3,981 research outputs found
Humour in fifteenth-century France: a study of visual evidence
Humour in Fifteenth-Century France: A Study of Visual Evidence is an investigation of the development of humour in late medieval France, as expressed in the visual arts. The research identifies and examines comic themes in Valois visual culture through analysis of three case studies. TheâŻfirst is the new iconography for the comedies of Terence, created in the early fifteenth century for the Duke of Berry and the Valois Princes (BnF Lat. 7907A and Arsenal Ms-664 rĂ©serve). The second is the manuscript of RenĂ© dâAnjouâs Livre du Coeur dâAmour Ăpris (ĂNB Cod. Vind. 2597). The third is the only extant fifteenth-century illuminated manuscript of the Cent Nouvelles Nouvelles (GUL Ms Hunter 252 [U.4.10]).
The special emphasis on the arts of the book allows for a discussion of the illuminations in relation to the text they intend to illustrate. Each of these works offers a distinct contribution to the topic by presenting a rich variety of material and different shades, types and forms of humour expressed pictorially. Their nature as manuscripts involves a personal dimension, which narrows their intended audience to specific and well researched historic personalities, facilitating the reconstruction of their tastes, pleasures and sense of humour. Thus, these works permit insights into how humour was expressed, understood and appreciated, and they allow for a nuanced discussion on the comedic and the nature of visuality in late medieval France.
Each of the investigated manuscripts has been studied previously, yet their visual humour has not been addressed as an independent and intentional artistic creation with the specific function of provoking amusement and laughter. This thesis is the first such investigation of humour in visual culture for this period, addressing the lacuna in scholarship and showing that there is a rich diversity of visual material that merits analysis. It argues that pictorial expressions of humour became an important focus for leading creative artists in France through the course of the fifteenth century, and it contextualises this art historical phenomenon within the intellectual, social and political history that surrounded it. The reconstruction of the circumstances in which works of art were made, displayed and understood highlights the changes in the prospective audiences for these works, and the ways different viewers engaged and appreciated humour expressed visually. As well as providing new insights into the patrons, this thesis discusses the artistsâ approach towards their text of reference, their inventions, innovations and creative impulses. In doing so, the investigation highlights a close connection with theatre and performance, and it identifies the printing industry as a contributing factor for the diffusion of comic iconography.
Studying humour is important because it determines social boundaries and functions as a barometer of social, political, sexual and ethical sensibilities. Humour in Fifteenth-Century France: A Study of Visual Evidence addresses a variety of media and permits a closer reading of the role of humour and its functions in Valois France and in Western Europe in the later Middle Ages, expanding our understanding of late medieval concepts of visuality and appreciation of the image
Connecting the Dots in Trustworthy Artificial Intelligence: From AI Principles, Ethics, and Key Requirements to Responsible AI Systems and Regulation
Trustworthy Artificial Intelligence (AI) is based on seven technical
requirements sustained over three main pillars that should be met throughout
the system's entire life cycle: it should be (1) lawful, (2) ethical, and (3)
robust, both from a technical and a social perspective. However, attaining
truly trustworthy AI concerns a wider vision that comprises the trustworthiness
of all processes and actors that are part of the system's life cycle, and
considers previous aspects from different lenses. A more holistic vision
contemplates four essential axes: the global principles for ethical use and
development of AI-based systems, a philosophical take on AI ethics, a
risk-based approach to AI regulation, and the mentioned pillars and
requirements. The seven requirements (human agency and oversight; robustness
and safety; privacy and data governance; transparency; diversity,
non-discrimination and fairness; societal and environmental wellbeing; and
accountability) are analyzed from a triple perspective: What each requirement
for trustworthy AI is, Why it is needed, and How each requirement can be
implemented in practice. On the other hand, a practical approach to implement
trustworthy AI systems allows defining the concept of responsibility of
AI-based systems facing the law, through a given auditing process. Therefore, a
responsible AI system is the resulting notion we introduce in this work, and a
concept of utmost necessity that can be realized through auditing processes,
subject to the challenges posed by the use of regulatory sandboxes. Our
multidisciplinary vision of trustworthy AI culminates in a debate on the
diverging views published lately about the future of AI. Our reflections in
this matter conclude that regulation is a key for reaching a consensus among
these views, and that trustworthy and responsible AI systems will be crucial
for the present and future of our society.Comment: 30 pages, 5 figures, under second revie
2023-2024 Catalog
The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation
Finding an effective problem-solving heuristic instructional approach for circle geometry
Abstracts in English, Afrikaans and ZuluThis research study carried out an investigation into finding a contemporary problem- solving instructional approach that will be effective for teaching and learning of mathematics in South African schools, with specific focus on circle geometry. Prior to conducting this study, a retrospection was done into the mathematical practices implemented, in schools in South Africa, by researchers, educational practitioners and stakeholders such as Non-Governmental Organisations. The aforementioned unanimously identified the instructional approaches for teaching and learning of mathematics, particularly, the traditional teaching and learning approach, as problematic and counter-productive, and this might be contributing to poor learnersâ performances. In a bid to replace the obsolete traditional approach, the researcher in this study recommended: âteaching thinking skillsâ and âteaching effective problem-solving instructional approachesâ as more appropriate. With regards to teaching thinking skills, the infusion approach (teaching thinking skills, along with content instructions), was highlighted. For teaching effective problem-solving, Polyaâs Problem-Solving Model, was investigated. To ensure an effective design and implementation of the proposed problem-solving instructional approach, the APOS theory (ACE teaching cycle) was adopted. Also, the teaching and learning of circle geometry was carried out in a collaborative classroom setting. This proposed instructional approach was tentatively, labelled as âIPAC mathematics problem-solving instructional modelââ or simply, the âIPAC modelâ. This was an acronym for the four elements of this new approach, namely - the infusion approach, Polyaâs approach, and APOS theory in a collaborative learning classroom. Two groups of Grade 11 mathematics learners served as participants for this study: group 1 - 11A had 30 learners (the control group) and group 2- 11B had 32 learners (the experimental group). Data collected methods for this study were: observations of participants in their natural classroom settings, recorded videos, questionnaires, photograph of participantsâ work (classwork/homework and standardized tests). This study followed a mixed-method research design, hence, both quantitative and qualitative data analyses procedures were implemented. The quantitative data was analysed by implementing inferential statistics and descriptive statistics, while the APOS theory analysis was used to analyse the qualitative facet of the collected data. During the APOS theory analysis, content analysis was done on participantsâ written responses to each of the four standardized testsâ data. The content analysis was carried out on the written responses of participants, from both the control and the experimental groups. The research findings that emanated from this study were the following: that this new method of teaching and learning is valid, practical and effective; there was a statistically significant improvement in the test scores of participants who were taught by the new instructional approach; participantsâ conceptual understanding, procedural fluency, strategic competence and mathematical reasoning skills were enhanced; participantsâ problem-solving competence improved, during and after the intervention; the IPAC model guided the majority of the participants to operate at the object and schema levels in relation to the APOS theory mental conceptions. Lastly, the ACE teaching instructional approach significantly guided and enhanced participantsâ cognitive engagement and development, which ultimately, optimized their problem-solving competence. Based on these research findings, the researcher recommended among others, that the new instructional approach - the IPAC model, should be implemented for teaching and learning of circle geometry in South African schools. The researcher also recommended that cultivation of thinking skills and implementation of effective problem-solving instructional approaches should be prioritized in mathematics classrooms in South Africa. The researcher established from this study that the developed IPAC model will serve as an effective and a reliable pedagogical tool which can address some of the teaching and learning challenges teachers and learners encounter in mathematics classrooms.Hierdie navorsingstudie het 'n ondersoek gedoen na die vind van 'n kontemporĂȘre probleemoplossende onderrigbenadering wat effektief sal wees vir onderrig en leer van wiskunde in Suid-Afrikaanse skole, met spesifieke fokus op sirkelmeetkunde. Voor die uitvoering van hierdie studie is 'n terugblik gedoen na die wiskundige praktyke wat in skole in Suid-Afrika geĂŻmplementeer is deur navorsers, opvoedkundige praktisyns en belanghebbendes soos nie-regeringsorganisasies. Die instruksionele benaderings vir onderrig en leer van wiskunde, veral die tradisionele onderrig-en-leerbenadering, is eenparig geĂŻdentifiseer as problematies en teenproduktief, en dit kan dalk bydra tot swak leerders se prestasies. In 'n poging om die uitgediende tradisionele benadering te vervang, het die navorser in hierdie studie aanbeveel: "onderrig van denkvaardighede" en "onderrig van effektiewe probleemoplossende onderrigbenaderings" as meer gepas. Met betrekking tot die onderrig van denkvaardig hede, is die infusiebenadering (onderrig van denkvaardighede, tesame met inhoudsinstruksies), uitgelig. Vir die onderrig van effektiewe probleemoplossing is Polya se probleemoplossingsmodel ondersoek. Om 'n effektiewe ontwerp en implementering van die voorgestelde probleemoplossende onderrigbenadering te verseker, is die APOS-teorie (GOS-onderrigsiklus) aanvaar. Die onderrig en leer van sirkelmeetkunde is ook in 'n samewerkende klaskameropset uitgevoer. Hierdie voorgestelde onderrigbenadering is voorlopig, gemerk as "IPAC wiskunde probleemoplossing instruksionele model" of eenvoudig die "IPAC model". Dit was 'n akroniem vir die vier elemente van hierdie nuwe benadering, naamlik - die infusiebenadering, Polya se benadering en APOS-teorie in 'n samewerkende leerklaskamer. Twee groepe graad 11-wiskunde-leerders het as deelnemers vir hierdie studie gedien: groep 1 - 11A het 30 leerders (die kontrolegroep) en groep 2- 11B het 32 leerders (die eksperimentele groep). Data wat ingesamel is metodes vir hierdie studie was: waarnemings van deelnemers in hul natuurlike klaskamerinstellings, opgeneemde video's, vraelyste, foto van deelnemers se werk (klaswerk/huiswerk en gestandaardiseerde toetse). Hierdie studie het 'n gemengde-metode navorsingsontwerp gevolg, dus is beide kwantitatiewe en kwalitatiewe data-ontledingsprosedures geĂŻmplementeer. Die kwantitatiewe data is ontleed deur inferensiĂ«le statistiek en beskrywende statistiek te implementeer, terwyl die APOS teorie-analise gebruik is om te analiseer die kwalitatiewe faset van die versamelde data. Tydens die APOS-teorie-analise is inhoudsontleding gedoen op deelnemers se geskrewe antwoorde op elk van die vier gestandaardiseerde toetse se data. Die inhoudsanalise is uitgevoer op die geskrewe reaksie van deelnemers, van beide die kontrole- en die eksperimentele groepe. Die navorsingsbevindinge wat uit hierdie studie voortgespruit het, was die volgende: dat hierdie nuwe metode van onderrig en leer geldig, prakties en effektief is; daar was 'n statisties beduidende verbetering in die toetstellings van deelnemers wat deur die nuwe onderrigbenadering onderrig is; deelnemers se konseptuele begrip, prosedurele vlotheid, strategiese bevoegdheid en wiskundige redenasievaardighede is verbeter; deelnemers se probleemoplossingsbevoegdheid het verbeter, tydens en na die intervensie; die IPAC-model het die meerderheid van die deelnemers gelei om op die objek- en skemavlakke te werk in verhouding tot die APOS-teorie se verstandelike opvattings. Laastens het die GOS-onderrigbenadering die deelnemers se kognitiewe betrokkenheid en ontwikkeling aansienlik gelei en verbeter, wat uiteindelik hul probleemoplossingsbevoegdheid geoptimaliseer het. Op grond van hierdie navorsingsbevindinge het die navorser onder andere aanbeveel dat die nuwe onderrigbenadering - die IPAC-model, geĂŻmplementeer moet word vir onderrig en leer van sirkelmeetkunde in Suid-Afrikaanse skole. Die navorser het ook aanbeveel dat die kweek van denkvaardighede en implementering van effektiewe probleemoplossende onderrigbenaderings in wiskundeklaskamers in Suid-Afrika geprioritiseer moet word. Die navorser het uit hierdie studie vasgestel dat die ontwikkelde IPAC-model sal dien as 'n effektiewe en betroubare pedagogiese hulpmiddel wat sommige van die onderrig- en leeruitdagings wat onderwysers en leerders in wiskundeklaskamers ondervind, kan aanspreek.Lolu cwaningo luqukethe uphenyo mayelana nokuthola ikhambi elingaxazulula ekutholeni indlela eqondile engaletha imiphumela ewusizo ekufundiseni nasekufundeni kwezibalo ezikoleni zaseMzansi Africa, ezophinde ibhekane ngqo ne circle Geometry. Ngaphambi kokuba kuqale lolu cwaningo, kube nolunye ucwaningo olunzulu olwenziwe ngezinye izindlela esezivele zikhona mayelana nezibalo, ezikoleni zaseMzansi Africa, lwenziwa ngabacwaningi, izifundiswa ezingo ncweti Kanye nezinhlangano ezizimele. Inhlangano ebizwa nge okushiwo ngenhla luhlonze indlela eqondile yokufundisa nokufunda izibalo, ikakhulukazi, indlela ejwayelekile yokwenza, njengezindlela eziyinkinga nezingahambisani, futhi lokhu ngungaba yimbangela ekungenzini kahle kwabafundi. Emkhankasweni wokushintsha lolu hlelo oludala lokwenza olungasasizi, uMhlaziyi kulolu cwaningo uncome ukuthi: âikhono elufundisa ukuzicabangelaâ Kanye ânekhono lokufundisa elisebenzayo ukuzixazululela izinkingaâ njengendlela okuyiyo efanele. Mayelana nekhono elifundisa ukuzicabangela, indlela eyiqophelo (ikhono elifundisa ukuzicabangela, elihambisana nemigomo equkethwe), luthintiwe. Mayelana nohlelo oluwusizo ekuxazululeni izinkinga, uhlelo luka Polya lokuxazulula izinkinga luphenyiwe. Ukuqinisekisa ukuthi uhlelo olusebenzayo futhi oluzosentsenziswa ekuphakamiseni indlela eqondile enemigomo ekuxazululeni izinkinga yokwenza, i APOS theory (ACE teaching cycle) iyona ekhethiwe. Okunye, uhlelo lokufundisa nokufunda i circle geometry lukhishiwe endleleni ehlanganisayo yokuhlala egunjini lokufunda. Okwamanje Lolu hlelo oluphakanyisiwe lokufundisa, lubekwe njenge âIPAC indlela yezibalo eqondile yokuxazulula izinkinga enemigomoâ . Lokhu kuyigama elifinqiwe elakhiwe izinhlamvu ezine kule ndlela entsha ebizwa nge infusion approach, Polyaâs approach, Kanye ne APOS theory egunjini lokufunda elihlanganisile. Amaqembu amabili ebanga le shuminanye labafundi bezibalo basentshenzisiwe ukubamba iqhaza kulolu cwaningo: iqembu lokuqala ibanga 11A ebelinabafundi abangu 30 (iqembu labaqondisi) bese iqembu lesibili ibanga 11B ebelinabafundi abangu 32 (iqembu elenzayo). Ucwaningo oluqoqiwe lwalendlela lube kanje: imibono yalaba ebekade bebambe iqhaza egunjini lokufunda obuhleliwe, baqophe amavidiyo, babhala imibuzo, bathatha izithombe zalaba ekade bembambe iqhaza lwalomsebenzi wokubamba iqhaza. (imisebenzi yasegunjini lokufunda/imisebenzi yasekhaya Kanye nokwenza uvivinyo). Lolu phenyo lulandele uhlelo oluxubile okuwuhlelo lokuphenya, yingakho zombili lezi zinhlelo zokuqukethwe nokuseZingeni zokuqoqa uphenyo olwenziwe zisentshenzisiwe. Uhlelo lokuqukethwe lemininingwane lusentshenzisiwe ukuhlaziya ngokusebenzisa uhlelo lokuqoqa okutholakele Kanye nohlelo lokwenza okutholakele, futhi kube kwenziwa ne APOS theory analysis ukuhlaziya okusezingeni eliphezulu zigxenye zonke lwemininingwane eqoqiwe. Ngesikhathi se APOS theory analysis, ukuhlaziywa kokuqukethwe okwenziwe ababambe iqhaza babhale okwenzekile ngesikhathi benza lezi zivivinyo ezine ezibekiwe. Uhlelo lokuhlaziya okuqukethwe lwenziwe labhalwa yilaba kade bebambe iqhaza, kuwo womabili amaqembu , elokuqondisa nelokwenza. Uphenyo olutholakele kulolu hlelo lunje: lolu hlelo lokufundisa nokufunda luyasebenza, luyenzeka, futhi lunomehluko: ngokwezibalo kube nomehluko omkhulu oncono ezibalweni zalabo ekade bebambe iqhaza besebenzisa indlela entsha yemigomo: bonke ekade bebambe iqhaza bathole ithuba lokuthi kuthuthuke amakhono abo ekwazini ukuqonda ukuzicabangela, ekwazini ukwenza izinto ezinomehluko eyinqubomgomo, ukumelana nezindlela eziningi eziphumelelisayo Kanye nekhono lokuqonda izibalo; ikhono lalabo ekade bebambe iqhaza ekuxazululeni izinkinga ngokusezingeni lithuthukile, ngesikhathi nangemuva kokwenza ucwaningo; I IPAC model ukwenzisa abaningi balaba ekade bebambe iqhaza kalula umsebenzi ngokuhlukana kwamazinga kusentsenziswa i APOS theory. Ekugcineni, indlela yokwenza ebizwa nge ACE teaching ikwazile okwenzisa kahle ngokusezingeni eliphezulu futhi yakhuphula labo ebekade bebambe iqhaza yaphinde yabathuthukisa, lokhu okwenze bakwazi ukuba sezingeni lokuphumelela ukuxazulula izinkinga. Ngenxa yalokhu okutholakale kucwaningo, umcwaningi uncome ukuthi kokunye, indlela entsha yokwenza ngemigomo â i-IPAC, kumele isentshenziswe ekufundiseni nasekufundeni i circle geometry ezikoleni zaseMzansi Africa. Umcwaningi uphinde waphakamisa ukuthi ukuthuthukisa ikhono lokuzicabangela nokwenziwa kwezindlela ezisebenzayo zokuxazulula izinkinga kumele zibekwe phambili emagunjini okufunda izibalo eMzansi Africa. Umcwaningi ubeke indlela eseqophelweni eliphezulu eyisisekelo kusukela kwisifundo esenziwe yokuthi i IPAC model iyona esebenza njenge ndlela eyithuluzi elibonakalayo futhi elinemiphumela emihle ethembekile, engakwazi ukubhekana nezinkinga futhi ixazulule izinqinamba zokufundisa nokufunda ezikoleni, lezi othisha nabafundi ababhekana nazo egunjini lokufundela izibaloEducational StudiesD. Phil. (Education
Trust in Public Health within Black African and Caribbean Communities: Grounded Theory as applied to the COVID-19 Vaccine Uptake
Trust plays a critical role in public health, encouraging community unity and cooperation with health initiatives. Despite substantial research on trust, its relationship with race and power dynamics remains under-explored.
To address this research gap, the study focused on exploring the relationship between race and trust, particularly within Black African and Caribbean populations that have historically faced discrimination and exclusion in society and healthcare. The study aimed to understand the unique experiences and perspectives of these communities, especially in the context of the COVID-19 pandemic and vaccination efforts in the UK.
The study utilised a critical grounded theory methodology, influenced by Community Psychology values, to conduct interviews with 15 self-identified Black African and Caribbean individuals. The discussion explored their public health experiences and their perceptions of trust, with emphasis on the COVID-19 pandemic.
The study developed an ecological model to conceptualise the dynamic nature of trust in public health within these communities. The model highlights the influence of social power and structural societal factors, acknowledging that historical marginalisation, colonial injustices, and political distrust contribute to avoidance and scepticism towards public health measures.
It proposes that trust in public health is community-driven, highlighting the role of communities in fostering trust, improving health outcomes, and ensuring care continuity and safety. The research advocates for tailored multi-level interventions centred on community engagement and trust to effect enduring change in health outcomes for these communities.
It calls for a paradigm shift in public health to promote research, training, and clinical approaches that address systemic biases and encourage the decolonisation of health-related knowledge. The study's implications extend to public health policy, clinical practice, training, and future research.
In conclusion, the study underscores the importance of consistent, trustworthy, and transparent actions and accountable processes in public health initiatives, fostering partnerships with marginalised communities to promote equitable and inclusive health practices
- âŠ