39 research outputs found
Syllabus as artistic material: An incomplete and subjective collection of permissions and metaphors for teacher posture
No full textSubmission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo termsThe student, Kaleb Ostraff, accepted the attached license on 2024-04-16 at 16:36.The student, Kaleb Ostraff, submitted this Dissertation for approval on 2024-04-16 at 17:01.This Dissertation was approved for publication on 2024-04-17 at 14:04.DSpace SAF Submission Ingestion Package generated from Vireo submission #20446 on 2024-09-16 at 00:34:42The syllabus—one of the most ubiquitous materials of schooling—is commonly overlooked and considered to be innocuous because of its mundane nature. However, the syllabus ought to be treated with more careful consideration because it is something that teachers make (something they need to be accountable for) and actively shapes the postures that teachers and students take (something they should be aware of). Seeing the syllabus this way adheres to a view that the syllabus, as a genre, is an active agent in shaping the world and those who use it, leading to questions like: As a material, what does the syllabus do or what do teachers do through the syllabus? Where did the syllabus genre come from? What are the theories, coherence, or logic that are embedded in this material? What forces shaped it into the concretized form currently seen in education? How does the syllabus shape the educational experience for students? How does the syllabus act on teachers? Who does it benefit or hurt? Part of this dissertation stems from the author’s desire to be a more self-reflective and responsible educator and navigate the complex and tensional landscape of education. The author is not trying to destroy the syllabus or replace it with something new––but is simply asking how this seemingly impossible and rigid material, that often serves to promote one linear way of thinking about education, can be made pliable to allow for other teaching postures to be taken and to encourage other ubiquities in education to become pliable materials as well. Through a series of gestures informed by permissions taken from artists and arts-based research methodologies, the author offers an expanded vocabulary, permissions, and metaphors for thinking of the syllabus and teaching. While the syllabus historically has been described as a contract, a permanent record, or teaching tool, the author proposes that the syllabus can—in fact—be a living curriculum, a proxy to reveal or unearth complacencies about the curriculum (what is worth knowing) and reestablish possibly lost beliefs about pedagogy (the relationality of education), and a catalyst for imagining "schooling" as a dynamic and complex set of relationships (at its core)
Neural Substrates of Cognitive Processing Architectures
No full textTo best understand the biological underpinnings of psychological phenomena, one must understand two distinct but related dimensions: (1) the response properties of the underlying neurons and (2) the underlying cognitive processes and their organization (i.e., the cognitive architecture used). Many neurobiological models of behavior are defined in terms of evidence accumulation processes. However, these models often do not consider heterogeneity of response profiles of the neurons, nor do they consider that the behavior could be produced by multiple operations whose architecture must be appreciated. To this end, I recorded single neuron activity in macaque frontal eye field (FEF) understand the system from both directions. First, I developed an algorithm that identifies categories of functional neuron types in a more refined, more assumption-free manner than has been done previously. Then, I developed a behavioral task that explicitly manipulated two factors with two levels each, the first such approach in non-human primates, which allows the inference of cognitive architecture. Finally, I recorded neural activity during this and a related complex search task and identified neural correlates of multiple cognitive operations within the same task. I found that visually responsive neurons in FEF identify behaviorally relevant stimuli but do not participate in the decision to make or withhold eye movements whereas movement-related neurons in FEF integrate the identification of a relevant object with the decision to make an eye movement, ultimately driving oculomotor responses. In sum, I have tested a research approach by which heterogeneity of response profiles and complexity of cognitive architectures are mutually informative, resulting in a more thorough mechanistic understanding of directed behavior
Functional categories in macaque frontal eye field
No full textABSTRACTFrontal eye field (FEF) in macaque monkeys contributes to visual attention, visual-motor transformations and production of eye movements. Traditionally, neurons in FEF have been classified by the magnitude of increased discharge rates following visual stimulus presentation, during a waiting period, and associated with eye movement production. However, considerable heterogeneity remains within the traditional visual, visuomovement and movement categories. Cluster analysis is a data-driven method of identifying self-segregating groups within a dataset. Because many cluster analysis techniques exist and cluster outcomes vary with analysis assumptions, consensus clustering aggregates over multiple cluster analyses, identifying robust groups. To describe more comprehensively the neuronal composition of FEF, we applied a consensus clustering technique for unsupervised categorization of patterns of spike rate modulation measured during a memory-guided saccade task. We report ten functional categories, expanding on the traditional three. Categories were distinguished by latency, magnitude, and sign of visual response, presence of sustained activity, and dynamics, magnitude and sign of saccade-related modulation. Consensus clustering can include other metrics and can be applied to datasets from other brain regions to provides better information guiding microcircuit models of cortical function.SIGNIFICANCE STATEMENTThe contribution of a brain region cannot be understood without knowing the diversity, arrangement, and circuitry of constituent neurons. Traditional descriptions of frontal eye field include visual, visuo-saccadic, and saccadic categories. Here, we employ a novel consensus clustering method to identify more reliably functional categories in neural data. While confirming the traditional categories, consensus clustering distinguishes additional, previously unappreciated diversity in neural activity patterns. Such information is necessary to formulate correct microcircuit models of cortical function.</jats:sec
MUSIC GENRE CLASSIFICATION USING RANDOM FOREST ALGORITHM COMPARED WITH NAÏVE BAYES ALGORITHM
No full textThis study aims to compare the Random Forest algorithm with Naive Bayes and find out which algorithm has better accuracy. After finding which algorithm is better, the author looks for causes that make one algorithm better than the other
To get the results, the authors conducted an experiment by conducting an accuracy test using the GTZAN Dataset. Testing is done by changing the parameters of the Test Set and Train Set.
In the end, Random Forest provides better accuracy than Naive Bayes, although the difference in accuracy is not that great
Some rare male names (IV)
No full textArtykuł jest częścią obszerniejszego tematu, w którym autor omawia imiona męskie rzadziej
występujące wśród obywateli polskich, tj. Polaków i cudzoziemców z obywatelstwem polskim.
Podstawą doboru imion jest Słownik imion współcześnie w Polsce używanych, obejmujący stan na
rok 1994, opublikowany przez R. Rymuta w Krakowie w 1995 r.
Opracowane imiona są pochodzenia hebrajskiego: Izaak, Izajasz, Izmael, Izrael, Jafet, Jezus,
Jozue, Joshua, Job, Hiob, Joe, Joel, Jona, Jonasz, Kain, Kaleb; greckiego: Ikar, Irydion, Jazon,
Jezon, Jerofiej, Kalenik, Karion, Kastor, Kiriakos, Kleofas, Klet, Konon, Ksenofan, Ksenofont;
łacińskiego: Innocenty, Inwencjusz, Italik, Juwenal, Juwenalis, Inwencjusz, Kalwin, Kandyd,
Kolumb, Koronaty, Kwiryn; germańskiego: Indefons, Ingbert, Ingemar, Ingwar, Karl, Kunibert,
Kuno: słowiańskiego: Izasław, Krzesimir, Krzesisław; dwuznaczne: Janus, Janin, Karp.It is a part of a broader subject in which the Author selects male names that are rarely used by
Polish citizens (Poles and foreigners with Polish citizenship). He makes the choice of names on
the basis of Dictionary of names currently used in Poland (Słownik imion współcześnie w Polsce
używanych), reflecting state in 1994, published by R. Rymut in Kraków, in 1995.
The studied names are of Hebrew origin: Izaak, Izajasz, Izmael, Izrael, Jafet, Jezus, Jozue,
Joshua, Job, Hiob, Joe, Joel, Jona, Jonasz, Kain, Kaleb; of Greek origin: Ikar, Irydion, Jazon, Jezon,
Jerofiej, Kalenik, Karion, Kastor, Kiriakos, Kleofas, Klet, Konon, Ksenofan, Ksenofont; of Latin
origin: Innocenty, Inwencjusz, Italik, Juwenal, Juwenalis, Inwencjusz, Kalwin, Kandyd, Kolumb,
Koronaty, Kwiryn; of Slavic origin: Izasław, Krzesimir, Krzesisław; ambiguous: Janus, Janin, Karp
REPRESENTASI KRITIK SOSIAL DALAM TEKS LAGU BENTO KARYA IWAN FALS : SEBUAH ANALISIS WACANA MENGENAI FUNGSI BAHASA (PRAGMATIK)
No full textMusic is a tool for musicians to express what you want delivered. In the song "Bento" by Iwan Fals and Naniel is a very nice song and able to attract the attention of various circles. Song Iwan Fals is dominated by social criticism to the government during the New Order. Based on the analysis of the author with the study of pragmatic model Teun Van A. Djik find that song Bento is a social critique of the authorities / executives in the New Order. In this work also contains the criticism against officials who use their position to enrich themselves
Gender-based Violence Against Immigrant and Refugee Women Living with HIV/risk in Canada: A Systematic Review Final Report
No full textImmigrant and refugee women living with human immunodeficiency virus (HIV)/risk experience risk of gender-based violence (GBV), including interpersonal, community, and structural violence. The paucity of studies focusing on the experience of immigrant and refugee women living with human immunodeficiency virus (IRWLHIV)/risk impacted by GBV limits understanding the impact of systemic racism and sexism. Therefore, it is important to examine the implications of and for research, policy, and practice that can challenge structural violence, hegemonic masculinity, promote equity, social inclusion, and psychosocial wellbeing.
The objectives of this study were to explore:
• Immigrant and refugee women’s dual experiences of HIV/risk and GBV; and
• Policies, programs, or services that support and or create barriers for immigrants and refugee women living with HIV/risk and GBV.Final Sytemic Review Research Reportgender-based violenceimmigrant and refugee women living with human immunodeficiency virusGBVIRWLHI
Equality in transgender healthcare
No full textDue to the rising number of discriminations and lack of access to equal and quality healthcare within the transgender community, it is crucial to become aware of the health disparities and assist in advancing healthcare to provide an emotionally safe environment for this community (Rivera, 2019).Research presentationFaculty Mentor: Dr. Kathy Andrese
Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting
No full textIn an attempt to help middle school art students to be more engaged and have more ownership over their learning experience, the researcher, who is also the classroom teacher, created and implemented student-directed and teacher-supported strategies. Using a design-based research methodology, the author conducted a qualitative study over a twelve-week period investigating the affordances or limitations of implementing more student-directed strategies. The results showed three categories of student responses. The students that were ready and capable to direct their own learning excelled, guiding their own learning, and were able to generate personally relevant and disciplinary connected art. The second category of students initially did not have the artistic skills or the skills necessary to direct their own learning. Through interventions and scaffolding, these students were able to direct their learning and make personally relevant and disciplinary connected art. The last category of students struggled to guide their learning, were unmotivated, and relied on the teacher to direct their learning. The results suggest that neither a teacher-centered or student-directed model alone is adequate to achieve desired outcomes of students guiding their learning and achieving high academic standards. There is a need for a teacher to perceive and adapt their practice to address the multifaceted needs of students
Arabidopsis thaliana Membrane Lipid Molecular Species and Their Mass Spectral Analysis
No full textHerein, current approaches to electrospray ionization mass spectrometry-based analyses of membrane lipid molecular species found in Arabidopsis thaliana are summarized. Additionally, the identities of over 500 reported membrane lipid molecular species are assembled
