15133 research outputs found
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\u3cem\u3eShin-chi’s Canoe\u3c/em\u3e (2008) by Nicola Campbell
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1062/thumbnail.jp
Ordered Mini-batch Training for Differentially Private and Encrypted Logistic Regression
No full textLogistic regression has found extensive use as a supervised machine learning algorithm due to its simplicity and efficiency in binary and multivariate classification tasks. As data sharing grows across connected devices, safeguarding sensitive personal and industrial information is of increased importance. Privacy-preserving machine learning techniques such as differential privacy and homomorphic encryption offer mathematically rigorous security guarantees, but introduce difficult accuracy, privacy loss, and computational overhead issues. This thesis investigates PPML for logistic regression through a collaborative mini-batch training framework. I propose and implement an ordered mini-batch strategy, compare it to standard shuffled methods, then integrate differential privacy noise injection and homomorphic encryption-style encrypted inference. Experiments are conducted on two real-world datasets to demonstrate that the ordered batch method can match or exceed unordered training in both no-privacy and privacy-preserving cases while maintaining practical encrypted inference latency. I then quantify the trade-offs between privacy budget, model performance, and resource usage. Finally, extensions to deeper models and applications as well as larger hybrid cryptographic protocol setups are discussed as potential areas for future research
\u3cem\u3eSecret Pocket\u3c/em\u3e (2023) by Peggy Janicki
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1066/thumbnail.jp
Secret Pocket
No full texthttps://digitalcommons.montclair.edu/iapc_picturebook_gallery/1053/thumbnail.jp
\u3cem\u3eWhen We Are Alone\u3c/em\u3e (2016) by David A. Robertson
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1065/thumbnail.jp
Forest aboveground biomass in the southwestern U.S. from MISR and GEDI: Assessment with NASA Carbon Monitoring System data
No full textForest aboveground biomass (AGB) density mapping initiatives generally use one of three remote sensing approaches: lidar, radar, or near-nadir multispectral imaging leveraging machine learning methods, or a combination thereof. However, the active instrument record is limited and near-nadir multispectral imaging data are relatively insensitive to canopy physical structure. Multiangle imaging enables annual wall-to-wall mapping with a global record that extends back to 2000 as these data are highly sensitive to forest AGB. This paper describes work to validate estimates in a published annual, wall-to-wall record of forest AGB on a 250 m grid, derived using 672 nm imagery from the NASA, Jet Propulsion Laboratory\u27s Multiangle Imaging Spectro-Radiometer (MISR) for 2000–2021, covering the southwestern United States. Estimates in the published MISR-derived annual forest AGB map series for the southwestern United States and the Global Ecosystem Dynamics Investigation (GEDI) L4B Gridded 1 km AGB product were both found to be highly consistent with NASA Carbon Monitoring System (CMS) airborne lidar survey (ALS) AGB data. MISR and GEDI v.2 (v.2.1) estimates yielded similar coefficients of determination (∼0.7) and Root Mean Square Error (RMSE) (∼60 Mg ha−1) for all ALS data used. For the large CMS Sonoma County Improved AGB dataset, MISR and GEDI v.2 (v.2.1) estimates yielded R2 = 0.88, 0.88 (0.91); RMSE = 58, 40 (37) Mg ha−1. Estimates from MISR thus have an accuracy similar to that of the GEDI L4B gridded AGB product, with some limitations (e.g., topographic shading, tall, dense canopies). However the published MISR maps are on a 250 m grid, wall-to-wall, and cover the period 2000–2021. These results suggest MISR is able to provide a means to investigate trajectories of forest AGB change in the southwestern U.S. from 2000 onwards—over a substantial period of accelerating environmental and human- and climate-driven change– with reasonable precision
\u3cem\u3eI am Not a Number\u3c/em\u3e (2019) by Jenny Kay Dupuis and Kathy Kacer
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1060/thumbnail.jp
Stolen Childhood: Picture Book Stories of Indian Residential Schools
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1059/thumbnail.jp
\u3cem\u3eNot My Girl\u3c/em\u3e (2014) by Christy Jordan-Fenton and Margaret-Olemaun Pokiak-Fenton
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1063/thumbnail.jp
Lyell, Elizabeth Interview 21 November 2025
No full textIn this IAPC Oral History Interview, Dr. Elizabeth Lyell reflects on her participation in the first cohort of the Master of Arts in Teaching degree with a Concentration in Philosophy for Children at Montclair State College during the 1981–1982 academic year. Lyell recounts her introduction to philosophy for children, her intensive year of study with Matthew Lipman, Ann Margaret Sharp, and Phil Guin, and teaching philosophy in public school classrooms in Montclair, New Jersey and Harlem. Lyell offers vivid memories of Lipman as a teacher, mentor, and moral presence, highlighting his pedagogical generosity, seriousness, and commitment to grounding philosophy in lived experience. The interview traces her subsequent career teaching philosophy for children, training teachers, working in higher education and adult education, and later counseling, demonstrating the lasting influence of philosophy for children on her professional and personal life. In 2002 Lyell accompanied Lipman to receive the American Philosophical Association Innovation Prize.https://digitalcommons.montclair.edu/iapc_oral_histories/1011/thumbnail.jp