Compression of the condition lattice based on the class context and the extent context

Author(s):  
Ling Wei ◽  
Yan-Pan Wang ◽  
Jia-Liang Wan
Keyword(s):  
1990 ◽  
Vol 37 (4) ◽  
pp. 535-550 ◽  
Author(s):  
Fred C. Pampel ◽  
John B. Williamson ◽  
Robin Stryker

1983 ◽  
Vol 31 (1_suppl) ◽  
pp. 60-76
Author(s):  
Patricia A. Morgan

Patricia Morgan's paper describes what happens when the state intervenes in the social problem of wife-battering. Her analysis refers to the United States, but there are clear implications for other countries, including Britain. The author argues that the state, through its social problem apparatus, manages the image of the problem by a process of bureaucratization, professionalization and individualization. This serves to narrow the definition of the problem, and to depoliticize it by removing it from its class context and viewing it in terms of individual pathology rather than structure. Thus refuges were initially run by small feminist collectives which had a dual objective of providing a service and promoting among the women an understanding of their structural position in society. The need for funds forced the groups to turn to the state for financial aid. This was given, but at the cost to the refuges of losing their political aims. Many refuges became larger, much more service-orientated and more diversified in providing therapy for the batterers and dealing with other problems such as alcoholism and drug abuse. This transformed not only the refuges but also the image of the problem of wife-battering.


2018 ◽  
Vol 44 (2) ◽  
pp. 274-293 ◽  
Author(s):  
Simon Boone ◽  
Sarah Thys ◽  
Piet Van Avermaet ◽  
Mieke Van Houtte

2018 ◽  
Vol 5 (4) ◽  
Author(s):  
Noraini Zulkepli ◽  
Azizah Atan ◽  
Farah Natchiar Mohd Khaja ◽  
Siti Nor Amalina Ahmad Tajuddin

2019 ◽  
Vol 1 (2) ◽  
pp. 91-98
Author(s):  
Andreas Zendler ◽  
Manuel Gohl

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation. 


Author(s):  
Juan E Arco ◽  
Andrés Ortiz ◽  
Javier Ramírez ◽  
Yu-Dong Zhang ◽  
Juan M Górriz

The automation in the diagnosis of medical images is currently a challenging task. The use of Computer Aided Diagnosis (CAD) systems can be a powerful tool for clinicians, especially in situations when hospitals are overflowed. These tools are usually based on artificial intelligence (AI), a field that has been recently revolutionized by deep learning approaches. blackThese alternatives usually obtain a large performance based on complex solutions, leading to a high computational cost and the need of having large databases. In this work, we propose a classification framework based on sparse coding. Images are blackfirst partitioned into different tiles, and a dictionary is built after applying PCA to these tiles. The original signals are then transformed as a linear combination of the elements of the dictionary. blackThen, they are reconstructed by iteratively deactivating the elements associated with each component. Classification is finally performed employing as features the subsequent reconstruction errors. Performance is evaluated in a real context where distinguishing between four different pathologies: control versus bacterial pneumonia versus viral pneumonia versus COVID-19. blackOur system differentiates between pneumonia patients and controls with an accuracy of 97.74%, whereas in the 4-class context the accuracy is 86.73%. The excellent results and the pioneering use of sparse coding in this scenario evidence that our proposal can assist clinicians when their workload is high.


2014 ◽  
Vol 116 (13) ◽  
pp. 124-145
Author(s):  
Debra K. Meyer ◽  
Dennis W. Smithenry

While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement.


Author(s):  
Bin Zou ◽  
Xinxin Yan ◽  
Hui Li

Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.


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