1,314 research outputs found
Information theoretic interpretation of frequency domain connectivity measures
To provide adequate multivariate measures of information flow between neural
structures, modified expressions of Partial Directed Coherence (PDC) and
Directed Transfer Function (DTF), two popular multivariate connectivity
measures employed in neuroscience, are introduced and their formal relationship
to mutual information rates are proved.Comment: 17 pages, 1 figur
Effondrement des tours : une lettre Ă lâenseignant de mon enfant
Using the epistolary genre, this editorial is embedded in a fictional letter written to a teacher. The discussion is spurred by a teacher writing a mark in bold felt pen directly on a studentâs drawing of the Eiffel Tower. This reflexive inquiry laments the deep wounding of the joy of learning by metrics, measurements and efficiency, while registering the imperative to change this path. Using the metaphor of the âtowerâ to theorize current damaging curricular practices, this editorial questions how, amidst the uncontrol and fear in a global pandemic, the challenging truths of unmarked graves, devastating climate disasters, global food insecurity, among other sufferings, teachers can imagine hope-inspired, healing-centred pedagogies and âassertive mutuality . . . [through] co-action, interconnection . . . [and] the capacity to act and implement as opposed to the ability to control othersâ (Kreisberg, 1992, p. 86). The task of recognizing, naming and dismantling towersâin essence, leaving oneâs home, and building new relational frames, while the world is fallingârequires extraordinary hope, as shown in the articles in this issue.Utilisant le genre Ă©pistolaire, cet Ă©ditorial se trouve intĂ©grĂ© dans une lettre fictive adressĂ©e Ă un enseignant. La discussion est dĂ©clenchĂ©e par un enseignant aprĂšs avoir apposĂ© une note au feutre gras directement sur la reproduction de la tour Eiffel dâun Ă©lĂšve. Cette enquĂȘte rĂ©flexive dĂ©plore la dĂ©tĂ©rioration de la joie dâapprendre par la mesure et le rendement, tout en affirmant lâimpĂ©ratif de changer cette voie. En utilisant la mĂ©taphore de la « tour » pour thĂ©oriser des pratiques curriculaires actuellement dommageables, cet Ă©ditorial interroge la maniĂšre dont, au milieu de lâincontrĂŽlable et de la peur suscitĂ© par une pandĂ©mie mondiale, de vĂ©ritĂ©s difficiles des tombes anonymes, des dĂ©sastres climatiques dĂ©vastateurs, de lâinsĂ©curitĂ© alimentaire mondiale, entre autres souffrances, les enseignants peuvent imaginer des pĂ©dagogies inspirĂ©es de lâespoir, centrĂ©es sur la guĂ©rison et une « mutualitĂ© affirmĂ©e par lâaction commune, l'interconnexion et la capacitĂ© d'agir et de mettre en Ćuvre, par opposition Ă la capacitĂ© de contrĂŽler les autres » (Kreisberg, 1992, p. 86; traduction libre). La tĂąche de reconnaĂźtre, de nommer et de dĂ©manteler les toursâcâest-Ă -dire de quitter sa maison et de construire de nouveaux cadres relationnels, alors que le monde s'Ă©crouleâexige un espoir extraordinaire, comme le montrent les articles de cette Ă©dition
La Réalisation de la résilience
This special issue contains select refereed conference proposal abstracts of presentations planned for the cancelled Canadian Society for the Study of Education (CSSE) conference at Western University May 30-June 4, 2020. The abstracts represent paper presentations, round tables, symposia and panel presentations from the Canadian Association for Curriculum Studies (CACS) and CACSâ special interest groups including: the Arts Researchers and Teachers Society (ARTS), the Canadian Critical Pedagogy Association (CCPA), the Science Education Research Group (SERG), the Language and Literacy Researchers of Canada (LLRC), and the Regroupement pour lâĂ©tude de lâĂ©ducation francophone en milieu minoritaire (RĂĂFMM).Ce numĂ©ro spĂ©cial contient des rĂ©sumĂ©s des propositions de confĂ©rence arbitrĂ©es sĂ©lectionnĂ©s des prĂ©sentations prĂ©vues pour la confĂ©rence annulĂ©e de la SociĂ©tĂ© canadienne pour l'Ă©tude de l'Ă©ducation (SCĂĂ) Ă l'UniversitĂ© Western du 30 mai au 4 juin 2020. Les rĂ©sumĂ©s reprĂ©sentent des prĂ©sentations sur papier, des tables rondes, des symposiums et des prĂ©sentations de panel de l'Association canadienne pour lâĂ©tude du curriculum (ACĂC) et des groupes d'intĂ©rĂȘt spĂ©ciaux de lâACĂC, notamment : la SociĂ©tĂ© des chercheurs/chercheuses et des enseignants/enseignantes des arts (SCEA/«ARTS»), lâAssociation canadienne de la pĂ©dagogie critique (ACPC/«CCPA»), le Groupement des recherches en Ă©ducation et des sciences (GRĂS/«SERG»), lâAssociation canadienne des chercheurs en langue et littĂ©ratie (ACCLL/«LLRC») et le Regroupement pour l'Ă©tude de l'Ă©ducation francophone en milieu mineur (RĂĂFMM)
Post-Truth Simulacra: Inviting Mutable Meaning-Making
âPost-Truth Simulacraâ is an artwork created to confront post-truth realities and constructions of meaning in response to the articles in this journal issue. An aerial photograph of Miami is used to depict the way humanity has fully operationalized the territory of the barrier islands. Various overlays are used to think about social theorist Jean Baudrillardâs precession of simulacra. Using the lens of Baudrillard's phases of representation from a pedagogical perspective, an analysis of meaning-making processes for each of the articles is discussed. The editorial recognizes the importance of place and autoethnography in the context of Canadian curriculum studies
Creuser des puits, deviner un programme d'espoir face aux fidélités glissantes
Joanna Macy (2009) suggests that a shift toward a life-sustaining civilization includes reassessing values and relooking at perceptions of reality. In this editorial, the metaphor of divining is used to explain the creation of hope in the grief-filled epoque of the Chthulucene. Authors in this issue collectively ask: How do we live together? How do we see the world? How do we make meaning? How do we tell truths? How do we make a better world? Imagination is the self and the world merging and emerging, entanglements of making that challenge our commitments and obligations as researchers. As we conduct research, we are constructing new life worlds, dreaming and shaping futures. In this editorial, Iâm thinking about hope, of metaphorically digging wells, committing to the difficult work of moving through layers of barriers toward the originary whys, and knowing there are multiple truths and needs. In this process we can come to places of relation, understanding, self- and world-healing.Joanna Macy (2009) suggĂšre qu'un changement vers une civilisation qui soutient la vie comprend la rĂ©Ă©valuation des valeurs et la relecture des perceptions de la rĂ©alitĂ©. Dans cet Ă©ditorial, la mĂ©taphore de la devination sâutilise pour expliquer la crĂ©ation de l'espoir Ă l'Ă©poque remplie de chagrin du ChthulucĂšne. Les auteurs de ce numĂ©ro demandent collectivement : Comment vivons-nous ensemble? Comment voyons-nous le monde? Comment faire du sens? Comment pouvons-nous dire des vĂ©ritĂ©s? Comment crĂ©er un monde meilleur? L'imagination est le moi et le monde qui fusionnent et Ă©mergent, des enchevĂȘtrements de faire qui dĂ©fient nos engagements et nos obligations en tant que des chercheuses et des chercheurs. Alors que nous menons des recherches, nous construisons de nouveaux mondes de vie, rĂȘvons et façonnons des futurs. Dans cet Ă©ditorial, je pense Ă l'espoir, Ă creuser mĂ©taphoriquement des puits, Ă m'engager au travail difficile de franchir des couches de barriĂšres vers le pourquoi originel et Ă savoir qu'il existe de multiples vĂ©ritĂ©s et besoins. Dans ce processus, nous pouvons arriver Ă des lieux de relation, de comprĂ©hension, de guĂ©rison de soi et du monde
unFIX Me in the Red: Re/collections and Re/novations
In ruminating on authorsâ contributions in this issue, Wiebeâs 2014 video, Curricular Fixations and Poetic Tactics, is used as an anchor to consider the limitations of official and Tylerian curriculum, thought of as infrastructure. The need for reconstructing meanings, deliberating ideas, and reflecting in solitude are suggested as means to unfix ourselves from the comforts of canonized bodies of knowledge which eliminate difference and confine possibilities
- âŠ