Global ETD Search

1	Learning the structure of artificial grammars : computer simulations and human experiments Boucher, Luke January 1996 (has links) No description available. 150
2	Representation of spatial transformations in deep neural networks Lenc, Karel January 2017 (has links) This thesis addresses the problem of investigating the properties and abilities of a variety of computer vision representations with respect to spatial geometric transformations. Our approach is to employ machine learning methods for finding the behaviour of existing image representations empirically and to apply deep learning to new computer vision tasks where the underlying spatial information is of importance. The results help to further the understanding of modern computer vision representations, such as convolutional neural networks (CNNs) in image classification and object detection and to enable their application to new domains such as local feature detection. Because our theoretical understanding of CNNs remains limited, we investigate two key mathematical properties of representations: equivariance (how transformations of the input image are encoded) and equivalence (how two representations, for example two different parameterizations, layers or architectures share the same visual information). A number of methods to establish these properties empirically are proposed. These methods reveal interesting aspects of their structure, including clarifying at which layers in a CNN geometric invariances are achieved and how various CNN architectures differ. We identify several predictors of geometric and architectural compatibility. Direct applications to structured-output regression are demonstrated as well. Local covariant feature detection has been difficult to approach with machine learning techniques. We propose the first fully general formulation for learning local covariant feature detectors which casts detection as a regression problem, enabling the use of powerful regressors such as deep neural networks. The derived covariance constraint can be used to automatically learn which visual structures provide stable anchors for local feature detection. We support these ideas theoretically, and show that existing detectors can be derived in this framework. Additionally, in cooperation with Imperial College London, we introduce a novel large-scale dataset for evaluation of local detectors and descriptors. It is suitable for training and testing modern local features, together with strictly defined evaluation protocols for descriptors in several tasks such as matching, retrieval and verification. The importance of pixel-wise image geometry for object detection is unknown as the best results used to be obtained with combination of CNNs with cues from image segmentation. We propose a detector which uses constant region proposals and, while it approximates objects poorly, we show that a bounding box regressor using intermediate convolutional features can recover sufficiently accurate bounding boxes, demonstrating that the required geometric information is contained in the CNN itself. Combined with other improvements, we obtain an excellent and fast detector that processes an image only with the CNN.
3	Learning through performance : theatre, education and the First World War at the beginning of the centenary moment Phipps, Amanda Dawn January 2016 (has links) This thesis explores representations of the First World War in English theatre, Theatre in Education (TIE), and Living History between 2014 and 2015. By employing an interdisciplinary approach it evaluates these performance genres in relation to responses sought from Key Stage 3 History pupils. The beginning of the centenary created a cultural outpouring and provided opportunities for secondary schools to include field trips and creative learning about the war. Examination of this commemorative period is contextualised by examining pupils’ interaction with cultural works since 1914, showing that the centenary moment stemmed from a tradition of creatively remembering and teaching the conflict. This perspective highlights long-standing complexities in the relationship between creative practitioners, teachers and education authorities. It also confronts the divide that has grown between some creative practitioners and revisionist historians of the First World War. Revisionist historians’ reassessment of the conduct and necessity of the war has led some to harshly judge cultural works, such as performances, for misleading audiences. Yet little research has been conducted into twenty-first century productions about the war and their reception by school audiences. An investigation of these performances problematizes scholarly notions about how and who has the authority to communicate the First World War to the next generation. Whilst the providers, gatekeepers, and critics of learning through performance are of central consideration, this thesis also values the pupil’s voice. Ten Key Stage 3 cohorts are used as case studies, providing a snapshot of the creative activities and field trips employed by schools in 2014 and 2015. Interviews and questionnaires provide pupils’ feedback on what they thought and how they felt about studying history through performance. Observations of History lessons and performances also remove the debate from the hypothetical to the realities of history teaching. They reveal that pupils’ cultural backgrounds, schooling, and exposure to cultural works shaped their responses to performances about the First World War. Pupils also assigned the performances varying degrees of historical authority, some viewed them as merely entertainment, others as educational sources and several as a mixture of the two. Performances brought immediacy and life to the historical topic and provoked an empathetic response from many pupils. Yet some struggled with the symbolism of theatre and others feared the participation that came with TIE and Living History. Consequently, this thesis explores pupil’s critical, personal and emotional engagement with performances, raising questions about what criteria should be used to evaluate the success of such non-formal learning on the war. 940.3
4	Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic Bonds Jennifer Garcia (16510035) 10 July 2023 (has links) <p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments. Further, this research suggests that students are detecting the messages that are communicated. Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum. In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course. An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure. </p> <p><br></p> Glycobiology Higher education Education assessment and evaluation Learning sciences Other education not elsewhere classified Public health not elsewhere classified Carbohydrates Glycosidic bonds COVID-19 glycoscience Glycoscience Education Higher Education COVID-19 Pandemic Laboratory Visualizations Representations representations in learning Fischer Haworth Fischer projection formulas Fischer projections Haworth projections Glucose Fructose Alpha bond Beta bond Sugar molecules biochemistry education Biochemistry general chemistry laboratory general chemistry General chemistry education curriculum distance learning students distance learning laboratories distance learning technologies Self instruction student centered learning Student centered teaching representational competence representational competencies

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