Art, academe and the language of knowledge

In this chapter I pursue the effects for knowledge, pedagogy and learning of practice led research in art and design education. I examine how postgraduate students of art, design and museology at the Institute of Education, University of London, explore and critically engage with the implications of art as a situated research practice. In particular, I foreground the complexities and antinomies surrounding methodology when students negotiate the practice of making in a studio context that encourages them to analyse their subject identities as teachers/lecturers, students, artists, academics and researchers. The expectation of academe and the position which language (written, spoken and visual) occupies is central to the formation of these identities, negotiations and dialogues. I will demonstrate, through discussion of work produced by students, that the traditional division between engagements with art making as a ‘sensory experience’ and with reading, writing and research as ‘rational activities’, presents a false dichotomy that needs to be reappraised in the debates surrounding practice-led research and its potential for pedagogy

Algebraic Topology

The chapter provides an introduction to the basic concepts of Algebraic Topology with an emphasis on motivation from applications in the physical sciences. It finishes with a brief review of computational work in algebraic topology, including persistent homology.Comment: This manuscript will be published as Chapter 5 in Wiley's textbook \emph{Mathematical Tools for Physicists}, 2nd edition, edited by Michael Grinfeld from the University of Strathclyd

Study Buddy Tutoring Program: Partnership Leads to Students’ Academic Success

The Study Buddy tutoring program places college students with grade-school students who have been identified by their teacher or principal as struggling in school or unsuccessful in passing the ISTEP test. College students work with the grade-school students for one college semester. At Parkview Elementary School, the program has been particularly successful and standardized test scores have risen significantly. This project\u27s purpose is to record and study the success of the Study Buddy tutoring program at Parkview Elementary both in the classroom and in raising standardized test scores. The research includes both quantitative and qualitative research. The quantitative research is primarily composed of previously collected data (e.g. ISTEP scores) which I have synthesized to examine elements such as the number of students in the program passing the ELA and/or math standardized tests and a comparison of those students\u27 scores throughout their time in the program. The qualitative research has been conducted via focus sessions with the teachers of Parkview Elementary. The transcripts of these focus sessions will be analyzed for potential reasons for the success of the Study Buddy program at Parkview Elementary. These will be compared to associated research and literature written by professionals in the educational field

Estimating the causal effect of a time-varying treatment on time-to-event using structural nested failure time models

In this paper we review an approach to estimating the causal effect of a time-varying treatment on time to some event of interest. This approach is designed for the situation where the treatment may have been repeatedly adapted to patient characteristics, which themselves may also be time-dependent. In this situation the effect of the treatment cannot simply be estimated by conditioning on the patient characteristics, as these may themselves be indicators of the treatment effect. This so-called time-dependent confounding is typical in observational studies. We discuss a new class of failure time models, structural nested failure time models, which can be used to estimate the causal effect of a time-varying treatment, and present methods for estimating and testing the parameters of these models

Te Whakaruruhau Transition and Wellbeing programme: An implementation evaluation

Based on the recognition that many women who come into refuge have few options but to return to the sort of environment in which they have been abused, the Transition and Wellbeing programme aims to provide medium to long term housing for families as they re‐establish themselves in the community. Data for the evaluation of the programme was collected from two main sources; the women on the programme and key informants at Te Whakaruruhau. Five women, two of whom are housed in transitional accommodation were interviewed individually, while focus groups were conducted with middle and senior management teams. The completion of the interviews enabled the development of a programme logic, which describes the ‘theory’ of the programme. The model details the activities or what the programme does. These activities include linking women to programmes and resources, providing practical support, addressing specific cultural needs and the availability of quality advocates. These activities are built on foundational values, such as, whanaungatanga, manaakitanga and wairuatanga. The programme is only made possible with internal and external inputs. Of the external inputs, funding contributions are considered vital to the functioning of the programme. The women’s perspectives identified varying outcomes from their participation in the programme. The logic model details the intended outcomes in the short, medium and long‐term, reflecting personal, relational and community wellbeing. Short term outcomes include improved communication, improved self‐esteem, improved confidence and personal growth. Medium outcomes saw (re)engagement in training, education and for some, (re)entry into the workforce. Long term outcomes related to the establishment of a sustainable life style free from violence. The participants did not see a need to modify the programme in any significant way. Some did think that it could be usefully extended by adding to the existing activities a hands on, artistic approach. Programme developers may consider more creative ways in which to assess and measure the impact of the programme. Finally, it is suggested that the programme could benefit from a more systemic assessment process to determine whether women are “ready” to enter it

Frobenius problem and the covering radius of a lattice

Let $N \geq2$ and let $1 < a_1 < ... < a_N$ be relatively prime integers. Frobenius number of this $N$-tuple is defined to be the largest positive integer that cannot be expressed as $\sum_{i=1}^N a_i x_i$ where $x_1,...,x_N$ are non-negative integers. The condition that $gcd(a_1,...,a_N)=1$ implies that such number exists. The general problem of determining the Frobenius number given $N$ and $a_1,...,a_N$ is NP-hard, but there has been a number of different bounds on the Frobenius number produced by various authors. We use techniques from the geometry of numbers to produce a new bound, relating Frobenius number to the covering radius of the null-lattice of this $N$-tuple. Our bound is particularly interesting in the case when this lattice has equal successive minima, which, as we prove, happens infinitely often.Comment: 12 pages; minor revisions; to appear in Discrete and Computational Geometr