Snap-n-Snack: a Food Image Recognition Application

Many people desire to be informed about the nutritional specifics of the food they consume. Current popular dietary tracking methods are too slow and tedious for a lot of consumers due to requiring manual data entry for everything eaten. We propose a system that will take advantage of image recognition and the internal camera of Android phones to identify food based off of a picture of a user’s plate. Over the course the last year, we trained an object detection model with images of different types of food, built a mobile application around it, and tested their integration and performance. We believe that our program meets the requirements we set out for it at its conception and delivers a simple, fast, and efficient way of tracking one’s diet

TEACHER PERCEPTIONS OF TEACHER EVALUATION USING THE TEACHER PERFORMANCE ASSESSMENT SYSTEM AND FACTORS THAT CONTRIBUTE TO TEACHER QUALITY, PROFESSIONAL GROWTH, AND INSTRUCTIONAL IMPROVEMENT OVER TIME

The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level. The problem of practice faced by the school system is the inability of a large number of teachers rated “effective” to summarily improve their practice over time and move to the “highly effective” rating. In essence, how does a teacher evaluation metric maximize the chances that those who remain in the profession become accomplished practitioners? This research triangulates teacher evaluation, self-reflection and their roles in improving teacher quality. The prevailing thought is that teachers who willingly engage in more formalized self-reflection and self-assessment yield higher degrees of teacher effectiveness as measured on a local teacher evaluation. The central focus of this study will investigate tenured teachers’ perceptions of the effect of their teacher evaluation tool on teacher quality and other factors that contribute to a teacher’s improvement of instructional performance over time. The researcher would also like to investigate the extent to which teacher cohorts – differentiated by demographic data - engage in formalized practices of self-reflection about their own teaching practice. Lastly, the researcher would like to determine whether or not tenured teachers who are evaluated with the local teacher evaluation tool actually improve their teacher effectiveness over time. This study was conducted in a public, K-12 school system with 1420 teachers employed - 39 of which are National Board Certified. This schools system is located in a rural/suburban school system and has utilized its current teacher evaluation system since 2000. The findings of this study indicated that the majority of teachers – disaggregated by demographic teacher cohort - viewed their local teacher evaluation system somewhere along the continuum of neutral to satisfactory as a tool for building a teacher’s effectiveness over time. The overwhelming majority of teachers embraced the post-conference as the most impactful part of the entire evaluation process in building teacher quality; the least impactful was the pre-conference. Additionally, teacher respondents – agnostic of demographic – opined that while the local teacher evaluation system was perceived to be a both quality control and a compliance factor for teachers, less than half of all respondents believe that the system, assists teachers formatively as a tool for professional development. Per the respondents, it should be noted that the teacher evaluation system elicited the strongest reactions – both positive and negative - in teachers having experienced more than 20 formal observations. The research also conveyed that most teachers reported that there was much more embedded self-reflection in the evaluation system than hypothesized; most prominently, teachers cited that audio-taping, reviewing student performance data, completing a self-reflective checklist, and engaging in unstructured self-reflection were a few of the assorted self-reflective activities were facilitated by the evaluation system. Moreover, the data clearly demonstrated that all teachers engage in high degrees of reflection regardless of demographic cohort and a majority of teachers claim to already know how to “self-reflect.” In other words, the highest self-reported degree of reflection were those teachers already rated as “highly effective” in the local evaluation system. A prevalent trend in the data was that degrees of self-reflection matter and build more pronounced levels of teacher effectiveness over time. In essence, the fact that teachers participate in reflection does not seem to impact teacher quality; rather, the degree and amount to which one reflects is actually what matters in building instructional capacity in teachers. Other noticeable trends in the data were as follows: more years of teaching experience was inversely related to the degree to which a teacher self-reflects; over 30% of teachers with more than 20 years of experience reported that that they do no self-reflect at all; the non-NBCT teacher cohort out reflects the NBCT cohort; NBCT teachers had the highest average evaluation rating out of every teacher cohort; and, teaching experience seems to mute any lack of reflection in a teacher’s evaluation rating; The other noticeable trend was that more formal observations for teachers did not translate into higher evaluation ratings over time. Overall, the two most impactful professional development activities cited by teachers were the following: participation in professional learning communities and peer coaching and mentoring, respectively

Growing Musicians in English secondary schools at Key Stage 3 (age 11-14)

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11-14) declares its purpose that pupils should be inspired to “develop a love of music and their talent as musicians” (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2009; 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians

Seasonal patterns of ornithine decarboxylase activity and levels of polyamines in relation to the cytology of germinal cells during spermatogenesis in the sea star, Asterias vulgaris.

The activity of ornithine decarboxylase (ODC) and levels of polyamines were measured in the testes ofAsterias vulgaris&nbsp;collected throughout an annual spermatogenic cycle. Samples of the testes were prepared for light and electron microscopy to observe the associated changes in the cytology of germinal cells. The specific activity of ODC increased at the onset of testicular growth, decreased during the coldest period of the winter when testicular growth was minimal, and increased again early in the spring when testes grew maximally. Increased activity of ODC resulted in increased levels of polyamines and was correlated with either mitotic or meiotic germinal cell divisions, or both. Spermine levels were always greater than putrescine, followed by spermidine. Highest levels of polyamine synthesis coincided with the onset of spermatogonial proliferation during the fall and with the period of meiotic differentiation and spermiogenesis in the spring. Mid-summer (July) testes were small (0.3&ndash;0.5 gonad index (GI)) and contained amitotic spermatogonia arrested in G1&nbsp;of the cell cycle. Mitotic and pre-meiotic testes (October/November) increased slightly in size (0.3&ndash;1.4 GI) and contained actively dividing spermatogonia, most of which differentiated into primary spermatocytes. Testes from February and March were large (1&ndash;6.75 GI), but the proliferative status of their spermatogonia and primary spermatocytes varied. Spermatogonia and primary spermatocytes from early February testes were not dividing. In testes obtained in March, both spermatogonial mitosis and meiosis of spermatocytes resumed, coincident with increased field water temperatures.</span