199 research outputs found

    Vision and Action

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    (Also cross-referenced as CAR-TR-722) Our work on Active Vision has recently focused on the computational modelling of navigational tasks, where our investigations were guided by the idea of approaching vision for behavioral systems in form of modules that are directly related to perceptual tasks. These studies led us to branch in various directions and inquire into the problems that have to be addressed in order to obtain an overall understanding of perceptual systems. In this paper we present our views about the architecture of vision syst ems, about how to tackle the design and analysis of perceptual systems, and promising future research directions. Our suggested approach for understanding behavioral vision to realize the relationship of perception and action builds on two earlier approac hes, the Medusa philosophy 13] and the Synthetic approach [15 The resulting framework calls for synthesizing an artificial vision system by studying vision corr petences of increasing complexity and at the same time pursuing the integration of the percept ual components with action and learning modules. We expect that Computer Vision research in the future will progress in tight collaboration with many other disciplines that are concerned with empirical approaches to vision, i.e. the understanding of biolo gical vision. Throughout the paper we describe biological findings that motivate computational arguments which we believe will influence studies of Computer Vision in the near future

    Romantic Ken : time and perspective in the poetry of Coleridge and Wordsworth

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    This dissertation focuses on the connection between representations of time and representations of sight in the poetry of Coleridge and Wordsworth. These poets often use descriptions of their narrators\u27 views as means of marking and measuring time\u27s progress.This study argues that the technique of perspective depiction allows both poets to demonstrate the reconciliation of the philosophical tensions which are imbedded in their poetry.When speaking of Coleridge and Wordsworth, one might generalize about two of their chief concerns as follows. First (and as many critics have observed), the poetry of each of these men reflects an inconsistency regarding the relationship between the external and internal realms. For Wordsworth, this issue is manifested in his ambivalence about the degree of nature\u27s influence (or lack thereof) on the mind. For Coleridge, a similar dilemma appears in his constant wavering between a Hartleian materialism and a Berkeleyan Idealism. Second, it is also generally acknowledged that the art of each poet often seems to alternate between two different conceptions of time: one is objective and successive, and the other is subjective and durational. Throughout the works of both poets, one may recognize the tensions that arise due to frequent dalliances within conflicting epistemological and temporal schemes.Numerous critical studies have considered the issues of perspective and time in this poetry; often, these topics appear in slightly modified form in discussions of landscape and memory, respectively. However, few have touched on the interactive relationship between sight consciousness and time consciousness. This thesis argues that these poets utilize the connection between one\u27s visual field and one\u27s conception of time. Through ingenious narrative presentations of temporal and visual data, each author is sometimes able to mediate between his conflicting philosophical tendencies. Surprisingly, both Coleridge andWordsworth achieve this by grounding their narrators in landscapes that contain particularistic time-space details. One finds that such dense fields of vision allow for the convergence of divergent strains within their epistemological and temporal systems

    Media integration in the teaching of mathematics in the Pre-primary and Primary schools

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    The fundamental purpose of this research is to establish whether mathematics can be taught effectively with the use of appropriate media and to further establish the possible effects of media in the teaching of mathematics. The research touched on the principles and guidelines of media selection and the various methods that could be utilized in conjunction with media in the teaching of mathematics in the pre-primary and primary schools. In media selection, the emphasis was that media must be chosen objectively rather than on the basis of personal preference and that the effectiveness of media is dependent on the suitability of the physical conditions surrounding it. The overall findings regarding media utilization is that most educators believe that media used in conjunction with a suitable or appropriate method should help to actualize what is expected from the learner. The research method in this study can be divided into a literature study and an empirical investigation. The literature study was done with a view to support the introductory orientation of this study. The focus was on learning as an active process, it also highlighted how the young learners acquire knowledge and how their interaction with their environment impacts on their cognitive development. The research also dealt with concept formation with special reference to the variety of concepts such as physical sensory concepts, action-function concepts, evaluative concepts and abstract concepts. The questionnaire was used to gather data from seventy (70) educators about media integration in the teaching of mathematics in the pre-primary and primary schools. An observation guide was also used during the observation of the presentation of twelve (12) lessons by eight (8) teachers from the pre-primary and primary schools. The lessons included the nature and characteristics of media employed in the lessons. The following factors were taken into account: (a) lesson plan layout (b) specific outcomes (c) contact accuracy and relevance (d) learner variables and interest (e) the learning environment and (ij the mediation capabilities of the educator (g) availability of media in schools The discussion of data collected was followed by the data analysis and interpretation. The statistical techniques were used to put the researcher in a position to either reject or accept the null hypothesis. The techniques used were the Wilcoxon Signed Ranks Test, the Pearson Correlation coefficient, the NPar Test and Friedman Test. On the basis of the findings the researcher has sufficient, concrete evidence to conclude that the results invalidate the null hypothesis tested. Therefore the researcher's conclusion is that: (a) there is a possible effect of media in the teaching of mathematics lessons in the preprimary and primary schools. (b) there is a possible effect of media selection and integration of media in mathematics lessons.Psychology of EducationD. Ed. (Psychology of Education

    Volume 5 Number 2

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    Centrality in the structure of built environment: a study in the structural transformation of society and space

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    Born out of a long term interest in thought and social values and nearly ten years of involvement in space and design as a student of architecture and urban design, this dissertation aims to make a contribution to both the structural theory of the transformation of society and space and to our knowledge of the principle of centrality in the structure of built environment. It looks at the concept of centrality in the Iranian city of Meshed. However, this is not intended as a study of a unique experience. Rather the spatial and temporal co- ordinates of the text, Islam and Iran, and the historical period of Modernist thought, offer a framework within which theoretical and principal questions of a more general nature concerning the structural character of society and space can be explored.The emphasis throughout is on the concept of the social production of the built environment at the centre of which lies the ideal process, understood in its most general sense as purposeful human activity. The dissertation seeks to show how changes in the relations between the elements and actors of production, the physical and mental means by which the built environment is created, and the relation between moment and totality within which the production process occurs, are central to an understanding of the structural transformation of human society, the form of city and the organization of space

    Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education

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    International audienceThis volume contains the Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (ERME), which took place 9-13 February 2011, at Rzeszñw in Poland

    The 1988 Goddard Conference on Space Applications of Artificial Intelligence

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    This publication comprises the papers presented at the 1988 Goddard Conference on Space Applications of Artificial Intelligence held at the NASA/Goddard Space Flight Center, Greenbelt, Maryland on May 24, 1988. The purpose of this annual conference is to provide a forum in which current research and development directed at space applications of artificial intelligence can be presented and discussed. The papers in these proceedings fall into the following areas: mission operations support, planning and scheduling; fault isolation/diagnosis; image processing and machine vision; data management; modeling and simulation; and development tools/methodologies

    Made-up minds : a constructivist approach to artificial intelligence

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    Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1989.Includes bibliographical references (leaves 211-214).by Gary L. Drescher.Ph.D

    Teachers' Encounters with Horizon Content Knowledge Investigating Knowledge Sensibilities for Teaching Mathematics

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    Mathematics education researchers have sought to understand the knowledge that teachers need to teach mathematics effectively. Teachers need to know more than merely knowing how to "do the math" at a particular grade level. However, the research community differs on the nature of that knowledge. The construct of "horizon content knowledge" has emerged in the literature as a promising way to characterize advanced mathematical knowledge (AMK) as it relates specifically to teaching practice. Ball, Thames, and Phelps (2008) and Ball and Bass (2009) propose a kind of knowledge that is neither common nor specialized, that is not about curriculum progression, but is more about having a sense of the broader mathematical environment of the discipline. They call this horizon content knowledge (HCK) and argue that knowledge of the mathematical horizon can support teachers in hearing students' mathematical insights, orienting instruction to the discipline, and making judgments about what is mathematically important. However, operationalizing HCK in practice is still under development. Jakobson, Thames, and Ribeiro (2013) offer an overarching definition of HCK, which foregrounds some inherent characteristics of this knowledge. This dissertation examined cases of teaching and teachers for the purpose of collecting and analyzing examples of HCK in practice, understanding the interaction between teachers’ management of what I call "encounters with mathematics at the horizon" and students’ learning experiences in the classrooms, and to characterize the knowledge resources that teachers draw upon to make sense of the mathematics at the horizon. I identified and articulated a new domain of knowledge resources that the teachers draw upon, called professional practice knowledge (PPK). I define PPK as a form of mathematical knowledge derived from practice and experience. As PPK is knowledge that is shaped by experience, the culture in school, role of leadership, and kind of students’ and parents’ involvement impacts PPK. If PPK is the only resource available to the teacher, then teachers’ explanations of mathematical deductions are often pseudo-mathematical. Pseudo-mathematical descriptions are generated by the teachers in such ways that they do not explain the concept, term, or formula but instead focus on memorization. These center on the visual patterns or syntactic patterns, use colloquial meanings of the mathematical terms, and often have a cue to remember the term, concept, or formula. These explanations can block mathematical access for the students to investigate or build further. However, if PPK remains rooted in other domains of HCK elaborated in the dissertation, teachers are able to manage encounters with HCK in more meaningful ways.PHDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/145790/1/shwetan_1.pd

    The Relationship Between Teacher Efficacy and Multiple Learning Competencies with Arts and Non-Arts Educators

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    The National Commission on Excellence in Education (1983) published A Nation at Risk to relay the academic performance level of American students. The results revealed that Americans students were performing considerably below other countries. Consequently, accountability through testing became the focus for policy makers to promote educational reform and educational equality (Linn, 2000). The focus on testing, however, has hindered student achievement and led to more (a) social promotion; (b) remedial courses; (c) retention rates; (d) teachers leaving the field; (e) dropout rates; and (f) invalid achievement results (Hoffinan, 2001). As more schools have reassigned staff members to meet the demands of testing and have altered the school curriculum to cover the academic standards being tested, art programs and teachers have been removed from schools across the nation. The elimination of the arts in the curriculum, nevertheless, has not proven to be a remedy for improving student achievement. The average reading score for fourth and eighth graders has only increased by two points, since 2005 and four points compared to the first assessment 15 years ago (National Assessment of Educational Progress, 2007). The literature review on the impact of the arts on learning clearly supports the implementation of the arts to improve student achievement and the overall quality of education. The results of one particular research study at UCLA revealed that students involved in the arts were more successful in school than those who were not involved (Caterall et al., 1999). The theory of multiple intelligences (Gardner, 1999) encompassed the essence of the creative genius of artists. People were more inclined to learn when involved in an activity for which they have talent due to the arts: (a) providing powerful points of entry; (b) offering models; and (c) providing multiple representations of the central idea (Gardner, 1999). The gap in the literature suggested that researchers had not explored the impact that the multiple intelligences of teachers had on the effectiveness of learning, which in turn, could raise student achievement. The purpose, therefore, of this non-experimental study was to examine whether the multiple intelligences of art and non-arts teachers, measured by the Multiple Intelligences Test (Chislet & Chapman, 2005), impacted teachers\u27 perceptions of teacher efficacy, measured by the Teachers\u27 Sense of Efficacy Scale Test (Tschannen-Moran & Hoy, 2001). The accessible population was Palm Beach County K-12 teachers who responded to the surveys online. The researcher ran the following statistical tests into the Statistical Package for the Social Sciences (SPSS) Version 14.0: (a) Cronbach\u27s Alpha to determine the reliability estimates; (b) Pearson\u27s Chi-Square Test to observe frequency distributions; (c) Correlation Matrix to determine the degree of the relationship between groups; (d) Multiple Regressions to ascertain the criterion-related validity; (e) ANOVAS to establish the means of each group; and (f) t tests to establish whether the difference of the means were statistically significant. The outcomes of the study will provide additional information for the body of research that supports the inclusion of the arts as an indispensable element of the school\u27s curriculum for (a) raising the quality of instruction and (b) providing a more equitable education for American students
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