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Peer assessment can expand the cognitive schemas of students, facilitate knowledge construction, and promote discussion and cooperative learning among students and their peers. In recent years, the application of the internet to conduct peer assessment activities has been widely implemented. The advantages of networked peer assessments over traditional paper assessments include greater anonymity, less paper consumption, and greater convenience for teachers in terms of monitoring student progress. However, students must possess adequate assessment professionalism in order to provide their peers with meaningful and constructive feedback. This study therefore introduced a mechanism to assign works to peers based on assessment professionalism. Under this mechanism, students review the work of their peers within the range of their assessment capabilities. This maintains students' motivation to learn as they assess and observe the works of their peers and improves their learning effectiveness.

How to enhance students' reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked peer support strategy which is different from previous networked peer assessment strategy. It adopts the method to ask students' to give one another positive feedback during the activity. It can also reduce competitive pressure among students and enhance interaction willingness and learning fun, and then increase the degree and depth of reading reflection. The results show that using networked peer support strategy is much better than using networked peer assessment strategy in improving reading comprehension. Further, students who get medium-achievement in the pre-test and belong to site-dependent cognitive style and executive thinking style all have significant improvements in reading comprehension.

Current mathematics education emphasizes techniques, formulas, and procedures, neglecting the importance of understanding, presentation, and reasoning. This turns students into passive listeners that are well-practiced only in using formulas that they do not understand. We therefore adopted the Polya problem-solving method to provide students with a diversified foundation for problem-solving. Furthermore, giving students immediate feedback in the form of prompts can help them to find the answers on their own them, thereby helping them learn more effectively. The primary objective of this study was to investigate the influences of a teaching activity incorporating Polya's method and an appropriate prompt mechanism on the learning effectiveness of students. Research Subjects were two classes selected from an elementary school in Taiwan; one as the experimental group were taught with the providing appropriate prompts based on the Polya strategy of mathematical problems solving, the other one as the control group were treated by the conventional instructions. The results showed that: (1) there were significant differences between the experimental group and the control group in the learning effectiveness; (2) most of the students in the experimental group were satisfied by the proposed prompts system.

Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students' memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student motivation in courses on data structures through a one-on-one PI collaborative learning activity. Students typically find the concepts of data structure vague and the related programs complex and difficult to comprehend. Pair programming was conducted to scaffold university students understanding data structures by commenting related programs. To investigate students' motivational status, the ARCS model was used to evaluate students' motivation in each of four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, three items about the retention of learning were added to measure how information is lost over time. Every "pair" (i.e., two students) was asked to comment on the programs provided by a specific data structures concept. The control groups were asked to elaborate on the data structures programs by adding algorithmic description comments to the beginning of programs. The experimental groups were asked to elaborate on the data structures programs by adding code description comments to the data structures programs line by line. The experimental results show that the confidence and retention of learning in experimental groups are significantly better than those of the control group. The findings suggest that the effects of pair programming activities can be leveraged based on an understanding of students' motivation for and retention of learning.

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

In this paper, we propose a generalized approach for designing a class of dynamic hashing schemes which require no index and have the growth of a file at a rate of n+1/n per full expansion, where n is the number of pages of the file, as compared to a rate of two in linear hashing. Based on this generalized approach, we derive a new dynamic hashing scheme called alternating hashing, in which, when a split occurs in page k, the data records in page k will be redistributed to page k and page (k + 1), or page k and page (k - 1), according to whether the value of level d is even or odd, respectively. (Note that a level is defined as the number of full expansions happened so far.) From our performance analysis, given a fixed load control, the proposed scheme can achieve nearly 97% storage utilization as compared to 78% storage utilization by using linear hashing. Index Terms - Access methods, dynamic storage allocation, file organization, file system management, hashing.

The goal of dynamic hashing is to design a function and a file structure that allow the address space allocated to the file to be increased and reduced without reorganizing the whole file. In this paper, we propose a new scheme for dynamic hashing in which the growth of a file occurs at a rate of n + k/n per full expansion, where n is the number of pages of the file and k is a given integer constant which is smaller than n, as compared to a rate of two in linear hashing. Like linear hashing, the proposed scheme (called linear spiral hashing) requires no index; however, the proposed scheme may or may not add one more physical page, instead of always adding one more page in linear hashing, when a split occurs. Therefore, linear spiral hashing can maintain a more stable performance through the file expansions and have much better storage utilization than linear hashing. From our performance analysis, linear spiral hashing can achieve nearly 97 percent storage utilization as compared to 78 percent storage utilization by using linear hashing, which is also verified by a simulation study. Index Terms--Access methods, dynamic storage allocation, file organization, file system management, hashing.

C57BL/6J mice were divided into control group (C), CLA, c9t11, or t10c12 groups. CLA and t10c12 significantly increased α-tocopherol levels in the plasma and various tissues in experiment 1. The CLA and t10c12 groups also showed a significant increase in hepatic α-tocopherol transfer protein (α-TTP) levels. In experiment 2, mice were divided into control, CLA, R (rosiglitazone, a PPARγ agonist), or CLA+R groups. Vitamin E levels in the liver, epididymal fat pad, kidney, and plasma were increased by CLA, and this effect was reduced in the CLA+R group. t10,c12-CLA is the most active isomer in the CLA mixture in the regulation of tissue vitamin E status and α-TTP protein levels in mice. The increase in liver vitamin E status in CLA-fed mice is mainly due to the effect of PPARγ inhibition. [ABSTRACT FROM AUTHOR]

Presents a scheme for dynamic hashing in which the growth of a file occurs at a rate of n + k over n per full expansion where n is the number of pages of the file and k if a given integer constant which is smaller than n. Goal of dynamic hashing; Stability in performance of linear spiral hashing through file expansions.