Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

: Significant progress has been made with solution of location problems and in preprocessing and decomposition for discrete optimization. There has also been research on the application of techniques from combinational optimization to nonlinear problems.

http://www.dtic.mil/dtic/tr/fulltext/u2/a273552.pdf

Discrete Applied Mathematics

https://repository.usfca.edu/cgi/viewcontent.cgi?article=1091&context=nursing_fac

Seizure detection, seizure prediction, and closed-loop warning systems in epilepsy

Preface 1. Nonlinear behavior in the physical sciences and biology: some typical examples 2. Quantitative formulation 3. Dynamical systems with a finite number of degrees of freedom 4. Linear stability analysis of fixed points 5. Nonlinear behavior around fixed points: bifurcation analysis 6. Spatially distributed systems, broken symmetries, pattern formation 7. Chaotic dynamics Appendices References Index.

Introduction to Nonlinear Science

Survey of machine learning techniques for malware analysis

In this paper we present a graph-based framework that, utilizing relations between groups of System-calls, detects whether an unknown software sample is malicious or benign, and classifies a malicious software to one of a set of known malware families. In our approach we propose a novel graph representation of dependency graphs by capturing their structural evolution over time constructing sequential graph instances, the so-called Temporal Graphs. The partitions of the temporal evolution of a graph defined by specific time-slots, results to different types of graphs representations based upon the information we capture across the capturing of its evolution. The proposed graph-based framework utilizes the proposed types of temporal graphs computing similarity metrics over various graph characteristics in order to conduct the malware detection and classification procedures. Finally, we evaluate the detection rates and the classification ability of our proposed graph-based framework conducting a series of experiments over a set of known malware samples pre-classified into malware families.

A graph-based framework for malicious software detection and classification utilizing temporal-graphs

This work provides to web users copyright protection of their Portable Document Format (PDF) documents by proposing efficient and easily implementable techniques for PDF watermarking; our techniques are based on the ideas of our recently proposed watermarking techniques for software, image, and audio, expanding thus the digital objects that can be efficiently watermarked through the use of self-inverting permutations. In particular, we present various representations of a self-inverting permutation $\pi^*$ namely 1D-representation, 2D-representation, and RPG-representation, and show that theses representations can be efficiently applied to PDF watermarking. Indeed, we first present an audio-based technique for marking a PDF document $T$ by exploiting the 1D-representation of a permutation $\pi^*$, and then, since pages of a PDF document $T$ are 2D objects, we present an image-based algorithm for encoding $\pi^*$ into $T$ by first mapping the elements of $\pi^*$ into a matrix $A^*$ and then using the information stored in $A^*$ to mark invisibly specific areas of PDF document $T$. Finally, we describe a graph-based watermarking algorithm for embedding a self-inverting permutation $\pi^*$ into the document structure of a PDF file $T$ by exploiting the RPG-representation of $\pi^*$ and the structure of a PDF document. We have evaluated the embedding and extracting algorithms by testing them on various and different in characteristics PDF documents.

Watermarking PDF Documents using Various Representations of Self-inverting Permutations

For a given collection $\mathcal{G}$ of directed graphs we define the join-reachability graph of $\mathcal{G}$ , denoted by $\mathcal{J}(\mathcal{G})$ , as the directed graph that, for any pair of vertices u and v, contains a path from u to v if and only if such a path exists in all graphs of $\mathcal{G}$ . Our goal is to compute an efficient representation of $\mathcal{J}(\mathcal{G})$ . In particular, we consider two versions of this problem. In the explicit version we wish to construct the smallest join-reachability graph for $\mathcal{G}$ . In the implicit version we wish to build an efficient data structure, in terms of space and query time, such that we can report fast the set of vertices that reach a query vertex in all graphs of $\mathcal{G}$ . This problem is related to the well-studied reachability problem and is motivated by emerging applications of graph-structured databases and graph algorithms. We consider the construction of join-reachability structures for two graphs and develop techniques that can be applied to both the explicit and the implicit problems. First we present optimal and near-optimal structures for paths and trees. Then, based on these results, we provide efficient structures for planar graphs and general directed graphs.

Join-Reachability Problems in Directed Graphs

In this work, we developed an integrated simulation framework for pandemic prevention and mitigation of pandemics caused by airborne pathogens, incorporating three sub-models, namely the spatial model, the mobility model, and the propagation model, to create a realistic simulation environment for the evaluation of the effectiveness of different countermeasures on the epidemic dynamics. The spatial model converts images of real cities obtained from Google Maps into undirected weighted graphs that capture the spatial arrangement of the streets utilized next for the mobility of individuals. The mobility model implements a stochastic agent-based approach, developed to assign specific routes to individuals moving in the city, through the use of stochastic processes, utilizing the weights of the underlying graph to deploy shortest path algorithms. The propagation model implements both the epidemiological model and the physical substance of the transmission of an airborne pathogen (in our approach, we investigate the transmission parameters of SARS-CoV-2). The deployment of a set of countermeasures was investigated in reducing the spread of the pathogen, where, through a series of repetitive simulation experiments, we evaluated the effectiveness of each countermeasure in pandemic prevention. 

/pdf/an-integrated-simulation-framework-for-the-prevention-and-3frnwwcr.pdf

An integrated simulation framework for the prevention and mitigation of pandemics caused by airborne pathogens

We presentan efficientalgorithm for determining the number of spanning trees in the class of P 4-reducible graphs which are perfect graphs and generalize both the well-known class of cographs and the class of quasi-threshold graphs. In particular for a P 4-reducible graph G on n vertices and m edges our algorithm computes the number of spanning trees of G in O(n+m) time and space, wherethe complexity of arithmetic operations is measured under the uniform cost criterion. The algorithm takes advantage of the modular decomposition tree of the input graph which it gradually shrinks in asystematic fashion until it becomes a single vertex while at the same time appropriately updating certain parameters whose product gives the desired number of spanning trees. The correctness of the algorithm is established through the Kirchhoff matrix tree theorem and is also based on structural and algorithmic properties of the graphs with few P 4s. Our results generalize previous results and extend the family of graphs admitting linear-time algorithms for the number of their spanning trees.

Stavros D. Nikolopoulos

Papers

A graph-based framework for malicious software detection and classification utilizing temporal-graphs

Watermarking PDF Documents using Various Representations of Self-inverting Permutations

Join-Reachability Problems in Directed Graphs

An integrated simulation framework for the prevention and mitigation of pandemics caused by airborne pathogens

The Number of Spanning Trees in P4-Reducible Graphs