Transcript: Instructors’ and students’ perceptions and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study Statement of Problem Purpose Significance Research Question 1: What are instructor/students’ pedagogy for teaching and learning? Research Question 4: How does the cultural or transition shock manifest in the online classroom when the two culture meet? Literature Review Culture of teaching and learning Culture of technology Transition Shock & Experience Second Culture Acquisition Cognitive Load Theory Design & Methods Participants Sampling Data Collection Protection of Participants Students online survey Focus Groups audiotapes Instructors online survey Reflection Blog Process interview Personal Bias Data Analysis Quantitative univariate Qualitative Theme Coding Validity/ Trustworthiness Final Feedback Multivariate Transcriptions Research Question 3: What barriers exist when the two cultures meet? descriptives correlations Research Question 5: How do students mediate the filters for learning? Research Question 2: What role does technology play in teaching/learning? Research Questions SPSS audiotapes XSight
Transcript: Interactive Electronics Demonstrations Conclusions: J. F. Houser "Reflections" for variable instruments, live electronics, and dancer Separate scores for different instruments Each score will be developed from the piano score The piano score will be completed for the defense Data Flow: The interactive technology used in "Reflections" is cutting edge The Kinect is a recently utilized tool for interactive electronic music This piece will demonstrate new approaches to the use of this technology Several publishable papers concerning the integration and interaction of this technology will result from this research and creative dissertation Interaction With the Dancer Dissertation Committee: Dr. Peter Fischer, Committee Chair Dr. Mei-Fang Lin Dr. David Forrest Dr. Carol Edwards Professor Ali Duffy Cutting edge live interactive electronic music Use of the Microsoft Kinect is a recent development in electronic music Very few other artists are currently making use of this technology Candidate for PhD in Fine Arts (Music Composition) Dissertation Proposal The music will integrate numerical structures called cells with elements of graphic notation With use of electronics, the dancer will: Actively interact with the music Influence the behaviors of live sound manipulation Pre-defined sound events Parameter manipulation Electronics Interactive Electronic Environment: The physical space that the motion tracking system observes. Further information detailing the interactions between the composer, the interactive electronics and the dancer will be included in the final document. Music: Mobile form containing no less than 5 sections Performers choose number of sections and order of performance Further Interactions Trigger Patch Areas of space defined as trigger points (x, y, z) coordinate of each hand tested through series of formulas Can be used to make sounds, initiate events, or cause other effects to occur Hardware: MacBook Pro HP Notebook Microsoft XBOX Kinect Software: Max/MSP dp.kinect Kinect HP Notebook USB MacBook Ethernet Camera System dp.kinect converts Kinect data to Max/MSP data Max/MSP interprets data to create interactive environment Flowing Patch Right Hand Mapped to note generation Left Hand mapped to filter manipulation Physical position mapped to sound selection
Transcript: Hip Hop Feminism Burke, S, 2012. Not Such a Man's World. Teach-Learn Connection, November 2012, 48-50. Collins, PH, 2006. From Black Power to Hip Hop: Racism, Nationalism, and the Public Sphere. 1st ed. Philadelphia, PA: Temple University Press. Reiland, R, 2011. Hip Hop's Inheritance: From the Harlem Renaissance to the Hip Hop Feminist Movement. 1st ed. Lanham, MD: Lexington Books. How do women incorporate themselves into the world of Hip Hop dance? What are the performative strategies that they use? Can the use of mimicry create resistance to misogyny within the culture? In this dissertation I argue that Hip Hop dance can be used to effectively create positive female identity. These sources specifically look at the more current feminist approach to Hip Hop Dissertation Proposal Began in 2004 Mission: "Ladies of Hip-Hop Festival exists to develop and provide women with positive roles that are present and represented within the Hip-Hop culture. " Taught by women, for women Qualified teachers pass on the culture of Hip Hop with 'authenticity and accuracy' Consists of workshops, performances, artist exchanges and public talks. These sources will help me to critically analyze Hip Hop dance from a Feminist Lens, specifically in reference to Intersectionality. Ethnographic Sources Feminist Theory I will be interviewing leading female (as well as a few male) Hip Hop dancers in the industry to see what their perspective on the issue is. I hope to receive interviews from the following: Ana Rokafella Garcia Michelle Byrd-~McPhee Dinita Clark Samara Cohen (Princess Lockeroo) Charlene Smith Butler, J, 1990. Gender Trouble: Feminism and the Subversion of Identity. 1st ed. New York: Routledge, Chapman & Hall. Crenshaw, KW, 2010. Close encounters of three kinds: on teaching dominance feminism and intersectionality. Tulsa Law Review, [Online]. Volume 46, Issue 1, 151. Available at: http://heinonline.org/HOL/Page?handle=hein.journals/tlj46&collection=journals&page=151#161 [Accessed 20 November 2013]. Hooks, B, 2000. Feminism is for Everybody. 2nd ed. Cambridge, MA: South End Press. http://www.ladiesofhiphopfestival.com/ These sources will help me to situate the current position of Hip Hop dance within the context of it's history. Background Research on Hip Hop Chang, J, 2005. Can't Stop, Won't Stop: A History of the Hip Hop Generation. 1st ed. New York: St. Martin's Press. Dixon-Gottschild, B, 2005. The Black Dancing Body: A Geography from Coon to Cool. 1st ed. Westport, CT: Palgrave Macmillan. Nelson, G, 2005. Hip Hop America. 1st ed. New York: Penguin Books. Rose, T, 2008. The Hip Hop Wars: What We Talk about When We Talk about Hip Hop--and Why It Matters.. 1st ed. New York: Basic Civitas Books. Case Study: Ladies of Hip Hop
Transcript: Dissertation Proposal Preliminary Steps - 'The fundamental Idea' Plenty of evidence and extensive research to suggest the harmful effects of advertising on women.... But what about men? Why Grounded theory? Grounded theory will be the fundamental qualitative approach throughout the research project. What have I already established? Supporting Literature A Grounded Theory approach will be used in order to further understand and elaborate on literature that already exists regarding the effect of visual advertising on Males. - An abundance already exists on the effect of females, but little has been done to establish whether males are equally as effected. Grounded theory is the process whereby theory is discovered through the analysis of data, operating in reverse from the traditions of social scientific research. It has been established that Grounded Theory is the most appropriate method, in order to understand the emotional effect of advertising on males at an individual level.
Transcript: "What if I'm not a superhero? What if I'm the bad guy?" He smiled playfully, but his eyes were impenetrable. Pg 92 He stared at me again, meeting my eyes with the strangest expression on his face - it was hostile, furious. Pg23 No, the very worst was feeling . . . knowing that I couldn’t stop. Believing that I was going to kill you myself.” Pg 472 "If you were anywhere near me when I lost control that way…" He shook his head, still gazing morosely at the heavy clouds. "Bring on the shackles - I'm your prisoner." But his long hands formed manacles around my wrists as he spoke. Pg 302 "That's certainly a problem. But that's not what I was thinking of. It's just that you are so soft, so fragile. I have to mind my actions every moment that we're together so that I don't hurt you. I could kill you quite easily, Bella, just by accident." Pg 310 "Sometimes I have a problem with my temper, Bella" Pg 164 "It's not only your company I crave! Never forget that. Never forget I am more dangerous to you than I am to anyone else." Pg 266 Twilight/Stalking "As if you could outrun me," he laughed bitterly. He reached up with one hand and, with a deafening crack, effortlessly ripped a two-foot-thick branch from the trunk of the spruce. "As if you could fight me off," he said gently. Pg 264 Finally "You need a healthy dose of fear. Nothing could be more beneficial for you." Pg 216
Transcript: 1) To examine the effects of input modes on listening comprehension - Previous studies examined how listening modes affect learners’ preferences but not listening comprehension - EFL learners and teacher’s good use of modes 2) To investigate the effects of listening text types on listening comprehension - Text types has been proved influential on listening comprehension (Rubin, 1994; Shohamy & Inbar, 1991 - No study addressed the influence of different types of listening - In order to assist in and facilitate EFL listening learning and teaching 3) To explore the effects of input modes and text types on some affective aspects in CALL listening - Previous studies reported learners’ reaction to input modes or text types generally but not specifically - Compare with the actual effects of input modes and text types -> shed light on listening learning, teaching, development of EFL CALL listening 1.How do different modes of input (i. e., listening only, listening with subtitles, & listening with transcripts) and varying listening text types (i. e., dialogue, & lecture) affect learners’ listening performance in CALL? 1) Do different input modes have any effect on learners’ listening performance? 2) Do different listening text types influence learners’ listening performance? 3) Do different input modes and listening text types affect listening performance interactively? 2.How do the use of varying input modes and text types in CALL influence learners’ listening performance across the various levels of English language proficiency (high and low proficiency levels)? 1) Do the effects of different modes of input vary between two language proficiency levels? 2) Do the effects of different types of texts differ between two language proficiency levels? 3) Are there interactive effects of different input modes, text types, and learner’s language proficiency on their listening performance? 3.How do learners perceive different modes of input and text types in CALL listening in four aspects: concentration, comprehension, memory and reduced anxiety? 1) Do the varying text types affect learners’ reaction to the four aspects? If so, are there any different effects between two language proficiency levels? 2) Do the various input modes have effects on learners’ responses to the four aspects? If any, are the effects different between two language proficiency levels? 3) What do learners prefer for their future learning of listening? A. Theoretical Background - Osada (2001): Awareness of form-meaning relationships and word recognition skills - Vandergrift ( 2007): Lower-proficiency groups -> auditory discrimination skills / higher-proficiency groups -> refined word recognition - Chang (2009): improved listening comprehension, accurate language use and stronger preference for reading-while-listening mode (modes: reading-while-listening & listening-only => Current study: oral text and two written verification modes (i. e., subtitles and transcripts) - Input enhancement: direct learners to notice linguistic input efficiently (Sharwood Smith, 1993) - Input modification: makes input understandable to learners through images, L1 translation, L2 dictionary definitions, and simplification (Chapelle, 2003) - Expended definition of input modification: any form to clarify meaning for listeners (i. e., simplification, repetition, clarification, and L2 translation) (Larsen-Freeman & Long, 1991) => Current study: using modified input (i. e., subtitles and transcripts) to verify the effectiveness and feasibility of different text types of listening in CALL environment - Cognitive load: the total amount of mental activity that performing a particular task imposes on the learner’s working memory (Paas & Van Merrienboer, 1994) - CLT: addressed also its pedagogical implications on instructional design, based on our knowledge of human cognitive architecture (Sweller, 2005) - Three different kinds of cognitive load: intrinsic, extraneous, and germane (Paas, Renkl, & Sweller, 2003; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Sweller, 2007; Van Merrienboer & Ayres, 2005) => Current study: examines how input modes and text types will affect cognitive load and make a constructive pedagogical suggestion - Rost (2011): five listening genres (i.e., narrative, descriptive, comparison/contrast, casual/evaluation, and problem solving) -> Mostly involved in research on L1 listening but not L2 listening research - Most research for L2 listening: news broadcasts, lectures, interviews, and dialogues and compare the effects of text types on EFL listening (Shohamy & Inbar, 1991; Berne, 1992) - Shohanmy & Inbar (1991): news broadcasts, lectures, and dialogues for listening texts => Current study: dialogues and lectures (with academic-based contents) a. The lecture: a monologue delivered for the sake of instruction b. The dialogue: a conversation between two people to address and solve a problem B. Review of Previous Research - Three major trends of research on
Transcript: 70% VALUES? Values in Sustainable Businesses: Case Study of Indigenous and Chinese Indonesian Businesses - Qualitative Methods 1. What are the terminal and instrumental values that are hold by indigenous and Chinese Indonesian when doing businesses? 2. How the preferred terminal and instrumental values influence the sustainability of businesses own by indigenous and Chinese Indonesians? 3. What are cultural values that are hold by indigenous and Chinese Indonesian when doing businesses? 4. How cultural values affect the sustainability of businesses own by indigenous and Chinese Indonesians? Recorded RESEARCH METHODOLOGY Direct and Indirect Interviews VALUES IN SUSTAINABLE BUSINESSES: Case Study of Indigenous and Chinese Indonesian Businesses in INDONESIA 45-60 mins RESEARCH QUESTIONS TIME SCALE RESEARCH DESIGN AIM LIMITATION these values can be beneficial for prospective entrepreneurs who want to develop potential businesses in the future. 12 Interviewees SENSITIVE issue 40 Richest People in Indonesia (Forbes, 2012) QUALITATIVE METHOD 10 weeks Agreement letter 27 May 2013 - 5 August 2013 70%
Transcript: Propose identification strategy Show that open-space tends to be located in areas more likely to subdivide Develop a solution to sample selection issues with unbalanced panels submit first paper for publication 1. 2nd-stage regression adds no info Arbitrary functional forms Use distinct markets in the 1st stage and combined markets in 2nd stage 2. Endogeneity with no instruments Prices in the 2nd stage hedonic will be endogeneous goods are valued for their utility-bearing attributes implicit prices are revealed by observed prices of differentiated products with specific levels of attributes Data Panel data Unbalanced panel i. Hedonic hypothsis ii. Single market iii. Stability over time iv. Perfect info v. Continuous combo of attributes vi. Consumers buy only one house vii. No lag in prices viii. Prices are market clearing prices ix. Functional form x. Error term considerations xi. Exogeneity monotonicity translation sign preservation reverse sign preservation if the benefit function is concave then the utility function is quasi-concave (converse is true too) Compare with other models http://tplgis.org/DoorCounty_Greenprint/Reports/DoorCounty_CriteriaMatrix.pdf How these exogeneity assumptions affect simulated landscapes CRE estimate the effect of the covariates holding the time-average fixed In unbalanced panels, the time-averages will depend on how long and when the observation is in the sample If there are differences between time periods not captured in the model then the CRE is picking this up Using time-averages over the entire sample allows us to capture the innate differences of the observations Hedonic hypothesis Note: when the CRE(2) is estimated using the fixed-effects sample, the odds of subdivision decrease by 24% so the sample does not dictate the disparity between the FE and CRE results Assumptions municipality and trend interactions Bayer, Timmons, Phaneuf RUM with quantity in the indirect utility function household locational choice rely on IIA assumptions A landowner chooses to subdivide if the net land values of sudividing is greater than not subdividing supply side: unobserved heterogeneity of open-space demand-side: heterogeneous consumers may value attributes differently 2. 0. Benefit function must have the following properties Unobserved Characteristics Identification Not needed because market prices are used Ekeland et al. (2002) argue that the curvature of the attributes in the first-stage is different from the curvature of the attributes in the WTP function Identification where the mean of z is defined over the entire sample and e is a typical random-effect spatial issues: different neighborhoods have different development pressures due to community-specific amenities Nonparametrics stay in contact with TNC about Greenprint model agricultural and residential parcels are estimated separately because open-space should affect the land rents differently Last step Sources of Error Results Assignment models Simulate development landscapes 1. draw parameters from the estimated dist from the econ model 2. draw a random effect (if applicable) 1-2 yields estimated subdivision probability 3. draw a random number, r ~ U[0,1] subdivision occurs when r <= estimated subdivision probability Second-stage Benefit Function after a hedonic regression has been estimated and a hypothetical environmental change has been introduced then the assignment model can be used to allocate consumers to houses with new characteristics (Palmquist) Assumptions Development Finished We use the panel-nature of our dataset to control for parcel-specific, time-invariant unobservables Estimation (cc) image by anemoneprojectors on Flickr 1st stage regression with different functional forms 2nd stage regression with careful attention to sources of error allow WTP to vary across individuals (random coefficients) census block data to investigate the WTP across different households timeline Distributional effects First-stage Measurement error Assessment data time-dummies Example Ecological effects 2nd step Subdivision data I control for omitted variable bias affecting the intercept in the first-stage If there are unobserved characteristics in the second-stage they must affect the slope of the first-stage Duality Distribution of subdivisions in Door County, WI 1. 114,323 property transactions from 1956-2012 43,982 are warranty deeds (the rest are transfers, easements, trusts, etc) Assessment data (land assessment, assessment of structure, and EMFV) for 40,940 parcels from 1991-2012 Price data Hedonic Economic models of land development from 1st paper Logit CRE CRE with municipality and trend interactions use the indirect utility function which is in price/income space benefit function offers an advantage because it truly is in quantity space 1st step 3. EMFV is the estimated market fair value; it weights the sum assessment values by the assessment ratio. The assessment ratio is the assessed value of the property divided by the
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