44,521 research outputs found
Land Grant Application- Bell, Daniel (Danvers, MA)
No full textLand grant application submitted to the Maine Land Office for Daniel Bell for service in the Revolutionary War.https://digitalmaine.com/revolutionary_war_mass/1029/thumbnail.jp
A stronger Bell argument for quantum non-locality
No full textIt is widely accepted that the violation of Bell inequalities excludes local theories of the quantum realm. In this paper I present a stronger Bell argument which even forbids certain non-local theories. The remaining non-local theories, which can violate Bell inequalities, are characterised by the fact that at least one of the outcomes in some sense probabilistically depends both on its distant as well as on its local parameter. While this is not to say that parameter dependence in the usual sense necessarily holds, it shows that the received analysis of quantum non-locality as “outcome dependence or parameter dependence” is deeply misleading about what the violation of Bell inequalities implies
Grand Launch of the Black Resource Center: Michael Tadesse-Bell\u27s Speech
No full textThis speech was given by Michael Tadesse-Bell at the Grand Opening of the Black Resource Center (BRC) - the third component of the Black Academic Success and Engagement Program (BASE).
Michael has a BS in Business Administration and an MA in Sports Management, both from USF. He is the BASE Program Manager and Assistant Dean of Retention and Persistence Programs here at USF
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Revisiting The Bell Curve Debate Regarding the Effects of Cognitive Ability on Wages
No full textIn The Bell Curve, Herrnstein and Murray (1994) claim, based on evidence from cross-sectional regressions, that differences in wages in the U.S. labor market are predominantly explained by general intelligence. Cawley, Heckman, and Vytlacil (1999), using evidence from random effects panel regressions, reject this claim, in part because returns to general intelligence vary by racial and gender subgroups in their results. In this article, we examine the regression methods used by both sides of the debate and conclude that neither is the appropriate method to analyze the NLSY data that both use. We introduce the Hausman-Taylor estimator to obtain consistent estimated coefficients on the time-invariant general intelligence-related variables and also extend the analysis up through 2002. While many additional socio-economic factors are important explanatory variables in determining the wage rate, the effect of general intelligence on wages is larger in the Hausman-Taylor specification for the 1979-1994 panel than in either the cross-sectional or random effects models, though it becomes statistically insignificant for the 1994-2002 panel. The Hausman-Taylor analysis also indicates no significantly different returns to intelligence by race or gender group.wages, cognitive ability, education
Mr. Bell, Toledo, Ohio [approximately 1900]
No full textPhotograph of Mr. Bell. Photo dates around 1900. Terms associated with the photograph are: Bell, Mr. | Mustaches | suits(clothing) | Ma
Education between oppression and emancipation in Bell Hooks and Paulo Freire's pedagogical thought
No full textopenIl presente testo si divide in due parti il cui intento è quello di descrivere un modello negativo di educazione ed uno positivo, in particolare secondo le visioni dei due autori il cui pensiero viene maggiormente preso in considerazione: bell hooks (volontariamente scritto in minuscolo) e Paulo Freire. In aggiunta vengono citati altri autori presi come riferimento dalla prima, in quanto formulano le loro opinioni rispetto ai diversi temi toccati.
Nella prima parte, composta da due capitoli, vengono introdotti i principali ambiti di interesse di bell hooks, quindi il femminismo, il sessismo e il razzismo, che ha dovuto spesso subire in quanto donna nera. Viene poi affrontata la problematica delle “voci” non ascoltate degli studenti all'interno delle pratiche educative tradizionali; su questa linea troviamo anche il discorso di P. Freire su un tipo di educazione negativa, chiamata da lui “depositaria”, che tralascia l'aspetto critico, considerato invece fondamentale da entrambi gli autori.
Viene descritta la società presente negli anni di insegnamento di hooks caratterizzata dallo sfruttamento di classe che ella vuole sradicare, puntando alla creazione di una “comunità di apprendimento”. Emerge che uno dei problemi più rilevanti è il mancato investimento su una pedagogia progressista da parte di chi educa.
L'obiettivo dell'autrice è quello di aiutare i suoi studenti a diventare consapevoli, decide infatti di seguire la strada di un'educazione come pratica della libertà sostenendo il potere della conoscenza.
Freire è stato significativo per la lotta contro la colonizzazione intrapresa da bell hooks e per la sua idea di “coscientizzazione”, la critica alla disumanizzazione e all’antidialogo.
Nella seconda parte, composta da due capitoli, vengono affrontati i temi secondo una prospettiva positiva e speranzosa. Vengono trattati la “ricerca femminista” e la rivoluzione che ha prodotto, la disuguaglianza di genere e il razzismo, in vista di un cambiamento possibile. Si descrive la femminilità delle donne a livello artistico e immaginario e i principali temi che bell hooks ritiene fondamentali, come: la parola degli alunni e la modifica dello spazio classe considerando l'apprendimento, ma anche la spiritualità e l’umorismo, come possibilità di “guarigione”; la “pedagogia impegnata” come base per l'autoconsapevolezza, l'autodeterminazione, per le capacità critiche, l’apertura e la reciprocità in classe; la democrazia nell’educazione.
Infine, Freire tratta della sua concezione di educazione chiamata “problematizzante”, di una condizione in cui è possibile raggiungere l'umanizzazione degli individui in quanto più liberi, inclini al dialogo, all’azione e alla riflessione.This text is divided into two parts to describe a negative model of education and a positive one, in particular according to the views two authors: bell hooks (voluntarily written in lowercase) and Paulo Freire. In addition, other authors are cited as references from the first, as they formulate their opinions on the different themes touched.
In the first part, composed of two chapters, are introduced the main areas of bell hooks’ interest: feminism, sexism and racism, which has often had to suffer as a black woman. Then the problem of not listened students’ "voices" is addressed within the traditional educational practices; on this line we also find the P. Freire’s thought on a type of negative education, called by him "depositary", which omits the critical aspect, instead considered fundamental by both authors.
It is describe the hooks’ society, during the years of her teaching characterized by class exploitation that she wants to eradicate, aiming at the creation of a "learning community". It emerges that one of the most relevant problems is the lack of investment in a progressive pedagogy by those who educate.
The goal of the author is to help her students become aware, she decides to follow the path of education as a practice of freedom by supporting the power of knowledge.
Freire was important in the struggle against the colonization undertaken by bell hooks and, also, for his idea of "conscientization", criticism of dehumanization and anti-dialogue.
In the second part, which consists of two chapters, the themes are approached from a positive and hopeful perspective. They treat "feminist research" and the revolution it has produced, gender inequality and racism, for a possible change. It describes the women’s femininity at an artistic and imaginary level and the main themes that bell hooks considers fundamental, such as: the word of the students and the modification of the classroom space considering learning, but also spirituality and humor, as possibilities of "healing"; "engaged pedagogy" as the basis for self-awareness, self-determination, critical skills, openness and reciprocity in the classroom; democracy in education.
Finally, Freire deals with his conception of education called "problematizing", a condition in which it is possible to achieve the humanization of individuals as freer, inclined to dialogue, action and reflection
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
Quantum measurement incompatibility does not imply Bell nonlocality
No full textWe discuss the connection between the incompatibility of quantum measurements, as captured by the notion of joint measurability, and the violation of Bell inequalities. Specifically, we present explicitly a given a set of non jointly measurable POVMs MA with the following property. Considering a bipartite Bell test where Alice uses MA, then for any possible shared entangled state ρ and any set of (possibly infinitely many) POVMs NB performed by Bob, the resulting statistics admits a local model, and can thus never violate any Bell inequality. This shows that quantum measurement incompatibility does not imply Bell nonlocality in general
Tectonic evolution of the Corinth Rift
No full textThe evolution of extensional processes at continental rift zones provides important constraints on the underlying lithospheric deformation mechanisms, level of seismic hazard and location of likely hydrocarbon traps. The Corinth rift in central Greece is one of the few examples that has experienced a short extensional history (< 5 Myr), has a relatively well–known pre–rift structure, is experiencing pure extension, and is located in a fluctuating marine–lacustrine setting producing characteristic cyclical stratigraphy. Traditionally, the rift has been described as an asymmetric half–graben controlled by N–dipping faults on the southern margin. This view has been challenged by increasing seismic data from the off-shore part of the rift which show it is more complex, analogous to more developed rifts like the East African rift and Red Sea. High resolution and deep penetration seismic reflection data across the entire offshore rift zone are combined with onshore geomorphological data to constrain: the architecture of major rift–bounding faults; basin structure; spatial and temporal evolution of depocentres; total extension across the rift; and slip rates of major faults from stratigraphic analysis and dislocation modelling of long term deformation. Stratigraphy within the offshore Corinth rift is composed of a non reflective older unit (oldest syn–rift sediments are ca. 1–2 Ma) and a well stratified younger unit separated by a ca. 0.4 Ma unconformity. Net basement depth is greatest in the present centre of the rift zone (2.7–3 km) and decreases to the east and west (1.5–1.6 km). The 0.4 Ma unconformity surface records an important change in rift geometry. Pre. 0.4 Ma, sediment deposition occurred in 20–50 km long isolated basins, controlled by both N and S–dipping faults. Post 0.4 Ma, sediment deposition and basement subsidence has been enhanced in areas between these originally isolated basins creating a single 80 km long central depocentre. Since 0.4 Ma activity has became focused on mostly N–dipping faults. However, in the west, N tilting stratigraphy and basement indicate S–dipping faults are locally structurally dominant. Late Quaternary averaged major fault slip rates are 3–6 mm/yr on the N-dipping south margin faults, >1.8 mm/yr on S–dipping offshore faults, and 1–3 mm/yr on faults in the eastern rift. Total extension over rift history (Late Pliocene to present) has been greatest in the west (8 km), with extension distributed over many faults (most now inactive) spaced at 5 km intervals. To the east total extension is reduced (5–6 km) and is distributed over fewer faults spaced at 15–35 km intervals. There are large differences in rift character along the rift axis and throughout rift history. The highest geodetic rates over the last 10–100 years are in the western part of the rift and do not correspond to the area of greatest offshore basement depth. This suggests a recent change in the locus of strain focusing, potentially analogous to the change that occurred in rift geometry ca. 0.4 Ma
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