Living Act 31: Perspectives From Bayfield, Wisconsin

In this article, we discuss the teaching of Indigenous land sovereignty, history, and culture, commonly referred to as Act 31, in the School District of Bayfield in Bayfield, Wisconsin. Since the legislative mandate in 1991, the Wisconsin Department of Public Instruction has strongly recommended that Wisconsin students receive instruction related to Act 31 twice in elementary school and once in high school. However, because Act 31 is not strictly enforced, there is uneven implementation throughout the state. At the School District of Bayfield, teaching Act 31 is mainstreamed in the curriculum. Here, five teachers offer their vignette, or story, on infusing Act 31 into their instruction. This scholarship emerged from a collaboration between the School District of Bayfield and the University of Wisconsin-Platteville’s School of Education

Volume 10

Introduction Dr. Roger A. Byrne An Analysis of Media Framing in Cases of Violence Against Women by Taylor Hogg Writing in the Discipline of Nursing by Tiffany Carter Photography by Brandyn Johnson The Hidden Life of Beef Cattle: A Study of Cattle Welfare on Traditional Ranches and Industrial Farms by Haleigh James Bloodworth\u27s by Josh Baker and Tyler Cernak Prosimians: Little Bodies, Big Significance by Kirsten Bauer Skinformed by Allie Snavely Coopertition and Gracious Professionalism: The Effects of First Robotics Folklore and Culture on the Stem Community by Mary Zell Galen Tilt by Eric Powell And Thomas Wise The Millennial Generation and Protest Politics: How Social Media Affects Civic Engagement by Katie Kinsey Effects of Intergenerational Daycares: Parents\u27 Perception of Early Childhood Socialization with Elderly Populations by Beth Barbolla, Maeleigh Ferlet, Rebecca Morra Speech and Intelligence: Does My Use of AAE Label Me Incompetent? By Michala Day Stimulation of Dendritic Cells with Dimethylfumarate Leads to Cd-4 Th2 T-Cells Immune Responses in Multiple Sclerosis and Psoriasis by Alexandra Evangelista, Max Flores, Harley Hodges, and Clardene Jones The Hunt by Harrison Samaniego The Rise of Structural Individualism: Millennial Attitudes Towards Welfare and Poverty by Jamesha Watson A Rhetorical Analysis of Pope Francis\u27s Address to U.S. Congress on September 24, 2015: A Petition for the Revival of Community and Common Values by Abby Gargiulo Photomontage Poster by Heather Green Love You to Death: Repressed Desires in Poe\u27s The Black Cat by Haley Klepatzki Muhammad Ali by Juan Guevara No end to it, baby : Pynchon, Communication, and The Crying of Lot 49 by Dani Bondurant The Sun Has Set on Britain By Michael Joseph Link, Jr. The Handbettering Campaign by Pamela Dahl Ceremony Marks FDR\u27s Continuance as Leader as War Goes On: An Analysis Of FDR\u27s Fourth Inauguration and How It Reflected the Effect of the War in American Society by Maeve Losen How White Is for Witching and Get Out Challenge Western Xenophobia by Charlotte Murphe

Nominalization and Alternations in Biomedical Language

Background: This paper presents data on alternations in the argument structure of common domain-specific verbs and their associated verbal nominalizations in the PennBioIE corpus. Alternation is the term in theoretical linguistics for variations in the surface syntactic form of verbs, e.g. the different forms of stimulate in FSH stimulates follicular development and follicular development is stimulated by FSH. The data is used to assess the implications of alternations for biomedical text mining systems and to test the fit of the sublanguage model to biomedical texts. Methodology/Principal Findings: We examined 1,872 tokens of the ten most common domain-specific verbs or their zerorelated nouns in the PennBioIE corpus and labelled them for the presence or absence of three alternations. We then annotated the arguments of 746 tokens of the nominalizations related to these verbs and counted alternations related to the presence or absence of arguments and to the syntactic position of non-absent arguments. We found that alternations are quite common both for verbs and for nominalizations. We also found a previously undescribed alternation involving an adjectival present participle. Conclusions/Significance: We found that even in this semantically restricted domain, alternations are quite common, and alternations involving nominalizations are exceptionally diverse. Nonetheless, the sublanguage model applies to biomedica

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

This article aims to lay a foundation for the research and practice of machine learning education for creative practitioners. It begins by arguing that it is important to teach machine learning to creative practitioners and to conduct research about this teaching, drawing on related work in creative machine learning, creative computing education, and machine learning education. It then draws on research about design processes in engineering and creative practice to motivate a set of learning objectives for students who wish to design new creative artifacts with machine learning. The article then draws on education research and knowledge of creative computing practices to propose a set of teaching strategies that can be used to support creative computing students in achieving these objectives. Explanations of these strategies are accompanied by concrete descriptions of how they have been employed to develop new lectures and activities, and to design new experiential learning and scaffolding technologies, for teaching some of the first courses in the world focused on teaching machine learning to creative practitioners. The article subsequently draws on data collected from these courses—an online course as well as undergraduate and masters-level courses taught at a university—to begin to understand how this curriculum supported student learning, to understand learners’ challenges and mistakes, and to inform future teaching and research

Torture Approval in Comparative Perspective

Torture is (almost) universally condemned as barbaric and ineffective, yet it persists in the modern world. What factors influence levels of support for torture? Public opinion data from 31 countries in 2006 and 2008 (a total of 44 country-years) are used to test three hypotheses related to the acceptability of torture. The findings, first, show that outright majorities in 31 country-years reject the use of torture. Multiple regression results show that countries with high per capita income and low domestic repression are less likely to support torture. Constraints on the executive have no significant effect on public opinion on torture

Precision feeding on a Western NY dairy

Lawnel Farms uses precision feeding to increase efficiency and milk production

Automated feed pushers

Feed pushers and robots for barn cleaning are available in addition to robotic milkers

Foreign Language Tutoring - Implications for Software Development

Over the past ten years, the Army Research Institute (ARI) Advanced Training Methods Research Unit (ATMRU) has developed tools and techniques to support the Army's language training needs. Most notably, a PC-based military language tutor (MILT) has been developed to teach Arabic and Spanish skills. One of the most powerful elements of this tool is its authoring component, in which an Arabic or Spanish instructor need not be a trained linguist to develop lessons that include a wide variety of exercise types (e.g., multiple choice, full discourse). This capability is possible through the MILT's graphical user interface and embedded natural language processing (NLP) component. This paper describes the process through which this tool was designed to provide a flexible authoring capability as well as a powerful instructional delivery system for a wide target audience. </jats:p

Worldview Climate and the International Student Experience: Internationalization Strategies Overlook Interfaith Necessities

Aim/Purpose: The purpose of this study was to compare domestic and international students’ experiences of the campus worldview climate. Background: Internationalization efforts have continued to increase and more institutions are codifying internationalization into their mission statements or strategic plans. However, most international students are coming to the United States from countries that do not share a Christian-based worldview and most campuses are already underprepared for their students to engage across worldviews. Methodology: To explore the experiences of international students with the campus worldview climate, we used data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine differences between domestic and international students with regard to campus worldview climate perceptions, engagement in formal and informal interfaith opportunities, and changes in pluralism orientation during the first year of college. Contribution: This study advances our understanding of how international students perceive their campus worldview climates and how they engage in cross-worldview interactions. We offer these findings in hopes of providing an empirical roadmap for improving international students’ experiences with the worldview climate on campus, especially as internationalization strategies continue to grow and diversify our student populations. Findings: We found that international students do find their campuses less welcoming than their domestic peers. Additionally, international students reported engaging more often in formal cross-worldview interactions than their domestic peers. Recommendations for Practitioners: In light of these findings, we suggest three interfaith initiatives campuses can sponsor to better support their international students: 1) find a physical space for a multi-faith center and provide dedicated staff to support interfaith initiatives, 2) help faculty innovate their practice and the spaces they hold in the classroom to foster environments more inclusive of diverse worldviews, and 3) engage student affairs staff in reflection about their own worldviews and train them to create space for cross-worldview engagement among their students. Recommendation for Researchers: Our findings suggest that international students’ experiences of worldview climate differ from their domestic peers. Researchers should continue to explore worldview as a relevant component of the cross-cultural experience and design research that considers these divergent experiences. Impact on Society: Helping our students engage with diverse worldviews is imperative as part of higher education’s contribution to creating democratic societies across the globe. The results of this study point to ways administrators and campus leaders can align internationalization strategies with effective interfaith and worldview diversity practice. Future Research: Additional research efforts should focus on identifying components of the campus worldview climate international students are more likely to experience than their domestic peers. Also, researchers should consider how international students are exhibiting growth on outcomes like pluralism orientation in comparison to their domestic peers and how cross-worldview interactions affect this development. </jats:p