Taking the first step: How to create a high-school linguistics course

While teachers might see the need for linguistics, the fear of not being “expert enough” can prevent high-school teachers from all disciplines from designing and teaching a linguistics course. Teachers, with or without subject matter expertise, who seek to establish a K-12 linguistics course need to work closely with administrators and stakeholders, maintain a “progress over perfection” mentality, consider the merits of exposing students to linguistics early instead of waiting for a national, standardized curriculum, and remain flexible in delivery.

National nuclear forensics libraries: a case study on benefits and possibilities for identification of sealed radioactive sources

A National Nuclear Forensic Library (NNFL) is a useful nuclear forensics tool which consists of information and subject matter expertise on radioactive and nuclear (RN) materials produced, used or stored within a State. If RN material is found out of regulatory control the NNFL can be used as part of a nuclear forensics investigation to help identify whether or not the material is consistent with a country’s national holdings. In previous work, a number of signatures which can be useful to identify sealed sources of 241Am were investigated. To validate the measurement results, an official query concerning information about two of the previously investigated 241Am sources was sent to the United States Department of State, the international point-of-contact (POC) for the U.S. NNFL. The aim of this work is to show how data obtained in a characterization of a radioactive source can be used in conjunction with an NNFL to investigate the history of a source out of regulatory control.

A System for Resilience Learning: Developing a Community-Driven, Multi-Sector Research Approach for Greater Preparedness and Resilience to Long-Term Climate Stressors and Extreme Events in the Miami Metropolitan Region

There is a growing need for integrated approaches that align community priorities with strategies that build resilience to climate hazards, societal shocks, and economic crises to ensure more equitable and sustainable outcomes. We anticipate that adaptive management and resilience learning are central elements for these approaches. In this paper, we describe an approach to build and test a Resilience Learning System to support research and implementation of a resilience strategy developed for the Greater Miami and the Beaches or the Resilient305 Strategy. Elements foundational to the design of this integrated research strategy and replicable Resilience Learning System are: (1) strong partnerships among community members, government and non-government organization leaders, and researchers from multiple academic institutions; (2) contributions of subject matter expertise and local knowledge to identify information and translational gaps, formulate metrics and evaluate outcomes of Resilient305 Strategy actions from the community perspective; and (3) a comprehensive understanding of civic engagement activities, technological tools, and resilience-building capacities, including policy and financial innovations, from which to advance socio-technological, smart and connected regional-to-hyperlocal community translation through co-design/co-production. Initial results on co-produced metrics are provided. This work produces a new, replicable framework for resilience research that includes a comprehensive set of metrics, translation to communities through structured dialogues, a collaborative process involving all stakeholders and researchers, and evaluation of resilience actions to inform new investments and improve understanding and effectiveness over time.

The Integration of the Evidence-Based Framework and Military Judgment and Decision-Making

This article is the second in a four-part series that discusses the integration of evidence-based framework and military judgment and decision-making (MJDM). The series is written as a conceptualization and implementation of the presidential memorandum on restoring faith in government dated 27 January 2021. The focus of the series is on integrating the evidence-based framework into defense planning and decision-making as an operational art. The series frames this integration in terms of basing decisions on the best evidence in four categories: subject matter expertise, stakeholder input, organizational data, and scholarship. It also recognizes that scholarship is the single component within the evidence-based framework not currently integrated into military planning.

Changing teaching practice: The evolving purpose of the teacher in higher education

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

Defining Project Objectives

This section covers the first steps of a the Machine Learning Life Cycle Model; how to specify a business problem, acquire subject matter expertise, define prediction target, define unit of analysis, identify success criteria, evaluate risks, and finally, decide whether to continue a project. Focus is on who will use the model, whether management is supportive, whether the drivers of the model can be visualized, and how much value a model can produce.

Credibility Assessment of Machine Learning in a Manufacturing Process Application

We present a framework for establishing credibility of a machine learning model used to predict a key process control variable setting to maximize product quality in a nuclear component manufacturing application. Our model coupled a purely data-based machine learning model with a physics-based adjustment that encoded subject matter expertise of the physical process. Establishing credibility of the resulting model provided the basis for eliminating a costly intermediate testing process that was previously used to determine the control variable setting.

Merging Subject Matter Expertise and Deep Convolutional Neural Network for State-Based Online Machine-Part Interaction Classification

Machine-part interaction classification is a key capability required by Cyber-Physical Systems (CPS), a pivotal enabler of Smart Manufacturing (SM). While previous relevant studies on the subject have primarily focused on time series classification, change point detection is equally important because it provides temporal information on changes in behavior of the machine. In this work, we address point detection and time series classification for machine-part interactions with a deep Convolutional Neural Network (CNN) based framework. The CNN in this framework utilizes a two-stage encoder-classifier structure for efficient feature representation and convenient deployment customization for CPS. Though data-driven, the design and optimization of the framework are Subject Matter Expertise (SME) guided. An SME defined Finite State Machine (FSM) is incorporated into the framework to prohibit intermittent misclassifications. In the case study, we implement the framework to perform machine-part interaction classification on a milling machine, and the performance is evaluated using a testing dataset and deployment simulations. The implementation achieved an average F1-Score of 0.946 across classes on the testing dataset and an average delay of 0.24 seconds on the deployment simulations.

Explaining incongruities between leadership theory and practice: integrating theories of resonance, communication and systems

PurposeLeadership scholars, practitioners and educators find themselves at a very opportune time, when their subject matter-expertise is of increasing interest across sectors, settings and levels of analysis, as leadership is hailed as both a pressing problem and a promising solution. It is also a challenging time for leadership study—a point in time when incongruities between leadership theories and the observed dynamics and outcomes of leadership in practice have been difficult to ignore. In this article we identify and discuss several problematic incongruities, explore possible reasons for these gaps and outline an integrated view of theories of resonance, communication and systems to address these discontinuities and advance our understanding of leadership theory and practice.Design/methodology/approachBuilding upon the intersection of theories of resonance, communication and systems in this conceptual article, we advance a line of renewed macro-level thinking on the topic of leadership as social influence, resulting in what we describe as leadership resonance theory.FindingsThis article advances an explanation of leadership as a phenomenon that is co-constructed through the communicative connections established between leaders and followers. These connections are mutually-defining, mutually-reinforcing and mutually-causal. Resonance, activation and cultivation are central concepts in the proposed framework, introduced to help explain dynamics and outcomes that seem unpredictable or unexplainable when focusing attention solely on a leader or followers in isolation of one another at a single moment in time.Originality/valueThis framework offers an original, nuanced and integrated way of thinking about leadership in terms of communication, social influence and systems theory, and it helps to explain gaps between the guidance provided by leadership theory and observed leadership outcomes in practice. The proposed framework can help to explain observed leader–follower behaviors, dynamics and outcomes, irrespective of whether they are seen as desirable or comfortable, whether they are necessarily aligned with extant theories or guidance on preferred practices and whether or not they align with traditional values in a personal, organizational or societal context.