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Online 1. Constitutional Engineering: Studying Promotions and Revocations of Religious Freedom in Thailand [2017]
 Lee, Karen (Author)
 June 5, 2017
 Description
 Book
 Summary

Thailand has promulgated twenty constitutions and experienced more coups—eleven successful coups and seven attempted coups—than any other country since its conversion to a parliamentary monarchy in 1932. Does this pattern of coup transitions suggest that constitutional efficacy is weak in Thailand, or have constitutions been written and rewritten with the goal of directing policy? This thesis aims to answer this question through studying promotions and revocations of religious freedom in Thai constitutions. Through analyzing Thailand’s twenty constitutions and studying other observable indicators such as change in GDP and geostrategic threats, this paper finds that there is no political logic behind promotions and revocations of religious freedom in Thai constitutions, thereby suggesting that constitutional provisions have little or no effect on policy towards religious freedom.
Thailand has promulgated twenty constitutions and experienced more coups—eleven successful coups and seven attempted coups—than any other country since its conversion to a parliamentary monarchy in 1932. Does this pattern of coup transitions suggest that constitutional efficacy is weak in Thailand, or have constitutions been written and rewritten with the goal of directing policy? This thesis aims to answer this question through studying promotions and revocations of religious freedom in Thai constitutions. Through analyzing Thailand’s twenty constitutions and studying other observable indicators such as change in GDP and geostrategic threats, this paper finds that there is no political logic behind promotions and revocations of religious freedom in Thai constitutions, thereby suggesting that constitutional provisions have little or no effect on policy towards religious freedom.  Collection
 Stanford University, Program in International Relations, Honors Theses
Online 2. PriMagic: ComponentBased Synthesis of Loopy and NonLoopy Programs [2017]
 Shi, Kensen (Author)
 May 9, 2017
 Description
 Book
 Summary

Previous works in componentbased synthesis have struggled to synthesize loops and other control structures. We present PriMagic, a new approach to componentbased synthesis that can synthesize loopy programs from inputoutput examples. Our approach first mines primitives: by generating random straightline programs and remembering those that are consistent with many inputoutput examples, we can obtain a set of code fragments that are likely to be useful for synthesis. Then, we randomly generate programs where we leave control structure conditions blank. We evaluate these partial programs using the idea of magic conditions, where we analyze the different code flows to determine if it is possible for the partial program to pass all test cases. In the last step, we resolve the magic conditions by filling them with random Boolean expressions. We demonstrate that PriMagic can synthesize short but interesting loopy programs within several minutes, and that it can be a useful tool for API translation.
Previous works in componentbased synthesis have struggled to synthesize loops and other control structures. We present PriMagic, a new approach to componentbased synthesis that can synthesize loopy programs from inputoutput examples. Our approach first mines primitives: by generating random straightline programs and remembering those that are consistent with many inputoutput examples, we can obtain a set of code fragments that are likely to be useful for synthesis. Then, we randomly generate programs where we leave control structure conditions blank. We evaluate these partial programs using the idea of magic conditions, where we analyze the different code flows to determine if it is possible for the partial program to pass all test cases. In the last step, we resolve the magic conditions by filling them with random Boolean expressions. We demonstrate that PriMagic can synthesize short but interesting loopy programs within several minutes, and that it can be a useful tool for API translation.  Collection
 Undergraduate Theses, School of Engineering
 Harvey, Vienna Westcott (Author)
 [ca. September 2015  June 2016]
 Description
 Book
 Summary

Recent years have seen the technological capabilities of autonomous vehicles progress in leaps and bounds, but more factors will have to be considered before these vehicles can fully inhabit our streets. This thesis seeks to explore laypeople's thoughts on some of the ethical and legal challenges associated with self driving cars. Data for this thesis was gathered using an online survey distributed in early 2016, which included general opinion questions as well as questions based around a modified version of the famous Trolley Problem thought experiment. This thesis received a Firestone Medal for Excellence in Undergraduate Research in spring of 2016.
Recent years have seen the technological capabilities of autonomous vehicles progress in leaps and bounds, but more factors will have to be considered before these vehicles can fully inhabit our streets. This thesis seeks to explore laypeople's thoughts on some of the ethical and legal challenges associated with self driving cars. Data for this thesis was gathered using an online survey distributed in early 2016, which included general opinion questions as well as questions based around a modified version of the famous Trolley Problem thought experiment. This thesis received a Firestone Medal for Excellence in Undergraduate Research in spring of 2016.  Collection
 Stanford University, Program in Science, Technology and Society, Honors Theses
Online 4. It's (Not) Ours To Reason Why: A Comparative Analysis of Algorithms for the Division of Fractions [2017]
 Cordero, Montserrat (Author)
 May 2017
 Description
 Book
 Summary

This research project takes a deep look at how division of fractions problems, known as some of the most complex to teach and learn in school mathematics, can be approached. It takes a look at the two main algorithms for division of fractions present in the literature and compares them in order to consider each algorithm's benefits and drawbacks in answering the following question: How do the commondenominator and invertandmultiply algorithms for the division of fractions compare in terms of their algorithmic efficiency, curricular fit, and mathematical integrity? Through an analysis of efficiency based on the upper bound of the number of singledigit basic operations required to solve a division of fractions problem with each algorithm, and of the meaning and coherence based on multiple representations of the two algorithms and their grounding in the mathematics methodized by the Common Core State Standards, I found that the flipandmultiply algorithm is more efficient because requires fewer single digit basic operation to produce an answer, but the commondenominator algorithm is more closely tied to the instructional content that typically precedes it in teaching fractions. However, this analysis also established the extent to which both algorithms have the potential to be taught with a strong grounding on mathematical ideas rather than just for the ability to give a numerical answer, which is arguably more important for learning mathematics than algorithmic efficiency.
This research project takes a deep look at how division of fractions problems, known as some of the most complex to teach and learn in school mathematics, can be approached. It takes a look at the two main algorithms for division of fractions present in the literature and compares them in order to consider each algorithm's benefits and drawbacks in answering the following question: How do the commondenominator and invertandmultiply algorithms for the division of fractions compare in terms of their algorithmic efficiency, curricular fit, and mathematical integrity? Through an analysis of efficiency based on the upper bound of the number of singledigit basic operations required to solve a division of fractions problem with each algorithm, and of the meaning and coherence based on multiple representations of the two algorithms and their grounding in the mathematics methodized by the Common Core State Standards, I found that the flipandmultiply algorithm is more efficient because requires fewer single digit basic operation to produce an answer, but the commondenominator algorithm is more closely tied to the instructional content that typically precedes it in teaching fractions. However, this analysis also established the extent to which both algorithms have the potential to be taught with a strong grounding on mathematical ideas rather than just for the ability to give a numerical answer, which is arguably more important for learning mathematics than algorithmic efficiency.  Collection
 Undergraduate Honors Theses, Graduate School of Education
 Salomón, Jaziel A. (Author)
 March 2015  May 2016
 Description
 Book
 Summary

The current achievement gap between low and higherincome students in the United States reveals disparities between standardized test scores, grades, graduation rates, college enrollment rates, and entrance into STEM fields (Chen, 2013; Clark, 1986; Kena et al., 2015; Reardon, 2013; Stark & Noel, 2015). According to Cooper et al. (1996), summer learning loss is a major contributor to the achievement gap. Many summer learning programs have arisen to combat summer learning loss in lowincome students. This study examines the experiences of lowincome and highachieving middle school students participating in a sixweek long summer program. Key findings were that student perceptions on education and STEM were consistently positive, although they strongly preferred learning in the summer environment; students' future plans to take advanced STEM courses or have a career path in STEM fluctuated; and students had mixed views on whether the program had prepared them sufficiently with social and study skills. From this data, recommendations can be made for future summer programming, including maintaining academic rigor with handson and discussionbased learning; providing teachers that students can see as nearpeer role models; and addressing students' anxieties and concerns about their academic careers.
The current achievement gap between low and higherincome students in the United States reveals disparities between standardized test scores, grades, graduation rates, college enrollment rates, and entrance into STEM fields (Chen, 2013; Clark, 1986; Kena et al., 2015; Reardon, 2013; Stark & Noel, 2015). According to Cooper et al. (1996), summer learning loss is a major contributor to the achievement gap. Many summer learning programs have arisen to combat summer learning loss in lowincome students. This study examines the experiences of lowincome and highachieving middle school students participating in a sixweek long summer program. Key findings were that student perceptions on education and STEM were consistently positive, although they strongly preferred learning in the summer environment; students' future plans to take advanced STEM courses or have a career path in STEM fluctuated; and students had mixed views on whether the program had prepared them sufficiently with social and study skills. From this data, recommendations can be made for future summer programming, including maintaining academic rigor with handson and discussionbased learning; providing teachers that students can see as nearpeer role models; and addressing students' anxieties and concerns about their academic careers.  Collection
 Undergraduate Honors Theses, Graduate School of Education
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