Mystique: Deconstructing SVG Charts for Layout Reuse.

To facilitate the reuse of existing charts, previous research has examined how to obtain a semantic understanding of a chart by deconstructing its visual representation into reusable components, such as encodings. However, existing deconstruction approaches primarily focus on chart styles, handling only basic layouts. In this paper, we investigate how to deconstruct chart layouts, focusing on rectangle-based ones, as they cover not only 17 chart types but also advanced layouts (e.g., small multiples, nested layouts). We develop an interactive tool, called Mystique, adopting a mixed-initiative approach to extract the axes and legend, and deconstruct a chart's layout into four semantic components: mark groups, spatial relationships, data encodings, and graphical constraints. Mystique employs a wizard interface that guides chart authors through a series of steps to specify how the deconstructed components map to their own data. On 150 rectangle-based SVG charts, Mystique achieves above 85% accuracy for axis and legend extraction and 96% accuracy for layout deconstruction. In a chart reproduction study, participants could easily reuse existing charts on new datasets. We discuss the current limitations of Mystique and future research directions.

Co-curricular engagement among engineering undergrads: do they have the time and motivation?

Background: Co-curricular activities are often touted as valuable STEM learning opportunities in higher education settings. Particularly in engineering, industry encourage and seek students with co-curricular experiences. However, many engineering undergraduates do not regularly participate in those experiences. Some researchers have suggested that the rigors of the curriculum leave little time for co-curriculars. Yet, little research has empirically examined the reality of the undergraduate students' involvement in co-curriculars. Thus, as an initial study, we situated our study in a large public university to explore students' motivations for co-curriculars. In this paper we report on our efforts to understand student perceptions about the value and costs of that involvement. We considered how undergraduate engineering students used their time and what motivated them to engage (or not) in co-curriculars using Expectancy-Value Theory (EVT). Students' motivation was investigated with a quantitative research methodology and complemented by interview data. Results: Results of our motivation survey show that students who participated in co-curriculars perceived less cost than those who never participated. We also found that the achievement values of co-curriculars does not necessarily motivate student involvement. Interview data were used to further interpret quantitative data results. Conclusions: In the context of study findings and existent literature, we discuss several implications for future research and practice. First, we argue for a more granular investigation of student time use and its impact on co-curricular participation. Second, despite the potential for high impact outcomes, students who have never participated perceived high cost for co-curricular engagement. Those perceptions may aggravate inequitable engagement of student populations, including historically marginalized populations in the STEM field. Third, students do not necessarily associate co-curricular experiences with the types of achievement values and learning that institutions, alumni, and industry might consider most important. Thus, to build and support co-curricular programs that provide the holistic educational experiences and learning that are anticipated, research that supports design of co-curricular programs and policies to improve engagement and persistence in those programs for all students is necessary. Supplementary Information: The online version contains supplementary material available at 10.1186/s40594-023-00410-1.

"It's Doable": International Graduate Students' Perceptions of Online Learning in the U.S. During the Pandemic.

This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students' online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the "new normal," while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors' readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students' learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

When Group Work Doesn't Work: Insights from Students.

Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Students in both high- and low-performance groups still complained of unequal contributions while praising the social support provided by groups. Students who scored highly on tests were more likely to recognize the benefits of group work, regardless of their groups' overall performance levels, while lower-scoring students perceived group work as time-consuming "busy work" with little cognitive benefit. Comments from anonymous peer evaluations differed only subtly between high- and low-performance groups. Numerical ratings on these evaluations did correlate with overall group performance. However, students in lower-performance groups assigned harsh ratings to their low-scoring members, while students in higher-performance groups were more generous in their ratings for low-scoring members. We discuss implications of relying on support strategies for promoting productive group work.

Study of the ordered structures of poly(styrene-b-vinyl4pyridine) in a solution state by using small-angle X-ray scattering and generalized indirect Fourier transform.

The structures of the mesophases and their subunits (micelles) of poly(styrene-b-vinyl4pyridine) (PS-b-P4VP) in a toluene solution were studied by using small-angle X-ray scattering (SAXS), transmission electron microscopy (TEM), and generalized indirect Fourier transform (GIFT) methods. The structures of PS-b-P4VP, such as the individual micelle, the face-centered cubic (fcc) and body-centered cubic (bcc), and the lamellar, were identified. The SAXS from the PS-b-P4VP solution showed a good contrast for the micelle, even in a low concentration of 0.25 wt %. As the concentration increases, the fcc and both fcc and bcc appear for the packing of the micelles of PS(3.3K)-b-P4VP(4.7K) and PS(12K)-b-P4VP(11.8K), respectively. The lamellar structure was also identified, with a further increase in the concentration for PS(3.3K)-b-P4VP(4.7K). These structures were also identified via TEM images.

Effects of oleamide on choline acetyltransferase and cognitive activities.

We screened 50 Korean traditional natural plants to measure the activation effect on choline acetyltransferase and attenuation of scopolamine-induced amnesia. The methanolic extracts from Zizyphus jujuba among the tested 50 plants, showed the highest activatory effect (34.1%) on choline acetyltransferase in vitro. By sequential fractionation of Zizyphus jujuba, the active component was finally identified as cis-9-octadecenoamide (oleamide). After isolation, oleamide showed a 65% activation effect. Administration of oleamide (0.32%) to mice significantly reversed the scopolamine-induced memory and/or cognitive impairment in the passive avoidance test and Y-maze test. Injection of scopolamine to mice impaired performance on the passive avoidance test (31% decrease in step-through latency), and on the Y-maze test (16% decrease in alternation behavior). In contrast, mice treated with oleamide before scopolamine injection were protected from these changes (12-25% decrease in step-through latency; 1-10% decrease in alternation behavior). These results suggest that oleamide should be a useful chemo-preventive agent against Alzheimer's disease.