Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Computer-Monitored Problem-Solving Dialogues

This project shadows the work of student groups in Math 110, a qualitative literacy class, engaged in exploratory learning exercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using labeling techniques to decipher meaning in dialogue of students working in groups for Math 110, we try to see how students collaborate to solve problems together. Bits of realization, conversation, and problem-solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two person game, Poison. Expanding upon previous research done by other students, we are able to add to bits of realization that students encounter in their work. One purpose is to explore the differences between voice-recorded dialogue and computer-mediated chat dialogue. By examining these transcripts, researchers can raise questions about what sort of content is discussed to solve a problem and prepare the computer to recognize bits or realization in students\u27 work

Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Trauma Pause

https://digitalcommons.psjhealth.org/summit_all/1028/thumbnail.jp

FEMA's Integration of Preparedness and Development of Robust Regional Offices

In October 2006, Congress enacted major legislation to reform the function and organization of the Federal Emergency Management Agency (FEMA) in response to the recognized failures in preparation for and response to Hurricane Katrina. The Post-Katrina Emergency Management Reform Act of 2006 (PKEMRA) focused national preparedness responsibilities within FEMA and directed additional resources and responsibilities to FEMA's ten regional offices. Directed by Congress, in October 2008 a National Academy Panel began an independent assessment of FEMA's integration of preparedness functions and progress in development of robust regional offices.Main FindingsOver the past three years, FEMA has taken significant steps in an effort to integrate preparedness and develop more robust regional offices. These efforts, undertaken by both the previous and current Administrations, are documented throughout this report and should be recognized and applauded. However, FEMA has yet to define specific goals and outcomes that would permit it, Congress or the public to determine when preparedness has been fully integrated into all aspects of FEMA's work and whether the development and ongoing operation of robust regional offices has been achieved. In the absence of well-defined, measurable outcome indicators, the National Academy Panel relied upon the assessments of FEMA leaders and staff, documentation provided by FEMA, and a review of secondary sources material to inform its findings and recommendations. Based upon this evidence, the Panel has concluded that, while progress has been made: (1) preparedness is not fully integrated across FEMA, (2) FEMA's regional offices do not yet have the capacity required to ensure the nation is fully prepared, (3) stakeholders are not yet full partners with FEMA in national preparedness, and (4) FEMA has ineffective internal business practices, particularly with regard to human resource management. The Panel made seven recommendations for FEMA:Establish a cross-organizational process, with participation from internal and external stakeholders, to develop a shared understanding of preparedness integrationEstablish a robust set of outcome metrics and standards for preparedness integration, as well as a system to monitor and evaluate progress on an ongoing basisWork to eliminate organizational barriers that are adversely impacting the full integration of preparedness across the agencyContinue to build regional office capacity and monitor implementation consistent with the Administrator's recent policy guidanceUndertake steps to improve the ongoing working relationship between headquarters and the regions in accord with Panel-identified principlesTake steps to improve stakeholder engagement and relationships at all levels in accord with Panel-identified principles; andStrengthen internal business practices, especially in the area of human capital planning

Two religious leaders in Portland are part of a growing community of women who b

Two religious leaders in Portland are part of a growing community of women who buck the tradition of male-led congregations. Martha Ann Englert, a former journalist and the associate priest at St. Luke\u27s (Episcopal) Cathedral in Portland; and Carolyn Braun, the only rabbi at Temple Beth El in Portland. The women speak of their early religious training, how they decided to become religious leaders, the obstacles and discrimination they encountered, and how their gender influences their beliefs