Yoga Birds

Singing crows, diving swans, and preening peacocks join eagles in this fun, kid-friendly yoga book. Yoga brings together the mind and body, connecting breath with posture, presence, and play. Yoga Birds is written by a certified yoga teacher with experience teaching a wide range of students—toddlers to octogenarians. The illustrator is an occasional yogi with a good eye for spotting birds. This book is designed to be shared and read aloud by adults and children. The easy how-to pose guide includes Sanskrit, too. Young yoga students can develop language skills as they build strength, flexibility, and balance. The journey of yoga begins at any age. With strong storks and flying cranes, Yoga Birds starts children on this mind-body journey.https://digitalcommons.unl.edu/zeabook/1079/thumbnail.jp

Developing an Understanding of How College Students Experience Interactive Instructional Technology: A UX Perspective

Technology is increasingly mobile and social, resulting in dynamic digital and interactive environments. The ubiquitous nature of interactive instructional technology presents new paradigms for higher education, creating challenges for instructors to compete for time and attention as students are bombarded by information in a digital, media rich world. The problem being studied, with all of these technological advancements, is how instructors can approach these challenges from a user experience (UX) perspective. A macro level view sees college students taking multiple courses at a time, over many semesters, and using different interactive instructional technology that mix with other forms of online media consumption. The purpose of this qualitative case study is to describe the experiences with interactive instructional technology from the perspective of college students at a large Midwestern university. A combination of cognitive load theory, communications strategy, and UX perspective is used to provide a structure that higher education faculty and administrators can use to approach content strategies, technological advances, and student perceptions throughout their college education. Focus groups with college students found communication is the number one priority when using interactive instructional technology. However, as more social media is adopted, the line between personal and professional lives is being blurred for better or worse. Technological advances introduce layers of separation between student and faculty, as well as student and course content, which all impact motivation. Students want faculty to be comfortable with the technology to build trust and confidence with their interactions. There will always be technology problems, but students now need to actively solve problems when technology isn’t working. The significance of this study informs educators of issues they could expect when teaching with technology and offer ideas to integrate it in appropriate ways. Students offer a number of suggestions and UX tools are provided to improve student experiences with interactive instructional technology. Adviser: Allen Steckelber

Simultaneous inference in generalized linear model settings

Generalized Linear Models (GLM's) are utilized in a variety of statistical applications. Many times the estimated quantities from the models are of primary interest. These estimated quantities may include the mean response, odds ratio, relative risk, or attributable proportion. In these cases overall conclusions about these quantities may be desirable. Currently few sophisticated methods exist to simultaneously estimate these quantities from a GLM. I propose several methods of estimating these quantities simultaneously and compare them to the existing methods. Intervals for the expected response of the GLM and any set of linear combinations of the GLM are explored. Most existing methods emphasis the simultaneous estimation of the expected response; few consider estimation of the sets of regression parameters, and hence quantities such as the odds ratio or relative risk. Additionally, almost all intervals employ maximum likelihood estimators (MLEs) for the model parameters. MLEs are often biased estimators for GLMs, particularly at small sample sizes. Thus, another set of intervals is proposed that utilize an alternative estimator for the parameters, the penalized maximum likelihood estimator (pMLE). This estimator is very similar to the usual MLE, but it is shifted in order to account for the bias typically present in the MLE for GLMs. Various critical values of the simultaneous intervals are explored for both the MLE and pMLE based intervals. Emphasis is placed on scenarios where the sample size is small relative to the number of parameters being estimated. Simulation studies compare the various intervals and suggest general recommendations. The pMLE based intervals proposed exhibit superior performance, particularly at small and moderate sample sizes. While usual MLE based intervals typically do not attain the desired level of confidence at the small sample sizes, the pMLE based intervals do. Additionally, at moderate to large sample sizes the pMLE based intervals are, in many cases, less conservative than the usual MLE based intervals

Balancedness of subclasses of circular-arc graphs

A graph is balanced if its clique-vertex incidence matrix contains no square submatrix of odd order with exactly two ones per row and per column. There is a characterization of balanced graphs by forbidden induced subgraphs, but no characterization by mininal forbidden induced subgraphs is known, not even for the case of circular-arc graphs. A circular-arc graph is the intersection graph of a family of arcs on a circle. In this work, we characterize when a given graph G is balanced in terms of minimal forbidden induced subgraphs, by restricting the analysis to the case where G belongs to certain classes of circular-arc graphs, including Helly circular-arc graphs, claw-free circular-arc graphs, and gem-free circular-arc graphs. In the case of gem-free circular-arc graphs, analogous characterizations are derived for two superclasses of balanced graphs: clique-perfect graphs and coordinated graphs.Fil: Bonomo, Flavia. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Duran, Guillermo Alfredo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Universidad de Chile; ChileFil: Safe, Martin Dario. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de General Sarmiento. Instituto de Ciencias; ArgentinaFil: Wagler, Annegret Katrin. Centre National de la Recherche Scientifique; Franci

On three domination numbers in block graphs

The problems of determining minimum identifying, locating-dominating or open locating-dominating codes are special search problems that are challenging both from a theoretical and a computational point of view. Hence, a typical line of attack for these problems is to determine lower and upper bounds for minimum codes in special graphs. In this work we study the problem of determining the cardinality of minimum codes in block graphs (that are diamond-free chordal graphs). We present for all three codes lower and upper bounds as well as block graphs where these bounds are attained