Proper Distance and the Hope of Cosmopolitanism in a Classroom Discussion about Race

2017 ◽  
pp. 175-190 ◽  
Author(s):  
Anne Crampton ◽  
Cynthia Lewis ◽  
Jessica Dockter Tierney
2015 ◽  
Vol 2015 ◽  
pp. 1-12 ◽  
Author(s):  
Wei Yang ◽  
Luhui Xu ◽  
Xiaopan Chen ◽  
Fengbin Zheng ◽  
Yang Liu

Learning a proper distance metric for histogram data plays a crucial role in many computer vision tasks. The chi-squared distance is a nonlinear metric and is widely used to compare histograms. In this paper, we show how to learn a general form of chi-squared distance based on the nearest neighbor model. In our method, the margin of sample is first defined with respect to the nearest hits (nearest neighbors from the same class) and the nearest misses (nearest neighbors from the different classes), and then the simplex-preserving linear transformation is trained by maximizing the margin while minimizing the distance between each sample and its nearest hits. With the iterative projected gradient method for optimization, we naturally introduce thel2,1norm regularization into the proposed method for sparse metric learning. Comparative studies with the state-of-the-art approaches on five real-world datasets verify the effectiveness of the proposed method.


2015 ◽  
Vol 117 (2) ◽  
pp. 1-44
Author(s):  
Abby Reisman

Background/Context The Common Core State Standards reveals how little we understand about the components of effective discussion-based instruction in disciplinary history. Although the case for classroom discussion as a core method for subject matter learning stands on stable theoretical and empirical ground, to date, none of the research on classroom discussion has examined whole-class text-based discussion in secondary history classrooms. Purpose This study explored how teachers and students in five 11th-grade classrooms participated in whole-class discussion, using intervention materials designed to promote text-based disciplinary discussion. Analysis of videotaped instruction sought to (a) determine the degree to which the instructional materials fostered disciplinary discussion about texts, and (b) analyze teacher talk moves that characterized effective facilitation of such discussions. Research Design This qualitative study was embedded in a larger quasi-experimental curricular intervention that found treatment effects on factual recall, historical thinking, and general reading comprehension. In this paper, we analyze classroom videos from five treatment classrooms taken over the course of the six-month intervention. Each teacher was videotaped once per week, for a total of 20 videotaped lessons per teacher. Findings/Results Analyses showed that disciplinary discussion was surprisingly rare, and discussion that promoted historical understanding even rarer. Discussions that were most successful in deepening students’ historical understanding were characterized by talk moves that drew students’ attention to the text, and that stabilized the historical content. Conclusions/Recommendations The study has implications for teacher preparation focused on implementation of Common Core State Standards as well as for teacher training in do-main-specific core practices.


The idea of constructing achromatic telescopes with fluid lenses was first suggested to the author by the attempt of Messrs. Gilbert to apply to practice the principles and rules for the construction of aplanatic object-glasses, laid down by Mr. Herschel in the Philosophical Transactions for 1821. In following these suggestions, the author became sensible of the difficulty of obtaining flint glass of sufficient size and purity for astronomical telescopes; and was thence led to consider the possibility of substituting some fluid in place of flint glass. Dr. Blair had, many years ago, succeeded in making very perfect telescopes of this description, but he still retained the use of flint glass. Among the various fluids adapted to this optical purpose, the author gave a decided preference to the sulphuret of carbon, which combines properties of perfect transparency and freedom from colour, with a refractive index nearly equal to that of flint glass, and with a dispersive power more than double, properties which it appears to retain under all the temperatures to which it is likely to be exposed in an astronomical telescope. After several trials, Mr. Barlow determined the best method of confining this fluid, but was at first unsuccessful in his attempts to construct with it a telescope of 6 inches aperture and 7 feet in length. He afterwards undertook a smaller one of 3 inches aperture, which he at length accomplished, and in the very first trials with it was able to separate a great number of double stars of the class which Sir William Herschel has pointed out as tests of a good 3½-inch refractor. Encouraged by his success, he again attempted a 6-inch object-glass, with a different manner of adjusting and securing the lenses, and considers the result of his endeavour as proving at least the practicability of the construction. This instrument, with a power of 143, shows the small star in Polaris so distinct and brilliant, that its transit might be taken with the utmost certainty; it exhibits distinctly the small stars in α Lyræ, Aldebaran, Rigel, &c. and decidedly separates Castor, γ Leonis, and ϵ Bootis. The belts and double ring of Saturn are well exhibited with a power of 150; and the belts and satellites of Jupiter are tolerably defined with the same power, but will not bear a higher power than about 200. In the usual construction of achromatic telescopes, the two or the three lenses composing the object-glass are brought into immediate contact. But the high dispersive power of the sulphuret of carbon enables Mr. Barlow to place the fluid correcting lens at a distance from the plate object lens equal to half its focal length. By this means the fluid lens, which is the most difficult part of the construction, is reduced to one half or less of the size of the plate lens. This construction, therefore, renders us independent of flint glass, enables us to increase the aperture of the telescope to a considerable extent; and gives us all the light, field, and focal power of a telescope of one and a half time the length of the tube. The author investigates analytically the formulæ for calculating the proper distance of the lenses on this construction, and expresses a hope that further experiments will enable us to determine the precise distance which shall reduce what has been termed the secondary spectrum, inseparable from the ordinary construction, either to zero, or to an inconsiderable amount.


2021 ◽  
Vol 10 (1) ◽  
pp. 60-68
Author(s):  
E. Erlina ◽  
C. Cane ◽  
D. P. Williams

Previous research has reported that many high-school and undergraduate students have difficulty explaining the relationship between polarity and electronegativity even though they may be familiar with the concept of polarity. This study aims to address these misconceptions using a leaflet and assess its effectiveness using questionnaires and concept testing.  A simple, colorful printable leaflet was produced and distributed to students in Indonesia. The Leaflet on Electronegativity (LoEN) provided students with an overview of the theoretical basis of the concepts and guidance on applying these principles. The leaflet format is cheap and easy to mass-produce, which is an important factor given the limited access to other types of appropriate learning resources in Indonesia. The leaflet formed the basis of a classroom discussion activity. Visualization is known to play an important role in constructing students' conceptual understanding, so the leaflet made extensive use of diagrams to explain relevant concepts. The leaflet was printed in full color to make it visually appealing and facilitate student learning. Students were tested before and after learning with the LoEN. A Paired-sample t-test using SPSS is used to compare the pretest and posttest scores to measure the effectivity of the LoEN.A statistically significant improvement in scores (p = 0.000) was achieved, which indicates that using the LoEN in the classroom helps students understand the topic. Also, students' positive responses signify that the LoEN provides an engaging way to learn the concepts.


2017 ◽  
Vol 2 (2) ◽  
pp. 95-101
Author(s):  
Marina Lidya ◽  
Melvina Amir

In the era of information and technology, every people are demanding to master the English language for communication purpose. Nowadays English is widely used for different purpose such as academic, business, diplomacy, news and information, entertainment and others. It proves that the English language has become a basic requirement for students and job seeker in this increasingly globalized world. In order to meet the needs for international communication, Indonesians students need to be proficient in English, especially in oral communication skill. Communication skill is highly needed by students in order to prepare them for their possible further academic career and future workplace. This paper is intended to discuss about classroom discussion. Classroom discussion is one kinds of activity that is done by the teacher in teaching and learning. In this activity, the students will present their opinions to the class. Therefore, the students get the opportunities to speak English well. It also gives valuable experience for them to prepare themselves to use English in multi society where English is a demanding tool for communication in our today’s life.


2021 ◽  
Author(s):  
◽  
Jessica Santiago Silva

<p>In this thesis, the connections between thermodynamics and general relativity are explored. We introduce some of the history of the interaction between these two theories and take some time to individually study important concepts of both of them. Then, we move on to explore the concept of gravitationally induced temperature gradients in equilibrium states, first introduced by Richard Tolman. We explore these Tolman-like temperature gradients, understanding their physical origin and whether they can be generated by other forces or not. We then generalize this concept for fluids following generic four-velocities, which are not necessarily generated by Killing vectors, in general stationary space-times. Some examples are given.  Driven by the interest of understanding and possibly extending the concept of equilibrium for fluids following trajectories which are not generated by Killing vectors, we dedicate ourselves to a more fundamental question: can we still define thermal equilibrium for non-Killing flows? To answer this question we review two of the main theories of relativistic non-perfect fluids: Classical Irreversible Thermodynamics and Extended Irreversible Thermodynamics. We also take a tour through the interesting concept of Born-rigid motion, showing some explicit examples of non-Killing rigid flows for Bianchi Type I space-times. These results are important since they show that the Herglotz–Noether theorem cannot be extended for general curved space-times. We then connect the Born-rigid concept with the results obtained by the relativistic fluid’s equilibrium conditions and show that the exact thermodynamic equilibrium can only be achieved along a Killing flow. We do, however, introduce some interesting possibilities which are allowed for non-Killing flows.  We then launch into black hole thermodynamics, specifically studying the trans-Planckian problem for Hawking radiation. We construct a kinematical model consisting of matching two Vaidya spacetimes along a thin shell and show that, as long as the Hawking radiation is emitted only a few Planck lengths (in proper distance) away from the horizon, the trans-Plackian problem can be avoided.  We conclude with a brief discussion about what was presented and what can be done in the future.</p>


Sign in / Sign up

Export Citation Format

Share Document