Home About us Contact
|
Home About us Contact | ||
|
|
||
Representation Used (representation + used)
Selected AbstractsPedestrian Reactive Navigation for Crowd Simulation: a Predictive ApproachCOMPUTER GRAPHICS FORUM, Issue 3 2007Sébastien Paris This paper addresses the problem of virtual pedestrian autonomous navigation for crowd simulation. It describes a method for solving interactions between pedestrians and avoiding inter-collisions. Our approach is agent-based and predictive: each agent perceives surrounding agents and extrapolates their trajectory in order to react to potential collisions. We aim at obtaining realistic results, thus the proposed model is calibrated from experimental motion capture data. Our method is shown to be valid and solves major drawbacks compared to previous approaches such as oscillations due to a lack of anticipation. We first describe the mathematical representation used in our model, we then detail its implementation, and finally, its calibration and validation from real data. [source] Anti-Colonialist Antinomies in a Biology Lesson: A Sonata-Form Case Study of Cultural Conflict in a Science ClassroomCURRICULUM INQUIRY, Issue 3 2003Paokong John Chang This case study illustrates and analyzes the tension an ESL science teacher encountered when his science curriculum came into conflict with the religious and cosmological beliefs of one of his Hmong immigrant students. A Hmong immigrant himself, the teacher believes the science he is teaching is important for all his students to learn. He also understands how his science curriculum can be one part of an array of cultural forces that are adversely affecting the Hmong community. The case study examines this tension, but does not resolve it. Instead, the study explores the knowledge the teacher draws upon to respond to the tension in a caring and constructive manner. This knowledge includes the teacher's understanding of science and pedagogy. It also includes his understanding of Hmong history, which enables him to hear what his science curriculum means to one of his students. The case study concludes that teachers need some knowledge of the history of students' specific cultural groups in order to teach science well to all students. This case study was one of seven produced by the Fresno Science Education Equity Teacher Research Project. It uses a special format, a "sonata-form case study," to highlight tensions between specific curricular imperatives and meeting broader student needs. The study is based on real experiences, and employs composite characters and fictionalized dialogue to make its conceptual point. A theoretical preface explaining the methods of research and the modes of representation used in the Fresno Project is included. [source] "Maestro, what is ,quality'?": Language, literacy, and discourse in project-based scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2001Elizabeth B. Moje Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469,498, 2001 [source] Community as practice: social representations of community and their implications for health promotionJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2007Christine Stephens Abstract Health promotion researchers and practitioners have increasingly turned to community-based approaches. Although there has been much work around the diverse understandings of the term in areas such as community psychology and sociology, I am concerned with how such understandings relate directly to community health research and practice. From a discursive perspective ,community' is seen as a socially constructed representation that is used variously and pragmatically. However, from a wider view, community can be seen as a matter of embodied practice. This paper draws on social representations theory to examine the shifting constructions of ,community', the functional use of those understandings in social life, and the practices that suggest that it is important to attend to their use in particular contexts. Accordingly, the paper argues that meanings of community in the health promotion or public health context must be seen as representations used for specific purposes in particular situations. Furthermore, the broader notion of embodied practice in social life has implications for community participation in health promotion. Copyright © 2007 John Wiley & Sons, Ltd. [source] In Defense of Wordless Thoughts About ThoughtsMIND & LANGUAGE, Issue 3 2007ROBERT W. LURZ I reconstruct Bermúdez's argument for T2 and show that it rests upon an implausible empirical assumption and is, therefore, not a threat to current empirical research into nonlinguistic higher-order PAs. I argue that even on an interpretation of the argument that would pose a threat to this research, a parallel argument would seem to disprove T1. Finally, I argue that on an interpretation of Bermúdez's argument that would not pose a threat to the above empirical research but would still present a significant philosophical thesis about thought and language, the argument either appears to confuse thoughts with their representational vehicles or the representational vehicles of thoughts with those representations used to hold thoughts in mind. [source] | ||||||||||