Questões

Answers the question according to the text below.

Organ Donation and Transplant  

Research-Article

How to be a successful app developer: lessons from the simulation of an app ecosystem

Soo Ling Lim, Peter J. Bentley

Abstract

App developers are constantly competing against each other to win more downloads for their apps. With hundreds of thousands of apps in these online stores, what strategy should a developer use to be successful? Should they innovate, make many similar apps, optimize their own apps or just copy the apps of others? Looking more deeply, how does a complex app ecosystem perform when developers choose to use different strategies? This paper investigates these questions using AppEco, the first Artificial Life model of mobile application ecosystems. In AppEco, developer agents build and upload apps to the app store; user agents browse the store and download the apps. A distinguishing feature of AppEco is the explicit modelling of apps as artefacts. In this work we use AppEco to simulate Apple's iOS app ecosystem and investigate common developer strategies, evaluating them in terms of downloads received, app diversity, and adoption rate.

https://dl.acm.org/doi/10.1145/2384697.2384698

Why can group work be a challenge in monolingual classes?

[1] Firstly, and most obviously, the lack of a need to communicate in English means that any communication between learners in that language will seem artificial and arguably even unnecessary. Secondly, the fact that all the learners in the class share a common culture (and are often all from the same age group) will mean that there will often be a lack of curiosity about what other class members do or think, thus making questionnaire-based activities superfluous. Thirdly, there is the paradox that the more interesting and motivating the activity is (and particularly if it involves a competitive element of some sort), the more likely the learners are to use their mother tongue in order to complete the task successfully or to finish first. Finally, the very fact that more effort is involved to communicate in a foreign language when the same task may be performed with much less effort in the mother tongue will also tend to ensure that very little English is used.

Is group work worth the effort?

[2] Taken as a whole, these factors will probably convince many teachers that it is simply not worth bothering with pair and group work in monolingual classes. This, however, would be to exclude from one’s teaching a whole range of potentially motivating and useful activities and to deny learners the opportunity to communicate in English in class time with anyone but the teacher.

[3] Simple mathematics will tell us that in a one-hour lesson with 20 learners, each learner will speak for just 90 seconds if the teacher speaks for half the lesson. In order to encourage learners in a monolingual class to participate in pair and group work, it might be worth asking them whether they regard speaking for just three per cent of the lesson to be good value and point out that they can increase that percentage substantially if they try to use English in group activities.

[4] At first, learners may find it strange to use English when communicating with their peers but this is, first and foremost, a question of habit and it is a gradual process. For the teacher to insist that English is used may well be counter-productive and may provoke active resistance. If the task is in English, on the other hand, and learners have to communicate with each other about the task, some English will inevitably be used. It may be very little at first but, as with any habit, it should increase noticeably as time goes by. Indeed, it is not unusual to hear more motivated learners in a monolingual situation communicating with each other in English outside the classroom. 

Conclusion

[5] If the benefits of using English to perform purposeful communicative tasks are clearly explained to the class and if the teacher is not excessively authoritarian in insisting that English must be used, a modest and increasing success rate can be achieved. It is far too much to expect that all learners will immediately begin using English to communicate with their peers all the time. But, if at least some of the class use English some of the time, that should be regarded as a significant step on the road to promoting greater use of English in pair and group work in the monolingual classroom.

Available at: https://www.onestopenglish.com/methodologytips-for-teachers/classroom-management-pair-and-group-workin-efl/esol/146454.article. Accessed on: April 26, 2022.

What is Alzheimer’s disease?

There are many types and causes of dementia, but Alzheimer’s disease is the most common form, accounting for between 60 and 70 per cent of all cases.  

Common early symptoms of Alzheimer’s include short-term memory loss, apathy and depressed mood, but these symptoms are often just seen as being a part of normal ageing, making early diagnosis difficult. 

Doctors diagnose Alzheimer’s on the basis of medical examination, patient history and cognitive tests, and can use imaging to rule out other forms of dementia. However, a definitive diagnosis of Alzheimer’s is only possible after death, when examination of brain tissue can reveal whether a person had the deposits of amyloid and tau proteins that are characteristic of the condition. 

            Source http://advances.sciencemag.org/content/5/1/eaau3333(adapted)

            Journal reference: Science Advances, DOI: 10.1126/sciadv.aau3333

            This article was updated on 30 January 2019 to add more detail and comment

            Access: April 20th, 2019