Analysis and Report 1991-1992 : Dublin Institute of Technology, Kevin Street

Analysis and report for the year 1991-1992. Academic activities and involvement with society

Dublin Institute of Technology, Kevin Street : Calendar 1991/92

Calendar of academic year 1991/92. Contents include. DIT Courses, fee structures, undergrad programmes, short courses, fees, research & development, campus companies, student services, college regulations, Graduates and prizewinners, awards and external examiners, advisory services for prospective students, college structures, college staff and college library. Foreward by F.M. Brennan, President

Teaching Physical Education: Primary School Teachers as Learners

This research focused on physical education (PE) teaching and learning in New Zealand primary school settings. The project had two key aims: first, to develop an understanding of the knowledges primary teachers use to teach PE, prior to a one-year professional development (PD) programme; and second, to evaluate the impacts of a PD programme on knowledges associated with teaching PE, and the complexity of subject specific knowledge development for generalist teachers. Specifically, the impact of the Physical Activity Initiative professional development (PD) programme (Ministry of Education, 2005a) on primary classroom teacher's knowledge and practice was investigated. The project was interpretive in orientation and used qualitative methods such as teacher interviews, lesson observations, questionnaires and document analysis to gather data related to teachers' understanding of their pre and post PD programme experience. Twenty-five teachers from ten schools involved in the Physical Activity Initiative PD programme participated in the study. Theories of teacher knowledge and understandings of effective PD provided a framework for data analysis. In contrast to most previous studies that have involved the researcher as both instigator and deliverer of physical education professional development (PE-PD), this research involved the researcher as the outsider, seeking an outside-in and inside-out perspective. The research findings indicated that promoting teacher learning through PD is complex. The sample of primary school teachers gained benefit from PD opportunities that allowed for the transfer of pedagogical strategies and skills from the classroom to the PE context. However, there was evidence that these learning opportunities needed to be balanced with opportunities to develop PE content knowledge. Consequently, it was theorised that PE-PD for primary teachers needs to consist of connected and explicit knowledge building experiences associated with PE: its nature, purpose, curriculum, content, and pedagogical strategies. It was further hypothesised that effective PE-PD design would support teachers to blend these knowledges in ways that allow them to develop appropriate learning experiences for their particular students. The findings also signalled that PD resources provided teachers with examples of practice and, as such, they had the potential to enhance quality PE learning and teaching. The study drew attention to the role resources played in standardising PE in primary schools, thus advancing PE teaching yet restricting teachers' broader knowledges and limiting their range of practices in PE. The findings of this study challenge PD providers (pre- and in-service) to consider the educative role of resources and the ways resources can be used to support teachers to become independent practitioners who utilise outside 'experts' without becoming totally reliant on them. Finally this study illustrates the importance of recognising the teacher as both learner and teacher. It is imperative that teacher learning sits alongside student learning as a central aim for PD programmes, since teacher learning is the foundation for changes in learning outcomes for students

Kevin Street College: Centenary Calendar 1987 -1988

Contains information on Entry Requirments, list of courses, staff. etc

Cultivating Insight: Detecting Autism Spectrum Disorder through Residual Attention Network in Facial Image Analysis

Revolutionizing Autism Spectrum Disorder Identification through Deep Learning: Unveiling Facial Activation Patterns. In this study, our primary objective is to harness the power of deep learning algorithms for the precise identification of individuals with autism spectrum disorder (ASD) solely from facial image datasets. Our investigation centers around the utilization of face activation patterns, aiming to uncover novel insights into the distinctive facial features of ASD patients. To accomplish this, we meticulously examined facial imaging data from a global and multidisciplinary repository known as the Autism Face Imaging Data Exchange. Autism spectrum disorder is characterized by inherent social deficits and manifests in a spectrum of diverse symptomatic scenarios. Recent data from the Centers for Disease Control (CDC) underscores the significance of this disorder, indicating that approximately 1 in 54 children are impacted by ASD, according to estimations from the CDC's Autism and Developmental Disabilities Monitoring Network (ADDM). Our research delved into the intricate functional connectivity patterns that objectively distinguish ASD participants, focusing on their facial imaging data. Through this investigation, we aimed to uncover the latent facial patterns that play a pivotal role in the classification of ASD cases. Our approach introduces a novel module that enhances the discriminative potential of standard convolutional neural networks (CNNs), such as ResNet-50, thus significantly advancing the state-of-the-art. Our model achieved an impressive accuracy rate of 99% in distinguishing between ASD patients and control subjects within the dataset. Our findings illuminate the specific facial expression domains that contribute most significantly to the differentiation of ASD cases from typically developing individuals, as inferred from our deep learning methodology. To validate our approach, we conducted real-time video testing on diverse children, achieving an outstanding accuracy score of 99.90% and an F1 score of 99.67%. Through this pioneering work, we not only offer a cutting-edge approach to ASD identification but also contribute to the understanding of the underlying facial activation patterns that hold potential for transforming the diagnostic landscape of autism spectrum disorder

Formative Assessment in Mathematics for Engineering Students

this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff

Commencement 1999

Program for the Graduate and Undergraduate ceremonies held May 23 1999.https://digitalcommons.sacredheart.edu/univpub_commencement/1006/thumbnail.jp

The Tomokan Yearbook 1985

Rollins College\u27s yearbook for the Class of 1985.https://scholarship.rollins.edu/tomokan/1056/thumbnail.jp