Patterns of Scalable Bayesian Inference

Datasets are growing not just in size but in complexity, creating a demand for rich models and quantification of uncertainty. Bayesian methods are an excellent fit for this demand, but scaling Bayesian inference is a challenge. In response to this challenge, there has been considerable recent work based on varying assumptions about model structure, underlying computational resources, and the importance of asymptotic correctness. As a result, there is a zoo of ideas with few clear overarching principles. In this paper, we seek to identify unifying principles, patterns, and intuitions for scaling Bayesian inference. We review existing work on utilizing modern computing resources with both MCMC and variational approximation techniques. From this taxonomy of ideas, we characterize the general principles that have proven successful for designing scalable inference procedures and comment on the path forward

“It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education

This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts

A Study of the Relationship Between Followership Modalities and Leadership Styles Among Educators at Selected High Schools in Jackson, Mississippi

Problem. The purpose of this study was to explore the nature of the relationship between followership modalities and leadership styles. High-school teachers and principals in the Jackson Public School District in Jackson, Mississippi, participated in the study. Method. Methodological triangulation that combined quantitative and qualitative methods served as the study\u27s research design. A 45-item Multifactor Leadership Questionnaire (MLQ Form 5x-Short), developed by Bass and Avolio (1995), and a well-established measure of leadership style, was administered to the principals. A 20-item, self-diagnostic questionnaire, developed by Robert Kelley, designed to measure followership modalities, was administered to the high school teachers who participated in the study. Semi-formal interviews were also conducted with principals and teachers. One-way ANOVA and transcriptions of themes compiled from interviews were used to analyze the data. Findings. The findings of the study revealed there is limited variation in followership modalities in educational institutions. There is extensive variation in follower performance within identified followership modalities. Followership modalities correspond with leadership styles among teachers and principals. There is no difference in followers\u27 active engagement skills based on gender, age, teaching experience and time with the leader. There is no difference in followers\u27 independent critical-thinking skills based on gender, age, teaching experience, and time with the leader. Conclusions. This study\u27s examination of followership modality variation among teachers revealed that followers generally reflect modality that corresponds with the leaders\u27 style and behavior. Competent, visionary, inspiring, and stimulating leaders will predictably have followers who demonstrate similar traits. The majority of followers in this study seemed to emulate their leader\u27s general style, greatly limiting the amount of variation in followership modality. However, the relational aspect of the leader-follower bond allows the leader to determine the extent to which followers demonstrate a certain followership modality

Testing a Model of Black Cultural Strength Using Structural Equation Modeling

The present study examined a model of Black Cultural Strength and its relation to psychosocial health (N = 496). The purpose of the current study was to test a model of Black Cultural Strength, an interdependent combination of Black racial identity, communalism, cultural spirituality, positive racial socialization, and effective racism-related coping. Further, the study sought to understand if Black Cultural Strength could predict psychosocial health, a combination of life satisfaction and psychological well-being. The Black Cultural Strength model, which was tested through Structural Equation Modeling (SEM), hypothesized that higher levels of Black Cultural Strength lead to increased self-reported psychological well-being and life satisfaction. Results from this study indicated that Black Americans’ levels of mature racial identity, exposure to positive racial socialization (preparation for bias and cultural socialization), effective racism related coping (constrained resistance, empowered action, confrontation, and spiritual coping), culturally-based spirituality, and communalism were all interdependent and loaded onto one factor, Black Cultural Strength. Further, results showed that Black Cultural Strength was positively predictive of Blacks’ psychosocial health. Although the proposed hypotheses were supported, and an overall acceptable model fit was found, two modifications were made to the original proposed model. These modifications were conducted with theory and past empirical findings in consideration, therefore the current study provides strong evidence to support that interdependent Black cultural values are positively predictive of psychosocial health. Limitations, clinical implications, and further directions of research are discussed

Glory B 2 God

The purpose of this thesis paper is to investigate womanist theology and method, along with restoration practices involving spirituality and healing within the context of the visual arts. The thesis exhibition will attempt to create new visual possibilities that inform womanist theological scholarship in terms of promoting contemporary female religious imagery within a metaphorical language. While womanist theology is steeped in interdisciplinary practices, it has yet to consider seriously the studio arts as a means to explore and develop the womanist language. This study will investigate how essential and natural the visual arts assist our understanding of spirituality, especially through a womanist context

The Effects of a Maternal Childhood Lead-Poisoning Education Program on Knowledge, Health Beliefs, and Compliance

The purpose of this study is to determine the effects of two educational intervention methods on participant\u27s knowledge, health beliefs and prevention behavior as they relate to childhood lead poisoning. The two educational methods being used in the study are personal instruction by the investigator and a 12-minute video developed by the American Academy of Pediatrics on childhood lead poisoning. Information contained in both educational tools is identical. In particular, this study seeks to determine if one educational intervention was more effective than the other. The final purpose of the study is to test the Health Belief Model by examining the effects of knowledge and health beliefs on prevention at posttest in both groups. The study employs an adapted version of Russell\u27s (1991) Childhood Injury Prevention Instrument which was developed using constructs of the Health Belief Model. The sample of 50 women was 94% African American, 4% Caucasian and 2% other race individuals. The majority of the sample (64%) report a total family income of under $10,000 per year. Approximately 82\% of the sample are unmarried and 38\% report having at least a high school education, Most of the subjects were between 19--24 years of age (34\%). All of the participants utilize Women and Infant Children (WIC) clinics within the local health department. Overall, the study finds a statistically significant difference in pre and post prevention behavior p \u3c.05 within each intervention group. An increase in posttest knowledge is also shown to be statistically significant at p \u3c.05 within each group. Only two subscales of the Health Belief Model are shown to be statistically significant at p \u3c.05 at posttest: perceived seriousness and perceived barriers. No differences are seen between the two types of instruction received on prevention behavior, knowledge or health beliefs. Finally, knowledge and health beliefs were not found to be predictors of compliance at posttest

Exploring social justice with third graders through the works of Mildred D. Taylor

We need to learn the history of the civilizations that have given us the framework for all of what we teach and learn. We must learn more specifically about the Americas and the European oppression, slavery, the Civil War in the United States, and the American Dream with liberty and justice for all. Still, perhaps the most significant learning, our change of heart, happens just one person at a time. It happens by developing those relationships of mutual care and concern. For us, the voices came from [author] Mildred D. Taylor and from Nina [a student]. For social justice to be served for every life, we must seek to understand and to give a voice to victims of prejudice, injustice, and oppression--particularly those among us--for they will be the source of our enlightenment