courseMain?course_id=_1410180_1
https://nccu.blackboard.com/webapps/assessment/take/launch.jsp?course_assessment_id=_124305_1&course_id=_1410180_1&content_id=_1748910_1&step=null#contextMenu
https://nccu.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_1410180_1&content_id=_1673778_1&mode=reset
11/6/14, 10:21 AMTake Test: 5451 Q3
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Ensuring that each SQL statement independently processes consistent rows is known as:
process level consistency.
transaction level consistency.
independent consistency.
serializable consistency.
statement level consistency.
Question 6 2.5 points Save AnswerSave Answer
Given the PRODUCT and SUPPLIER entities in the figure below, which of the following would
represent the correct placement of foreign keys?
PRODUCT (ProductID, Description, Cost)SUPPLIER (SupplierID, ContactName,
PhoneNumber)PRODUCT_SUPPLIER (ProductID, Supplie.
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Math-Bridge is an education solution that uses an event framework to facilitate communication between its components. The event framework allows components to publish events about actions taken, which other interested components can subscribe to and listen for. Events contain information about the action, timestamp, and source. Example events include a page being presented in a book, an exercise being started or completed, and individual exercise steps. The event framework supports listening, subscribing, and publishing events to allow components like the student model and exercise subsystem to share information and update each other.
Assessment in Math-Bridge
This document discusses assessment and reporting features in Math-Bridge. It describes two assessment modes: exams, which allow multiple attempts with feedback, and tests, which can be structured in pages or questions and include time constraints. Reporting provides overall user performance, individual attempt details, exercise activity, aggregated user and content feedback, and event logs. The document also mentions a search tool to access learning objects directly or through semantic or smart search, and a course assembly tool to create course books and tests.
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The document describes the exercise system of Math-Bridge, an educational solution. It includes various types of exercises like self-assessment, multiple choice, and fill-in-the-blank questions. Exercises can provide manual or automatic feedback and hints. Automatically generated exercises are powered by domain reasoners to recognize correct and typical incorrect student answers. The exercise system architecture involves components like the exercise manager, presentation engine, and domain reasoners to generate and diagnose exercises.
Math-Bridge Translate UI
This document provides instructions for translating the user interface of a math training program called Math-Bridge. It explains that interface phrases are saved in Java properties files labeled Phrases_LANG.properties using UTF-8 encoding, and that translators should open the file, translate the phrases, save it, and run an 'ant i18n' target to restart the system with the new translations.
Math-Bridge Teacher Tools
- Math-Bridge is an education solution that provides teacher tools in its platform.
- The teacher tools allow teachers to manage users and user groups, content like books and tests, and generate reports on student activity.
- Specifically, teachers can edit user parameters, assign roles, import and export user lists, create and assign user groups, restrict access and assign tutors to groups. Teachers can also create and edit books and tests to include as content.
Math-Bridge Additional Interactivity
This document provides instructions for using the jEdit text editor with the OQMath plugin to author and transform content using Math-Bridge. It describes how to configure jEdit and OQMath, enter mathematical formulas, browse available symbols, transform content to omdoc format, and common errors that may occur. Examples of different types of exercises that can be authored using this process are also provided, including fill in the blank, single choice, and multiple choice exercises.
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This document provides instructions for authoring basic math exercises using the Math-Bridge education solution. It explains the structure of interactive exercises as graphs consisting of tasks, interactions and transitions. It then provides a step-by-step guide to creating the simplest possible exercise with one task node, one interaction node, and two transitions connecting to feedback nodes for correct and incorrect answers. The instructions cover adding and connecting the different node types, authoring their content, and testing the created exercise. More complex exercise graphs are also possible within this authoring tool.
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The document describes a new authoring workflow and environment for creating and editing learning objects. The new authoring environment is web-based, WYSIWYG, and integrated with the rest of the platform. It allows authors to create new learning objects, edit existing ones, and automatically populates metadata. When publishing a modified learning object, it will either overwrite the existing one if the author is a contributor, or create a new copy with the author attributed if they are not previously a contributor.
Math-Bridge Architecture
The document describes the architecture of a math training program called Math-Bridge. It includes components like Apache Tomcat for web delivery, Maverick as a model-view-controller framework, and a core component for system functionality. Content is stored and indexed in a ContentDB using technologies like Java, Lucene and OMDoc. A learner model tracks user progress. Other components include presentation of content, user accounts, exercises that interface with a computer algebra system, and a tutorial component. The program uses technologies like Java, databases, XMLRPC and XSLT to power its functionality.
MetaMath: Evaluation Methodology
This document outlines an evaluation methodology for reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Student outcomes would be assessed using pre-and post-tests, pre-and post-questionnaires, and measures of grades, knowledge gain, drop-out rates, motivation, and student evaluations. Challenges include accounting for differences between groups and ensuring high response rates to electronic questionnaires.
WP1 Comparative Analysis
This document summarizes the key findings from a comparative analysis of engineering mathematics education in the EU and Russia conducted as part of the MetaMath project. The analysis found that while mathematics is highly valued in both contexts, Russian courses tend to cover more topics and proofs, whereas EU courses emphasize applications. Recommendations include modifying Russian syllabi to focus more on applications, increasing the use of mathematical tools, and adopting EU practices for bridging courses and quality assurance. The document also outlines the methodology and workshops used to conduct the comparative analysis across multiple universities.
WP3 Capacity Building
This document discusses Work Package 3 (WP3) of the MetaMath project, which aims to equip universities in Russia with the capacity to use modern EU ICT technologies for math education, particularly the Math-Bridge intelligent web-based platform. WP3 involves building technical capacity through training teachers and technicians on Math-Bridge, localizing and installing Math-Bridge at the universities, and developing new learning materials for courses. Specific tasks outlined include equipping computer labs, installing Math-Bridge servers, providing authoring tools for creating content, and conducting a week-long training in Math-Bridge usage and administration.
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WP2 Course Modernisation
The document outlines a project to modernize math courses for computer science specialties in Russian universities. It discusses reasons for high dropout rates in STEM fields including students underestimating the math required and a lack of practical examples. The project involves comparative case studies of math education in Europe, and formulating main directions for modernization based on emphasizing practice over theory, incorporating more real-world examples, and using online tools and bridging courses. Specific modernization plans are outlined for several participating universities focusing on using e-learning platforms and adding applied content.
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Description This Quiz is due by 11:59PM on November 8th. You may use the text and class
materials on the exam, but you may not give or receive aid, nor may you use
online resources.
Instructions
Multiple
Attempts
Not allowed. This test can only be taken once.
Force
Completion
This test can be saved and resumed later.
Save All AnswersSave All Answers Save and SubmitSave and Submit
A point of synchronization between the database and the transaction log is called a(n):
before-image.
after-image.
recovery.
checkpoint.
None of these
Question 1 2.5 points Save AnswerSave Answer
An ACID transaction is one that is:
atomic.
consistent.
isolated.
durable.
All of these
Question 2
2.5 points Save AnswerSave Answer
As far as Microsoft Access is concerned, there are no:
recursive relationships.
1:1 relationships.
N:1 relationships.
1:N relationships.
N:M relationships.
Question 3
2.5 points Save AnswerSave Answer
By default, when Microsoft Access creates a relationship between two tables, it creates a(n):
1:1 relationship.
N:M relationship.
1:N relationship.
recursive relationship.
association relationship.
Question 4 2.5 points Save AnswerSave Answer
The most commonly web server program is:
MySQL
Microsoft Access
Apache
every consequence of data values must originate in the definition of determinants and
keys.
php
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2.5 points Save AnswerSave Answer
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Question Completion Status:
https://nccu.blackboard.com/webapps/assessment/take/launch.jsp?course_assessment_id=_124305_1&course_id=_1410180_1&content_id=_1748910_1&step=null#
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Math 107 College AlgebraName______________________________
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Answer Sheet
Instructions:
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Record your answers and work in this document.
There are 30 problems.
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Problems #13-21 are short answer. Record your answer for each problem.
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___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
College Algebra MATH 107 Summer, 2015, V1.4
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 30 problems.
Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required t ...
Machine Learning Using Python
This document discusses machine learning and provides examples of common machine learning algorithms. It begins with definitions of machine learning and the machine learning process. It then describes four main types of machine learning: supervised learning, unsupervised learning, reinforcement learning, and discusses five common algorithms - K-nearest neighbors, linear regression, decision trees, naive Bayes, and support vector machines. It concludes with an overview of a heart disease prediction mini-project using Python.
Generating_Automated_Feedback_To_Improve_Software_Testing_Quality
The document proposes a model to provide automated feedback to students on their software tests to improve quality. It aims to encourage students to reflect on their own code and write effective tests, rather than relying on others to find bugs. The model would analyze test results and coverage to identify untested functions and give targeted feedback. A future study is planned to evaluate how feedback impacts test quality over multiple assignment submissions. The goal is to help students independently problem solve through self-evaluation of their tests.
Grade 8 math_review
The document provides instructions for a PSSA review for 8th grade mathematics that includes vocabulary reviews, practice exercises, and solutions for key math concepts tested. It outlines the five categories covered - Numbers & Operations, Measurement, Geometry, Algebraic Concepts, and Data Analysis & Probability - and provides sources for the content. Students are directed to work through the review independently using the provided answer keys and online reinforcement resources.
Aspiring Minds | Automata
This document describes an approach to automatically grade programming assignments using machine learning. It discusses existing solutions like manual evaluation and test-case based evaluation that do not scale well. The proposed approach uses control and data dependency features extracted from programs to train a machine learning model on a small set of human-graded programs. Experimental results on sorting problems show the machine learning scores match human scores better than test-case based evaluation. Insights from features also help understand human grading criteria.
Software product selectionSelecting a software product for use i.docx
Software product selection
Selecting a software product for use in a healthcare facility can be a complicated and laborious process, although the things you've read this week about gathering and preparing requirements can be a terrific aid in making the task easier. Based on your experiences and the reading assignment for this week, what other activities are required in order to make the right decision about what system to purchase?
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
College Algebra MATH 107 Spring, 2017, V3.2
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate .
Dipso K Mi
The document discusses several semantic technologies developed at the Knowledge Media Institute including:
1. Knowledge Fusion (KnoFuss) which deals with integrating knowledge from heterogeneous sources by techniques like ontology matching, coreference resolution, and conflict resolution.
2. Ontology Matching (Scarlet) which matches ontologies from different products/domains by leveraging background knowledge from external sources like the Semantic Web.
3. A new ontology matching paradigm is proposed that relies on discovering and combining online ontologies dynamically to derive mappings between terms that lack syntactic overlap or structural context.
DP Project Report
This document surveys and compares several software options for solving dynamic programming problems: LINDO, TORA, and MATLAB. LINDO and TORA are specifically designed for optimization problems like linear programming and can handle a variety of dynamic programming problems. The document provides examples of assigning teachers to courses and solving a transportation problem using LINDO and TORA. Both software packages find the optimal solutions. The document also discusses limitations of the different software. MATLAB is a numerical computing environment that can also solve some dynamic programming problems but was not demonstrated with an example.
aturday, 28 September 2013, 0929 AMCompleted onSunday, 29 Sep.docx
aturday, 28 September 2013, 09:29 AM
Completed on
Sunday, 29 September 2013, 01:57 PM
Time taken
1 day 4 hours
Marks
27/70
Grade
38.57
out of a maximum of 100 (
39
%)
Question
1
Marks: 1 dont do this to me like bruce wayne did he a bad one
Structures can be stacked or connected to one another at their ____.
Choose one answer.
Incorrect
Marks for this submission: 0/1.
Question
2
Marks: 1
As a general rule, an
eof
question should always come immediately after an input statement because the end-of-file condition will be detected at input.
Answer:
Correct
Marks for this submission: 1/1.
Question
3
Marks: 1
From the 1950s, when businesses began to use computers to help them perform many jobs, through the 1970s, almost all interactive dialogues between people and computers took place at the ____.
Choose one answer.
Correct
Marks for this submission: 1/1.
Question
4
Marks: 1
____ refers to how the internal statements of a method serve to accomplish the method’s purpose.
Choose one answer.
Incorrect
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Question
5
Marks: 1
____ involves combining two or more files while maintaining the sequential order.
Choose one answer.
Correct
Marks for this submission: 1/1.
Question
6
Marks: 1
All methods require a
this
reference.
Answer:
Correct
Marks for this submission: 1/1.
Question
7
Marks: 1
An array is a/an ____ of values in computer memory.
Choose one answer.
Incorrect
Marks for this submission: 0/1.
Question
8
Marks: 1
The most common way to declare a destructor explicitly is to use an identifier that consists of ____.
Choose one answer.
Correct
Marks for this submission: 1/1.
Question
9
Marks: 1
The following pseudocode is an example of a/an ____ structure.
get number
while number is positive
add to sum
get number
Choose one answer.
Incorrect
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Question
10
Marks: 1
The
do
loop is a variation of the ____ loop.
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Correct
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Question
11
Marks: 1
An array whose elements you can access using a single subscript is a/an ____ array.
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Correct
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12
Marks: 1
The keyword that is NOT included in a single-alternative selection is ____.
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13
Marks: 1
Arrays, unlike simple built-in types, are ____.
Choose one answer.
Incorrect
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14
Marks: 1
When you ____ records, you store a list of key fields paired with the storage address for the corresponding data record.
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Incorrect
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Question
15
Marks: 1
A ____ allows users to interact with a program in a graphical environment.
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Incorrect
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Question
16
Marks: 1
____ errors are relatively easy to locate and correct because the compiler or interpreter you use highlights every error.
Choo.
Recursion in Java
Recursion and Problem Solving in Java.
Topics:
Definition and divide-and-conquer strategies
Simple recursive algorithms
Fibonacci numbers
Dicothomic search
X-Expansion
Proposed exercises
Recursive vs Iterative strategies
More complex examples of recursive algorithms
Knight’s Tour
Proposed exercises
Teaching material for the course of "Tecniche di Programmazione" at Politecnico di Torino in year 2012/2013. More information: http://bit.ly/tecn-progr
On building more human query answering systems
The underlying principle behind every query answering system is the existence of a query describing the information of interest. When this model is applied to non-expert users, two traditional issues become highly significant.
The first is that many queries are often over specified leading to empty answers. We propose a principled optimization-based interactive query relaxation framework for such queries. The framework computes dynamically and suggests alternative queries with less conditions to help the user arrive at a query with a non-empty answer, or at a query for which it is clear that independently of the relaxations the answer will always be empty.
The second issue is the lack of expertise from the user to accurately describe the requirements of the elements of interest. The user may though know examples of elements that would like to have in the results. We introduce a novel form of query paradigm in which queries are not any more specifications of what the user is searching for, but simply a sample of what the user knows to be of interest. We refer to this novel form of queries as Exemplar Queries.
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RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Math-Bridge Author DREx
- 2. EXERCISE AUHORING WITH DOMAIN REASONERS Dr. Giorgi Goguadze
- 3. Automatic Generation of Exercises in Math-Bridge Tutorial Component Student Model Knowledge Base Exercise Manager User Interface Presentation Engine Presentation Strategies Tutorial Strategies Diagnoser Exercise GeneratorLocal Student Model Feedback Generator Query Broker Domain Reasoner Domain Reasoner CAS strategy IDs exercise user input event user data step result strategy user input query resultdiagnosis local data feedback exercise state strategy step diagnosis step presentation Exercise Subsystem
- 4. task1 feedback22 Wrong! Try again feedback21 Well done! Interaction1 correct_answerdefault Simple AUC (Answer Until Correct) Loop
- 5. Multi-Step AUC Exercise task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answerdefault task2 feedback22 Wrong! Try again feedback21 Well done! Interaction2 correct_answerdefault task3 feedback32 Wrong! Try again feedback31 Well done! Interaction3 correct_answerdefault
- 6. AUC Loop with Hint and Solution task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: ... hint solutiondefault
- 7. AUC Loop with Hint and Solution task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: ... hint solutiondefault
- 8. Multi-Step AUC with hints and solutions task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default
- 9. Select New Exercise/ Generate Quick Exercise
- 10. Domain Reasoner Authoring Interface task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default task1 feedback12 Wrong! Try again feedback11 Well done! Interaction1 correct_answer feedback_h Hint: ... feedback_s Solution: . .. hint solution default Erecto!
- 12. Thank you. The Mathematical Bridge, Cambridge, England
Editor's Notes
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