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AS-982-24 Resolution on the Proposed 14-Week Trimester Calendar and Year-Round Operations
No full textResolves that the Academic Senate objects to the proposed 14-week term length, which is presented in the 2026-2027 Academic Calendar, because it implements symmetrical fall, winter, and spring term lengths that modify, without senate consultation and approval, the sixteen-week fall and spring semester term lengths and asymmetrical summer term in AS-942-22; and further resolves that the Academic Senate strongly encourages the administration to postpone the adoption of symmetric trimesters proposed in the 2026-2027 Academic Calendar until Cal Poly has had the opportunity to institute the Quarter to Semester transition as it originally was mandated by the Chancellor’s Office in 2021, with two 15-week Semesters with one week of final exams and a Summer semester; and further resolves that the Academic Senate strongly encourages the administration to postpone implementation of the Year-Round Operations proposal until the integration with Cal Maritime, should it be approved by the CSU Board of Trustees in November 2024, is complete and has been shown to be both financially and functionally sustainable, and the incoming community from Cal Maritime has had an opportunity to provide feedback on the proposal
Ag Ed 539 Graduate Internship Report - Tulare High School Farm
No full textThis internship and project report includes documentation required in meeting the quality criteria for secondary-level programs of instruction in agriculture. The documents are concurrently used for the Agriculture Incentive Grant review process at Tulare High School Farm conducted by representatives of the California Department of Education. The supporting material includes information to receive state and local funding, outline the goals and objectives of the program, along with an overview of Tulare High School Farm, the agriculture program and the community
Mechanism of Seismic Liquefaction for Heterogeneous Soil
Get PDFIn addition to inducing uncertainty in the predicted response, natural spatial variability of soil properties affects the mechanical response of geotechnical structures. When a failure surface is involved in the response, this surface can deviate from its theoretical location to pass through weaker zones of material. For the case of seismically induced soil liquefaction, it has been found that a larger amount of excess pore water pressure is generated in a soil exhibiting small-scale variability of its properties than in the corresponding uniform soil having geomechanical properties equal to the average properties of the heterogeneous soil. An explanation for this important phenomenon is provided in this paper based on the results of centrifuge experiments and numerical simulations of heterogeneous and homogeneous saturated soil deposits subjected to seismic loads. It is demonstrated, based on a detailed analysis of the results, that partial drainage during the earthquake, consisting of pore water inflow from loose soil zones that liquefy first toward surrounding dense areas, may trigger softening of dilative soils. The water inflow effects in terms of volumetric strains leading to reduced cyclic resistance of dense sands are compared with results of specially designed cyclic triaxial tests reported by other researchers
Point Cloud Initialization Techniques For Gaussian Splatting
Get PDFOver the past year, 3D Gaussian Splatting has become a widespread research topic of interest. It has proven itself against other popular Novel View Synthesis algorithmslike Neural Radiance Fields (NeRF) by replacing the approximation function witha modified point cloud. This modified point cloud allows for the rendering of novelviews in real time. While this gives Gaussian Splatting an advantage over algorithmslike NeRF, it shares the same issue of requiring prior camera intrinsics such as a PointCloud and Camera Poses. Most Gaussian Splatting pipelines use Colmap Sparse, aStructure-from-Motion (SfM) technology that efficiently registers the necessary pointclouds and camera poses. However, these features require a surplus number of images that are often unavailable. In this thesis, we investigate and compare other types of SfM and Multi-View-Stereo (MVS) technologies that use both traditional and deep-learning-based algorithms. The objective is to see if these methods’ increased point cloud density results in better Gaussian Splatting results, provided a low number of images. This evaluation is performed with quantitative metrics (PSNR, SSIM, PointCloud Size, Runtime), and qualitative assessment (rendering Gaussian Splats andPoint Clouds)
“My Pregnant Man Story”: “Bloodchild” as a Means of Discussing Reproductive Rights
Get PDFRestrictions on reproductive health education in Florida have resulted in misinformation and taboos that could be addressed through parallels in science fiction. As Paweł Frelik, University of Warsaw Professor of American Studies, reminds us, science fiction is a “cultural discourse,” in which “fantastic figures such as aliens, clones, and cyborgs are allegories of race, ethnicity, gender, sexuality, able-bodiedness, and other dimensions of individual subjectivity.” Octavia Butler’s short story “Bloodchild” (1995) will be used in this activity to discuss reproductive rights with students in the wake of so many legal challenges to those same rights. Butler, inspired by her own fears of the Peruvian botfly, imagines humans marooned on a foreign planet who find their males being injected by female T’lic, large sentient insects, with parasitic larvae that eat their way out of the body upon reaching maturity. The story reveals how the T’lic have feigned empathy by protecting and nurturing human families, grooming the young hosts from birth to accept this process, and generously cutting the larvae out of the body to preserve the life of the host. The teaching activity has students critique the methods of the T’lic before engaging in discussions of our own cultural values and policies regarding reproductive rights
Teaching the Past as Commentary on the Present: Challenging Suppression, Erasure, and Disinformation via Literary Texts in Times of Looming Fascism
Get PDFActive resistance to controlled course content is an integral to teaching humanities classes; reading diverse literature provides students with exposure to the unfamiliar, somewhat familiar, or validation and even understanding of their own experiences; expanding knowledge through historical and contemporary readings can help students learn while expanding presence for under-represented or suppressed communities. Exposure can help students understand how and why we have arrived where we currently are politically and socially, which often leads students to question draconian measures and come to a new or better understanding of the plights many face. While outwardly enacting feminist pedagogies in Florida classrooms is currently dangerous, students espouse a desire to learn, understand, and have uncomfortable conversations in safe places—in other words, classrooms. Therefore, in direct resistance to Florida’s draconian mandates, I carefully craft classes to resist silence and destruction and instead design instructional content that directly counterattacks such measures. Using historically based texts and texts that focus on injustices allows the fostering of important conversations in safe places where students can understand historical context and how it impacts current ideologies. Developing empathy and understanding helps students comprehend how acts of censorship, erasure, and disinformation are acts of violence against threatened communities
The Affective Labor of Cross-Disciplinary Communication Education: Enacting a Feminist Praxis
Get PDFThis critical commentary addresses the pedagogical experiences of being instructional assistants of communication in an engineering classroom at a Florida public university. In weaving together our experiences, we reflexively explore the affective labor and challenges of teaching interpersonal and intercultural communication concepts in a STEM environment while navigating restrictive state legislation and varying disciplinary perspectives and metatheoretical assumptions. We manage these dynamic tensions by adopting a feminist pedagogical praxis that works toward reimagining futures for STEM education—a future that helps students foster a critical consciousness and apply communication as a means of developing more equitable and just solutions across industries. This reflection works to offer insights for educators across disciplines who might be facing similar institutional and political challenges
The Abusive Relationship between the Humanities and Universities: How Feminist Pedagogy Can Heal Humanist Work in the Public Forum
Get PDFThis critical commentary considers in what ways as well as where humanists and feminist pedagogues can professionally exist when facing ideological and existential threats to higher education institutions. The passage of Florida’s SB 266 (and similar legislation) has ushered in ideological threats to academic freedom and afforded policy makers increasing levels of control in the academy. This commentary positions legislative assaults at higher education institutions – predominantly launched at non-STEM disciplines – as extensions of the 100-year-long humanities “crisis and recommends that humanists and feminist pedagogues use this moment of continued crisis to re-define and re-locate the humanities. Looking at the history of the humanities crisis, this commentary evidences that the public humanities have been a steadily growing and funded space supported by a multitude of stakeholders that could better cultivate and make accessible the academic humanities, especially when considering their historically exploitative relationship with the academy. This commentary argues that, at minimum, the humanities need to re-position their disciplines with the public or affix themselves to the work of the public humanities. Lastly, the shared values of social justice and grassroots activism between the public humanities and feminist pedagogy present a far greater optimistic future for the humanities than the gatekept irrelevance that seems to beleaguer humanities disciplines
Pedagogies of Discomfort: Critical Lessons from Florida Feminist Professors
Get PDFIn a collaborative letter, Florida feminist faculty instructors describe pedagogies of discomfort devised by the state to empower an assumed alienated student decentered by difference and to disquiet a culturally responsive teacher who treats education as transformation and liberation rather than career-relevant job training. They recall classroom resistance strategies and tactics not only to speak to the policies of erasure in this moment, but also to speak to the precarious student who needs to feel cared for, honored, and acknowledged in their pursuit to learn and unlearn to be in community today. The political intent of discomfort is to divide and distance students and teachers from their interconnected experiences and histories. But, Florida feminist faculty instructors use discomfort to reconnect and to recommit to the democratic value and purpose of public education. They come together—letter writing through fear—to show how they aim to create an empathetic, critically reflexive space for students to reimagine and cultivate a just and equitable world for all of us