The 2003 Benjamin Franklin Medal in computer and cognitive science presented to John McCarthy (Stanford California). John McCarthy's multiple contributions to the foundations of artificial intelligence and computer science     

Mitchell Marcus 《Journal of The Franklin Institute》2004,341(3):215-221

Since the mid-1950s, John McCarthy has made seminal contributions to a remarkably diverse range of important areas in computer science. In this report, we examine several of these contributions: As one of the fathers of artificial intelligence, he originated the logic-based paradigm of artificial intelligence (AI) research, arguably both the most productive approach to AI problems to date and the most promising for the future. He invented the time shared use of computer systems for the interactive development of software, a technique that allowed a single computer of large capacity to appear to a large number of simultaneous users as if that machine were theirs alone. He invented the LISP programming language, creating a program language design for the first time that was based on mathematical foundations rather than a partial abstraction away from the underlying computer hardware. The practical impact of his work has been enormous. Functional programming languages, of which LISP was the first, remain widely used, and the programming language constructs he invented remain the basis of modern programming control structures. The notion of time sharing, which he invented, remains a principle paradigm for the use of large computers even today. McCarthy's use of logic was among the primary intellectual sources of logic programming and automated theorem proving, and of many of their important applications.  相似文献   

Controversy as a Blind Spot in Teaching Nature of Science     

Mario Kötter  Marcus Hammann 《Science & Education》2017,26(5):451-482

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented in education. To teach NOS means to adopt a reflexive perspective on science. Therefore, we suggest that controversies within and between the reference disciplines are relevant for NOS teaching and not only the NOS but about NOS should be taught, too. We address the objections that teaching about NOS is irrelevant for real life and too demanding for students. First, we argue that science-reflexive meta-discourses are relevant for students as future citizens because the discourses occur publicly in the context of sociopolitical disputes. Second, we argue that it is in fact necessary to reduce the complexity of the above-mentioned discourses and that this is indeed possible, as it has been done with other reflexive elements in science education. In analogy to the German construct Bewertungskompetenz (which means the competency to make informed ethical decisions in scientific contexts), we suggest epistemic competency as a goal for NOS teaching. In order to do so, science-reflexive controversies must be simplified and attitudes toward science must be considered. Discourse on the scientific status of potential pseudoscience may serve as an authentic and relevant context for teaching the controversial nature of reflexion on science.  相似文献   

Does money buy higher schooling?: Evidence from secondary school track choice in Germany     

Marcus Tamm   《Economics of Education Review》2008,27(5):536-545

The German schooling system selects children into different secondary school tracks already at a very early stage in life. School track choice heavily influences choices and opportunities later in life. It has often been observed that secondary schooling achievements display a strong correlation with parental income. We use sibling fixed effects models and information on a natural experiment in order to analyse whether this correlation is due to a causal effect of income or due to unobservable factors that themselves might be correlated across generations. Our main findings suggest that income has no positive causal effect on school choice and that differences between high- and low-income households are driven by unobserved heterogeneity, e.g. differences in motivation or parenting quality.  相似文献   

China’s Decisiveness in Olympic Bids: Leveraging International Sporting Mega-Events to Improve Beijing’s Odds of Success     

Marcus P. Chu 《国际体育史杂志》2018,35(12-13):1306-1324

Abstract

Through reviewing the 1993 Shanghai East Asian Games, the 2001 Beijing Summer Universiade and the 2014 Nanjing Summer Youth Olympics, this paper provides an in-depth account of how the organization and celebration of China’s international sporting events were decisively leveraged to improve Beijing’s chance of success in the three Olympic bids, respectively for the 2000 Summer Games, the 2008 Summer Games, and the 2022 Winter Games. The findings show China’s nationwide determination to entitle the capital city to hold the Summer and Winter Olympics as well as the synergy of its central and local authorities in handling international sporting affairs. They also reveal the keys that enable China to have become one of the most reliable spots on the planet for staging sporting mega-events and to gain long-lasing prestige in the global sports community.  相似文献   

The Assurance of Standards at Masters level: An empirical investigation   总被引：2，自引：0，他引：2  

Madeline J. Atkins  & Marcus Redley 《Higher Education Quarterly》1998,52(4):378-393

This article presents the findings of a study of 94 Postgraduate Taught Masters programmes (PGTMs) offered in twelve Higher Education Institutions (HEIs) in the UK. It is based on interviews with administrators and with degree programme directors. Documentation was also analysed. The study was commissioned by the HEQC/QAA as a result of the recommendations of the Harris and Dearing Reports. The study reveals wide variation in regulatory frameworks relating to Masters programmes and in the design of programmes, but consensus on the defining characteristics of work at this level and the nature of benefits that students obtain. While institutional procedures for initial approval and validation appear to be rigorous and effective, the ongoing assurance and monitoring of standards is heavily dependent on the external examiner system and informal academic networks with virtually no systematic staff development or benchmarking in place. Several issues are identified in relation to the proposed national typology of courses/levels.  相似文献   

Defending the morality of violent video games     

Marcus Schulzke 《Ethics and Information Technology》2010,12(2):127-138

The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from a number of significant shortcomings that make them ineffective. This essay argues that video games are defensible from the perspective of Kantian, Aristotelian, and utilitarian moral theories.  相似文献   

High-Active Children and Achievement Tests: A two-year follow-up     

Corinne J. Weithorn  Maxine Marcus 《Psychology in the schools》1985,22(4):449-458

A two-year follow-up of 52 elementary school children indicated that in fourth grade, as in second grade, language ability, as measured by the WISC-R Vocabulary subtest, was more strongly related to Achievement Test scores among high-actives than among nonhigh-actives. High-active children of low-to-average language ability had significantly lower achievement test scores than nonhigh-actives, with significant decrement in scores in Reading subtest over the two-year period. On the other hand, high-actives of high language ability had scores only slightly lower than nonhigh-actives, with differences that did not reach significance. Discussion centers on implications for further research and for educational interventions for hyperactive children.  相似文献   

Assessing empirically based ethics     

Arvan  Marcus 《Metascience》2020,29(3):511-514

  相似文献   

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence     

Bennett  Marcus  Ng-Knight  Terry  Hayes  Ben 《European Journal of Psychology of Education - EJPE》2017,32(4):643-667

European Journal of Psychology of Education - Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of...  相似文献   

Systems,transfer, and fields: Evaluating a new approach to energy instruction     

David Fortus  Marcus Kubsch  Tom Bielik  Joseph Krajcik  Yaron Lehavi  Knut Neumann  Jeffrey Nordine  Sebastian Opitz  Israel Touitou 《科学教学研究杂志》2019,56(10):1341-1361

Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K-12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction-at-a-distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school.  相似文献