O surgimento de volumes de dados na ordem de petabytes cria a necessidade de desenvolver-se novas soluções que viabilizem o tratamento dos dados através do uso de sistemas de computação intensiva, como o MapReduce. O MapReduce é um framework de programação que apresenta duas funções: uma de mapeamento, chamada Map, e outra de redução, chamada Reduce, aplicadas a uma determinada entrada de dados. Este modelo de programação é utilizado geralmente em grandes clusters e suas tarefas Map ou Reduce são normalmente independentes entre si. O programador é abstraído do processo de paralelização como divisão e distribuição de dados, tolerância a falhas, persistência de dados e distribuição de tarefas. A motivação deste trabalho é aplicar o modelo de computação intensiva do MapReduce com grande volume de dados para uso em ambientes desktop grid. O objetivo então é investigar os algoritmos do MapReduce para adequar a computação intensiva aos ambientes heterogêneos. O trabalho endereça o problema da heterogeneidade de recursos, não tratando neste momento a volatilidade das máquinas. Devido às deficiências encontradas no MapReduce em ambientes heterogêneos foi proposto o MR-A++, que é um MapReduce com algoritmos adequados ao ambiente heterogêneo. O modelo do MR-A++ cria uma tarefa de medição para coletar informações, antes de ocorrer a distribuição dos dados. Assim, as informações serão utilizadas para gerenciar o sistema. Para avaliar os algoritmos alterados foi empregada a Análise 2k Fatorial e foram executadas simulações com o simulador MRSG. O simulador MRSG foi construído para o estudo de ambientes (homogêneos e heterogêneos) em larga escala com uso do MapReduce. O pequeno atraso introduzido na fase de setup da computação é compensado com a adequação do ambiente heterogêneo à capacidade computacional das máquinas, com ganhos de redução de tempo de execução dos jobs superiores a 70 % em alguns casos. / The emergence of data volumes in the order of petabytes creates the need to develop new solutions that make possible the processing of data through the use of intensive computing systems, as MapReduce. MapReduce is a programming framework that has two functions: one called Map, mapping, and another reducing called Reduce, applied to a particular data entry. This programming model is used primarily in large clusters and their tasks are normally independent. The programmer is abstracted from the parallelization process such as division and data distribution, fault tolerance, data persistence and distribution of tasks. The motivation of this work is to apply the intensive computation model of MapReduce with large volume of data in desktop grid environments. The goal then is to investigate the intensive computing in heterogeneous environments with use MapReduce model. First the problem of resource heterogeneity is solved, not treating the moment of the volatility. Due to deficiencies of the MapReduce model in heterogeneous environments it was proposed the MR-A++; a MapReduce with algorithms adequated to heterogeneous environments. The MR-A++ model creates a training task to gather information prior to the distribution of data. Therefore the information will be used to manager the system. To evaluate the algorithms change it was employed a 2k Factorial analysis and simulations with the simulant MRSG built for the study of environments (homogeneous and heterogeneous) large-scale use of MapReduce. The small delay introduced in phase of setup of computing compensates with the adequacy of heterogeneous environment to computational capacity of the machines, with gains in the run-time reduction of jobs exceeding 70% in some cases.

This thesis consisted of two computerized simulations of assembling milk from dairy farms and distributing it to milk plants, using TRUCKSTOPS, a commercial truck routing computer program. In the first simulation milk was assembled and delivered to the nearest available plant without regard to protein content, with the high-protein milk delivered to manufacturing plants. Doing so increased the fat and protein in milk delivered to manufacturing plants, and increased cheese production 2.6 percent. It also increased assembly costs and lowered fat and protein in milk delivered to fluid milk plants. The value of the extra cheese was less than the extra assembly costs and the value of the butterfat diverted from fluid milk to manufacturing plants, making the operation economically unfeasible.

This study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact, providing access to characters who were different from the students. The design included the researcher’s classroom and a teacher cohort of five third grade teachers interacting with a total of 103 students in a public charter elementary school in South Florida. The selection of third graders was purposeful by the developmental window of social perspective taking identified by Selman (1980). Each teacher utilized the multicultural book set to conduct interactive read-alouds along with critical questions to support the students in understanding the settings and problems and therefore the perspective of the diverse characters. We gathered data from student work samples, audio tapes, cohort meetings, teacher journals, researcher journals, and critical friend meetings. Computer-assisted qualitative data analysis aided in the organization and handling of the quantity of data as Glasser’s (2008) constant comparative method was applied to coding through the action research recursive cycles. Emergent themes and patterns from the data demonstrated positive development in the depth of discussion through improved emotional vocabulary and new understanding of mixed emotions. The variety of storylines offered new knowledge of social justice issues such as immigration, refugees, religious tolerance, slavery, and poverty while developing vocabulary to engage in reading and discussion. The indirect contact experiences with diverse characters and the lessons provided practice in perspective taking and emotional empathy skills. This study contributes to the body of literature using multicultural literature for empathy and perspective taking development and adds to indirect contact studies for prejudice reduction by focusing on younger students and being conducted within an authentic school context. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

A general study of testing with special focus on, and analysis of, tests being used in the primary grades by selected cities; the controversy concerning aptitude and intelligence testing as it applies particularly to genetic factors and race; and the identification and selection of ideas which would be of value to a first grade teacher seeking diverse and unusual ways to discover abilities and aptitudes in first grade children. Study covers in detail some of the controversy about racial intelligence as it concerns black and white Americans starting with interpretations and controversies that occurred after World War I, and also with current controversy about the same topic (racial intelligence)and the relative importance of genetic and environmental factors in the interpretation of test scores. Agreement among various authorities who have contrasting ideas of genetic factors and their influence is discussed along two basic lines of agreement: the belief that almost all children can learn basic skills, and that this learning can best be accomplished if diverse learning approaches are used. Study concludes with an identification of, and detailed description of teaching techniques which could be used by a first grade teacher who sought in diverse ways to discover aptitudes and abilities in her children.

State legislators in the Midwestern United States implemented a Third Grade Reading Guarantee law to prevent the promotion of Grade 3 students with poor reading skills to Grade 4. As a result, schools implemented innovative reading interventions, thereby driving a need to determine teachers' concerns and levels of use (LoU) of these innovative interventions. The purpose of this qualitative case study was to understand Grade 3 reading teachers' stages of concerns (SoC) and LoU in implementing reading interventions, and teachers' comprehension of the innovation configurations, in view of the new Third Grade Reading Guarantee law. The conceptual framework used to undergird this study was the concerns-based adoption model. The SoC described 7 categories of possible concerns for an innovation, and the LoU described 8 behavioral profiles that educators used in practice. Data collection occurred through in-depth interview sessions using a purposeful sample of 10 Ohio Grade 3 reading teachers. Emergent themes were identified through a coding and thematic data-analysis process. Findings revealed that Ohio Grade 3 teachers' dominant SoC was a need for collaboration with other teachers. The second dominant SoC was a need to refocus on how the reading interventions would be used for the following school year. Findings showed that teachers' level of usage in Year 1 were at the mechanical level, focusing on the daily usage of the manual. In Year 2, teachers refined their practice and were better able to vary implementation format. Teachers' use of innovations improve at-risk students' reading skills, making them better scholars, who are then able to compete on many levels, and as future adults they will be able to make a positive social change by giving back to their communities.

A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.

As educators have searched continuously for the best method to teach reading, numerous techniques have been advanced. Some of these techniques are comprised of basic elements in reading which are proven and used with much success and security on the part of the teacher, Others are tried, used, made popular for a short time and then are cast aside as in adequate teaching methods.

Literature indicates that in past years a controversy has arisen as to the proper time and methods to begin the instruction of reading to young children. Most recent research indicates that authorities do not advocate formalized instruction by which whole classes or groups of children participate in a given program. however, recent literature also indicates a trend toward structured and formalized reading by public school teaching staff. While there is a great deal of research in the area of early reading, the research is not definitive. Consequently, a need remains for definitive research that can help in answering questions about when and how to instruct children in reading. This study was conducted with 185 kindergarten children. Eighty-nine of the selected children participated in Sullivan's Programmed Reading, Series E, in their kindergarten year. The remaining ninety-six children did not participate in Sullivan's Programmed Reading, Series E, in their kindergarten year. Rather they participated in a more traditional kindergarten atmosphere. Non-participating kindergarten children did begin instruction in formalized reading in their first grade year. The purpose of the study was to determine if children who participated in Sullivan's Programmed Reading, Series E, in kindergarten would indicate more growth than non-Participating children by the time both groups entered third grade. The study was designed to test three hypotheses stated in the null form. The first hypothesis was that there would be no significant difference in reading ability between children who participated in Sullivan's Programmed Reading, Series E, and those who did not by the time both groups of children entered third grade. This hypothesis was confirmed. The second hypothesis was that there would be no significant difference in reading ability of participating and non-participating children based on the the mother's highest educational level. This hypothesis was confirmed. The third hypothesis was that there would be no significant difference in reading ability of participating and no-participating children based upon the sex of those children selected. This hypothesis was not confirmed. The instrument used was the SRA (Science Research Associates) Achievement Series. Children were tested at the beginning of their second and third grade years. The difference between their second grade score and their third grade score was determined to detect if kindergarten participants in formalized reading would reflect more growth than non-participating children. The chi square method for analyzing data was employed to determine if differences in test performance between the groups of children were statistically reliable. The level of significance of testing differences was at the .05 level.

Children afflicted with speech disorders represent the largest single group of exceptional children. The numbers of speech defectives reach between 2 and 2 1/2 million or about 5% of the population (Johnson et a l., 1956). Newman (1961) has disputed this claim and has stressed the difference to be made between speech differences and handicapping conditions:

The aim of this study was to fulfil two purposes: to gain deeper insights into what young children think about their teachers, and to examine the effectiveness of different methodologies which are designed to elicit information from school beginners. By employing a variety of qualitative techniques, the study focussed on the development of research methodologies specifically appropriate to this age group. Although the results of the study suggest that the children perceive teachers as performing the more obvious didactic and authoritarian roles, they also indicate an awareness of the managerial aspects of teaching. The data also suggested that the children placed greater emphasis on the teachers role as an entertainer than as a nurturer. An examination of the results in relation to the methodologies used, indicates the possibilities of further developing the drawing and interview technique for use by classroom teachers. The research highlights some interesting implications for teachers. A better understanding of childrens views about classroom practices may influence teachers decisions about how they wish to fulfil their roles and functions.