Creative Writing Poem Using Interactive Activity

Realizing that teaching writing poem is a difficult activity and the strategy applied by theteachers is less effective and tend to be informative and theoretical one, therefore this researchshould be conducted to make the teaching and learning literature more meaningful and give advantagesfor the learners. The problems that appear in the research are1. How does the teacher implement the four-element response model in creative writing poem?2. How is the students\u27 response?The research design used in this study was qualitative research . While the subject of the studywas the fourth semester students which consisted of 20 students.. The instrument used in thisresearch was questionnaires and observation. The open-ended questionnaire was designed in orderthat the students can decide what to say and how to say.The finding showed that the teacher implemented the four-element response model increative writing poem into 3 stages: a) pre activity with reconstruction, b) whilst activity: mentalimages and interacting on an affective level, and c) post activity with evaluating the element ofpoem. The activity in the creative writing poems were 1) reconstruction; determine and find out theobject they were going to write, 2) mental imagery; the students were guided to image the objectwith many possibilities and also personify the chosen object, 3) Interacting on an affective level;combine the result of imagination with the meaningful work and asked to associate with their ownlife experiences. 4) Evaluate and publish their work. And the students\u27 response toward the activitywas positive. It can be seen that the students were very enthusiasm. The first indicator was thestudents can actively involve in the discussion from the beginning up to the end . Another indicatorwas that they can express their feeling, emotion and imagination freely into their work of writingpoem

Poetry in the Glade: Bridges 2021 Fib Collection

A Fibonacci poem follows the Fibonacci sequence to any length in its count of syllables per line, or words per line, or lines per stanza, or any other countable thing connected with the poem. A Fib is a special case of Fibonacci poem, a poem of 6 lines whose syllable line count follows the first 6 numbers of the Fibonacci sequence: 1; 1; 2; 3; 5; 8. The present collection of Fibs arose out of the Bridges poetry community in response to the Bridges organization’s efforts to make the Bridges 2021 conference more interactive

Varying the texture: a study of art, learning and multimedia

Art Explorer is an innovative multimedia system being designed and developed within the Institute of Educational Technology, at The Open University. Based on an analogy to dreams, Art Explorer is structured into several episodes. Each episode is designed to help beginning students of Art History foster personal constructs about paintings and develop a richer understanding of how their perceptions of paintings work. This discussion focuses on the pedagogic rationale motivating Art Explorer's development and is structured around two strands of a design story. First, it highlights the research behind the design. The reported research is about learners' problems - most specifically about the varying conceptual, perceptual and affective challenges learners face as they begin to study Art History. But, more broadly, it is about the problems faced by learners as they begin academic study and seek to engage with the knowledge and methods of discipline experts. Secondly, and it is argued, as a second pedagogic priority, the spotlight shifts to multimedia. The discussion tracks design decisions that aim both to exploit the potential of the medium and to match pre-identified learner needs. The ingredients of Art Explorer are described to illustrate some of the rich potential of the medium for negotiating understanding between teacher and learner

Counterfactual Risk Minimization: Learning from Logged Bandit Feedback

We develop a learning principle and an efficient algorithm for batch learning from logged bandit feedback. This learning setting is ubiquitous in online systems (e.g., ad placement, web search, recommendation), where an algorithm makes a prediction (e.g., ad ranking) for a given input (e.g., query) and observes bandit feedback (e.g., user clicks on presented ads). We first address the counterfactual nature of the learning problem through propensity scoring. Next, we prove generalization error bounds that account for the variance of the propensity-weighted empirical risk estimator. These constructive bounds give rise to the Counterfactual Risk Minimization (CRM) principle. We show how CRM can be used to derive a new learning method -- called Policy Optimizer for Exponential Models (POEM) -- for learning stochastic linear rules for structured output prediction. We present a decomposition of the POEM objective that enables efficient stochastic gradient optimization. POEM is evaluated on several multi-label classification problems showing substantially improved robustness and generalization performance compared to the state-of-the-art.Comment: 10 page

Representing camp: Constructing macaroni masculinity in eighteenth century visual satire

This article asks how ‘Camp,’ as defined in Sontag’s 1964 essay, ‘Notes on Camp,’ might provide a valuable framework for the analysis of late eighteenth-century satirical prints, specifically those featuring images of the so-called ‘macaroni.’ Discussing a number of satirical prints and contemporary writings on the macaroni, the article reads them against Sontag’s text in order to establish its utility as a critical framework for understanding the images’ complex relationship of content, form, and function.Postdoctoral Research Fellowship, Institute for Advanced Studies in the Humanities, University of Edinburg