Miracle-dz/UniFAR-FTUs huggingface dataset:
Digital Images, Photo-Sharing, and Our Shifting Notions of Everyday Aesthetics

In this article, the author argues that the social use of digital photography, as represented on Flickr, signals a shift in the engagement with the everyday image, as it has become less about the special or rarefied moments of domestic living and more about an immediate, rather fleeting, display and collection of one's discovery and framing of the small and mundane. In this way, photography is no longer just the embalmer of time that André Bazin once spoke of, but rather a more alive, immediate, and often transitory practice/form. In addition, the everyday image becomes something that even the amateur can create and comment on with relative authority and ease, which works to break down the traditional bifurcation of amateur versus professional categories in image-making.
Geographic Information System - Modern Teaching Method in Business Administration

The evolution of information and communication technologies has made possible the use of new ways of teaching and learning. Geographic Information System (GIS), one of these new technologies, allows a visual learning environment, facilitates active learning and spatial thinking, and also improves students’ skills on using information technologies. The aim of this paper is to examine how GIS applications contribute to the education field but also to present the limitations of their use in the teaching process. Also, we intend to present issues associated with their use in the business administration field. In our approach regarding the modernization of teaching methods in business administration, we conducted an exploratory research using a standard questionnaire-based methodology to identify the opinions of teachers from the Academy of Economic Studies (AES) regarding the introduction of GIS subjects and applications in business administration study programs.
Dealing with temporal inconsistency in automated computer forensic profiling

Computer profiling is the automated forensic examination of a computer system in order to provide a human investigator with a characterisation of the activities that have taken place on that system. As part of this process, the logical components of the computer system – components such as users, files and applications - are enumerated and the relationships between them discovered and reported. This information is enriched with traces of historical activity drawn from system logs and from evidence of events found in the computer file system. A potential problem with the use of such information is that some of it may be inconsistent and contradictory thus compromising its value. This work examines the impact of temporal inconsistency in such information and discusses two types of temporal inconsistency that may arise – inconsistency arising out of the normal errant behaviour of a computer system, and inconsistency arising out of deliberate tampering by a suspect – and techniques for dealing with inconsistencies of the latter kind. We examine the impact of deliberate tampering through experiments conducted with prototype computer profiling software. Based on the results of these experiments, we discuss techniques which can be employed in computer profiling to deal with such temporal inconsistencies.
Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161.

Introduction Rising concern about America’s ability to maintain its competitive position in the global economy has renewed interest in STEM education. In 2005, for example, three preeminent U.S. scientific groups—the National Academy of Science, the National Academy of Engineering, and the Institute of Medicine—jointly issued a report, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, that called for strengthening the STEM pipeline from primary through postsecondary education (National Academy of Science 2005). This report recommended increasing investment in STEM programs, enhancing the STEM teaching force, and enlarging the pool of students pursuing degrees and careers in STEM fields. Similar policy recommendations have come from other organizations and government agencies (Government Accountability Office 2006; National Science Board 2007; U.S. Department of Education 2006).
Processing and representation of linear and hierarchical syntactic dependencies in an artificial language learning paradigm

In this thesis we used an artificial language learning paradigm to investigate the learning and generalization of different types of rules based on linear and hierarchical syntactic dependencies. We also explored which factors (i.e., type of units, phonological, prosodic and semantic cues) influenced the learning. In all experiments participants were presented with grammatical sentences and their ability to extract syntactic regularities was studied during test phases. In the first two experiments, the rule was based on the linear position of the elements in the sentence. In the other experiments (from experiment 3 to 6), the rule was based on the position of the elements in the hierarchical structure of the sentence. While experiments 1, 2, and 3 did not revealed learning, the subsequent experiments showed that the presence of specific phonological and prosodic cues (e.g., syllables number, pauses) facilitates rule learning. Interestingly, also semantic cues seem to play a role when high level processing was required to generalize the knowledge of the rule to novel syntactic structures.
Women & Computing: Some Cultural Perceptions & Differences

The third year computing classes at Deakin University are composed of approximately equal numbers of Australian and Asian students. However, whereas the proportion of Australian women in the course parallels that of so many computer science courses in Western countries, the proportion of Asian women exceeds that of Asian men. In an attempt to identify reasons why Asian women study computing in much high proportions than do Australian women, interviews were conducted with twenty-two female Australian students and with twentytwo female Asian students Some of the reasons why girls in Western society do not study computing are reviewed, and comparisons are made between the responses to a standard set of questions by the two groups.
Predicting Success in Beginning High School Algebra

The study to be reported here was undertaken during the 1957-1958 academic year at Sparks High School, Sparks, Nevada, and had as its aim the identification of variables which would predict success or failure in first year algebra. At the start of the school year there were a number of educational measurements made for each ninth grade student. Three of the measurements were scores on standardized tests: (a) The Otis Quick Scoring Mental Ability Test, Gamma test, Form Am (lo), (b) The Gates Reading Survey, Comprehension section (3), and (c) The Orleans Algebra Prognosis Test (9). The fourth was the final grades earned in eighth year arithmetic. 83 of 120 students electing to enroll in one of four classes in beginning algebra formed the sample. 37 were not included because they were transfer students for whom eighth grade data were not available, or because they were upperclassmen enrolled in a ninth grade course. At the close of the year final grades in algebra for the 83 students were correlated with the four educational measurements described above. While variables other than the ones selected might have been compared with algebra success, it seemed, on the surface at least, that an aptitude as abstract as that of learning algebra would be influenced by components such as general intelligence, reading comprehension, and numerical ability. An instrument like the Orleans test which purports to measure algebra aptitude would, of course, have a direct applicability. In order to compute Pearson product-moment correlations between final teachers' grades denoting achievement in first year algebra and each of the four educational measurements, it was necessary to convert the eighth year arithmetic grades and the final algebra grades into a common numerical scale. The Sparks schools employ a marking system in which the letter symbols A, B, C, D, and F are used. To give a better description to different levels of achievement the marking system also allows for minus marks for each grade except that of F. Thus grades from highest to lowest run A, A-, B, B-, and so on. In all, nine levels of achievement may be indicated by teachers' marks. In converting this marking system to a numerical scale A was given a weight of 40, A- a weight of 35, B a weight of 30, and so on down to grade F which had a weight of zero. The grade C would have a weight of 20. The results are presented in Table 1. Examination of the table reveals that the correlations between reading comprehension and algebra grades, and Otis intelligence and algebra grades were too low to have statistical significance.
‘Those funny subtitles’: Silent film intertitles in exhibition and discourse

Intertitles are a complex and understudied component of film. This article investigates two aspects of intertitles: their role in exhibition practice in the 1900s, and the discourse around them during the silent era. Firstly, the dynamic interplay between intertitles, the film lecturer, magic lanterns, developments in narrative film, and changing models of spectatorship is examined. The rise of in-film titles triggered a shift away from artisanal programming by film exhibitors and lecturers, resituating power in the hands of film manufacturers and producers. Intertitles were a significant factor in the increasing middle-class acceptance of film during cinema’s first decades. The shift from scenic or topical films to intertitle-reliant narrative films allowed cinema to appropriate the aura of bourgeois-friendly narrative art forms like novels and theatre; likewise, intertitles conveyed information that relied on a literate audience, often excluding immigrant populations and the lower class. The discourse around intertitles in the 1910s and 1920s is also examined, revealing the intertitle as a site of considerable anxiety and ambivalence in light of contemporary cinematic ideals. The enthusiastic reception of Anita Loos’ ‘literary’ intertitles supports the thesis that intertitles played a key role in the ‘bourgeoisification’ or upward mobility of film.
The DiskSim Simulation Environment Version 4.0 Reference Manual (CMU-PDL-08-101)

DiskSim is an efficient, accurate and highly-configurable disk system simulator developed to support research into various aspects of storage subsystem architecture. It includes modules that simulate disks, intermediate controllers, buses, device drivers, request schedulers, disk block caches, and disk array data organizations. In particular, the disk drive module simulates modern disk drives in great detail and has been carefully validated against several production disks (with accuracy that exceeds any previously reported simulator). It also includes a MEMS-based storage device module. This manual describes how to configure and use DiskSim, which has been made publicly available with the hope of advancing the state-of-the-art in disk system performance evaluation in the research community. The manual also briefly describes DiskSim’s internal structure and various validation results.
Exploring How Teaching Morphemic Analysis Fosters Thai EFL Students' Vocabulary Development

This paper first briefly reviews the primary importance of vocabulary instruction for EFL students. It then presents ways in which students learn vocabulary, as well as the components of effective vocabulary instruction. Also, this paper analyses the problems of ineffective vocabulary instruction in Thailand and introduces morphemic analysis, which EFL teachers can encourage students to implement as one of the most effective strategies for determining the meanings of new or unfamiliar words. Finally, it suggests instructional strategies which illustrate how to incorporate teaching morphemic analysis into instruction.
The Art of Computer Programming: Combinatorial Algorithms, Part 1

Finally, after a wait of more than thirty-five years, the first part of Volume 4 is at last ready for publication. Check out the boxed set that brings together Volumes 1 - 4A in one elegant case, and offers the purchaser a $50 discount off the price of buying the four volumes individually. The Art of Computer Programming, Volumes 1-4A Boxed Set, 3/e ISBN: 0321751043 The Art of Computer Programming, Volume 4A: Combinatorial Algorithms, Part 1 Knuths multivolume analysis of algorithms is widely recognized as the definitive description of classical computer science. The first three volumes of this work have long comprised a unique and invaluable resource in programming theory and practice. Scientists have marveled at the beauty and elegance of Knuths analysis, while practicing programmers have successfully applied his cookbook solutions to their day-to-day problems. The level of these first three volumes has remained so high, and they have displayed so wide and deep a familiarity with the art of computer programming, that a sufficient review of future volumes could almost be: Knuth, Volume n has been published. Data Processing Digest Knuth, Volume n has been published, where n = 4A. In this long-awaited new volume, the old master turns his attention to some of his favorite topics in broadword computation and combinatorial generation (exhaustively listing fundamental combinatorial objects, such as permutations, partitions, and trees), as well as his more recent interests, such as binary decision diagrams. The hallmark qualities that distinguish his previous volumes are manifest here anew: detailed coverage of the basics, illustrated with well-chosen examples; occasional forays into more esoteric topics and problems at the frontiers of research; impeccable writing peppered with occasional bits of humor; extensive collections of exercises, all with solutions or helpful hints; a careful attention to history; implementations of many of the algorithms in his classic step-by-step form. There is an amazing amount of information on each page. Knuth has obviously thought long and hard about which topics and results are most central and important, and then, what are the most intuitive and succinct ways of presenting that material. Since the areas that he covers in this volume have exploded since he first envisioned writing about them, it is wonderful how he has managed to provide such thorough treatment in so few pages. Frank Ruskey, Department of Computer Science, University of Victoria The book is Volume 4A, because Volume 4 has itself become a multivolume undertaking. Combinatorial searching is a rich and important topic, and Knuth has too much to say about it that is new, interesting, and useful to fit into a single volume, or two, or maybe even three. This book alone includes approximately 1500 exercises, with answers for self-study, plus hundreds of useful facts that cannot be found in any other publication. Volume 4A surely belongs beside the first three volumes of this classic work in every serious programmers library.
Multi-Level Audio-Visual Interactions in Speech and Language Perception

Title of Document: MULTI-LEVEL AUDIO-VISUAL INTERACTIONS IN SPEECH AND LANGUAGE PERCEPTION Ariane E Rhone, Ph.D., 2011 Directed By: Professor William J. Idsardi, Linguistics That we perceive our environment as a unified scene rather than individual streams of auditory, visual, and other sensory information has recently provided motivation to move past the long-held tradition of studying these systems separately. Although they are each unique in their transduction organs, neural pathways, and cortical primary areas, the senses are ultimately merged in a meaningful way which allows us to navigate the multisensory world. Investigating how the senses are merged has become an increasingly wide field of research in recent decades, with the introduction and increased availability of neuroimaging techniques. Areas of study range from multisensory object perception to cross-modal attention, multisensory interactions, and integration. This thesis focuses on audio-visual speech perception, with special focus on facilitatory effects of visual information on auditory processing. When visual information is concordant with auditory information, it provides an advantage that is measurable in behavioral response times and evoked auditory fields (Chapter 3) and in increased entrainment to multisensory periodic stimuli reflected by steadystate responses (Chapter 4). When the audio-visual information is incongruent, the combination can often, but not always, combine to form a third, non-physically present percept (known as the McGurk effect). This effect is investigated (Chapter 5) using real word stimuli. McGurk percepts were not robustly elicited for a majority of stimulus types, but patterns of responses suggest that the physical and lexical properties of the auditory and visual stimulus may affect the likelihood of obtaining the illusion. Together, these experiments add to the growing body of knowledge that suggests that audio-visual interactions occur at multiple stages of processing. MULTI-LEVEL AUDIO-VISUAL INTERACTIONS IN SPEECH AND LANGUAGE PERCEPTION
Spoken Natural Language Dialog Systems

In discharging exhaust room air through a heat exchange coil, outside air is introduced into a case housing the heat exchange coil and the exhaust room air and outside air are mixed together within the case. The mixed air is discharged out-of-doors through the heat exchange coil. Thus the outside air supplied makes up for the shortage of the exhaust room air to be passed through the heat exchange coil for heat exchange.
Teaching reading comprehension to grade 3 Tshivenda-speaking learners

The main objective of the study was to explore how teachers teach reading comprehension to Grade 3 Tshivenda-speaking learners. This qualitative study was prompted by the low levels of reading amongst these Grades 3 learners in South Africa. Three schools, each with two Grade 3 classes, were selected in this study. Data from individual interviews with teachers, focus group interviews and classroom observations revealed that there were a number of factors that contributed to the Grade 3 learners' poor performance in reading comprehension. It is recommended that teacher education programmes should be improved and that Tshivenda reading resources be made available, as these are currently extremely limited. The study also indicated that the best way to teach reading comprehension is by teaching learners a variety of strategies that they can use in order to self-regulate their comprehension when reading.
Theories of Visual Search and Their Applicability to Haptic Search

In this review, the current status of search studies in both the visual and haptic modality is discussed, with an aim to assess the similarity of the processes involved. While recent models of visual search propose di ering mechanisms explaining experimental results, it is generally agreed on that the search process consists of a pre-attentive parallel stage and an attentive serial stage. During the pre-attentive stage, basic features are examined and the information is used to guide attention towards salient items during the attentive stage, improving the e ciency of the search process. Using such models, average response times can be predicted accurately in a wide range of experimental settings. However, modeled response time distributions often do not correspond to experimental data, indicating that many current models of visual search are incomplete. Other points of discussion still remain, such as the cause of asymmetric behaviours with symmetric task designs, and the exact mechanism of top-down control. The haptic modality of search has been studied less extensively than the visual one. Haptic experiments exhibit behaviours similar to visual search, with search e ciency dependent on target and distractor features in the same way as described for visual search. Discrepancies observed between visual and haptic search are often due to suboptimally matched stimuli between the two modalities. Due to the di erences in feature dimensions, spatial constrains and experimental methods, such comparisons are di cult, and results of recent studies are not conclusive. There are, however, indications that search data are at least in part exchangeable between visual and haptic processes.
Data-driven approaches for texture and motion

Access to vast amounts of visual information and the increase in computing power are facilitating the emergence of a new class of simple data-driven approaches for image analysis and synthesis. Instead of building an explicit parametric model of a phenomenon, the data-driven techniques rely on the underlying data to serve as its own representation. This dissertation presents work in two different domains, visual texture and human motion, where data-driven approaches have been particularly successful. Part I describes two algorithms for texture synthesis, the problem of synthesizing visual texture (e.g. grass, bricks, pebbles) from an example image. The goal is to produce novel samples of a given texture, which, while not identical, will be perceived by humans as the same texture. The proposed texture synthesis process grows a new image outward from an initial seed, one pixel/patch at a time. A Markov random field model is assumed, and the conditional distribution of a pixel/patch given all its neighbors synthesized so far is estimated by querying the sample image and finding all similar neighborhoods. The degree of randomness is controlled by a single perceptually intuitive parameter. The method aims at preserving as much local structure as possible and produces good results for a wide variety of synthetic and real-world textures. One discussed application of the method is texture transfer, a novel technique that allows texture from one object to be “painted” onto a different object. Part II presents an algorithm for the analysis and synthesis of human motion from video. Instead of reconstructing a 3D model of the human figure (which is hard), the idea is to “explain” a novel motion sequence with bits and pieces from a large collection of stored video data. This simple method can be used for both action recognition as well as motion transfer—synthesizing a novel person imitating the actions of another person (“Do as I Do” synthesis) or performing actions according to the specified action labels (“Do as I Say” synthesis).
HOW DO ONLINE STUDENTS DIFFER FROM LECTURE STUDENTS?

This study has two primary objectives. First, we want to know how students who enroll in online classes differ from their peers in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons are of two large sections of a course in computer programming for which almost the only difference was that one section consisted of on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. However, when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, but we cannot reject the hypothesis that factor coefficients are the same for the two groups.