[xmca] Paradigms, Hyperdigms, Hypodigms
One example is the query “New York restaurants” which is not aiming at a ranked list of Examples of such systems include Powerset, Yahoo! a page summarizing relevant information about this entity: date of birth, date of death, etc ., also. KEYWORDS:Virtual learning environments; Complexity Paradigm; Distance learning. RESUMO: Investigo Gerais (UFMG),. * [email protected] com . example, to develop their stable linguistic system. .. and options as registered in the following excerpt and selected a date to start and end the. PROGRAMME THE PARADIGMATIC CITY (III): CUSTOMS AND A copious literature dating at least from the 16th century prescribes how women must .. Radu Stoica University of Bucharest [email protected] Jukka Tiusanen.
Our Scalable Systems research team has implemented a new algorithm named Accordion, that takes a significant step toward this goal, into the forthcoming release of Apache HBase 2. HBasea distributed KV-store for Hadoop, is used by many companies every day to scale products seamlessly with huge volumes of data and deliver real-time performance.
Accordion is a complete re-write of core parts of the HBase server technology, named RegionServer. It improves the server scalability via a better use of RAM.
Namely, it accommodates more data in memory and writes to disk less frequently. This manifests in a number of desirable phenomena. With Accordion, they all get improved simultaneously. We stress-tested Accordion-enabled HBase under a variety of workloads.
- Some examples of Paradigm shifts?
- [xmca] Paradigms and Syntagms
- What are some examples in history of major paradigm shifts that results from humilty?
Our experiments exercised different blends of reads and writes, as well as different key distributions heavy-tailed versus uniform. We witnessed performance improvements across the board.
Re: [xmca] Paradigms, Hyperdigms, Hypodigms
Zipf heavy-tailed and Uniform primary key distributions. An HBase region is stored as a sequence of searchable key-value maps. The topmost is a mutable in-memory store, called MemStore, which absorbs the recent write put operations. Once a MemStore overflows, it is flushed to disk, creating a new HFile. HBase adopts multi-versioned concurrency control — that is, MemStore stores all data modifications as separate versions.
[xmca] Paradigms and Syntagms
Multiple versions of one key may therefore reside in MemStore and the HFile tier. A read get operation, which retrieves the value by key, scans the HFile data in BlockCache, seeking the latest version. To reduce the number of disk accesses, HFiles are merged in the background. It seems to me that the third and fourth graders don't really KNOW what they know or what they want to know and can't very well say what they have learned either particularly not in a foreign language. As for the fifth and sixth graders, they are often TOO conscious, and the first thing that occurs to them is to wonder what this weird teacher is trying to get at.
For example, here is some material from a KWL lesson on planets. What I want to know: So one of my grads took careful track of whether the kids preferred to ask questions or answer them, and what topics the children actually preferred to talk about in a "Look and Listen" game we devised for turning pictures into text and which characters they said were their favorites. We can see pretty clearly in the data that they much prefer to ask, that they ask about emotional processes or verbal ones rather than physical actions, and they like all the characters, but are especially interested in the teacher.
Then we gave them a questionnaire.
Re: [xmca] Paradigms, Hyperdigms, Hypodigms
They said they preferred to answer, they liked talking about action and TV and the boys preferred the boy characters and the girls preferred girls. So it looks to me like there is minimal self-consciousness and self-knowledge that is accessible by questionnaire, KWL or otherwise.
I also tend to agree with what Martin has said on the "larger game" aspect of the science concept; there is no question in my mind but that we can take everyday concepts right into the classroom and usually do, any more than I doubt that we can take academic concepts out into every day life.
We're working with materials on map reading, very similar to what you and Len Lanham developed in South Africa. The children have to navigate a local map around their school. They then are transported to Manhattan, and they learn the Cartesian grid, with "avenues" for Vygotsky's meridians and "streets" for his parallels. But when they write, they tend to make mistakes like these: Library is to the west of Byrant Park.
I think the problem is that previously they were doing local, pathfinding exercises, in which the task might have looked like this: You are at NY Library. Go straight west to Bryant Park.