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Reconceptualizing Kolb’s Learning Cycle as Episodic and Lifelong
No full textKolb’s experiential learning cycle is typically applied in short-term, episodic snapshots of time, while understating the implications of continual, longer-term learning. This fixed-frame, episodic usage may diminish the knowledge that learners bring into an educational experience and the continued shaping of knowledge through future experiences. Thus, the purpose of this conceptual article is to explore how Kolb’s experiential learning cycle is currently utilized and to propose a reconceptualized model that emphasizes learning as a continuous process rather than a fixed mode of learning. A model that merges episodic and lifelong could aid practitioners and researchers in recognizing prior and future learning cycles outside of time-bound, structured learning. This research has implications for practice as the model can be used to address prior learning students are bringing with them, learning during the experience, and further transforming this learning beyond that of a short-term experience. Future research is recommended to explore prior and future learning based on this model as a metacognitive tool to prepare learners before engaging in an experience. Describing the learning process through the lens of experiential learning prior to an experience has the potential to develop a growth mindset in learners, in turn increasing self-efficacy. 
A Reduction Algorithm for Volterra Integral Equations
Get PDFAn integral equation is a way to encapsulate the relationships between a function and its integrals. We develop a systematic way of describing Volterra integral equations – specifically an algorithm that reduces any separable Volterra integral equation into an equivalent one in operator-linear form, i.e., one that only contains iterated integrals. This serves to standardize the presentation of such integral equations so as to only consider those containing iterated integrals. We use the algebraic object of the integral operator, the twisted Rota-Baxter identity, and vertex-edge decorated rooted trees to construct our algorithm
Money and Power over Concern for Humanity: Delaying Justice for Special Interests in the Armenian Genocide Case
Get PDFIn the case of the Armenian Genocide, action and inaction and the weighing of costs and benefits led to the massive destruction of Armenians during WWI. The Turkish government’s racial discrimination against the Armenians drove them to politically and violently eradicate the Armenians within the Ottoman Empire. The benefit for the Turks from having separatist policies was establishing a pure Turkish state. The costs to achieve this goal were forcible relocation or death, whichever was most efficient in prompting the Turkish government’s desired outcome. The benefit for outside nations from inaction was reserving political, financial and military assets as opposed to the burden of intruding in external affairs. However, the costs of inaction had a double-sided effect: hundreds of thousands of Armenians lost their lives and culture while outside nations lost their integrity. Other nations are stigmatized with shame just as the Turkish masterminds behind the Armenian Genocide are vilified, for the lack of prevention is equally offensive as committing the crime. Furthermore, not addressing the Armenian Genocide, specifically, delaying reparations and punishment, perpetuates the guilt of the Turkish officials who authorized and conducted the genocide. It also perpetuates the embarrassment of other nations who did not get involved to prevent or stop it and the hurt that engulfs the Armenians as they mourn the demise of their heritage and are denied any sense of justice
Elite Course-Taking and Racial Disparities in STEM
Get PDFAfrican American and Latinx populations are still
disproportionately underrepresented in science, technology, engineering, and math (STEM) fields. To understand why racial disparities persist, this article investigates African American and Latinx students\u27 high school careers. Specifically, it examines whether students take a course in trigonometry, pre-calculus, or calculus students’ (elite math courses) in their senior year. Using the theoretical framework of categorical inequality, I examine whether racial disparities exist in elite math courses that often serve important gatekeeping functions for future STEM pathways.
Data are from the Educational Longitudinal Study of 2002 (ELS:02) public use data, focusing on data from the first follow- up (when the students are in their senior year of high school) and postsecondary education transcripts collected in 2012. I use logistic regression methods to examine the odds of taking an elite math course across racial and ethnic subgroups. Then I analyze the odds of high school graduation rates, postsecondary enrollment across different racial/ethnic subgroups, and whether students obtained a bachelor’s degree in STEM, after accounting for elite math courses taken in high school. Surprisingly, my findings show that African American and Latinx students have similar odds as White students of taking an elite math course and have higher odds of enrolling in a postsecondary institution than their white counterparts
Film Review: Everything Everywhere All At Once by Daniel Kwan and Daniel Scheinert
Get PDFEverything Everywhere All At Once (EEAAO) is the second feature film by directors known as the “Daniels,” and it has broken numerous records since releasing in March 2022. Under distribution through indie house A24, the film was originally only given a limited run but quickly increased to a nationwide release due to popular demand – even while the movie theater business struggled to bounce back from pandemic conditions. EEAAO was recognized during awards seasons since its release, setting a high bar with upward of 300 nominations and becoming the first film to sweep the Oscars in all the “above-the- line” categories for which it was nominated: Best Picture, Best Original Screenplay, Best Director, Best Actress, Best Supporting Actor, and Best Supporting Actress. Clearly this film has had an impact
Spider Web Graphs
Get PDFRecent results from Chih-Scull show that the ×-homotopy relation on finite graphs can be expressed via a sequence of “spider moves” which shift a single vertex at a time. In this paper we study a “spider web graph” which encodes exactly these spider moves between graph homomorphisms. We show how composition of graph homomorphisms relate to the spider web, study the components of spider webs for bipartite and tree graphs, andfinish by giving an explicit description of the spider web for homomorphisms from a bipartite graph to a star graph
Welcome
No full textWelcome to Volume 14, Issue 1 of The Toro Historical Review! Congratulations to the authors, and a special thank you to our student editorial team who has worked hard and continued to keep us on our regular publication schedule. Thank you!
This volume features five essays produced in upper division history classes and represent remarkable achievements in undergraduate research and writing. Well done! 
“Now What?”: Drowning in the American Dream Mural
Get PDF“Drowning in the American Dream” is a mural produced at Cal State LA, painted by Claudio Talavera-Ballón, a Peruvian artist based in the Bay Area, depicting the challenges of migrant border crossings.The project originated in a collaboration between faculty and students of the Latin American Studies Student association (LASS) and the artist, with the Dreamer Center and the Cross-Cultural Center, and co-sponsored by the Sociology Department, the College of Natural and Social Sciences (NSS), the College of Ethnic Studies, the Ethnic Studies Student Group (ESSG) and the University Library, hosted by the Special Collections and Archives Division. The mural project culminated in an inauguration event at the John F. Kennedy Memorial Library at Cal State LA in the Fall of 2022
Promoting Psychophysiological Play: Applying Principles of Polyvagal Theory in the Rehearsal Room
Get PDFActors are often asked by directors to "play" with the material they are given in an attempt to create new artistic choices free of inhibitions. While proposed with no ill-intent, this request has the potential to create unwanted activations of an actor\u27s sympathetic nervous system due to the removal of familiar rehearsal practices. Removing this ask from a director\u27s vocabulary lessens the chance of negative interactions with an actor’s boundaries, but may leave other members of the creative team and actors may be left wanting more. By creating theatrical play grounded in the principles of Dr. Stephen W. Porges\u27 Polyvagal Theory, potential trauma responses can be accounted for while allowing for an artistically fulfilling and consensual rehearsal process
Focus on Impact, Not Intention: Moving from \u27Safe\u27 Spaces to Spaces of Acceptable Risk
Get PDF‘Safe space’ isn’t an actionable tool; it is an aspiration. It is through the execution of actions that aspirations are achieved. Simply stating that a creative process or environment is a ‘safe space’ because one hopes or aspires for it to be so, does not actually make safety the reality for all participants in the room. It is impossible to create truly ‘safe’ spaces, but that doesn’t mean that artists and arts educators facilitating creative processes should decrease our efforts. Instead, we should shift our focus to creating spaces of acceptable risk