The complete dictionary of arts and sciences. In which the whole circle of human learning is explained, and the difficulties attending the acquisition of every art, whether liberal or mechanical, are removed, in the most easy and familiar manner ... /

Mode of access: Internet.

The complete dictionary of arts and sciences. In which the whole circle of human learning is explained, and the difficulties attending the acquisition of every art, whether liberal or mechanical, are removed, in the most easy and familiar manner ... /

Mode of access: Internet.

The complete dictionary of arts and sciences. In which the whole circle of human learning is explained, and the difficulties attending the acquisition of every art, whether liberal or mechanical, are removed, in the most easy and familiar manner ... /

Mode of access: Internet.

The complete dictionary of arts and sciences. In which the whole circle of human learning is explained, and the difficulties attending the acquisition of every art, whether liberal or mechanical, are removed ... The theological, philological, and critical branches,

Mode of access: Internet.

Sviluppo ed applicazione di tecniche di Multiple Kernel Learning per dati di neuroimaging

Questo lavoro di tesi riguarda lo studio e l’implementazione di un algoritmo di multiple kernel learning (MKL) per la classificazione e la regressione di dati di neuroimaging ed, in particolare, di grafi di connettività funzionale. Gli algoritmi di MKL impiegano una somma pesata di vari kernel (ovvero misure di similarità) e permettono di selezionare le features utili alla discriminazione delle istanze durante l’addestramento del classificatore/regressore stesso. L’aspetto innovativo introdotto in questa tesi è stato lo studio di un nuovo kernel tra grafi di connettività funzionale, con la particolare caratteristica di conservare l’informazione relativa all’importanza di ogni singola region of interest (ROI) ed impiegando la norma lp come metodo per l’aggiornamento dei pesi, al fine di ottenere soluzioni sparsificate. L’algoritmo è stato validato utilizzando mappe di connettività sintetiche ed è stato applicato ad un dataset formato da 32 pazienti affetti da deterioramento cognitivo lieve e malattia dei piccoli vasi, di cui 16 sottoposti a riabilitazione cognitiva tra un’esame di risonanza ma- gnetica funzionale di baseline e uno di follow-up. Le mappe di con- nettività sono state ottenute con il toolbox CONN. Il classificatore è riuscito a discriminare i due gruppi di pazienti in una configurazione leave-one-out annidata con un’accuratezza dell’87.5%. Questo lavoro di tesi è stato svolto durante un periodo di ricerca presso la School of Computer Science and Electronic Engineering dell’University of Essex (Colchester, UK).

EXAMINING SECONDARY MATHEMATICS TEACHER CANDIDATES’ LEARNING AND ENACTMENT OF MATHEMATICS TEACHING PRACTICES: A MULTIPLE CASE STUDY

This qualitative case study explored three teacher candidates’ learning and enactment of discourse-focused mathematics teaching practices. Using audio and video recordings of their teaching practice this study aimed to identify the shifts in the way in which the teacher candidates enacted the following discourse practices: elicited and used evidence of student thinking, posed purposeful questions, and facilitated meaningful mathematical discourse. The teacher candidates’ written reflections from their practice-based coursework as well as interviews were examined to see how two mathematics methods courses influenced their learning and enactment of the three discourse focused mathematics teaching practices. These data sources were also used to identify tensions the teacher candidates encountered. All three candidates in the study were able to successfully enact and reflect on these discourse-focused mathematics teaching practices at various time points in their preparation programs. Consistency of use and areas of improvement differed, however, depending on various tensions experienced by each candidate. Access to quality curriculum materials as well as time to formulate and enact thoughtful lesson plans that supported classroom discourse were tensions for these teacher candidates. This study shows that teacher candidates are capable of enacting discourse-focused teaching practices early in their field placements and with the support of practice-based coursework they can analyze and reflect on their practice for improvement. This study also reveals the importance of assisting teacher candidates in accessing rich mathematical tasks and collaborating during lesson planning. More research needs to be explored to identify how specific aspects of the learning cycle impact individual teachers and how this can be used to improve practice-based teacher education courses.

Learning representations for graph-structured socio-technical systems

The recent widespread use of social media platforms and web services has led to a vast amount of behavioral data that can be used to model socio-technical systems. A significant part of this data can be represented as graphs or networks, which have become the prevalent mathematical framework for studying the structure and the dynamics of complex interacting systems. However, analyzing and understanding these data presents new challenges due to their increasing complexity and diversity. For instance, the characterization of real-world networks includes the need of accounting for their temporal dimension, together with incorporating higher-order interactions beyond the traditional pairwise formalism. The ongoing growth of AI has led to the integration of traditional graph mining techniques with representation learning and low-dimensional embeddings of networks to address current challenges. These methods capture the underlying similarities and geometry of graph-shaped data, generating latent representations that enable the resolution of various tasks, such as link prediction, node classification, and graph clustering. As these techniques gain popularity, there is even a growing concern about their responsible use. In particular, there has been an increased emphasis on addressing the limitations of interpretability in graph representation learning. This thesis contributes to the advancement of knowledge in the field of graph representation learning and has potential applications in a wide range of complex systems domains. We initially focus on forecasting problems related to face-to-face contact networks with time-varying graph embeddings. Then, we study hyperedge prediction and reconstruction with simplicial complex embeddings. Finally, we analyze the problem of interpreting latent dimensions in node embeddings for graphs. The proposed models are extensively evaluated in multiple experimental settings and the results demonstrate their effectiveness and reliability, achieving state-of-the-art performances and providing valuable insights into the properties of the learned representations.

Suppression of keratinocyte growth and differentiation by transforming growth factor beta 1 involves multiple signaling pathways

Transforming growth factor beta1 treatment of keratinocytes results in a suppression of differentiation, an induction of extracellular matrix production, and a suppression of growth. In this study we utilized markers specific for each of these functions to explore the signaling pathways involved in mediating these transforming-growth-factor-beta1-induced activities. In the first instance, we found that the induction of extracellular matrix production (characterized by 3TP-Lux reporter activity) was induced in both keratinocytes and a keratinocyte-derived carcinoma cell line, SCC25, in a dose-dependent manner. Furthermore, transforming growth factor beta1 also suppressed the differentiation-specific marker gene, transglutaminase type 1, in both keratinocytes and SCC25 cells. In contrast, transforming growth factor beta1 inhibited proliferation of keratinocytes but did not cause growth inhibition in the SCC25 cells. Transforming-growth-factor-beta1-induced growth inhibition of keratinocytes was characterized by decreases in DNA synthesis, accumulation of hypophosphorylated Rb, and the inhibition of the E2F:Rb-responsive promoter, cdc2, and an induction of the p21 promoter. When the negative regulator of transforming growth factor beta1 signaling, SMAD7, was overexpressed in keratinocytes it could prevent transforming-growth-factor-beta1-induced activation of the 3TP-Lux and the p21 promoter. SMAD7 could also prevent the suppression of the transglutaminase type 1 by transforming growth factor beta1 but it could not inhibit the repression of the cdc2 promoter. These data indicate that the induction of 3TP-Lux and p21 and the suppression of transglutaminase type 1 are mediated by a different proximate signaling pathway to that regulating the suppression of the cdc2 gene. Combined, these data indicate that the regulation of transforming growth factor beta1 actions are complex and involve multiple signaling pathways.

Host selection in phytophagous insects: a new explanation for learning in adults

Insect learning can change the preferences an egg laying female displays towards different host plant species. Current hypotheses propose that learning may be advantageous in adult host selection behaviour through improved recognition, accuracy or selectivity in foraging. In this paper, we present a hypothesis for when learning can be advantageous without such improvements in adult host foraging. Specifically, that learning can be an advantageous strategy for egg laying females when larvae must feed on more than one plant in order to complete development, if the fitness of larvae is reduced when they switch to a different host species. Here, larvae benefit from developing on the most abundant host species, which is the most likely choice of host for an adult insect which increases its preference for a host species through learning. The hypothesis is formalised with a mathematical model and we provide evidence from studies on the behavioural ecology, of a number of insect species which demonstrate that the assumptions of this hypothesis may frequently be fulfilled in nature. We discuss how multiple mechanisms may convey advantages in insect learning and that benefits to larval development, which have so far been overlooked, should be considered in explanations for the widespread occurrence of learning.

Engaging with theories of dialogue and voice: Using Bakhtin as a framework to understand teaching and learning Indigenous Australian women's performance

In this paper I explore the Indigenous Australian women's performance classroom (hereafter ANTH2120) as a dialectic and discursive space where the location of possibility is opened for female Indigenous performers to enter into a dialogue from and between both non-Indigenous and Indigenous voices. The work of Bakhtin on dialogue serves as a useful standpoint for understanding the multiple speaking positions and texts in the ANTH2120 context. Bakhtin emphasizes performance, history, actuality and the openness of dialogue to provide an important framework for analysing multiple speaking positions and ways of making meaning through dialogue between shifting and differing subjectivities. I begin by briefly critiquing Bakhtin's "dialogic imagination" and consider the application and usefulness of concepts such as dialogism, heteroglossia and the utterance to understanding the ANTH2120 classroom as a polyphonic and discursive space. I then turn to an analysis of dialogue in the ANTH2120 classroom and primarily situate my gaze on an examination of the interactions that took place between the voices of myself as family/teacher/student and senior Yanyuwa women from the r e m o t e N o r t h e r n T e r r i t o r y A b o r i g i n a l c o m m u n i t y o f B o r r o l o o l a as family/performers/teachers. The 2000 and 2001 Yanyuwa women's performance workshops will be used as examples of the way power is constantly shifting in this dialogue to allow particular voices to speak with authority, and for others to remain silent as roles and relationships between myself and the Yanyuwa women change. Conclusions will be drawn regarding how my subject positions and white race privilege affect who speaks, who listens and on whose terms, and further, the efficacy of this pedagogical platform for opening up the location of possibility for Indigenous Australian women to play a powerful part in the construction of knowledges about women's performance traditions.

Input-driven Language Learning

Input-driven models provide an explicit and readily testable account of language learning. Although we share Ellis's view that the statistical structure of the linguistic environment is a crucial and, until recently, relatively neglected variable in language learning, we also recognize that the approach makes three assumptions about cognition and language learning that are not universally shared. The three assumptions concern (a) the language learner as an intuitive statistician, (b) the constraints on what constitute relevant surface cues, and (c) the redescription problem faced by any system that seeks to derive abstract grammatical relations from the frequency of co-occurring surface forms and functions. These are significant assumptions that must be established if input-driven models are to gain wider acceptance. We comment on these issues and briefly describe a distributed, instance-based approach that retains the key features of the input-driven account advocated by Ellis but that also addresses shortcomings of the current approaches.

Use of web-based formative assessment to support student learning in metabolism/nutrition unit

In 2002, an integrated basic science course was introduced into the Bachelor of Dental Sciences programme at the University of Queensland, Australia. Learning activities for the Metabolism and Nutrition unit within this integrated course included lectures, problem-based learning tutorials, computer-based self-directed learning exercises and practicals. To support student learning and assist students to develop the skills necessary to become lifelong learners, an extensive bank of formative assessment questions was set up using the commercially available package, WebCT®. Questions included short-answer, multiple-choice and extended matching questions. As significant staff time was involved in setting up the question database, the extent to which students used the formative assessment and their perceptions of its usefulness to their learning were evaluated to determine whether formative assessment should be extended to other units within the course. More than 90% of the class completed formative assessment tasks associated with learning activities scheduled in the first two weeks of the block, but this declined to less than 50% by the fourth and final week of the block. Patterns of usage of the formative assessment were also compared in students who scored in the top 10% for all assessment for the semester with those who scored in the lowest 10%. High-performing students accessed the Web-based formative assessment about twice as often as those who scored in the lowest band. However, marks for the formative assessment tests did not differ significantly between the two groups. In a questionnaire that was administered at the completion of the block, students rated the formative assessment highly, with 80% regarding it as being helpful for their learning. In conclusion, although substantial staff time was required to set up the question database, this appeared to be justified by the positive responses of the students.