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Rahman, Shamsul Abdul. "A web site for narrative interactive learning environments /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/rahman.ps.
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Bouzarda, Mona. "Relinking para-site." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/17080.
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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.Este trabalho consolida a formação urbana da área dos Olivais, no nordoeste de Lisboa. O projecto lida com a requalificação da área industrial da cidade de Lisboa, ocorrida com o resultado da expanção do planeamento e zoneamento urbano . O principal objectivo é a revitalização, a restruturação e a reparação da malha urbana através da ligação proposta de vários terrenos agora isolados. É necessário primeiro entender a evolução do contexto urbano e depois focar nas áreas industriais na zona oeste de Lisboa. Esta conquista infraestructural foi essencial para os assentamentos industriais no início dos anos 40, transformando o bairro dos Olivais, consequentemente com intervenções urbanas, infraestructuras e edifícios de habitação. A esta grande escala de operações urbanas carece um elo de ligação à escala humana e algo que faça renascer a verdadeira origem dos Olivais (campo plantado de oliveiras). É necessária uma intervenção através de vegetação e infraestruturas acessível que permitam uma regeneração desta zona urbana. O local de intervenção é um vazio linear que acompanha a linha férrea desde o Oriente até ao Braço de Prata e que se destaca pela sua falta de função. A presença das áreas verdes na cidade são apresentadas como conexões e espaços públicos. A implantação das funções interligadas e redes de conhecimento contribuem para a interligação urbana. Estimular todas as gerações é um factor essencial para recuperar as partes obsoletas da cidade. A pesquisa sobre a conexão de plataformas infraestruturais cristalizou a tipologia da ponte habitada. O tema de requalificação dos espaços industriais abandonados em Lisboa surgiu a partir da disciplina de Projecto VI de 2016/17.
The paper consolidates the formation of the area of Olivais, in the north eastern part of Lisbon. It deals with the requalification of the obsolete industrial areas in the city of Lisbon due to the course of urban expansion planning and zoning. The aim is to revitalize, restructure and repair the urban mesh by restiching the separated territory. By first understanding the evolution of the urban context the focus later on is put on the industrial areas of Lisbon´s eastern zone. This infrastructural conquering was essential for industrial settlements mainly starting in the 1940s, transforming the neighbourhood of Olivais immensely followed by further big scale planed urban interventions, infrastructure as well as habitation. This big scale urban operations lack a linking member at a human scale and a sense for the origin of the area of Olivais (olive groves). An intervention through greenery and accessible infrastructure allows a regeneration. The place of intervention is a linear void next to the train tracks entailed by their cut through the area from Oriente to Braco de Prata, it stands out in its unemployment. The presence of verdant areas in the city are presented as connective utilities and public space. The implantation of interlocked functions and open knowledge networks contributes to the urban linking. The stimulation of all generations is an essential factor to revive the obsolete city parts. The research on connecting infrastructural platforms crystallize out the typology of the inhabited bridge. The topic of rethinking abandoned industrial spaces in Lisbon was given by the Project VI class ( 2016/17).
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Huss, Jakob. "Cross Site Product Page Classification with Supervised Machine Learning." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189555.
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This work outlines a possible technique for identifying webpages that contain product specifications. Using support vector machines a product web page classifier was constructed and tested with various settings. The final result for this classifier ended up being 0.958 in precision and 0.796 in recall for product pages. The scores imply that the method could be considered a valid technique in real world web classification tasks if additional features and more data were made available.
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Melvin, Rebecca. "Site as playground: expanding the experience of play." Kansas State University, 2012. http://hdl.handle.net/2097/13754.
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Master of Landscape ArchitectureDepartment of Landscape Architecture
Katie Kingery-Page
Encouraging creativity is an important part of a child’s education and often not adequately supported by outdoor school environments. Contemporary playgrounds are designed in response to perceptions of liability and a limited interpretation of child development. Prefabricated plastic constructions and expanses of asphalt are poor initiators of creative expression. This project proposes a more stimulating, artistically crafted alternative to the typical playground. Beginning with documented research of play, the project layers psychology, education and humanities to form an understanding of how formal space affects human experience. More specifically, poetry, land art, sculpture, narrative and character studies inform the design solution for a 6.4 acre site at Northview Elementary School in Manhattan, Kansas. Integrated design provides children a meaningful experience of space and direct contact with nature. This design encourages imaginative and creative play, expanding the experiential quality of a contemporary playground.
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Jacobzon, Gustaf. "Multi-site Organ Detection in CT Images using Deep Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-279290.
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When optimizing a controlled dose in radiotherapy, high resolution spatial information about healthy organs in close proximity to the malignant cells are necessary in order to mitigate dispersion into these organs-at-risk. This information can be provided by deep volumetric segmentation networks, such as 3D U-Net. However, due to limitations of memory in modern graphical processing units, it is not feasible to train a volumetric segmentation network on full image volumes and subsampling the volume gives a too coarse segmentation. An alternative is to sample a region of interest from the image volume and train an organ-specific network. This approach requires knowledge of which region in the image volume that should be sampled and can be provided by a 3D object detection network. Typically the detection network will also be region specific, although a larger region such as the thorax region, and requires human assistance in choosing the appropriate network for a certain region in the body. Instead, we propose a multi-site object detection network based onYOLOv3 trained on 43 different organs, which may operate on arbitrary chosen axial patches in the body. Our model identifies the organs present (whole or truncated) in the image volume and may automatically sample a region from the input and feed to the appropriate volumetric segmentation network. We train our model on four small (as low as 20 images) site-specific datasets in a weakly-supervised manner in order to handle the partially unlabeled nature of site-specific datasets. Our model is able to generate organ-specific regions of interests that enclose 92% of the organs present in the test set.Vid optimering av en kontrollerad dos inom strålbehandling krävs det information om friska organ, så kallade riskorgan, i närheten av de maligna cellerna för att minimera strålningen i dessa organ. Denna information kan tillhandahållas av djupa volymetriskta segmenteringsnätverk, till exempel 3D U-Net. Begränsningar i minnesstorleken hos moderna grafikkort gör att det inte är möjligt att träna ett volymetriskt segmenteringsnätverk på hela bildvolymen utan att först nedsampla volymen. Detta leder dock till en lågupplöst segmentering av organen som inte är tillräckligt precis för att kunna användas vid optimeringen. Ett alternativ är att endast behandla en intresseregion som innesluter ett eller ett fåtal organ från bildvolymen och träna ett regionspecifikt nätverk på denna mindre volym. Detta tillvägagångssätt kräver dock information om vilket område i bildvolymen som ska skickas till det regionspecifika segmenteringsnätverket. Denna information kan tillhandahållas av ett 3Dobjektdetekteringsnätverk. I regel är även detta nätverk regionsspecifikt, till exempel thorax-regionen, och kräver mänsklig assistans för att välja rätt nätverk för en viss region i kroppen. Vi föreslår istället ett multiregions-detekteringsnätverk baserat påYOLOv3 som kan detektera 43 olika organ och fungerar på godtyckligt valda axiella fönster i kroppen. Vår modell identifierar närvarande organ (hela eller trunkerade) i bilden och kan automatiskt ge information om vilken region som ska behandlas av varje regionsspecifikt segmenteringsnätverk. Vi tränar vår modell på fyra små (så lågt som 20 bilder) platsspecifika datamängder med svag övervakning för att hantera den delvis icke-annoterade egenskapen hos datamängderna. Vår modell genererar en organ-specifik intresseregion för 92 % av organen som finns i testmängden.
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Plumb, Robin L. "Barriers to the implementation of the Oklahoma learning site initiative." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0330104-210405/unrestricted/PlumbR040804f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0330104-210405. Includes bibliographical references. Also available via Internet at the UMI web site.
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Van, Winkle Christine M. "Meaningful learning at a national historic site how interpretive tour message content affects visitor learning transfer /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181668731/.
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Blackburn, Michael. "Site design : Indiana Dunes environmental learning center sustainable systems demonstration area." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1244867.
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This creative project explores the principles of permaculture, within the context of environmental sustainability, applying them to the development of the master plan for Camp Goodfellow. Camp Good Fellow is the also known as the Indiana Dunes Environmental Learning Center, part of the Indiana Dunes National Lakeshore located in northwestern Indiana.This project involves design of an overnight environmental education facility within the Goodfellow site. Permaculture principles are applied to the development of a third camp cluster at Goodfellow, focused on sustainable systems demonstration. This demonstration provides further direction for the existing draft concept master plan and generates typical site details. The project shows how concepts of permaculture can be integrated and oriented towards sustainability education in the northern Indiana landscape.Department of Landscape Architecture
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Forrester, Catherine Margaret. "The Influence of On-site Professional Development on Teacher Practice." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/1c98ddfb5f1ff302feb888e849c19e2d94242a71358d9ec3b2f54a1a13cbcd8e/6328919/Forrester_2018_The_influence_of_on_site_professional_development.pdf.
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The purpose of this research was to explore how on-site professional development (PD) addresses the goal of improved teacher practice. It was conducted within the context of a national educational reform in Australia. This reform, implemented from 2009 to 2012/13, was a National Partnership Agreement (NPA) with the Commonwealth Government that included the Smarter Schools National Partnerships (SSNP).
This research was a multi-site case study of five Catholic primary schools that implemented on-site PD for four years as part of a system response to a reform agenda. Learning on-site was a change in practice for teachers that involved the establishment of professional learning communities (PLCs) and the appointment in each school of an additional school leader entitled a ‘Teacher Educator’ (TE).
The interpretative paradigm of research, through the lens of symbolic interactionism and the epistemology of constructionism, was adopted to guide and inform the study. A multi-site case study methodology was chosen as the five schools constituted a single case on multiple sites that shared the phenomenon of interest, i.e., on-site PD (Huberman & Miles, 2002). The data gathering methods were semi-structured interviews, group interviews and a pre-interview self-reflection tool. Findings emerged through qualitative data analysis that utilised the Constant Comparative Method (Merriam, 1998).
The major research question was: How does on-site professional development influence teacher practice?
Findings from this research indicate that on-site PD influenced teacher practice in certain ways. First, underpinning the approach to changing teacher practice was collaboration. School leaders shared the instructional leadership role and worked collaboratively with teachers, primarily in classrooms, to demonstrate how teaching practice could change. The influence of system leaders on teacher practice was a secondary process mediated by school leaders. Due to a perceived lack of strategic direction, teacher consultation, or involvement in schools throughout the reform, system leaders were not seen as having a positive influence on teacher practice. Second, the structure of the in-situ leadership role of the TE was a key influence on changed teacher practice because it had a singular emphasis on teaching and learning. However, these new roles also led to tension, defensiveness and feelings of vulnerability from teachers; therefore, building trusting relationships and credibility were critical to their influence. Third, because the evolution of PLCs was an organic process, they emerged differently and did not adhere to any set structure. They morphed over time and the guiding principle that drove their creation was the articulated needs of teachers and what the data revealed to be those of the students. The use of data, the deprivatisation of teaching practice and professional dialogue were associated and instrumental in building teacher capacity, and formed the core focus of the PLCs. These three characteristics influenced teacher practice as their data skills were built along with pedagogical content knowledge. Fourth, the construct of on-site PD influenced teacher practice because the learning for teachers was coherent, active, context specific, relevant, timely, accessible and immediate.
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Clarke, Hance. "A search for the mammalian brain site(s) mediating occasion setting learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0026/MQ40690.pdf.
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Cox, Christopher Emilio Emiliucci. "Living chassis : learning from the automotive industry; site specific, prefabricated, systems architecture." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002654.
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Chardonnet, Lucile. "A Shared Learning Space inMidsommarkransen." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-223240.
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New school buildings are met with questions in growing cities like Stockholm: How to place them? Which scale? What use, degree of openness, and flexibility, and for whom? This reflection has been made in relation to a suburban area, resulting in a proposal for smaller schools supported by another, shared, building that welcomes more specific activities and is open to the public. It would offer more specialized and adapted spaces to cooking, sewing, music and dance classes, as well as a bigger library and would intensify their use.
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Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.
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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.
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Williams-Carter, Debra Lynn. "An investigation of host site participants' perceptions of a shared distance learning experience." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11112004-134411.
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Heighes, Deborah Anne. "A case study of a school science department : a site for workplace learning?" Thesis, Open University, 2017. http://oro.open.ac.uk/50647/.
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This descriptive and illuminative case study of one science department in a successful, urban, secondary school in the south of England considers the science department as a site of workplace learning and the experience of beginning teachers in this context. Policy change in initial teacher training (ITT) has given schools a major role in the recruitment of trainees and emphasized the schools’ role in their training. Additionally, there continue to be significant challenges to recruit science specialist teachers despite substantial bursaries. For the purposes of this study, a community of practice of those involved with ITT and beginning teachers was defined: this included six teachers, three beginning teachers, one technician and the University tutor from the higher education institution. Interviews, focus groups, and mentor meetings, field observation notes and scrutiny of relevant documents were used to construct a rich description of the sociocultural milieu. Two interpretivist approaches were used: an inductive phenomenological study of the lived experiences and a deductive approach using a conceptual framework developed from theories of workplace learning. Findings show that there is considerable tension in the mentor’s professional life; the role and the learning needs of the mentors were poorly understood; the ‘community of practice – Beginning teachers’ was not as originally perceived because the mentors were not engaged in a joint endeavour; the perceived value of accountability measures for ITT, Ofsted and performativity measures affected the learning environment for the beginning teachers and there is a dissonance between the values and practices of the workplace learning culture. This has been explored through the lenses of balkanization (Hargreaves and Macmillan, 1992), addictive presentism (Hargreaves, 2010) and Hodkinson and Hodkinson’s model of an expansive/restrictive workplace for teachers (2005). This study may be of interest to those in teacher education and involved with recruitment and retention of science teachers.
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Cox, Christopher Emilio Emiliucci. "Living Chassis: Learning from the Automotive Industry; Site Specifi c, Prefabricated, Systems Architecture." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/192.
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Suburban Americans suffer from homes built with: a low standard of craftsmanship, poor efficiency of construction, excessive use of material resources and a disregard for their site. Architectural diversity is at a low, driven by a consolidation of homebuilders and fewer floor plans. The current home production workflow from commission to build pales in comparison to the automotive industries solutions.
Influenced by heavy machinery and hot swappable computers, ideas are born for a better way to build houses. These ides evolve though understanding the principles of several successful vehicles, analyzing census data, and studying floor plans.
The flexible autonomous systems house (FASH), involves a 900mm x 900mm framework and a kit of parts that engages our industrial ability and maintains architectural values of space, form, materiality and site specificity. FASH is about bringing a logic and simplification of technique to building that allows quality and reuse to become reality.
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Flieringa, Hanske. "An exploration into the learning of occupational therapy students at a role-emerging service learning site in the Cape Metropole." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/2973.
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Includes bibliographical references (leaves 110-123)There is a growing demand for primary health care services in South Africa following its adoption by the National Departmet of Health in 1995. To address this demand, the government has implemented compulsory community service (CCS) for all health professional graduates, many of whom are placed in unde-resourced areas of the country with limited infrastructure or professional supervision. Occupational therapy graduates therefore require appropriate knowledge, skills and attitudes for primary health care practice.
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Padilla, Jennifer Lynn. "Professional learning communities as a reform| Implementation, complications and implications for secondary site leaders." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557481.
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Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary schools. While there is political, scholarly and practitioner interest in PLCs as a reform, few empirical studies explore the leadership implications of implementation.
The purpose of this qualitative phenomenological study was to investigate the lived experience of 6 secondary site leaders in the Southern California region as related to the implementing and sustainment PLCs at their sites. The purpose of this study was to glean the significant challenges and barriers faced by these sites as well as the effective strategies and tools to overcome those challenges as evidenced through the analysis and coding of 1-on-1 in-depth interviews with carefully selected PLC leaders.
9 themes emerged during the analysis. There were 6 themes under Research Question # 1: (a) PLC steps were implemented to address low API scores, (b) lack of communication and collaboration prior to PLC implementation, (c) resources of time and money, (d) overcoming staff resistance, (e) the importance of a Leadership Team, and (f) building relationships. There were 3 themes under Research Question # 2: (a) facilitating ongoing communication and celebration, (b) using professional development to promote PLC work, and (c) using common practices for PLCs.
The study's findings suggest recommendation of several leadership strategies and resources that secondary site leaders should consider when implementing PLCs at their own sites.
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Boccia, Mark. "Restaurants as Learning Organizations| A Multiple-site Case Study of U.S. Non-chain Restaurants." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140349.
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This study investigated the construct of the learning organization in the restaurant industry. Descriptive accounts of learning were gleaned from face-to-face interviews, focus groups, observations, document analysis, and data from the Dimensions of the Learning Organization Questionnaire (DLOQ) from 52 participants employed in three US non-national chain restaurants in the Suburban Maryland / Washington D.C. area. This multiple-site case study extends the conversation of the learning organization by focusing on an industry that was not previously explored and offers new insight by providing a qualitative picture of how learning occurs in restaurants.
Five overall themes emerged from the data. Participants cobble together learning experiences from pre-shift meetings, formal training, learning from mistakes, and being thrown into the fire. Participants learn from customers through conversation and through trial and error as they adapt their service behaviors. Managers at each restaurant served as a learning champion by promoting dialog and prompting questions often in conjunction with food and beverage tastings. Informal and incidental learning was ever-present as participants naturally shared bits of knowledge through everyday interactions. Learning also took place off-the-clock as participants discussed their personal learning pursuits, such as accessing mobile apps or websites related to food and beverage, going to wineries, breweries, and specialty food markets, as well as reading cookbooks and magazines. Lastly, job rotation is a frequent learning practice during new hire training to expose individuals to the various roles within the restaurant. Cooks often rotate through different stations as they acquire and build up their technical skills.
In consideration of the evidence gathered, three conclusions are offered: (1) collaborative, informal learning practices are well pronounced learning strategies in restaurants; (2) leaders encouraging the development of new products (e.g., beverage / food) facilitate learning and experimentation in restaurants; and (3) a climate of consistent learning practices and procedures exist in restaurants. Overall, Watkins and Marsick’s (1993; 2003) learning organization model did not fully depict the learning culture in restaurants. Future learning organization research is needed to better capture the unique workplace realities of high employee turnover, tip-based compensation, and more narrowly defined jobs (e.g., bartender, cook, server) that comprise the occupational culture of restaurant workers.
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McGonagle, Maureen Quinn. "The Role of the Farmacy Garden as a Site for Transformative Learning for Sustainability." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98734.
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The neoliberal political economy guiding our present food system has contributed to our present unsustainable situation, characterized by wicked problems such as environmental degradation, food insecurity and diet-related illness. Our current condition demands a new conception of sustainability to guide creative and counter-hegemonic interventions that can supplant the dominant oppressive structures and processes presently characterizing development efforts. While community gardens have been recognized as common grounds for food systems transformation, research has largely missed this opportunity for exploration.
Drawing from the planetary and emancipatory frameworks of transformative learning, and a conception of sustainability rooted in life values, counter-hegemony, and social justice, this case study explores how a collective community garden is a critical pedagogy space for stakeholders to change their own reality within their food system. Using narrative inquiry as a methodology, I conducted semi-structured interviews with garden stakeholders (n=12). The lived experiences of study participants revealed the transformative potential of the Farmacy Garden rooted in the community food security movement. As a space that inspires critical consciousness for humanization, study participants deepened their awareness of new choices and possibilities in their food system rooted in life values. As a space that inspires social action for community economies, the Farmacy Garden promoted transactions rooted in reciprocity and gift-based exchange. Through critical hope and creative imagination for integral development, study participants are envisioning and exploring alternatives that can guide us in the challenging and contradictory work of "making new worlds" (Gibson-Graham, 2008, p. 628).Master of Science in Life Sciences
The Farmacy Garden (FG) is a collective community garden built on public land in a small town in rural, southwest Virginia, with a mission to promote health, increase food security, and build community capacity among low-income residents in the region. As an educational garden funded within a public health context, the FG programs and evaluation parameters have prioritized health outcomes over other potential benefits of the site. This study embraces a whole-systems perspective, providing an opportunity to cultivate a richer understanding of the role the FG plays as a critical pedagogy space for sustainability and food systems transformation. Drawing on the planetary and emancipatory conceptions of transformative learning, and narrative inquiry as a methodology, this case study explores the perceptions and experiences of FG participants and practitioners (n=12) through story and critical reflection using semi-structured, narrative interviews. The lived experiences of these stakeholders reveals the FG's role as an educational site that enables participants and practitioners to cultivate new understandings of themselves, invigorate new forms of social action, and nurture new imaginaries that provoke possibilities beyond the current condition.
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Bonheim, Rebecca Sue. "Development of a website to improve communication and learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2546.
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This project was developed to address the complex issue of disseminating information to high school students via the World Wide Web. Topics include: the need for greater communication among instructors, students and parents, the need to utilize instructional design techniques, the backwards design process in the development of web based projects; and the need to integrate internet technology for promoting instruction and learning.
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Appelstål, Michael. "Multimodal Model for Construction Site Aversion Classification." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421011.
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Aversion on construction sites can be everything from missingmaterial, fire hazards, or insufficient cleaning. These aversionsappear very often on construction sites and the construction companyneeds to report and take care of them in order for the site to runcorrectly. The reports consist of an image of the aversion and atext describing the aversion. Report categorization is currentlydone manually which is both time and cost-ineffective. The task for this thesis was to implement and evaluate an automaticmultimodal machine learning classifier for the reported aversionsthat utilized both the image and text data from the reports. Themodel presented is a late-fusion model consisting of a Swedish BERTtext classifier and a VGG16 for image classification. The results showed that an automated classifier is feasible for thistask and could be used in real life to make the classification taskmore time and cost-efficient. The model scored a 66.2% accuracy and89.7% top-5 accuracy on the task and the experiments revealed someareas of improvement on the data and model that could be furtherexplored to potentially improve the performance.
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Wu, Chaoyun M. ArchMassachusetts Institute of Technology. "Machine learning in housing design : exploration of generative adversarial network in site plan / floorplan generation." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129855.
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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2020Cataloged from student-submitted thesis.
Includes bibliographical references (pages 99-100).
Technology has always been an important factor that shapes the way we think about Architecture. In recent years, Machine Learning technology has been gaining more and more attention. Different from traditional types of programming that rely on explicit instructions, Machine Learning allows computers to learn to execute certain tasks "by themselves". This new technology has revolutionized many industries and showed much potential. Examples like AlphaGo and OpenAI Five had shown Machine Learning's capability in solving complex problems. The Architectural design industry is not an exception. Early-stage explorations of this technology are emerging and have shown potential in solving certain design problems. However, basic problems regarding the nature of Machine Learning and its role in Architecture design remain to be answered. What does Machine Learning mean to Architecture? What will be its role in Architectural design? Will it replace human architects? Will it merely be a design tool? Or is it relevant to Architecture at all? To answer these questions, this thesis explored with a specific type of Machine Learning algorithm called Pix2Pix to investigate what can and cannot be learned by a computer through Machine Learning, and to evaluate what Machine Learning means for architects. It concluded that Machine Learning cannot be a creative design agent, but can be a powerful tool in solving conventional design problems. On this basis, this thesis proposed a prototype pipeline of integrating the technology into the design process, which is a combination of Generative Adversarial Network (Pix2Pix), Bayesian Network and Evolutionary Algorithm.
by Chaoyun Wu.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
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Mahfouz, Tarek Said. "Construction legal support for differing site conditions (DSC) through statistical modeling and machine learning (ML)." [Ames, Iowa : Iowa State University], 2009.
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Kearns, Lorraine D. "Revitalization of the Valley of Enchantment Elementary School Nature Center, an on-site learning facility." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/620.
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Nesbitt, Jason L. "Journal Clubs: A Two-Site Case Study of Nurses' Continuing Professional Development." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20309.
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Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs.
Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004).
Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes.
Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified.
Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.
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French, Jade. "Art as advocacy : exploring curatorial practice by learning disabled artists as a site for self-advocacy." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19432/.
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Over the past 40 years within the UK the concept of self-advocacy has gained momentum by enabling learning disabled people to speak out in order to affect change. In the same period, inclusive approaches have been taken up both in research and in the arts, reflecting a growing recognition of learning disabled people as researchers, artists, performers and communicators. Yet curation has rarely been used as an inclusive practice and then principally in museums dealing with history rather than in the context of art galleries. Via a practice-led research approach, Art as Advocacy addressed this gap by exploring the potential for curatorial practice by learning disabled artists to act as a site for self-advocacy. It brought together members of self-advocacy group Halton Speak Out and members of Bluecoat's inclusive arts project Blue Room, to curate a visual arts exhibition titled Auto Agents. These curators developed an exhibition theme, collaborated with artists, commissioned new artwork and designed accessible interpretation for audiences. Through curating Auto Agents, the purpose of this research has been to produce a rich account of the ways in which curatorial and self-advocacy practices intersect. This intersection, whereby tools found in self-advocacy were carried over into curatorship, provided new methodologies that enabled curating to become an inclusive practice. This attention to process results not only in curating becoming more usable by more people, but also more transparent and rigorous. By achieving this, this research delineates to understanding the processes and practices by which our cultural spaces can become democratised.
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Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
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Prémaillon, Mélody. "Hiérarchisation des facteurs d'érosion des falaises côtières du site au globe." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30317/document.
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Cette thèse a pour but de comprendre quels processus contrôlent l'érosion des falaises côtières à deux échelles spatiales. Nous avons d'abord réalisé une étude locale de la falaise de flysch de Socoa (Pays Basque), dont la spécificité est un fort contrôle structural. Elle a été suivie annuellement par photogrammétrie pendant 6 ans. Cette falaise résistante recule lentement, à 3,4 mm/an. Son erosion est le fait de départ de blocs, majoritairement au niveau des arêtes libres. Ensuite, afin d'aborder l'échelle globale, une base de données (GlobR2C2, Global Recession Rates of Coastal Cliffs) a été créée. Elle est la première à recenser les taux d'érosion publiés et à les comparer à des forçages météo-marins issus de grilles mondiales. Nous l'avons traitée par analyse statistique exploratoire et par random forest. La résistance de la roche parait être le premier facteur contrôlant le taux d'érosion. Au second ordre, apparaissent le nombre de jours de gel par an et le marnageThe aim of this PhD is to understand factors controlling sea cliff erosion at both local scale, based on Socoa cliff (Basque country) and at global scale. The specificity of Socoa's flysch cliff is its strong structural control. A 6 year photogrammetric study from annual records was conducted. This resistant cliff erodes slowly at 3.4 mm/yr and rockfalls occur mostly at cliff edge. A database called GlobR2C2 (Global Recession Rates of Coastal Cliffs) was set up. It is the first one to compile erosion rate data extracted from literature and to compare it to marine and continental forcing, extracted from worldwide grids and reanalyses. It was statistically analysed through exploratory analysis and random forest. At global scale, rock resistance appears to be the primary factor controlling cliff erosion. Second orders factors are the number of frost day per year and the average tidal range
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Nunan, Angelo Eduardo. "Detecção de Cross-Site Scripting em páginas Web." Universidade Federal do Amazonas, 2012. http://tede.ufam.edu.br/handle/tede/2962.
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Previous issue date: 2012-05-14CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Web applications are currently an important environment for access to services available on the Internet. However, the security assurance of these resources has become an elementary task. The structure of dynamic websites composed by a set of objects such as HTML tags, script functions, hyperlinks and advanced features in web browsers may provide numerous resources and interactive services, for instance e-commerce, Internet banking, social networking, blogs, forums, among others. On the other hand, these features helped to increase the potential security risks and attacks, which are the results of malicious codes injection. In this context, Cross-Site Scripting (XSS) is highlighted at the top of the lists of the greatest threats to web applications in recent years. This work presents a method based on supervised machine learning techniques to detect XSS in web pages. A set of features extracted from URL contents and web document are employed in order to discriminate XSS patterns and to successfully classify both malicious and non-malicious pages
As aplicações web atualmente representam um importante ambiente de acesso aos serviços oferecidos na Internet. Garantir a segurança desses recursos se tornou uma tarefa elementar. A estrutura de sites dinâmicos constituída por um conjunto de objetos, tais como tags de HTML, funções de script, hiperlinks e recursos avançados em navegadores web levou a inúmeras funcionalidades e à interatividade de serviços, tais como e-commerce, Internet banking, redes sociais, blogs, fóruns, entre outros. No entanto, esses recursos têm aumentado potencialmente os riscos de segurança e os ataques resultantes da injeção de códigos maliciosos, onde o Cross-Site Scripting aparece em destaque, no topo das listas das maiores ameaças para aplicações web nos últimos anos. Este trabalho apresenta um método baseado em técnicas de aprendizagem de máquina supervisionada para detectar XSS em páginas web, a partir de um conjunto de características extraídas da URL e do documento web, capazes de discriminar padrões de ataques XSS e distinguir páginas web maliciosas das páginas web normais ou benignas
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Zeschitz, Sophia Maria. "Terrorism Studies as a site for moral learning : on barriers to knowledge and how to overcome them." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33117.
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The thesis follows a critical theory approach and suggests, that the academic study of terrorism would benefit from incorporating into its methodology an approach, which actively seeks to guide ethical discourse and policy making. The thesis asks how Terrorism Studies, in light of its proximity to policy-making and the policy-relevance of its object of research, can utilise its expertise to encourage moral learning and shape the public discourses around terrorism. It does so to problematises the marginalisation of normative theorising in Terrorism Studies. The thesis shows, that Terrorism Studies mirrors public discourse around terrorism in so far as it focuses on the instrumentality of violence, which necessarily invokes questions of values and consequentialist morality. These questions are shown to be central to the wider political, social and cultural contestations in modern societies. Treating normative questions as merely tangential in the study of terrorism therefore, renders Terrorism Studies intellectually vulnerable, if it cannot provide its expertise from an empathetically reasoned normative basis. This is the case, because the study of terrorism cannot overcome its own participation in perpetuating and indeed reifying exclusionary social practices within the hegemonic power-relationships provided for by the state. The thesis demonstrates, that any claim to neutrality in the study of terrorism is illusive and therefore, demands that Terrorism Studies must provide its expertise based on an explicit normative framework that enables critique beyond a focus on the nation state. It suggests, that Terrorism Studies must shift its focus from the ‘problem of terrorism’ to the ‘problem of misrecognition’. In doing so, the thesis not only identifies moments of implicit normative bias, particularly in relation to preventative counterterrorism, but furthermore, allows Terrorism Studies to treat terrorism as a social phenomenon, which carries with it opportunities for moral learning. The thesis therefore, provides an intervention in the form of an explicitly normative framework for the study of terrorism. This framework places Terrorism Studies in a normatively grounded position to self-reflexively critique the social, cultural and political manifestations of hegemonic power relationships in modern societies in which it participates. This equips Terrorism Studies with the methodological tools to provide concrete ethical guidance to make sense of, relate to and navigate the incoherences of the questions raised by terrorism and take the social embeddedness of the actor, and not the nation state, as its point of reference. It thereby encourages Terrorism Studies to participate in broader emancipatory truth claims, because it can identify barriers to, and opportunities for, moral learning.
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Guerreiro, ClÃudia Joelma. "A construÃÃo de um site educacional por alunos de um curso do ensino mÃdio profissionalizante: contribuiÃÃes para o ensino de biologia." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15161.
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A identificaÃÃo de uma estratÃgia de aprendizagem ativa, caracteriza os processos de participaÃÃo do aluno nas atividades do grupo, especialmente na integraÃÃo no grupo e no seu envolvimento na realizaÃÃo das tarefas. Para promover um ambiente propÃcio à aprendizagem colaborativa, temos que, inicialmente e no mÃnimo, fornecer um meio de comunicaÃÃo que possibilite a interaÃÃo, como os muitos espaÃos e ambientes apresentados a seguir. Partindo desse pressuposto, foi analisado que quando utilizadas em favor da educaÃÃo, as Tecnologias da InformaÃÃo e ComunicaÃÃo (TIC) utilizam o computador e a internet como ferramentas pedagÃgicas, que sendo um meio auxiliar, intervÃm favoravelmente no processo de aprendizagem, permitindo ao aluno construir e reconstruir o seu conhecimento. Para a realizaÃÃo deste trabalho, buscou-se verificar indÃcios de aprendizagem colaborativa em alunos de uma escola do Ensino MÃdio Profissionalizante, enquanto construÃam um site educativo, utilizando como principal ferramenta, o trabalho em grupos. Foi avaliado ainda o nÃvel de envolvimento dos participantes durante o processo de elaboraÃÃo do aparato. Como metodologia de pesquisa optou-se pelo estudo de caso do tipo Ãnico, atravÃs do qual mediante uma pesquisa profunda em um objeto delimitado, à possÃvel adentrar em uma realidade que nÃo conseguida plenamente por um levantamento amostral e avaliaÃÃo exclusivamente quantitativa. Como tÃcnica de pesquisa, escolheu-se a observaÃÃo participante visto que observar ajuda muito o pesquisador. Sua grande vantagem està relacionada com o fato de o pesquisador obter a informaÃÃo na ocorrÃncia espontÃnea do fato. Em nosso acompanhamento, foi possÃvel constatar que o trabalho em grupos, permitiu que se estabelecesse um clima de aprendizagem colaborativa visto que estes processos integram uma proposta educacional na qual os alunos sÃo estimulados a trabalhar em conjunto no desenvolvimento e construÃÃo do conhecimento. Durante a construÃÃo do site, os alunos foram solicitados a escrever relatÃrios periÃdicos a respeito de suas dificuldades e dos meios utilizados para resolver os problemas que ocorreram ao longo do processo, onde nos foi permitido notar a importÃncia da equipe como fonte de socializaÃÃo de saberes, de discussÃes construtivas e de respeito mÃtuo. Ao concluir a pesquisa, acredita-se ter confirmado ao longo dos resultados, os objetivos que tÃnhamos em mente: a verificaÃÃo de indÃcios de aprendizagem colaborativa, fortemente marcados ao longo do processo, bem como um grande envolvimento dos educandos participantes desta anÃlise, que puderam ser observados durante os muitos momentos de reuniÃes para a elaboraÃÃo da ferramenta.The identification of a strategy of active learning, characterizes the processes of participation of the pupil in the activities of the group, especially in the integration in the group and its involvement in the accomplishment of the tasks. To promote a propitious environment to the collaborative learning, we have that, initially and at least, to supply a media that makes possible the interaction, as the many presented spaces and environments to follow. Leaving of this estimated, was analyzed that when used for the education, the Technologies of the Information and Communication (TIC) use the computer and the Internet as pedagogical tools, that being a means intervene favorably in the learning process, allowing to the pupil to construct and to reconstruct their knowledge. For the accomplishment of this work, we searched to verify indications of collaborative learning in pupils of a school of Professionalizing Average Education, while they were building an educative site, using as main tool, the work in groups. The level of involvement of the participants during the process of elaboration of the apparatus was still evaluated. As research methodology it was opted to the study of case of the only type, through which by means of a deep research in a delimited object, it is possible to enter in a reality that not obtained fully for a sampling survey and exclusively quantitative evaluation. As research technique, it was chosen participant comment since to observe very aid the researcher. Their great advantage is related with the fact of the researcher to get the information in the spontaneous occurrence of the fact. In our accompaniment, it was possible to evidence that the work in groups, allowed that we established a climate of collaborative learning since these processes integrate a proposal educational in which the pupils are stimulated to work jointly in the development and construction of the knowledge. During the construction of the site, the pupils had been requested to write periodic reports regarding their difficulties and of the used means to decide the problems that had occurred throughout the process, where us were allowed to notice the importance of the team as source of socialization to know, of constructive quarrels and mutual respect. When concluding the research, we believe to have confirmed throughout the results, the objectives that we had in mind: the verification of the knowledge indications of collaborative learning, strongly marked throughout the process, as well as a great involvement of the participant students of this analysis, that could have been observed during many moments of meetings for the elaboration of the tool.
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Robert, Théo Geoffrey. "How insects learn about different goal locations : an analysis of learning and return flights of male and worker bumblebees at the nest and at a feeding site." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/28065.
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Bees and wasps perform learning flights when departing their nest for the first few times or a newly discovered food source. Several studies have described the occurances and structure of these flights in several species, but few have examined how the insects systematically vary the characteristics of their learning flights in various conditions in order to aid the acquisition of visual information. This is best done in a species where individuals and nests can be easily manipulated and tested repeatedly. The aim of this thesis was therefore to investigate learning flights in bumblebees, where we have a good understanding of the structure and variability of flights from previous work and can design controlled experiments. I explored the similarities and differences of learning flights of workers and male bumblebees, observing their departures from the nest or an artificial flower. A second objective was to examine how differences in the learning flights affect the bumblebees’ ability to return the learnt location. The experiments were conducted inside a large greenhouse, under natural light regimes, with two large tables placed far apart, one for simulating the ground from which bees emerged when departing their nest, and the other representing a feeding site with an artificial flower. Female bumblebees performed shorter learning flights when leaving a flower than when leaving their nest, although both locations displayed similar visual scenes. At both locations, the duration and trajectory length of learning flights decreased over successive visits, but the decrease was faster at the flower location than at the nest. Bumblebees fixated both their nest and the flower during their learning flights as well as the landmarks available around the two locations, which suggests that they learned the position of the goal relative to these landmarks. When the nest and the flower were hidden and only three cylinders were shown as landmarks in tests, bees searched as accurately for the nest as for the flower. However, they were more persistent when searching for the nest than for the flower, which was not predicted from the variation of learning flights at the nest and flower locations. Another situation in which bumblebees varied the characteristics of their learning flights, but without an impact on their performance when recalling the learnt information, was after visiting flowers filled with low and high sucrose rewards. The bees performed longer learning flights after drinking at a highly rewarded flower. When departing a poorly rewarded flower, bumblebees did not fixate the flower during their learning flights. Nevertheless, the bees were able to return to both the poorly rewarded flower and the highly rewarded flower equally fast. Given the above findings, it is not evident how different durations or trajectory lengths of bumblebee learning flights might be linked to variations in learning of goal locations. Finally, I show that bumblebees of either sex decide to perform learning flights at locations that are of importance to them. Whilst the female workers always performed learning flights when departing their natal nest, the males did not and simply flew away in a straight line. However, when leaving a flower, the males did perform learning flights with characteristics similar to those of the females’ learning flights. They were also able to return to the flower, showing similar approach trajectories as workers. The thesis discusses these findings in the light of ideas and hypotheses that are linked to differential investment in learning which were observed in the various conditions here. It is also discussed why bumblebees used fixations in different ways when learning about the visual environment surrounding goals that are important to them. Whilst many results are parsimonious with the requirements for learning and active flight control to aid the acquisition of visual information, motivation also seems to play a role in varying the occurances and features of learning flights, such as seen in the bees’ greater persistence to search for their nest than for a flower.
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Liu, Pengyu. "Extracting Rules from Trained Machine Learning Models with Applications in Bioinformatics." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/264678.
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京都大学新制・課程博士
博士(情報学)
甲第23397号
情博第766号
新制||情||131(附属図書館)
京都大学大学院情報学研究科知能情報学専攻
(主査)教授 阿久津 達也, 教授 山本 章博, 教授 鹿島 久嗣
学位規則第4条第1項該当
Doctor of Informatics
Kyoto University
DFAM
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Khasawneh, Natheer Yousef. "Toward Better Website Usage: Leveraging Data Mining Techniques and Rough Set Learning to Construct Better-to-use Websites." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1120534472.
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Dissertation (Ph. D.)--University of Akron, Dept. of Electrical and Computer Engineering, 2005."August, 2005." Title from electronic dissertation title page (viewed 01/14/2006) Advisor, John Durkin; Committee members, John Welch, James Grover, Yueh-Jaw Lin, Yingcai Xiao, Chien-Chung Chan; Department Chair, Alex Jose De Abreu-Garcia; Dean of the College, George Haritos; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Dodd, Mary Delene. "The influence of previous understanding and relative confidence on adult maths learning : building adult understanding on a brownfield site." Thesis, Open University, 2012. http://oro.open.ac.uk/49111/.
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Expansion of Higher Education has resulted in increasing provision of Access and Foundation programmes, often aimed at mature learners. Adults returning to learn mathematics bring with them a wealth of prior understanding and expectations The two common teaching approaches, remedial 'fill in the gaps' or mythical 'start again', are popular with students but argued to be unrealistic because the teaching of adults is better likened to building on a brownfield site. The purpose of this research was to consider what understandings adults brought with them and explore how these understandings interacted with new learning. 203 foundation students were given questions, on proportional reasoning, percentage calculation and over-generalisations. Responses, and response hierarchies, were compared with those from children in the 1970's CSMS survey (Hart, 1981 a). Individual behaviours were then explored through interview using a framework developed from ideas of Schoenfeld (1992) and Leron and Hazzan (1997). It emerged that multiple interactions and choices of behaviour were taking place, indicating final answers, right or wrong, represented only one possibility from a selection of outcomes. Method selection might be influenced by number and beliefs in non-conservation of operation (Greer, 1994) causing potential difficulties for building new learning by method extrapolation. The habit of selt-checkinq and testing for reasonableness might cause difficulties when reasonableness could not be recognised or was counter-intuitive. Other themes identified included: the false recall of certain number calculations with potential for interference with diagnostic practices and the belief in the 'one right method' based on perceived outcome requirements or confidence from previous success, causing reluctance to consider more efficient or appropriate methods. This research highlights the benefits of making processes and choices explicit to teachers and students facilitating the integration of previous understandings with new ways of working without disempowerment and increasing the potential for new learning to be built.
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Souza, Bertoneto Alves de. "Aula Site-Specificity no contexto de formação do artista: processos de emancipação e de subjetivação." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-26022015-151118/.
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A redefinição da escultura e as pautas atuais de criação, fazendo uso da prática de projeto, provocam mudanças na formação do artista. Da aula expandida à aula Site-Specificity. A hipótese estudada: o projeto didático pautado em explorar as possibilidades das formas de experimentação e procedimentos artísticos em projeto Site-Specificity, que traz a vida para a \'sala de aula\', envolve mais o aluno, enquanto articulador de diferentes e complexas atividades no espaço público, supondo que essas características da prática de projeto Site-Specificity possam contribuir na formação do jovem artista e fornecer soluções às crescentes exigências de profissionalização que vem sofrendo a arte contemporânea em relação à sociedade. O principal objetivo: explorar as possibilidades de renovação das formas de experimentação e procedimentos em projeto Site-Specificity para descrever e explorar suas contribuições na formação do artista. Os objetivos específicos correspondem ao percurso da dissertação e ao processo das aulas \'site\', para os quais os três capítulos são como um campo das relações dialéticas, onde o Site-Specificity designa igualmente tanto o que é proposto para ser realizado quanto o que é feito para atingi-lo. Essa relação dialética leva a muitas possibilidades de operacionalizar projetos, tendo em vista as diferentes preocupações dos alunos. Concluindo, cada capítulo, respectivamente, concorre para um objetivo. O primeiro capítulo é uma reflexão sobre a expansão da escultura e as transformações do Site-Specificity; o segundo capítulo é sobre as aulas Site- Specificity e por último, no terceiro capítulo denominado \"Dupla exposição\", apresento exposições realizadas por alunos como resultados do processo de aprendizagem a partir das aulas Site-Specificity.The redefinition of sculpture and the current guidelines for creation, through the practice of projects, provoke change in the artist\'s formation. The class expanded to learning Site-Specificity. The studied hypothesis, along with the educational project outlined to explore the possibilities of forms of experimentation as well as the artistic procedures in Site-Specificity project, bring life into the \'classroom\' and better involve the students as they perform different and complex activities in public spaces, supposing that these characteristics from the practice of Site-Specificity project can contribute to the formation of the young artist and provide some solutions to the growing demands of professionalization that has been suffering contemporary art in relation to society. The main goal was to explore the possibilities of the renewal of both, the forms of experimentation and the procedures in Site-Specificity project to depict and explain its influences and contributions to an artist\'s formation. The specific goals correspond to the course taken by the dissertation and the \'site\' classes\' process, of which the three chapters stand as fields of dialectical relationships, where Site-Specificity designates equally what is to be accomplished as well as what is done in order to achieve it. This dialectical relationship leads to many possibilities of operating projects, having in mind the different student\'s concerns. In conclusion, each chapter, respectively, collaborates to a goal. The first chapter is a reflection of the expansion of sculpture and the Site-Specificity\'s transformations; the second chapter is about the Site-Specificity classes, and lastly, the third chapter denominated \"Double exposure\", presents student\'s exhibitions as a result of the learning process from the Site-Specificity classes.
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Battesti, Marine. "Transmission sociale d’un choix de site de ponte au sein de groupes de Drosophiles." Thesis, Paris 11, 2014. http://www.theses.fr/2014PA112174/document.
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Comprendre comment les processus de transmission non génétique comme la transmission sociale influencent l’évolution comportementale des espèces est une problématique importante en biologie de l’évolution. Cette thèse cherche à appréhender les mécanismes de diffusion et de maintien d’une information au sein d’un groupe par l’étude de la transmission sociale d’un choix de site d’oviposition chez Drosophila melanogaster. Le premier volet de cette thèse met en évidence l’existence d’une transmission du choix de site de ponte entre des femelles démonstratrices possédant l’information et des femelles observatrices naïves ainsi qu’à déterminer le processus d’apprentissage social sous-jacent. Le transfert de l’information sociale du choix d’oviposition se fait par le biais d’interactions directes entre les démonstratrices et observatrices. L’analyse de ces interactions par une méthode de vidéo tracking révèle l’existence d’un transfert de l’information bidirectionnel : plus les observatrices et les démonstratrices interagissent plus les observatrices acquièrent le choix d’oviposition et plus les démonstratrices le perdent. L’acquisition d’une information personnelle de la part les démonstratrices n’induit pas systématiquement sa transmission sociale aux observatrices suggérant que les deux processus sont dissociés. Le deuxième volet vise à comprendre dans quels contextes l’information sociale est employée et comment un individu réalise la balance entre l’utilisation des informations sociales et personnelles présentes dans son environnement. L’influence du groupe est examinée sur l’efficacité de la transmission par l’étude de paramètres tels que le ratio entre démonstratrices et observatrices, la taille du groupe, ou la présence d’une variabilité génétique. Les drosophiles montrent une stratégie d’apprentissage social de « copier la majorité » pour choisir leur site de ponte. Lorsque deux informations sociales sont présentes et contradictoires, les drosophiles acquièrent celle en adéquation avec leur préférence innée. La taille du groupe n’influence pas la transmission sociale mais perturbe l’utilisation de l’information personnelle des démonstratrices. La présence d’une variabilité génétique au sein du groupe, issue du polymorphisme du gène foraging, montre des différences de stratégies d’apprentissage social entre les individus des différents variants alléliques. L’utilisation de l’apprentissage social est parfaitement intégrée dans les prises de décision des drosophiles laissant envisager sa prévalence dans le règne animal. Cette thèse permet d’apporter de nouveaux éléments sur les mécanismes d'adaptation du comportement basé sur les processus de transmission sociale et de dégager les futurs enjeux liés à son étudeUnderstanding how the process of non-genetic transmission as social transmission influence species behavioral evolution is an important issue in evolutionary biology. This thesis seeks to understand the diffusion mechanisms and information maintenance within a group studying social transmission of a choice of oviposition in Drosophila melanogaster. The first part of this thesis show social transmission occurrence of oviposition choice between informed demonstrator and naive observer females and try to determine social learning processes underlying. Social information transfer of oviposition choice occurs through direct interactions between demonstrators and observers. Analysis of these interactions by a video tracking method reveals a bidirectional information transfer: the more observers and demonstrators interact, the more observers gain oviposition choice behavior and the more demonstrators lose it. Personal information acquisition of oviposition choice by demonstrators is not sufficient to induce its transmission to observers, observers social learning seems to require special conditions. The second part of this thesis analyzes how social context influence social information use and how an individual realizes the balance between social and personal information use. The influence of group composition on social transmission efficiency is studied through different parameters such as the ratio between demonstrators and observers, group size, and the presence of genetic variability within the group. Flies show a “copy the majority” social learning strategy in their oviposition site choice behavior. Females acquire social information matching with their innate preference in presence of two contradictory social information. Group size does not affect the social transmission but perturbs demonstrator’s use of personal information. Genetic variability within the group stems from foraging gene polymorphism shows differences of social learning strategy between allelic variants. This thesis highlights a social learning use fully integrated into individuals’ decision-making and brings new elements on behavioral adaptation mechanisms based on social transmission processes
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House, Kathryn L. "Planting a virtual vineyard : using problem-based learning to examine the importance of site selection to premium wine grape production in Washington state." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/k_house_050307.pdf.
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Ezzeddine, Moussa. "Pricing football transfers : determinants, inflation, sustainability, and market impact : finance, economics, and machine learning approaches." Thesis, Paris 1, 2020. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/04b54a9e-f462-42c1-b567-4864dbaae12f.
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Chaque année, le marché des transferts fait la une des journaux à cause des prix astronomiques payés par les grands clubs de football pour s'acheter des stars. Le montant payé par le club est supposé être une estimation de la valeur du joueur sur le marché. L'objectif de cette thèse est donc de déterminer les facteurs significatifs impactant le modèle de valorisation des joueurs. Pour ce faire, nous exploitons une base de données contenant 87 000 transferts et plus de 200 000 salaires avec deux types de variables ; une variable contenant des données statistiques sur chaque joueur pour les deux saisons précédentes, l'autre contenant une synthèse de notes données par les experts. Ce travail a été réalisé à partir d'un modèle de valorisation hédonique et de trois algorithmes de Machine Learning pour estimer les facteurs les plus importants dans la détermination de la valeur d'un joueur. Bien que perfectible, ces modèles sont capables de prédire les fonctions de prix des transferts et des salaires associés. Enfin, un modèle de marché a été implémenté pour déterminer l'effet des transferts, des résultats inattendus de matchs et de la Covid-19 dans la valeur d'un club de football. Ces recherches ont permis de fournir des explications prometteuses à propos des différentes segmentations sur le marché des transferts et l'impact de ces derniers sur la fluctuation de la valeur de certains clubsEach year new transfer market news tops headlines due to the astronomical prices paid to recruit a superstar by top football clubs. The money paid by the buying club is assumed to be an estimate of the market value of the transferred player. Thus, the challenge is to determine the significant factors that affect the pricing function of a football player. In this research, a large data set has been extracted containing more than 87,000 transfers and more than 200,000 wage observation alongside two sets of variables; one contains real statistics of each player from the previous two seasons, while the other contains synthetic scores given by experts. This work has made use of one hedonic pricing function and three machine learning algorithms to estimate the most important factors affecting the financial value of the player. Albeit imperfect, but the models can predict the pricing functions of the transfer fees and wages with different promising precisions. Finally, a market model has been carried out to determine the effect of transfers, surprising match results, and COVID-19 on the market value of a football club. The overall findings were promising as they have provided interesting explanations about the different segmentations in the transfer market and the effectivity of transfers on the fluctuations of the share values of certain clubs
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Jubas, Kaela. "Promise and trouble, desire and critique : shopping as a site of learning about globalization, identity and the potential for change." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2813.
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Adult educators talk frequently about learning which occurs during daily living; however, relatively few explore the breadth and depth of such learning. I contend that shopping, as it is commonly understood and practiced in Western societies, is a site of everyday learning. Among people concerned about globalisation, this learning connects shopping to the politics of consumption, identity and resistance.
Central to this inquiry are Antonio Gramsci's (1971) concepts of hegemony, ideology, common sense and dialectic. These are useful in understanding the irresolvable tensions between the political, economic and cultural arenas of social life. Informed by critical, feminist and critical race scholarship, I proceed to conceptualize adult learning as “incidental” (Foley, 1999, 2001) and holistic. I then conceptualize “consumer-citizenship.” Social relations of gender, race and class are central in the construction of identity which influences experiences and understandings of consumption and citizenship in the context of Canadian society and global development.
My over-arching methodology, which I call “case study bricolage,” incorporates qualitative case study methods of interviews, focus groups and participant observation with 32 self-identified “radical shoppers” in Vancouver, British Columbia. As well, I employ cultural studies' intertextuality, and include an analysis of popular fiction to further expose discourses of shopping, consumption and consumerism.
Drawing on Laurel Richardson's (2000) “crystallization,” I use various analytical “facets” to respond to three questions about shopping-as-learning: What do participants learn to do? Who do participants learn to be? How do participants learn to make change? Critical media literacy theory illuminates the function of popular culture in constructing a discursive web which shoppers navigate. Through shopping, participants learn how to learn and to conduct research, and how to develop a shopping-related values system, literacy and geography. Benedict Anderson's (1991) concept of “imagined community” helps explicate how participants' affiliations with shopping-related movements provide a sense of purpose and belonging. Finally, Jo Littler's (2005) notions of “narcissistic” and “relational” reflexivity clarify that different processes of reflexivity lead to different perspectives on societal change. This inquiry has implications for research and theorizing in adult learning, and the practice of critical adult education.
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Witt, Paul L. "A Study of the Relationships among Student Expectations about Teacher Nonverbal Immediacy, Student Perceptions of Teacher Nonverbal Immediacy, and Affective Learning in Distance Learning and the On-Site Classroom." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278415/.
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This thesis explored the relationships among three communication variables in college-level instruction: students' expectancy about teachers' nonverbal immediacy, students' actual perceptions of teachers' nonverbal immediacy, and students' affective learning. Community college students enrolled in either distance learning or a traditional classroom course completed pre-course and mid-course questionnaires to indicate their expectations and observations of the nonverbal immediacy behaviors of their teachers. Analysis showed that students expected and perceived less nonverbal immediacy from tele-course teachers than from on-site teachers, but that perceptions significantly exceeded expectations. Research findings indicated that students' expectancies about teachers' nonverbal immediacy may influence the measurement of affective learning.
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Moura, Filho César Olavo de. "MDEduc : conceiving and implementing a language-oriented approach for the design of automated learning scenarios." Lille 1, 2007. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2007/50377-2007-Namyouisse.pdf.
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Cette thèse a pour sujet la conception de scénarios pédagogiques destinés à la e-formation. Elle aborde les problématiques liées d'une part aux difficultés inhérentes aux processus de conception des EIAHs, et d'autre part aux risques de coupure qu'il peut y avoir entre pédagogues et développeurs de logiciels. Pour améliorer la capacité des équipes pédagogiques à pouvoir spécifier, et même implémenter, des scénarios pédagogiques, nous proposons une approche où l'usager aurait la faculté de créer ses propres langages de description de scénarios pédagogiques (EML), ceux ci permettant de générer automatiquement des applications. Cette approche offre la possibilité de décrire un même scénario selon différents EMLs dans le but de prendre en compte les différentes perspectives et même paradigmes propres aux intervenants. Cette approche, appelée multi-EML, est rendue possible par les avancées récentes du génie logiciel, et en particulier des "Language Oriented Programming" (LOP). Ceux-ci recouvrent par exemple une proposition telle que l'Architecture Dirigée par les Modèles et inclut également d'autres implémentations. Ma proposition réside dans la conception d'un environnement informatique «auteur», qui repose sur les principes des Languages Oriented Programming, en utilisant la plateforme ouverte ECLIPSE et, plus particulièrement son implémentation du LOP, l'Eclipse Modeling Framework (EMF). Une des caractéristiques de cette approche est d'offrir, aux concepteurs, un outil qui leur permettra de créer des spécifications formelles décrivant les scénarios envisagés. A partir de ces descriptions initiées par les experts du domaine, il est possible de générer automatiquement des applications qu'elles décrivent
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Leo, Stephen. "Potential of remote and proximal sensing, publicly available datasets and machine learning for site-specific management in Australian irrigated cotton systems." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235383/1/Stephen%2BLeo%2BThesis%281%29.pdf.
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Agricultural fields are inherently variable across both space and time but are commonly managed uniformly. Uniform management can simultaneously lead to an under and over-application of resources (e.g. fertiliser) within the same field, resulting in poor resource efficiency and reduced profit margins. This research demonstrated the potential of publicly available datasets (i.e. remote sensing, digital soil maps, weather), machine learning techniques and crop models to inform management at a sub-paddock scale. These findings will help provide a cost-effective and efficient approach to improving farm productivity, profitability and sustainability in Australian irrigated cotton systems.
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Löfgren, Alexander. "Making Mobile Meaning : expectations and experiences of mobile computing usefulness in construction site management practice." Doctoral thesis, KTH, Industriell ekonomi och organisation (Inst.), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-9216.
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During the last decade, anticipated and realized benefits of mobile and wireless information and communication technology (ICT) for different business purposes have been widely explored and evaluated. Also, the significance of ‘user acceptance’ mechanisms through ‘perceived usefulness’ of ICT applications has gained broad recognition among business organizations in developing and adopting new ICT capabilities. However, even though technology usefulness is regularly highlighted as an important factor in ICT projects, there is often a lack of understanding of what the concept involves in the practical work context of the actual users, and how to deal with the issues of usefulness in organizational ICT development processes. This doctoral thesis covers a 1,5 year case study of a mobile computing development project at a Swedish international construction enterprise. The company’s mobile ICT venture addressed the deficient ICT use situation of management practitioners in construction site operations. The study portrays the overall socially shaped development process of the chosen technology and its evolving issues of usefulness for existing construction site management practice. The perceived usefulness of mobile computing tools among the ‘user-practitioners’ is described as emergence of ‘meaningful use’ based on initial expectations and actual experiences of the technology in their situated fieldwork context. The studied case depicts the ongoing and open-ended conversational nature of understanding adequate ICT requirements in work practice, and the negotiation of mobile computing technology design properties between users and developers over time towards the alignment of diverse personal, professional and organizational needs and purposes of ICT use. The studied introduction of mobile computing technology in construction site management fieldwork practice serves as an illustrative actual example of how to interpret, understand and approach issues of usefulness and user acceptance of ICT resources in operative work contexts when managing ICT development processes in organizations.QC 20100825
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Call, Hadyn Bowen. "A Case Study of the Driven 2 Teach Program: Site-Based Experiential Professional Development for History Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7443.
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Driven 2 Teach is a privately funded program for history teachers in the state of Utah. The program emphasizes the importance of teacher travel to educate history teachers in the places where history happened. This study investigated the program’s influence on participant gains in learning about history and how to best teach about the past, social studies professional development, teacher beliefs, and changes in instructional practices. This study utilized a case study methodology, autoethnography, and six interconnected frameworks: Professional development, experiential education, site-based learning, pedagogical content knowledge, teacher beliefs, and professional learning communities. This study helps demonstrate the effectiveness of travel as a teaching method. Data from this study were used to answer the following questions: How do history teachers perceive their pedagogical content knowledge as changing as a result of participating in the Driven 2 Teach program? How do the experiences with Driven 2 Teach differ from other professional development experiences? How do history teacher beliefs about social studies education contribute to the changes in pedagogical content knowledge and instructional practice? How do these history teachers plan on changing instructional practices based on their new pedagogical content knowledge? The results of this study show that participants’ knowledge of historical content and how to best teach that content increased significantly. This study also found that more social studies professional development is needed in the state of Utah. Teachers’ confidence levels increased because of their experience with this program in regard to teaching history and social studies skills to their students. Participants, as a result of participation with Driven 2 Teach, are more likely to teach students’ skills using social studies content rather than merely teaching social studies through rote memorization. Participants want to incorporate more hands-on learning experiences for students, and use more primary source documents in their lessons. Traveling together to historical sites and other important places with other social studies teachers enhanced the learning of all involved and increased the retention of what was learned. Participants benefited from both planned and unplanned events, and had experiences that made them realize even more, the importance of social studies education and incorporating multiple perspectives when learning about the past.
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Herndon, Nic. "Domain adaptation algorithms for biological sequence classification." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/35242.
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Doctor of PhilosophyDepartment of Computing and Information Sciences
Doina Caragea
The large volume of data generated in the recent years has created opportunities for discoveries in various fields. In biology, next generation sequencing technologies determine faster and cheaper the exact order of nucleotides present within a DNA or RNA fragment. This large volume of data requires the use of automated tools to extract information and generate knowledge. Machine learning classification algorithms provide an automated means to annotate data but require some of these data to be manually labeled by human experts, a process that is costly and time consuming. An alternative to labeling data is to use existing labeled data from a related domain, the source domain, if any such data is available, to train a classifier for the domain of interest, the target domain. However, the classification accuracy usually decreases for the domain of interest as the distance between the source and target domains increases. Another alternative is to label some data and complement it with abundant unlabeled data from the same domain, and train a semi-supervised classifier, although the unlabeled data can mislead such classifier. In this work another alternative is considered, domain adaptation, in which the goal is to train an accurate classifier for a domain with limited labeled data and abundant unlabeled data, the target domain, by leveraging labeled data from a related domain, the source domain. Several domain adaptation classifiers are proposed, derived from a supervised discriminative classifier (logistic regression) or a supervised generative classifier (naïve Bayes), and some of the factors that influence their accuracy are studied: features, data used from the source domain, how to incorporate the unlabeled data, and how to combine all available data. The proposed approaches were evaluated on two biological problems -- protein localization and ab initio splice site prediction. The former is motivated by the fact that predicting where a protein is localized provides an indication for its function, whereas the latter is an essential step in gene prediction.
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Mejri, Lassaâd. "Une démarche basée sur l'apprentissage automatique pour l'aide a l'évaluation et à la génération de scenarios d'accidents : application à l'analyse de sécurité des systèmes de transport automatisés." Valenciennes, 1995. https://ged.uphf.fr/nuxeo/site/esupversions/25d8a55d-404e-4c70-9361-b6f2a051d706.
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Pour valider un nouveau système de transport automatise (STA), les experts évaluent les scenarios d'accidents proposés par le constructeur du STA. Pour parfaire l'exhaustivité de l'analyse de sécurité, ces experts imaginent de nouveaux scenarios non pris en compte par le constructeur. Ils font appel à des méthodes d'analyse structurelle et fonctionnelle du STA. Notre approche consiste à exploiter les scenarios historiques qui se rapportent à des STA déjà validés. Pour cela, nous utilisons les techniques d'apprentissage pour organiser la connaissance en vrac (scenarios) et produire des connaissances structurées sous forme de règles. Ce mémoire propose une démarche fondée sur l'apprentissage multi-stratégie pour l'aide à l'évaluation et à la génération de nouveaux scenarios d'accidents. L’apprentissage multi-stratégie intègre diverses stratégies de raisonnement: l'induction, la déduction, l'analogie, etc. Pour résoudre le problème posé. Pour confronter la démarche retenue, une maquette a été développée. Elle a montré la faisabilité de la démarche proposée. Elle a aussi souligné la nécessité mais l'insuffisance de l'apprentissage pour caractériser la démarche des experts. Il est donc judicieux de conjuguer les mécanismes de l'apprentissage avec ceux de l'acquisition de connaissances pour parvenir à identifier le raisonnement des experts.
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Dunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.
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This thesis explores the use of an online robotics course, in the context of Technology Education, for senior secondary school students in an urban New Zealand (NZ) school. The reasons for using an online course are discussed through investigating the need for quality resources to assist schools in providing students with appropriate learning experiences, and knowledge to enable them to make informed choices with respect to technology careers. There is a shortage of students pursuing technology careers and that in turn influences the NZ economy (Baron & McLaren, 2006).
The purpose of the study was to examine how an online robotics course can be used for teaching robotics and engaging students in a blended environment. The author planned, implemented, monitored and reviewed an online course in robotics through an action research approach using formative evaluation methods to determine the effectiveness of the individual action research cycles. After reflection at the end of each AR cycle, the online course was modified and updated to improve student engagement. Qualitative methods were used to analyse online discussions, classroom observations and discussions, and one to one interviews with the participants.
Research findings identified four themes that influenced student engagement with the online robotics course: access to the online course, the students’ background knowledge and skills, the students’ interaction with the online course and the students’ conation or internal motivation. The research findings are discussed in terms of areas that need to be addressed when using an online course to teach robotics. These areas are the course design, student considerations and course implementation. Course design, or how the course is structured, includes opportunities for students to develop their thinking skills, experiences and activities for learning, and opportunities for conversation and interaction. Course design must also accommodate student considerations. Student considerations focus on the needs of the learners and their readiness to ensure successful engagement in the online course in terms of their background knowledge and skills in electronics and Web 2.0 tools, their conation and their key competencies. Course implementation includes the factors that need to be taken into account in the execution of the online course such as reliable access to the online course, the students’ interactions with the online course, and the learning culture of the school and classroom, and the role of the teacher.
The thesis justifies the rational for using an online robotics course and describes how an online robotics course can address and advance student learning outcomes, how online tools can be used for assessment purposes, the aspects of course design that are successful for teaching robotics and online learning experiences that provide positive outcomes for students. Recommendations for teaching practice in terms of school-wide programmes to develop and support students’ digital literacy and key competencies, and teacher professional development in Technology Education and online robotics courses are provided. Suggestions for future research are given in terms of student conation, the development of critical thinking skills through forums and how teachers’ philosophies can be aligned to Technology Education and the intent of the NZ Curriculum.
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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.
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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.