| 1. |
- Williams, John W., et al.
(författare)
-
The neotoma paleoecology database, a multiproxy, international, community-curated data resource
- 2018
-
Ingår i: Quaternary Research. - : Cambridge University Press. - 0033-5894 .- 1096-0287. ; 89:1, s. 156-177
-
Tidskriftsartikel (refereegranskat)abstract
- The Neotoma Paleoecology Database is a community-curated data resource that supports interdisciplinary global change research by enabling broad-scale studies of taxon and community diversity, distributions, and dynamics during the large environmental changes of the past. By consolidating many kinds of data into a common repository, Neotoma lowers costs of paleodata management, makes paleoecological data openly available, and offers a high-quality, curated resource. Neotoma’s distributed scientific governance model is flexible and scalable, with many open pathways for participation by new members, data contributors, stewards, and research communities. The Neotoma data model supports, or can be extended to support, any kind of paleoecological or paleoenvironmental data from sedimentary archives. Data additions to Neotoma are growing and now include >3.8 million observations, >17,000 datasets, and >9200 sites. Dataset types currently include fossil pollen, vertebrates, diatoms, ostracodes, macroinvertebrates, plant macrofossils, insects, testate amoebae, geochronological data, and the recently added organic biomarkers, stable isotopes, and specimen-level data. Multiple avenues exist to obtain Neotoma data, including the Explorer map-based interface, an application programming interface, the neotoma R package, and digital object identifiers. As the volume and variety of scientific data grow, community-curated data resources such as Neotoma have become foundational infrastructure for big data science.
|
|
| 2. |
- Reid, Katherine L. P., et al.
(författare)
-
The acoustic characteristics of professional opera singers performing in chorus versus solo mode
- 2007
-
Ingår i: Journal of Voice. - : Elsevier. - 0892-1997 .- 1873-4588. ; 21:1, s. 35-45
-
Tidskriftsartikel (refereegranskat)abstract
- In this study, members of a professional opera chorus were recorded using close microphones, while singing in both choral and solo modes. The analysis included computation of long-term average spectra (LTAS) for the two song sections performed and calculation of singing power ratio (SPR) and energy ratio (ER), which provide an indication of the relative energy in the singer's formant region. Vibrato rate and extent were determined from two matched vowels, and SPR and ER were calculated for these vowels. Subjects sang with equal or more power in the singer's formant region in choral versus solo mode in the context of the piece as a whole and in individual vowels. There was no difference in vibrato rate and extent between the two modes. Singing in choral mode, therefore, required the ability to use a similar vocal timbre to that required for solo opera singing.
|
|
| 3. |
- Schoenhals, Michael, et al.
(författare)
-
CCP Central Propaganda Department
- 2004
-
Ingår i: Encyclopaedia of Contemporary Chinese Culture. - 9780415241298
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Schoenhals, Michael, et al.
(författare)
-
Censorship
- 2004
-
Ingår i: Encyclopaedia of Contemporary Chinese Culture. - 9780415241298
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 5. |
- Davis, Michael, et al.
(författare)
-
Cultural Contact and Conflict : Teaching Argumentation through International Internet Conferencing
- 1998
-
Konferensbidrag (refereegranskat)abstract
- In The Rhetoric of Reason James Crosswrite argues that, rhetorically conceived, all written argumentation is built upon a "communicative process" (51), a series of speech acts between a claimant and a critical interlocutor (81). It is generated in a combination of tolerant, exploratory dialog and a performance of both non-violent conflict and non-violent conflict resolution. As Crosswhite sees it, therefore, the notions of invention as the discovery of knowledge and the discovery of claims and reasons are fundamentally intertwined. Moreover, he maintains, the social function of invention and argumentative development-- the creation of shared knowledge and the potential for resolved conflict-- stands as one of the important and still undervalued elements of the writing process. Thus he concludes that we must focus our composition pedagogy, far more than we have done before, on the discursive relationship between claimant and interlocutor. This theoretical principle might not seem a radical one, especially to those who teach with electronic conferencing. However, the rhetorical importance that Crosswhite lends to the role of interlocutor ought to -- once taken seriously -- make the cultural relationship between claimant and interlocutor and the integration of discursive 'conflict' into the writing process far more fully conceived pedagogically by the CA instructor than these things usually are. Most electronic conferencing is shaped by an institutionally determined rather than pedagogically selected range of students, and, because they are not rooted in any clear methodology, most conference transcripts end up having only a vague relationship to student drafts. In our presentation, we will discuss how we have tried to create a virtual space that would correct both of these problems. It is a distance learning environment specifically designed to confront students with different ideologies, through direct dialog and debate with their peers in different nations, as well as designed to provide a methodology that would help these students take their explorations and confrontations into their formal arguments. We have called this space Cultural Contact and over the last two years it has served as a month long distance education site for quite distinct courses in quite distant locations: Ohio, Sweden and, during this Spring, South Korea. Through this site, using both the World Wide Web and electronic mail, students are assigned readings intended to highlight cultural differences in political ideology, cultural assumptions and argumentative stylistics. They then choose to join a virtual discussion group on a particular issue of debate, and finally-- by working in small project groups-- they are expected to discover from discussion transcripts the issues, claims, counterclaims, reasons, counter-reasons and calls for justification that make up the beginnings of a cross-culturally informed argumentative essay. We do not ask that the students come to agree on a single argument -- to renounce their differences -- but rather to agree on a common set argumentative loci, a shared outline of where their reasonable differences lie. In our presentation we intend to relate the development of our distance education methodologies, the practical problems of linking together different courses on different schedules with different institutionally imposed goals as well as the challenges of managing student debate and project work from very distant locations and different time zones. Ultimately we hope to present a theoretically informed examination of our experience trying to close the distances between discussion and argument, claimant and interlocutor, culture and culture.
|
|
| 6. |
- Davis, Michael
(författare)
-
Humanism, Humanities and Hypertext : Learning, Authority and Ethics in the Electronic Classroom
- 1999
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- “. . .it is impossible to strip the human element out from even our most abstract theorizing.”—William James (450) As Nicholas Negroponte, the founding director of M.I.T.’s Media Lab, sees it, information technology’s great contribution to education will be in multimedia. Multimedia assisted pedagogy will, according to Negroponte, bring sound and images into the classroom; it will allow for independent learning and, ultimately, it will bridge the gap, imposed by the traditional academic disciplines, between “technology and the humanities, science and art, between right brain and left” (81). Many of us teaching in the humanities might wonder about the role of written language in Negroponte’s vision and rightfully so. Neither he nor Bill Gates (or, for that matter, the popular press) are overly concerned with the fate of writing and the problems of teaching written texts. However, since the late eighties a great many academics have been teaching successfully with important text-based writing technologies, technologies that have dramatically effected, far more than multimedia CD-ROMs ever will, the web of human relationships that engage in them: reshaping the nature of the classroom, the role of the instructor and the activities of the students. In this essay I will introduce those technologies, discuss the pedagogical debates surrounding them and finally argue for a critical approach to their implementation. As you will hopefully agree, the lessons from nearly ten years of computer-assisted pedagogy are dangerous to ignore — particularly for those of us concerned with the ‘humanism’ of the humanities.
|
|
| 7. |
- Davis, Michael
(författare)
-
Humanisme, humanitet og hypertekst : Lareing, lederskap og etikk i det elektroniske klassrommet
- 1996
-
Ingår i: Helhetlig Laering. - Oslo : Tano Aschehoug. - 8251835666
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- As Nicholas Negroponte, the founding director of M.I.T.'s Media Lab, sees it, information technology's great contribution to education will be in multimedia. Multimedia assisted pedagogy will, according to Negroponte, bring sound and images into the classroom; it will allow for independent learning and, ultimately, it will bridge the gap imposed by the traditional academic disciplines between "technology and the humanities, science and art, between right brain and left" (81). Many of us teaching in the humanities might wonder about the role of written language in Negroponte's vision and rightfully so. Neither he nor Bill Gates (or, for that matter, the popular press) are overly concerned with the fate of writing and the problems of teaching written texts. However, since the late eighties a great many academics have been successfully working with text-based writing technologies in their language, literature and writing classes, technologies that have -- far more than multimedia CD-ROMs ever will -- dramati cally reshaped the nature of the classroom, the role of the instructor and the activities of students. In this essay I introduce those technologies, discuss the pedagogical debates surrounding them and finally argue for a critical approach to their implementation. As you will hopefully agree, the lessons from nearly ten years of computer-assisted pedagogy are dangerous to ignore, particularly for those of us concerned with the 'humanism' of the textual humanities.
|
|
| 8. |
- Davis, Michael, et al.
(författare)
-
Interactive Presentation-- Scattered Leaves : A Different Introduction to Poetry
- 1997
-
Konferensbidrag (refereegranskat)abstract
- A presentation of a multimedia CD-ROM in the works that would replace the old-fashioned, printed introduction to poetry text-book. The aim of the presentation was to generate feedback from English teachers with CAI experience while the product was at an early stage of development.
|
|
| 9. |
- Davis, Michael
(författare)
-
IT För Humanister HDA110 : Teaching Students to Teach Students Computers
- 1998
-
Konferensbidrag (refereegranskat)abstract
- This was a presentation of a student-peer mentoring system for the training of incoming Humanities student in basic computer skills. The system is based upon a mentoring course and then a set of scheduled mentoring sessions. Presenation topics covered: 1. the departmental function of the course 2. the execution of the course 3. student perspectives on the course and on the student mentors
|
|
| 10. |
- Davis, Michael
(författare)
-
Teaching American Discourses : Using the Internet to Engage Students in the Conversations of American Culture
- 1999
-
Ingår i: SINAS-NEWS: Newsletter, The Swedish Institute for North American Studies. - Uppsala : The Language Faculty, Uppsala University. ; 22:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article is based on a conference presentation given at the Conference of the Swedish Association of American Studies, Växjö (1999). It presents and discusses a means of transforming the study of American Culture as something given to the study of American Culture as a fluid set of constantly changing discourses using distance teaching methodologies.
|
|
