Creating an Unbroken Line of Becoming in Live Music Performance

The dissertation provides an approach to the pedagogy of musical expression in applied music study. Exercises are provided which support a student’s mastery of the mechanics of grouping, and this mastery is put to work in an adaptation of the work of the great Russian acting teacher, Constantine Stanislavski. Mapping of embodiment schema in the manner of Lakoff and Johnson (1980) is asserted as a useful interface between grouped pitch objects and meaning; mappings are utilized by the instrumental music performer in the same manner as Stanislavski taught his acting students to utilize given circumstances. The discourse situates all of these skills in a gradually-emerging present; the exercises challenge the student to achieve what Stanislavski calls an unbroken line—a spontaneous and unique line of continually-restructuring narrative that evolves in real-time. Throughout the work, the phenomenon of grouping is examined in terms of (1) its relationship to meaning, (2) the physiology which supports it, (3) the Gestalt laws of similarity and trajectory which model it, (4) the parameters of unmarked performance nuance (vibrato, articulation, etc.) which can be used by a performer to project it, and (5) the state of continual evolution which characterizes it in the diachronic context of music

The Stained Glass of Knowledge: On Understanding Novice Mental Models of Computing

Learning to program can be a novel experience. The rigidity of programming can be at odds with beginning programmer\u27s existing perceptions, and the concepts can feel entirely unfamiliar. These observations motivated this research, which explores two major questions: What factors influence how novices learn programming? and How can analogy by more appropriately leveraged in programming education? This dissertation investigates the factors influencing novice programming through multiple methods. The CS1 classroom is observed as a whole system , with consideration to the factors present in it that can influence the learning process. Learning\u27s cognitive processes are elaborated to ground exploration into specifically learning programming. This includes extensive literature review spanning multiple disciplines. This allows positioning to guide the investigation. The literature survey also contributes to greater understanding of learning cognition within computing education research through its disciplinary depth. The focus on analogy with the second question is motivated through the factors observed in the first question. Analogy\u27s role in cognition and in education is observed, and the analogical inclinations of technology as a field are showcased. Stigma surrounds the use of analogy in computer science education in spite of these indications. This motivated investigation on how the use of analogy could be better addressed in programming education in order to utilize its value. This research presents a tool for the design of well-formed analogy in programming to answer this question. It also investigates additional forms analogy can take in the classroom setting, proposing relevant cultural forms such as memes can be analogical vehicles that promote learner engagement. This research presents a strong case for the value of analogy use in the CS1 classroom, and provides a tool to facilitate the design of well-formed analogies. In identifying ways to better leverage analogy in the programming classroom, presenting this research will hopefully contribute to dispelling analogy\u27s bad reputation in computing education. By exploring factors that contribute to the learning process in CS1, this research frames education design as experience design. This motivates methods and considerations from user experience design, and investigates aspects of the whole system that can promote or deter a learner\u27s experience. This dissertation presents findings on understanding the learner\u27s experience in the programming classroom, and how analogy can be used to benefit their learning process

A Formative Evaluation Research Study to Guide the Design of the Categorization Step Practice Utility (MS-CPU) as an Integral Part of Preparation for the GED Mathematics Test Using the Ms. Stephens Algebra Story Problem-solving Tutor (MSASPT)

abstract: The mathematics test is the most difficult test in the GED (General Education Development) Test battery, largely due to the presence of story problems. Raising performance levels of story problem-solving would have a significant effect on GED Test passage rates. The subject of this formative research study is Ms. Stephens’ Categorization Practice Utility (MS-CPU), an example-tracing intelligent tutoring system that serves as practice for the first step (problem categorization) in a larger comprehensive story problem-solving pedagogy that purports to raise the level of story problem-solving performance. During the analysis phase of this project, knowledge components and particular competencies that enable learning (schema building) were identified. During the development phase, a tutoring system was designed and implemented that algorithmically teaches these competencies to the student with graphical, interactive, and animated utilities. Because the tutoring system provides a much more concrete rather than conceptual, learning environment, it should foster a much greater apprehension of a story problem-solving process. With this experience, the student should begin to recognize the generalizability of concrete operations that accomplish particular story problem-solving goals and begin to build conceptual knowledge and a more conceptual approach to the task. During the formative evaluation phase, qualitative methods were used to identify obstacles in the MS-CPU user interface and disconnections in the pedagogy that impede learning story problem categorization and solution preparation. The study was conducted over two iterations where identification of obstacles and change plans (mitigations) produced a qualitative data table used to modify the first version systems (MS-CPU 1.1). Mitigation corrections produced the second version of the MS-CPU 1.2, and the next iteration of the study was conducted producing a second set of obstacle/mitigation tables. Pre-posttests were conducted in each iteration to provide corroboration for the effectiveness of the mitigations that were performed. The study resulted in the identification of a number of learning obstacles in the first version of the MS-CPU 1.1. Their mitigation produced a second version of the MS-CPU 1.2 whose identified obstacles were much less than the first version. It was determined that an additional iteration is needed before more quantitative research is conducted.Dissertation/ThesisDoctoral Dissertation Educational Technology 201

Recent Advances in Deep Learning Techniques for Face Recognition

In recent years, researchers have proposed many deep learning (DL) methods for various tasks, and particularly face recognition (FR) made an enormous leap using these techniques. Deep FR systems benefit from the hierarchical architecture of the DL methods to learn discriminative face representation. Therefore, DL techniques significantly improve state-of-the-art performance on FR systems and encourage diverse and efficient real-world applications. In this paper, we present a comprehensive analysis of various FR systems that leverage the different types of DL techniques, and for the study, we summarize 168 recent contributions from this area. We discuss the papers related to different algorithms, architectures, loss functions, activation functions, datasets, challenges, improvement ideas, current and future trends of DL-based FR systems. We provide a detailed discussion of various DL methods to understand the current state-of-the-art, and then we discuss various activation and loss functions for the methods. Additionally, we summarize different datasets used widely for FR tasks and discuss challenges related to illumination, expression, pose variations, and occlusion. Finally, we discuss improvement ideas, current and future trends of FR tasks.Comment: 32 pages and citation: M. T. H. Fuad et al., "Recent Advances in Deep Learning Techniques for Face Recognition," in IEEE Access, vol. 9, pp. 99112-99142, 2021, doi: 10.1109/ACCESS.2021.309613

The social imaginary in the context of social discontents: a conceptual model of the social imaginary, and its application to the amelioration of civilizational crises.

This thesis is premised on the idea that the manifold social discontents – including eco-climate collapse, the violent subjugation of non-human animals, and racial and gendered oppression – are all expressions of the current social imaginary. The concept of the social imaginary has the potential to help us understand the common pathology of these egregious social ills, and how the imaginary might be transformed. Although the field of social imaginaries has emerged in its own right over the last few years, there is as yet no conceptualisation of the social imaginary as a whole. I suggest that such an overarching model will be necessary if it is to be of ameliorative value to social ills. This thesis, therefore, seeks to present a model of social imaginaries that explains both their constitutive elements and their dynamics. It argues that each social imaginary possesses a unique character in virtue of which it coheres as a whole. The most important contributions of this thesis are: ● Positing the ‘keystone concept’, that is the ontological principle at the heart of each specific social imaginary in virtue of which that imaginary coheres and derives its unique character. ● Accounting for the twin dynamics of the social imaginary: the synthetic imagination that explains its reproduction; and the radical imagination that disrupts the synthetic imagination and creates opportunities for critical reflection and creative responses. ● Emphasising the responsibility of denizens in creating the imaginary world in which we live, and pointing to the ways in which this is most effectively done. ● Identifying the keystone concept of the current imaginary as entitlement; and suggesting that the most significant leverage point for the amelioration of social ills is veganism, because it directly rejects the most complete and salient expression of entitlement: taking the lives of others

Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

Presents a vision for literacy instruction from fourth through twelfth grade; examines the challenges; outlines the elements of success, including professional development and use of data; and lays out a national agenda for change based on case studies

Lifelong Learning Pathways: Addressing Participation and Diversity in Higher Education

Tertiary education plays a major role in meeting the economic, social and cultural wellbeing of both individuals and the workforce of the future (OECD, 2011). Increasing participation in tertiary education is vital for the future of all Australians with the emphasis on the provision of increased participation critical. (Gillard, 2012; Bradley, Noonan, Nugent and Scales, 2008). This project reviewed higher education pathways models in the built environment discipline (construction management, quantity surveying, estimating, project management) to ascertain their capacity to improve diversity in the student cohort. This project included three significant objectives: to analyse the efficiency of existing examples of lifelong learning/pathways models in the built environment discipline in improving diversity of student cohort to develop schema to discern and identify elements of these models that contribute to best practice in creating opportunities for student diversity To isolate and disseminate the determinants of best practice pathways models for future use by the built environment discipline and other disciplines. Dissemination of project findings across both the built environment sector and the wider higher education audience was an important objective. The project helped to bring together a network of interested educators in built environment disciplines that were enthusiastic to implement changed practice in relation to pathways models. Industry and accreditation bodies engagement overwhelmed the project leaders, and provided further dissemination and discussion about the opportunities for innovation in built environment pathways

Unravelling the “equivalence paradox”: An exploration of possible mechanistic explanations for the equivalence of the person-centred approach and cognitive behavioural therapy

This project adopted a neuroscience perspective to explore the reason for the Equivalence Paradox, that is the finding that quite different therapeutic modalities are, as an approximation, equally effective. The project focussed on the equivalence of cognitive behavioural therapy (CBT) and person-centred therapy (PCT). This project is believed to be the first time that a practitioner group with a balance of allegiances has drawn conclusions from the intersection of neuroscience and psychotherapy. A literature search uncovered a set of findings or views (neuroscience elements) with possible relevance to the problem. In a focus group (or workshop) format, a group of PCT and CBT therapists contributed their understanding of healing processes based on their practice experience. They were then asked to match these experiences to the set of neuroscience elements provided. The group found that there are important similarities in terms of the therapeutic relationship and the desired endpoint, namely a more integrated, more congruent brain; however there were also significant differences in terms of processes that correlate to what is actually “done” in therapy. In CBT, affect-modulating left cortex and executive processes lead, whereas in PCT there is an emphasis on left-right and cortical-limbic “dialogue” and integration. Overall, together with literature observations, the project concluded that for CBT and PCT different healing routes can are progressed, most likely with the client filling in between sessions the healing steps that are not specifically catalysed by the therapy. However “equivalence” may be just about symptom reduction; a CBT-healed brain may differ from a PCT-healed brain

Adolescent Development in Context: Social, Psychological, and Neurological Foundations

This project was funded by KU Libraries’ Parent’s Campaign with support from the David Shulenburger Office of Scholarly Communication & Copyright and the Open Educational Resources Working Group in the University of Kansas Libraries.Increasingly, there is a tendency to characterize the teenage years as a time of general moral degeneration and deviance. This is unfortunate because the teenage years represent a key developmental period of the typical human lifespan, and from an evolutionary point of view, the actual characteristics that define adolescence represent critical learning opportunities. The increased sensitivity to social influences, identity formation, and social-emotional skills are just a few of such opportunities that require appropriate environments and contexts for optimal, healthy outcomes. Research in the field of adolescent development has not been immune to the negative stereotypes surrounding adolescence, and it is common to see researchers, either implicitly or explicitly, refer to adolescence as a high-risk, anomalous developmental stage that must be controlled, managed, or simply endured until adult-level abilities emerge spontaneously as a result of having survived an intrinsically tumultuous developmental time. More enlightened views of adolescence recognize that all biological adaptations have a cause and a purpose, and that the purpose of adolescence can be discerned from understanding the complex evolutionary history of humans as a group-based, family-based, highly social, sometimes competitive, abstract-thinking species. Understanding the biological foundations of adolescence is meaningless if one does not also consider how biology and environment interact. In humans, these interactions are highly complex and involve not only immediate physical realities, but also social, cultural, and historical realities that create complex contexts and webs of interactions. Therefore, this textbook seeks to reconcile the biological and neurological foundations of human development with the psychological and sociological mechanisms that formed and continue to influence human developmental trajectories. To this end, we have divided the textbook into three main sections. The first, Foundations of Adolescent Development, introduces the historical science of studying adolescence and the biological foundations of puberty. The second section, Contexts of Adolescent Development, considers the primary contextual factors that influence developmental outcomes during adolescence. These include work and employment, peers, in-school and out-of-school contexts, leisure time, and the family. The final section, Milestones of Adolescent Development, addresses the primary psychological milestones that represent healthy adjustment to adult roles and responsibilities in society. The domains of these milestones include cognition and decision-making; identity, meaning, and purpose, moral development, and sexuality. From an educational point of view, the objective of this textbook is to provide a resource that is capable of fostering advanced conceptual change and learning in the field of adolescent development in order to go beyond stereotypical portrayals of adolescence as a pathological condition. Organized in a manner designed to scaffold increasingly complex ideas, the textbook redefines adolescence a sensitive period of development characterized by phylogenetically derived experience-expectant states and complex interactions of biological, psychological, and social factors. The textbook draws from the latest advances in neuroscience and psychology to construct a practical framework for use in a wide range of academic and professional contexts, and it presents historical as well as contemporary research to accomplish a radical redefining of an often misunderstood and maligned developmental period