004 Datenverarbeitung; Informatik
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Dieser Beitrag stellt das Lehr-Lern-Konzept zur Kompetenzförderung im Software Engineering im Studiengang Mechatronik der Hochschule Aschaffenburg dar. Dieses Konzept ist mehrstufig mit Vorlesungs-, Seminar- und Projektsequenzen. Dabei werden Herausforderungen und Verbesserungspotentiale identifiziert und dargestellt. Abschließend wird ein Überblick gegeben, wie im Rahmen eines gerade gestarteten Forschungsprojektes Lehr-Lernkonzepte weiterentwickelt werden können.
A survey has been carried out in the Computer Science (CS) department at the University of Baghdad to investigate the attitudes of CS students in a female dominant environment, showing the differences between male and female students in different academic years. We also compare the attitudes of the freshman students of two different cultures (University of Baghdad, Iraq, and the University of Potsdam).
Advances in Web 2.0 technologies have led to the widespread assimilation of electronic commerce platforms as an innovative shopping method and an alternative to traditional shopping. However, due to pro-technology bias, scholars focus more on adopting technology, and slightly less attention has been given to the impact of electronic word of mouth (eWOM) on customers’ intention to use social commerce. This study addresses the gap by examining the intention through exploring the effect of eWOM on males’ and females’ intentions and identifying the mediation of perceived crowding. To this end, we adopted a dual-stage multi-group structural equation modeling and artificial neural network (SEM-ANN) approach. We successfully extended the eWOM concept by integrating negative and positive factors and perceived crowding. The results reveal the causal and non-compensatory relationships between the constructs. The variables supported by the SEM analysis are adopted as the ANN model’s input neurons. According to the natural significance obtained from the ANN approach, males’ intentions to accept social commerce are related mainly to helping the company, followed by core functionalities. In contrast, females are highly influenced by technical aspects and mishandling. The ANN model predicts customers’ intentions to use social commerce with an accuracy of 97%. We discuss the theoretical and practical implications of increasing customers’ intention toward social commerce channels among consumers based on our findings.
Coherent network partitions
(2021)
We continue to study coherent partitions of graphs whereby the vertex set is partitioned into subsets that induce biclique spanned subgraphs. The problem of identifying the minimum number of edges to obtain biclique spanned connected components (CNP), called the coherence number, is NP-hard even on bipartite graphs. Here, we propose a graph transformation geared towards obtaining an O (log n)-approximation algorithm for the CNP on a bipartite graph with n vertices. The transformation is inspired by a new characterization of biclique spanned subgraphs. In addition, we study coherent partitions on prime graphs, and show that finding coherent partitions reduces to the problem of finding coherent partitions in a prime graph. Therefore, these results provide future directions for approximation algorithms for the coherence number of a given graph.
This paper describes the proof calculus LD for clausal propositional logic, which is a linearized form of the well-known DPLL calculus extended by clause learning. It is motivated by the demand to model how current SAT solvers built on clause learning are working, while abstracting from decision heuristics and implementation details. The calculus is proved sound and terminating. Further, it is shown that both the original DPLL calculus and the conflict-directed backtracking calculus with clause learning, as it is implemented in many current SAT solvers, are complete and proof-confluent instances of the LD calculus.
We systematically explore the effect of calibration data length on the performance of a conceptual hydrological model, GR4H, in comparison to two Artificial Neural Network (ANN) architectures: Long Short-Term Memory Networks (LSTM) and Gated Recurrent Units (GRU), which have just recently been introduced to the field of hydrology. We implemented a case study for six river basins across the contiguous United States, with 25 years of meteorological and discharge data. Nine years were reserved for independent validation; two years were used as a warm-up period, one year for each of the calibration and validation periods, respectively; from the remaining 14 years, we sampled increasing amounts of data for model calibration, and found pronounced differences in model performance. While GR4H required less data to converge, LSTM and GRU caught up at a remarkable rate, considering their number of parameters. Also, LSTM and GRU exhibited the higher calibration instability in comparison to GR4H. These findings confirm the potential of modern deep-learning architectures in rainfall runoff modelling, but also highlight the noticeable differences between them in regard to the effect of calibration data length.
Lehrkräfte aller Fächer benötigen informatische Kompetenzen, um der wachsenden Alltagsrelevanz von Informatik und aktuell gültigen Lehrplänen gerecht zu werden. Beispielsweise verweist in Sachsen der Lehrplan für das Fach Gemeinschaftskunde, Rechtserziehung und Wirtschaft am Gymnasium mit dem für die Jahrgangsstufe 11 vorgesehenem Thema „Digitalisierung und sozialer Wandel“ auf Künstliche Intelligenz (KI) und explizit auf die Bedeutung der informatischen Bildung. Um die nötigen informatischen Grundlagen zu vermitteln, wurde für Lehramtsstudierende des Faches Politik ein Workshop erarbeitet, der die Grundlagen der Funktionsweise von KI anhand von überwachtem maschinellen Lernen in neuronalen Netzen vermittelt. Inhalt des Workshops ist es, mit Bezug auf gesellschaftliche Implikationen wie Datenschutz bei Trainingsdaten und algorithmic bias einen informierten Diskurs zu politischen Themen zu ermöglichen. Ziele des Workshops für Lehramtsstudierende mit dem Fach Politik sind: (1) Aufbau informatischer Kompetenzen in Bezug zum Thema KI, (2) Stärkung der Diskussionsfähigkeiten der Studierenden durch passende informatische Kompetenzen und (3) Anregung der Studierenden zum Transfer auf passende Themenstellungen im Politikunterricht. Das Evaluationskonzept umfasst eine Pre-Post-Befragung zur Zuversicht zur Vermittlungskompetenz unter Bezug auf maschinelles Lernen in neuronalen Netzen im Unterricht, sowie die Analyse einer abschließenden Diskussion. Für die Pre-Post-Befragung konnte eine Steigerung der Zuversicht zur Vermittlungskompetenz beobachtet werden. Die Analyse der Diskussion zeigte das Bewusstsein der Alltagsrelevanz des Themas KI bei den Teilnehmenden, aber noch keine Anwendung der informatischen Inhalte des Workshops zur Stützung der Argumente in der Diskussion.
In recent years, the increased interest in application areas such as social networks has resulted in a rising popularity of graph-based approaches for storing and processing large amounts of interconnected data. To extract useful information from the growing network structures, efficient querying techniques are required.
In this paper, we propose an approach for graph pattern matching that allows a uniform handling of arbitrary constraints over the query vertices. Our technique builds on a previously introduced matching algorithm, which takes concrete host graph information into account to dynamically adapt the employed search plan during query execution. The dynamic algorithm is combined with an existing static approach for search plan generation, resulting in a hybrid technique which we further extend by a more sophisticated handling of filtering effects caused by constraint checks. We evaluate the presented concepts empirically based on an implementation for our graph pattern matching tool, the Story Diagram Interpreter, with queries and data provided by the LDBC Social Network Benchmark. Our results suggest that the hybrid technique may improve search efficiency in several cases, and rarely reduces efficiency.
Regardless of what is intended by government curriculum
specifications and advised by educational experts, the competencies
taught and learned in and out of classrooms can vary considerably.
In this paper, we discuss in particular how we can investigate the
perceptions that individual teachers have of competencies in ICT,
and how these and other factors may influence students’ learning. We
report case study research which identifies contradictions within the
teaching of ICT competencies as an activity system, highlighting issues
concerning the object of the curriculum, the roles of the participants and
the school cultures. In a particular case, contradictions in the learning
objectives between higher order skills and the use of application tools
have been resolved by a change in the teacher’s perceptions which
have not led to changes in other aspects of the activity system. We look
forward to further investigation of the effects of these contradictions in
other case studies and on forthcoming curriculum change.