Thursday, January 24, 2008
Scientific research paper is a study with specialized focus on a particular theory or
application. Before one slips into doing a thorough in-depth analysis of a particular area of interest one must explore the interdisciplinary possibilities to carry out the most off-the beaten track scholastic study. For example, e-science has the potential to mutate school science by facilitating learners, educators and investigation scientists to work together in authentic technical enquiry, collaboration and learning.
Two related e-science projects were launched between 2003 and 2005 that focused on ways to bring e-science into secondary science teaching and learning, and take active, hands-on learning beyond the classroom into the local environment. The â€˜Public Understanding of Environmental e-Science’ project and the â€˜Schools E-science Network for the Study of Environmental science’ (SENSE) project were investigative studies questioning latent methods to fit in e-science into science learning.
The practical learning activities were based around the science of studying lakes, green house gas monitoring in air pollution, and full methodical lifecycle skills. In this report were provided the details of the studies and the reader was referred to other published work for further details about the study conducted on the data available in the thesis.
Again another thing is that to teach how to write research paper describing the design of a computer system to teach the skills of visual categorization was brought out.
The preliminary area of analysis is cardiac radiology, though the principles are generic to other domains. The Radiology Tutor is designed to carry out three types of task: to let the student to browse through a database of digitized images; to introduce a teaching strategy that will provide a sequence of standard images for teaching; and to tutor about each radiographic image, selected either by the student or by the system, offering a critique of the student’s elucidation and demonstrating atypical features.
Since man to man tutorial interactions are primarily conducted at the level of anatomical features and their relationship to pathologies, the current system represents knowledge
at this level. The system is not itself capable of interpreting the images; instead information about image regions and anatomical features is stored in frames associated with each image and with the student’s reported understanding of the image.
Teaching about an image is scheduled by an agenda that gives a series of tutoring goals for the condition rules that monitors the tutorial interaction. A characterization of images as points in a multi-dimensional feature space, pathologies as regions encompassing all the exemplar image points, and the student model as stretching regions enclosing the exemplars shown so far, provides an integrated method of information illustration for the system which is depicted in the outline for a research paper.
Against advocates of particular formalisms for representing all kinds of knowledge, a thesis may argue that different formalisms are useful for different purposes. Different formalisms imply different presumption methods. The history of human science and culture illustrates the point that very often development in some field depends on the creation of a specific new formalism, with the right epistemological and heuristic power. The same has to be said about formalisms for use in artificial intelligent systems. We need criteria for evaluating formalisms in the light of the uses to which they are to be put.
Scientific research paper may also demonstrate a reason to argue, debate or refute. The same subject matter may be best represented using different formalisms for different purposes, e.g. simulation vs explanation. If diverse notations and inference methods are good research paper for different purposes, this has implications for the design of expert systems.
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