835 research outputs found
Politically Correct Language in George Carlin
American stand-up comedian George Carlin is notable for his long-standing popularity from the early 60s up until his death in 2008. In this paper, I examine George Carlin’s stance on politically correct language. Focusing on his three books Brain Droppings, Napalm and Silly Putty, and When Will Jesus Bring the Pork Chops?, I show how his attempts to remove himself from a politically correct system ultimately fail as he adheres to his own ideals of language and morality. Using his texts and various work from Stanley Fish to support these claims, I show how Carlin ridicules the redundancies and hypocrisies that exist when groups claim words as their own. While breaking down these claims on political correctness, Carlin implements his own set of values. I show how there is no direct way to escape politicizing language. However, Carlin’s position as stand-up comic allows for a more fluid approach to politically correct language, as it offers a way to shift leanings and explore various forms of ideology permitting audiences a way to think differently about the world around them
Multiple View 3D Reconstruction of Micro- to Nano-Scopic Specimens
Range images and 3D modeling are often utilized on large scale specimens, but have been somewhat overlooked on the microscopic scale. This thesis concentrates on overcoming some of the difficulties of capturing images and creating both 3D models and 2D range images on this scale. During the scope of this thesis we take a deeper look into the optical mechanics of the laser scanning confocal microscope (LSCM) and scanning electron microscope (SEM) to understand the formation of the images and use that information to create our algorithms. With the use of the LSCM we can obtain a stack of 2D images of microscopic specimens. Our algorithm is able to process that stack of images and obtain both a 2D range image and a 3D model of a specimen from a single view. Through the use of computational methods and a set of eucentrically tilted images from the SEM we are able to obtain a surface point cloud of the specimen being modeled. By rotating the specimen and imaging it from several different angles a complete 3D model can be obtained. Through the implementation of our LSCM algorithm we have been able to obtain highly complete 3D reconstructions of both industrial and biological specimens of multiple size and shapes. The LSCM results produced and illustrated in this thesis exceed that of the current software available for producing both range images and 3D models. The results obtained from the SEM algorithm are a bit more modest yet offer an important understanding of the 3D characteristics of the specimens modeled. The point clouds produced and illustrated in this thesis show the accurate reconstruction of multiple points in a 3D space and when coupled with the 2D images produced by the SEM can help offer better depth understanding and measurement of features located on the specimen. Through the course of this thesis we have solved a few of the problems associated with 3D modeling on the microscopic level and offered a very good starting point from which to build upon. These reconstruction methods can be utilized individually or together for the use of better understanding and mapping microscopic organisms, reverse engineering, and quality control checks of microscopic parts
Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Nonaffirmative Supervision
Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees’ clients or themselves on the basis of LGB concerns or identity. From supervisees’ perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed
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An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges
The study was conducted in order to learn of the extent to which
attrition exists among students enrolled in the first-year accounting
course in Oregon community colleges, the factors tending to contribute
to the problem, and the approaches which might be used to
help alleviate the problem.
The design of the study consisted of two parts. The first part
of the study was to gather information about the teaching philosophies
and practices of the accounting faculties, and the number of students
enrolled in and completing the three-terms of first-year accounting
during the college years 1970-1972 at the eleven community colleges
offering the course throughout the state. These same students were
also analyzed by age, sex, marital status, high school background,
major, military background, class (freshman/sophomore), and
courseload. The second part of the investigation consisted of a two-year
controlled study of the students at Linn-Benton Community
College in Albany, Oregon, who had enrolled in the first term of the
three-term sequence of first-year accounting in the fall of 1970 (the
control year) and those who had enrolled in the first term of the three-term
sequence in the fall of 1971 (the experimental group). In this
study the day classes of the control year were compared to the day
classes of the experimental year, while the evening classes of the
control year were compared to the evening classes of the experimental
year. The purpose of this latter study was to determine if two types
of personalized attention (mandatory individual counseling and voluntary
accounting "help" sessions) given to all classes in the experimental
year would (1) allow more of these students to complete the
three-term accounting sequence, and (2) allow more of these students
to score significantly higher on the American Institute of Certified
Public Accountants' (AICPA) Achievement Test, Level I, Form E-S.
To insure that all students of both years entering the first-term of
accounting were equal in accounting aptitude, the AICPA Orientation
Test, Form B, Revised, was given.
The results of the findings indicate that the accounting instructors
(1) did not have adequate background information about (a) the
student's reading and comprehension level, (b) how the student viewed
himself as a scholar, and (c) the student's level of interest in accounting
at the time he entered; (2) agreed on (a) informing the students
early in the course of the value of accounting, (b) building the student's self-confidence, (c) building their own self-confidence, (d)
reviewing solutions to homework in class, (e) providing the students
with the best text available, and (f) using all input available to improve
their instruction; (3) tended to prefer grouping accounting
students (although this was not the case at the time); (4) continued to
use the lecture method of instruction exclusively; (5) offered a wide
variety of informal opportunities to personalize the learning of
accounting by the availability of office hours, individual counseling,
and one-to-one and group "help" sessions; (6) have avoided offering
more formal opportunities for personalizing the subject matter by
seldom using programmed texts and filmstrips, and workbooks and/or
practice sets with keys, and audio and video tapes; (7) felt that personalizing
the subject matter (a) helped to enhance student interest,
(b) helped to enhance student learning, (c) helped encourage more
students to complete each term (as well as the three-term sequence),
(d) helped the instructor to better understand why some students have
certain learning difficulties, (e) encouraged more instructors to more
carefully organize their materials, and (f) encouraged more instructors
to evaluate their methods of instruction.
Additional findings of the study indicate that the average community
college in Oregon had only 30% of all students enrolled in the
first-year accounting course complete the three-term sequence. In
addition, only 32% of all students required to have at least three terms
of first-year accounting completed the sequence, and likewise only
24% of all students required to have at least one term of accounting
completed all three terms of the sequence. In the metropolitan
Portland area only 23% of all students, regardless of major, completed
the three-term sequence.
An analysis of the personal characteristics of these same students
indicates, that a larger percentage of the students completing
the sequence tended to be (a) male, (b) age 31 or older, (c) married,
(d) high school graduates, (e) veterans, (f) sophomores, (g) part-time
students, and (h) accounting majors. Students tending to be
less successful were (a) female, (b) age 19-21, (c) divorced, separated,
or widowed, (d) without either a high school diploma or GED
certificate, (e) non-veterans, (f) freshmen, (g) full-time students,
and (h) college transfer secretarial science majors.
The results of the controlled study at Linn-Benton Community
College indicate that even when students enrolled in the first-year
accounting course are required to counsel individually with their
instructor at the beginning of each term of the three-term sequence
and are given the opportunity to attend voluntary accounting "help"
sessions, they will probably (a) seldom attend the "help" sessions,
(b) not score significantly higher on the AICPA Achievement Test, or
(c) be more likely to complete the three-term sequence than those
students not having had these two types of personalized attention provided to them. These observations led to the conclusion that a
communication gap seems to exist between the instructor and the
students. To help correct the problem a battery of tests was recommended,
including the AICPA Orientation Test, the Minnesota Multiphasic
Inventory Test, and the Strong Vocational Interest Blank, in
order to better understand the background of incoming students.
These tests could then be used in conjunction with the recommended
mandatory individual counseling sessions at the beginning of each
term along with mandatory laboratory sessions throughout the term.
In addition, it was also recommended that pre-tests be given at the
beginning of each term to help the instructor better plan his presentations
for those areas where students indicated the most need.
The AICPA Orientation Test, Form B, Revised, was concluded
to be a valid test by which to measure the degree of success the student
could expect upon completion of the three-term accounting
sequence.
The results of the study at Linn-Benton Community College also
indicate that the students who had enrolled in the evening classes had
a wide range of abilities and aptitudes from one year to the next.
In conclusion it appears that personalized attention in its present
form at Linn-Benton Community College is not effective in guaranteeing
the successful completion of the three-term sequence of
first-year accounting. Additional research may still have to be made
into the motivational makeup of individual students
Enhanced backscattering of seismic waves from irregular interfaces
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences, 1994.Includes bibliographical references (p. 272-280).by Craig A. Schultz.Ph.D
Common Metrics for Human-Robot Interaction
This paper describes an effort to identify common metrics for task-oriented human-robot interaction (HRI). We begin by discussing the need for a toolkit of HRI metrics. We then describe the framework of our work and identify important biasing factors that must be taken into consideration. Finally, we present suggested common metrics for standardization and a case study. Preparation of a larger, more detailed toolkit is in progress
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