1,077 research outputs found
Domination and resistance in Herman Mel Ville´s characters
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoA produção literária de Herman Melville é caracterizada por disputas de poder nas quais forças de dominação enfrentam resistência. Este é o caso dos contos "Billy Budd, Marinheiro", "Benito Cereno" e "Bartlety, O Escrivão". "Billy Budd, Marinheiro" enfoca resistência ao poder militar. Em "Benito Cereno", as relações de poder acontecem entre escravos e senhores. "Bartleby, O Escrivão" pode ser entendido com um caso de resistência civil ao poder econômico. As interações presentes nestes contos sugerem que o poder é um instrumento positivo na vida social uma vez que toda força de dominação gera resistência. Resistência, por sua vez, não permite que o poder absoluto se instale, questionando, e por vezes, mudando situações sociai
Correspondances de H. W. Ryland et R. Hay avec E. G. Stanley, H. W. Ryland et lord Stanley
No full text4 pages, copie manuscriteLettre M1/S07.001 : Lettre de Herman W. Ryland à E. G. Stanley sur : une publication concernant l'histoire de la Chambre d'Assemblée entre 1792 et 1814 [M1/R10.011]; la politique de conciliation avec l'Assemblée; la nécessité d'unir le Haut et le Bas-Canada ou de reprendre, pour la Couronne, le droit de dépenser les impôts prélevés grâce à la loi de 14 Georges III; l'intention du président de l'Assemblée [L.-J. Papineau] de mettre en accusation le gouverneur [le baron Aylmer]; la nécessité d'angliciser la province et de créer une compagnie des terres pour assurer l'exploitation de ses ressources. (sur la même feuille que M1/S07.002 et M1/S07.003) -- Lettre M1/S07.002 : Lettre de R. Hay à H. W. Ryland sur : la confirmation par de [E. G.] Stanley qu'il se souvient du nom de Ryland, des services qu'il a rendus et de l'envoi par Ryland d'une publication. (sur la même feuille que M1/S07.001 et M1/S07.003) -- Lettre M1/S07.003 : Lettre de Herman W. Ryland à lord Stanley sur : le désordre dans les affaires publiques du Bas-Canada; l'envoi par Ryland de quelques documents, dont une liste descriptive des membres du Conseil Législatif; des décisions que le Parlement impérial doit prendre au sujet de la constitution de la colonie et du mode de nomination des membres du Conseil Législatif. (sur la même feuille que M1/S07.001 et M1/S07.002
There’s Something about Marine: Strategies against the Far Right in the 2017 French Presidential Elections
No full textThis is the author accepted manuscript.The Front National (FN) achieved unprecedented success in the 2017 French presidential elections, which poses a significant challenge for how competitors against the far right could counter its appeal. Taking as a starting point the existing literature on mainstream party strategies with regard to the far right, this article develops a novel approach. It draws on the insights of positioning theory to analyse a total of 108 speeches and interviews in which the four main candidates to the French Presidency in the 2017 campaign talk about the far right. We find significant variation in candidates' patterns of discourse, but also establish that these distinct strategies are better understood as complex hybrids of the categories in the literature
Henri Matisse Drawing: An Eye-Hand Interaction Study Based on Archival Film.
No full textHenri Matisse (1869-1954) attached fundamental importance to his drawings, in particular to the famous Themes et Variations series. These were accomplished following a precise method, starting with arduous life studies and evolving into brilliant spontaneous drawings. A 1946 archival documentary film showing the artist drawing four portraits of his grandson Gerard was shot in such a way as to allow the present author to undertake a detailed eye-hand interaction analysis of the drawing process.
It was found that Matisse’s temporal working rhythm and use of motor memory resulted in a more direct approach than that used by most painters. Taken together with remarks the artist made throughout his lifetime, these results provide a cognitive interpretation of his drawing method
A MIPS datapath simulator for enhancing visual learning of computer architecture
No full textIn this thesis, I introduce the Datapath Simulator—a tool for visually teaching the fundamentals of hardware architecture. Built over the 2019-2020 academic year, the Simulator allows course staff and students to virtually build and explore hardware architecture circuits. The Datapath Simulator is built around the MIPS architecture and supports running MIPS32 instructions on the simulated circuits. Users can view and change values on busses, components, and memory across clock cycles to support building a visual mental model of an operational datapath. I also present the results of a survey of University of Illinois hardware architecture students on their reception of adding the Datapath Simulator to our course, CS233. I find that the majority of students would support using this visual tool to augment the current course materials, which include static datapath diagrams and non-visual simulation of the MIPS datapath through Verilog.Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo termsThe student, Christiaan Hazlett, accepted the attached license on 2020-05-14 at 10:40.The student, Christiaan Hazlett, submitted this Thesis for approval on 2020-05-14 at 10:50.This Thesis was approved for publication on 2020-05-14 at 15:49.DSpace SAF Submission Ingestion Package generated from Vireo submission #15392 on 2020-08-25 at 17:14:45Made available in DSpace on 2020-08-26T21:58:09Z (GMT). No. of bitstreams: 2
HAZLETT-THESIS-2020.pdf: 2451394 bytes, checksum: daf7f93b5d39de97dfb1f006149d94a3 (MD5)
LICENSE.txt: 4215 bytes, checksum: e2d37aafc50b98c6771fceeea4db6f55 (MD5)
Previous issue date: 2020-05-1
Reading acts of narrative appropriation: four instances of fraudulent memoir
No full textPhDThis thesis examines acts of narrative appropriation, the telling of purportedly‘authentic’ life stories by those for whom the stories are not theirs to tell. This
misuse or subversion of genre - the discipline of historical writing and the category
of autobiography - becomes a means for cultural, social and political dissimulation,
and the analysis focuses both on the act: the event, trespass, or ‘theft’ of another’s
life story, and on the cultural meaning that this event reveals. These narrative acts
are approached theoretically through discussions of what it means to be an author, a
reader, and through the consideration of literary and social genre, category and form.
In exploring identities at particular risk of appropriation, this thesis shows how
fraudulent appropriated narratives affect our reading of the world, and in turn
influence our perception of already marginalized social groups. My primary
examples include prostitution ‘narratives’, Native North American ‘memoir,’ and
fraudulent Holocaust survivor ‘testimony,’ with each text providing decoded
evidence of ‘genre-bending’ exhibiting a social and political intent. These works
seek to be read as authentic personal narratives, as autobiography, and that is how
they have been presented to the reader. However, they are imposters – fictional tales
desiring the elevated status of historical authenticity and willing to bend the rules
and contracts of genre to achieve their end. Here the appearance of authenticity is
achieved through the use of cultural and social ‘myth,’ or perceptions of cultural
identity, and as such its fraudulent construction is first and foremost a social act,
with a social and economic motivation. As this thesis concludes, these texts are
most successful when their own political and social ideologies echo and confirm that
of the readership; when their subjects, the fraudulent ‘I’ at the center of the text is
also a performative elaboration of cultural belief
The development of a digital logic concept inventory
No full textInstructors in electrical and computer engineering and in computer science have developed innovative methods to teach digital logic circuits. These methods attempt to increase student learning, satisfaction, and retention. Although there are readily accessible and accepted means for measuring satisfaction and retention, there are no widely accepted means for assessing student learning. Rigorous assessment of learning is elusive because differences in topic coverage, curriculum and course goals, and exam content prevent direct comparison of two teaching methods when using tools such as final exam scores or course grades. Because of these difficulties, computing educators have issued a general call for the adoption of assessment tools to critically evaluate and compare the various teaching methods.
Science, Technology, Engineering, and Mathematics (STEM) education researchers commonly measure students' conceptual learning to compare how much different pedagogies improve learning. Conceptual knowledge is often preferred because all engineering courses should teach a fundamental set of concepts even if they emphasize design or analysis to different degrees. Increasing conceptual learning is also important, because students who can organize facts and ideas within a consistent conceptual framework are able to learn new information quickly and can apply what they know in new situations. If instructors can accurately assess their students' conceptual knowledge, they can target instructional interventions to remedy common problems. To properly assess conceptual learning, several researchers have developed concept inventories (CIs) for core subjects in engineering sciences. CIs are multiple-choice assessment tools that evaluate how well a student's conceptual framework matches the accepted conceptual framework of a discipline or common faulty conceptual frameworks.
We present how we created and evaluated the digital logic concept inventory (DLCI). We used a Delphi process to identify the important and difficult concepts to include on the DLCI. To discover and describe common student misconceptions, we interviewed students who had completed a digital logic course. Students vocalized their thoughts as they solved digital logic problems. We analyzed the interview data using a qualitative grounded theory approach. We have administered the DLCI at several institutions and have checked the validity, reliability, and bias of the DLCI with classical testing theory procedures. These procedures consisted of follow-up interviews with students, analysis of administration results with statistical procedures, and expert feedback. We discuss these results and present the DLCI's potential for providing a meaningful tool for comparing student learning at different institutions.Item withdrawn by Mark Zulauf ([email protected]) on 2011-04-04T13:06:43Z
Item was in collections:
University of Illinois Theses & Dissertations (ID: 1)
No. of bitstreams: 1
Herman_Geoffrey.pdf: 9668934 bytes, checksum: 10865ea145e2bfc1e2bbf962cdd1b3be (MD5)Made available in DSpace on 2011-05-25T14:59:54Z (GMT). No. of bitstreams: 2
Herman_Geoffrey.pdf: 9668532 bytes, checksum: 34019c112967ad97e2f3bad4a4436173 (MD5)
license.txt: 4065 bytes, checksum: be7a20f2156f74cf68690a9112d9afb5 (MD5
The stability of IQ in people with low intellectual ability: an analysis of the literature
No full textA meta-analysis of the stability of low IQ (IQ 80) was performed on IQ tests that have been
commonly used—tests that were derived by D. Wechsler (1949, 1955, 1974, 1981, 1991, 1997)
and those based on the Binet scales (L. M. Terman, 1960; L. M. Terman & Merrill, 1972). Weighted-
mean stability coefficients of .77 and .78 were found for Verbal IQ (V IQ) and Performance IQ
(P IQ) on the Wechsler tests and .82 for Full-Scale IQ (FS IQ) on both Wechsler and Binet tests,
for a mean test–retest interval of 2.8 years. Although the majority of FS IQs changed by less than
6 points, 14% changed by 10 points or more. The author suggests that the results of IQ assessment
should be treated with more caution than previously thought
How visual representations affect undergraduate students’ use and understanding of engineering concepts during problem solving
No full textIn this two-part thesis, I address gaps in the surface science of semiconductor materials for photovoltaics and discipline-based education research literature.
Surface Science of Semiconductor Materials for Photovoltaics
With the rise of global energy consumption, it is important to find low-cost, renewable sources of energy. Photovoltaic devices (i.e., solar cells) are one such source of energy, converting solar energy into electricity. However, their levelized cost of electricity (i.e., $/MW*h) is currently too high to compete with traditional electricity sources. One way to lower this cost is to increase the solar cell’s power conversion efficiency, which is often limited by defects throughout the device. While defect behavior is well-studied in the community, the techniques used are not chemically sensitive, so experiments must be combined with computation to identify defects. Understanding the chemical identity of defects is particularly important for improving the efficiency of solar cells that use CuInSe2 (CIS) and Cu(In,Ga)Se2 (CIGS) as the absorber layer, which are inexpensive but limited due to a variety of defects. Understanding which elements are involved in charge capture and recombination would contribute to the literature by providing a fundamental understanding of defects in materials important to the photovoltaic industry. In this study, I studied charge capture on defects within the CIS side of the CdS/CIS interface using photo-modulated x-ray photoelectron spectroscopy (XPS) to observe changes in surface charging under illumination. My work provides some of the first experimentally verified evidence of electron capture on Cd donor atoms within CIS thin films. Others in the field can use my work to investigate the effect of Ga- or grain boundary-based defects in CIGS thin films or on other materials such as perovskites or CuZnSnS4 whose defect behavior under illumination is also relatively unexplored using chemically-sensitive techniques.
Discipline-Based Education Research
Whether sketching an idea on the back of a napkin, drawing schematics on a whiteboard, or using computational tools to understand unobservable phenomena, engineers need to be able to solve problems and communicate their knowledge with a variety of visual representations. Research into how students use visual representations has so far focused on questions such as “will a picture or a graph improve students’ problem-solving ability” rather than “what about the graphical representation causes differences in students’ problem-solving ability?” To address this gap, I conducted a sequential exploratory mixed methods study to characterize and test the interplay between students’ level of conceptual knowledge, how concepts are encoded within representations, and how students use concepts during problem solving both within and across two engineering disciplines. The results of my work are 1) three types of features in visual representations that affect student’ problem solving and 2) a classroom intervention based on the findings from the think-aloud interviews to test the generalizability of my first finding. My work contributes to the community by applying a well-known theoretical framework that describes how people process visual information to novel contexts and developing deeper insights into the novice-expert transition. Additionally, my work provides the community with a data-driven theory to analyze how specific types of visual representations might be inhibiting engineering students’ ability to learn concepts and use them effectively when solving problems.Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2019-02-05 without embargo termsThe student, Nicole Johnson-Glauch, accepted the attached license on 2018-11-16 at 15:28.The student, Nicole Johnson-Glauch, submitted this Dissertation for approval on 2018-11-16 at 15:32.This Dissertation was approved for publication on 2018-11-26 at 10:01.DSpace SAF Submission Ingestion Package generated from Vireo submission #13093 on 2019-02-05 at 11:09:22Made available in DSpace on 2019-02-06T19:36:03Z (GMT). No. of bitstreams: 2
JOHNSON-GLAUCH-DISSERTATION-2018.pdf: 4353792 bytes, checksum: 4b7bccae0efd571e132e4463d81ae074 (MD5)
LICENSE.txt: 4218 bytes, checksum: 708547c7e758822dad6ae1f5d650b119 (MD5)
Previous issue date: 2018-11-2
Grit, Mindsets, and Persistence of Engineering Students
No full textUndergraduate engineering programs in the United States suffer from high rates of attrition. To develop the knowledge base that can inform efforts to reduce attrition rates, I conducted three studies focused on helping students persist in engineering. In the first study, I investigated whether grit would help students persist in engineering. In the second study, I explored the gritty behaviors of engineering students who persisted through academic failures. In the third study, I developed an intervention to encourage students to adopt healthy learning dispositions and behaviors to help them persist in engineering.
The first study investigates whether a noncognitive factor called Grit could predict engineering retention. Specifically, I explored whether Grit predicts one- and two-year engineering retention, and whether student characteristics and academic performance affect the relationship between Grit and retention. I aggregated data from two first-year engineering cohorts who enrolled in a large public university in Fall 2014 and in Fall 2015. I used binary logistic regression to predict retention with Grit and its two subscales, Perseverance of Effort (PE) and Consistency of Interest (CI), gender, socioeconomic status, ACT math, high school grade-point-average (GPA), first math grade in college, first-semester GPA, first-year cumulative GPA, and second-year cumulative GPA. Grit and second-year cumulative GPA were significant predictors for two-year retention but not one-year retention. PE was a better predictor of retention than Grit for both one- and two-year retention, whereas CI was not a significant predictor of retention at all. Additionally, ACT math, high school GPA, first-semester GPA, and first-year cumulative GPA were significant predictors for both one- and two-year retention. Grit’s utility in predicting engineering retention relies on the PE construct. I recommend more research on the CI construct to better understand how it relates to Grit and success. Though PE is a statistically significant predictor of retention, estimates of predictive power suggest that PE should not be used to predict engineering retention.
The second study explores the gritty behaviors of engineering students who persisted through academic failures. Academic failures can influence students to depart from engineering programs. In addition, researchers have identified many reasons for why students depart from engineering including perceived academic difficulty, chilly climates, and poor teaching and advising. However, the problems that departers experience are not unique to them; persisters share the same kinds of problems. To better understand the experience of persisters, I explored the experiences of persisting engineering students who had previously failed a required technical course. I used phenomenography as the qualitative research method to construct categories of description that describe the variety of ways persisting engineering students experienced academic failures. Based on 26 student interviews, I constructed four categories to describe their failure experiences: Unresponsive, Avoidant, Floundering, and Rebounding. Also, I found that students do not always experience failure the same way every time; they can experience failure differently for different instances of failure. Based on our findings, I recommend that failure be normalized in engineering education, and that course and program policies be revised to promote learning from failure.
The third study entails the development of a course to encourage students to adopt healthy learning dispositions and behaviors to help them persist in engineering. Healthy learning dispositions encompass attitudes and beliefs that promote learning. Healthy learning behaviors comprise actions such as planning, monitoring, and reflecting that produce effective learning. I used the design-based research methodology to bridge from laboratory studies to classroom implementation. Following design-based research, I used the Transtheoretical Model of Health Behavior Change to guide this translation of theories related to healthy learning dispositions and behaviors into the design of the course. I found that this course helped students adopt the growth mindset and that elements of course design helped students engage in several processes of change. This study demonstrates that theory-informed interventions, like this course, can be effective in helping students adopt healthy learning dispositions. However, more research is needed to help students adopt healthy academic behaviors.Open Restriction set for Item 106370 on 2018-07-18T15:12:53Z with date null by [email protected] by Jenny Applequist ([email protected]) on 2018-07-18T15:16:54Z
No. of bitstreams: 1
UILU-ENG-18-2201.pdf: 1000525 bytes, checksum: ae4117c931a16b123ff948b06ffa0c35 (MD5)Made available in DSpace on 2018-07-18T15:16:54Z (GMT). No. of bitstreams: 1
UILU-ENG-18-2201.pdf: 1000525 bytes, checksum: ae4117c931a16b123ff948b06ffa0c35 (MD5)
Previous issue date: 2018-07Open Restriction set for Item 106370 on 2019-11-13T20:34:59Z with date null by [email protected] Science Foundation / DUE-1626287Campus Research Board, University of Illinois at Urbana-Champaign / RB15010Ope
- …
