399 research outputs found
Come Along My Mandy
No full textFront cover: A man embracing a women looking looking to the right.First Line of Song: Mandy put your best clothes on and come along, Mandy now don\u27t be long!First Line of Chorus: Come along my Mandy sweet as sugar candy.BrightlyIncludes sheet music samples from the song In Roseland .American VersionWritten & Sung by Nora Bayes and Jack NorworthIntroduced in Lew Fields Production The Jolly Bachelors Written and Composed by: Tom Mellor, Alf. J. Lawrence, and Harry Gifford1 score, (6p.), 34x26 cmPublished by T.B. Harms & Francis Day & Hunter, New Yor
Binge drinking
No full textRuntime 1:30 minutesThis resource is provided for informational purposes only and may not reflect current scientific knowledge or medical recommendations.Welcome to Public Health Moment from the University of Minnesota. Binge drinking is common among active-duty military personnel, according to a new study released by the University of Minnesota and the Centers for Disease Control and Prevention (CDC). In the study, involving more than 16,000 military personnel, binge drinking was reported by 43 percent of military personnel during the past month. How does one define binge drinking? Lead author of the study, Mandy Stahre, a University of Minnesota Ph.D. student, explains. Stahre says the study shows that binge drinking is a significant public health problem. With another Public Health Moment, I’m John Finnegan.Finnegan, John; Mandy Stahre. (2009). Binge drinking. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/257616
The Human Leader: Leading from Weakness
No full textHow might human limitations empower rather than impede our leadership? Mandy Smith, author of The Vulnerable Pastor, will explore themes related to vulnerability and weakness in leadership and ministry. Interspersing teaching with guided roundtable discussion, this seminar will empower you to lead out of your deep humanity
Income, work and education: insights for closing the gap in urban Australia
No full textExisting analysis of the Closing the Gap outcomes is limited by the lack of adequate wage data for Indigenous Australians. This paper attempts to redress this situation by using a geography recently developed by the ABS - Significant Urban Areas - to document the crucial relationships between income, labour force status and education.
Abstract: Many factors contribute to differences in an individual’s command over resources. One of the factors is differences in labour market engagement and the level of education attainment across different geographical areas. However, existing analysis of the Closing the Gap outcomes is limited by the lack of adequate wage data for Indigenous Australians. Using the newly introduced geography Significant Urban Areas (SUAs), which distinguish between major cities, regional centres and remote areas, this paper analyses average personal income while adjusting for labour force status and education levels. We impute average wage data by focusing on the personal income of people who are employed full-time and assuming that the average weekly personal income is a reasonable approximation of wages. The findings suggest that wage differences between Indigenous and non-Indigenous Australians in urban areas are minimal after education attainment levels are adjusted for, with a gradient in wages according to the level of qualification. There are gender differences in wages in favour of men, both across SUAs and by education level. This is partly a reflection of the structure of employment and segregation in the labour market, which can reach as high as 40 per cent in some the SUAs. Considering the importance of wage data in the theory of economic development, it is essential that direct information on wages is collected in future surveys with a substantial sample of Indigenous Australians
Changes in science content knowledge and attitudes toward science teaching of educators attending a zoo-based neuroscience professional development
No full textInformal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.John L. Pecore, PhD, is an Assistant Professor in the School of Education, College of
Professional Studies at the University of West Florida, Pensacola, FL. Mandy L.
Kirchgessner is a doctoral candidate in Curriculum, Instruction and Technology in
Education at Temple University, Philadelphia, PA. Laura L. Carruth, PhD, is an
Associate Professor at the Neuroscience Institute, Georgia State University, Atlanta, GA.John L. Pecore , Mandy L. Kirchgessner & Laura L. Carruth (2013) Changes in Science Content Knowledge
and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development, The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86:6, 238-245Journal Articl
Multi-source monitoring data and numerical analyses for the assessment of settlements affecting built-up areas in variable soil conditions
No full textThis paper presents an integrated analysis based on the use of multi-source wide-area datasets consisting of hydro-mechanical properties of geomaterials, in-situ investigations/measurements (e.g. groundwater levels in wells) and innovative space-borne data (i.e. DInSAR techniques) to support numerical analyses aimed at assessing and predicting the settlements affecting built-up areas in variable soil conditions. To this aim, an expeditious procedure was developed and tested with reference to a district in Rotterdam City (The Netherlands) affected by subsidence phenomena due to the presence of heterogeneous settling strata mainly composed by peat and organic soils. The results obtained allowed investigating the role of predisposing factors of the settlement occurrence and assessing the induced damage on buildings. Considering the widespread diffusion of such geohazards, the followed procedure could help the in-charge authorities to carry out activities at urban scale aimed at identifying the areas most affected by subsidence risk and to select the most suitable and sustainable mitigation strategies.Applied MechanicsGeo-engineerin
The Nemadji Review, Volume 2
No full textVolume 2 of The Nemadji Review. Includes poetry, short fiction, and research.
Editor-in-Chief:
Ben Holmquist;
Editor:
Samantha Lokken;
Editorial Staff:
Elizabeth Hunter,
Sarah Ann Johnson,
Katie Lach,
Mandy Peters,
Brooke Sayles,
Nyssa Search,
Tobias Weber,
Katie Wolden;
Faculty Advisors:
Hilary Fezzey,
Jayson Iwen,
John McCormic
Comparing dialogue strategies for learning grounded language from human tutors
No full textWe address the problem of interactively learning perceptually grounded word meanings in a multimodal dialogue system. Human tutors can correct, question, and confirm the statements of a dialogue agent which is trying to interactively learn the meanings of perceptual words, e.g.\ colours and shapes.We show that different learner and tutor dialogue strategies lead to different learning rates, accuracy of learned meanings, and effort/costs for human tutors. For example, we show that a learner which can handle corrections in dialogue, and its own uncertainty about what it sees, can learn meanings that are as accurate as a fully-supervised learner, but with less cost/effort to the human tutor
An Incremental Dialogue System for Learning Visually Grounded Language (demonstration system)
No full textWe present a multi-modal dialogue system for interactive learning of perceptually grounded word meanings from a human tutor. The system integrates an incremental, semantic, and bi-directional grammar framework – Dynamic Syntax and Type Theory with Records (DS-TTR1 , (Eshghi et al., 2012; Kempson et al., 2001)) – with a set of visual classifiers that are learned throughout the interaction and which ground the semantic/contextual representations that it produces (c.f. Kennington & Schlangen (2015)) Our approach extends Dobnik et al. (2012) in integrating perception (vision in this case) and language within a single formal system: Type Theory with Records (TTR (Cooper, 2005)). The combination of deep semantic representations in TTR with an incremental grammar (Dynamic Syntax) allows for complex multi-turn dialogues to be parsed and generated (Eshghi et al., 2015). These include clarification interaction, corrections, ellipsis, and utterance continuations (see e.g. the dialogue in Fig. 1)
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