Welcome to the Sunken Place

People of Color entering into the field of Student Affairs continue to face discrimination, racism, systematic oppression and microaggressions. The authors in this article aim to 1. highlight personal experiences, 2. relay some approaches that have paved way for folks within their positions to educate others who hold the power to make conscious decisions and changes for student affairs professionals, specifically People of Color. The article also references scenes from the movie, Get Out (Blum & Peele, 2017) which portrays Chris, a Black man, who is the protagonist and relate to the exploitation and isolation of many People of Color in the field today

Can we create a human from scratch?

Do you know who Frankenstein is? Probably yes, but I would like to remind you. Victor Frankenstein is the protagonist of the novel, Mary Shelley's "Frankenstein or the Modern Prometheus." In the novel, Victor Frankenstein is a young student from Geneva. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/2868

JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation

The purpose of Deliverable 3.5 is to provide guidelines to creating juxtaposed performance, particularly to advise non-drama teachers on what to do and how to manage performance in stage 3 of the JuxtaLearn process. Building on pedagogies of threshold concepts and juxtaposed learning, it explains the performance steps, orchestrating learning through participative video making and story making with peers. It provides guidance for teachers, offering resources that include suggested lesson plans and example timings. Thus, in the absence of a shared touchable with JuxtaLearn software, it suggests a practical additional and alternative to using the software of WP4 touch table

The effects of the use of a conversational model and opportunities for reflections in computer-based role playing

This study examined the effects of an instructional program on 21-year-old students' interpersonal skills development (N = 104). The HyperCard 2.1 program ¿Telling bad news¿ could contain a conversational model that informed students about the main moments and actions in conducting a bad-news conversation. In addition, the program could vary the students' opportunities for reflection by slowing down the dialog. It was expected that the conversational-model-present groups and the high reflection groups would show more effective interpersonal skill acquisition, knowledge acquisition, and a more complete understanding of the skill (better tests results) than the conversational-model-absent groups and the low reflection groups. Both elements were found to affect the students' interpersonal skill development. The presence of a conversational model significantly improved the students' role-play, F(1, 94) = 8.79, p < .01, and their performance on the knowledge test, F(1, 94) = 115.28, p < .001. When also given opportunities for reflection, the students' performance in a roleplay and on the knowledge test improved even more, F(4, 91) = 2.69, p < .05. The instruction program with the presence of a conversational model in combination with opportunities for reflection is, therefore, considered as having the potential to assist in realizing effective gradual lead into interpersonal skills learning and instruction for novices

A Description Logic Framework for Commonsense Conceptual Combination Integrating Typicality, Probabilities and Cognitive Heuristics

We propose a nonmonotonic Description Logic of typicality able to account for the phenomenon of concept combination of prototypical concepts. The proposed logic relies on the logic of typicality ALC TR, whose semantics is based on the notion of rational closure, as well as on the distributed semantics of probabilistic Description Logics, and is equipped with a cognitive heuristic used by humans for concept composition. We first extend the logic of typicality ALC TR by typicality inclusions whose intuitive meaning is that "there is probability p about the fact that typical Cs are Ds". As in the distributed semantics, we define different scenarios containing only some typicality inclusions, each one having a suitable probability. We then focus on those scenarios whose probabilities belong to a given and fixed range, and we exploit such scenarios in order to ascribe typical properties to a concept C obtained as the combination of two prototypical concepts. We also show that reasoning in the proposed Description Logic is EXPTIME-complete as for the underlying ALC.Comment: 39 pages, 3 figure

The Catholic Core of a Celebrated Composition

Despite an undeviating opinion on the subject, his greatest work The Lord of the Rings, is replete with free-floating allegory to Christian characters. Characters and situations that suggest Biblical situations, both narratively and on the level of spirituality and ethics. Each character within biblical text correlates with one or more characters in Tolkien’s work, thus free floating. Tolkien is a devoutly religious author who processes the world, including his own fantasies, through the lens of his faith. While Tolkien draws from different elements of theology in several different ways—such as interchanging his characters to represent various aspects of key Biblical figures—it is clear that Tolkien assigned a moral, free-flowing, yet religious allegorical backbone to his work