Ontology Based Information Retrieval for Learning Styles of Autistic People

Normocentric biases taint cognitive neuroscience and intervention of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002297 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 1

Author(s):

Laurent Mottron

Keyword(s):

Intellectual Disability ◽

Cognitive Neuroscience ◽

Social Motivation ◽

Repetitive Behaviors ◽

Restricted Interests ◽

Autistic People

Abstract Stepping away from a normocentric understanding of autism goes beyond questioning the supposed lack of social motivation of autistic people. It evokes subversion of the prevalence of intellectual disability even in non-verbal autism. It also challenges the perceived purposelessness of some restricted interests and repetitive behaviors, and instead interprets them as legitimate exploratory and learning-associated manifestations.

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What is taken for granted in autism research?

Behavioral and Brain Sciences ◽

10.1017/s0140525x1800225x ◽

2019 ◽

Vol 42 ◽

Cited By ~ 1

Author(s):

Michele Ilana Friedner

Keyword(s):

Research Methodologies ◽

Communicative Practices ◽

Autism Research ◽

Autistic People ◽

The Social ◽

New Research

Abstract This commentary focuses on three points: the need to consider semiotic ideologies of both researchers and autistic people, questions of commensurability, and problems with “the social” as an analytical concept. It ends with a call for new research methodologies that are not deficit-based and that consider a broad range of linguistic and non-linguistic communicative practices.

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Demonstration of the Use of Tape-Recorded Information from a High Vacuum Electron Microscope

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100063007 ◽

1969 ◽

Vol 27 ◽

pp. 218-219

Author(s):

Richard E. Hartman ◽

Roberta S. Hartman ◽

Peter L. Ramos

Keyword(s):

Information Retrieval ◽

Electron Microscope ◽

Magnetic Tape ◽

High Vacuum ◽

Data Retrieval ◽

Electronic Information ◽

Electronic Data ◽

Subsequent Processing ◽

Continuous Record

We have long felt that some form of electronic information retrieval would be more desirable than conventional photographic methods in a high vacuum electron microscope for various reasons. The most obvious of these is the fact that with electronic data retrieval the major source of gas load is removed from the instrument. An equally important reason is that if any subsequent analysis of the data is to be made, a continuous record on magnetic tape gives a much larger quantity of data and gives it in a form far more satisfactory for subsequent processing.

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Stain contamination and embedding in electron microscopy

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100141986 ◽

1986 ◽

Vol 44 ◽

pp. 50-53

Author(s):

Hilton H. Mollenhauer

Keyword(s):

Electron Microscopy ◽

Information Retrieval ◽

Epoxy Resins ◽

Image Contrast ◽

Sample Preservation ◽

Factors Associated ◽

Amount Of Information ◽

Electron Microscopical ◽

Contrast Information

Many factors (e.g., resolution of microscope, type of tissue, and preparation of sample) affect electron microscopical images and alter the amount of information that can be retrieved from a specimen. Of interest in this report are those factors associated with the evaluation of epoxy embedded tissues. In this context, informational retrieval is dependant, in part, on the ability to “see” sample detail (e.g., contrast) and, in part, on tue quality of sample preservation. Two aspects of this problem will be discussed: 1) epoxy resins and their effect on image contrast, information retrieval, and sample preservation; and 2) the interaction between some stains commonly used for enhancing contrast and information retrieval.

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Information and Dose in the Scanning Transmission Ion Microscope

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s1431927600001021 ◽

1980 ◽

Vol 38 ◽

pp. 232-233

Author(s):

Fox T. R. ◽

R. Levi-Setti

Keyword(s):

Information Retrieval ◽

Electron Microscope ◽

Elastic Scattering ◽

Energy Loss ◽

Cross Sections ◽

Previous Analysis ◽

Single Scattering ◽

Screening Length ◽

Relative Damage ◽

Scanning Transmission

At an earlier meeting [1], we discussed information retrieval in the scanning transmission ion microscope (STIM) compared with the electron microscope at the same energy. We treated elastic scattering contrast, using total elastic cross sections; relative damage was estimated from energy loss data. This treatment is valid for “thin” specimens, where the incident particles suffer only single scattering. Since proton cross sections exceed electron cross sections, a given specimen (e.g., 1 μg/cm2 of carbon at 25 keV) may be thin for electrons but “thick” for protons. Therefore, we now extend our previous analysis to include multiple scattering. Our proton results are based on the calculations of Sigmund and Winterbon [2], for 25 keV protons on carbon, using a Thomas-Fermi screened potential with a screening length of 0.0226 nm. The electron results are from Crewe and Groves [3] at 30 keV.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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