Browsing by Subject "Perspective"

Now showing 1 - 5 of 5

Characterizing the relationship in social media between language and perspective on science-based reasoning as justification for belief
(2014-05) Evans, James Spencer; Baldridge, Jason
Beliefs that are not the result of science-based interpretation of evidence (e.g., belief in ghosts or belief that prayer is effective) are extremely common. Science enthusiasts have expressed interest in automatic detection of non-science-based claims. This thesis intends to provide some first steps toward a solution, specifically aimed at detecting Twitter users who are likely or unlikely to take a science-based perspective on all topics. As part of this thesis, a set a Twitter users was labeled as being either "pro-science" (i.e. as having the view that beliefs are rational if and only if they are in accord with science-based reasoning) or "non-pro-science" (i.e. as having the view that beliefs may be reasonable even if they are not in accord with science-based reasoning). Word frequency ratios relative to a neutral dataset, and a simple topic alignment technique, suggest considerable linguistic divergence between the pro-science and non-pro-science users. High accuracy logistic regression classification using linguistic features of users' recent tweets support that idea. Supervised classification experiments suggest that the pro-science and non-pro-science perspectives are not only detectable from linguistic features, but that they can be abstracted away from particular topics (i.e. that the pro-science and non-pro-science perspectives are not inherently topic-specific). Results from distantly supervised classification suggest that using easily acquired, weakly labeled data may be preferable to the much slower process of individually labeling data for some applications, despite the pronounced inferiority to the fully supervised approach in terms of accuracy. The best classifier obtained in this thesis has an accuracy of 93.9%.
David Grahame Shane Guest Lecture
(1993-10-01) Shane, David Grahame
Audio files are EID restricted. Individuals without an EID should send an email request to apl-aaa@lib.utexas.edu.
New media’s support of knowledge building and 21st century skills development in high school curricula
(2014-05) Jansen, Barbara A.; Immroth, Barbara Froling
There is a growing consensus that the character of pedagogy must shift from one of teacher- and textbook-directed instruction to one of student-centered learning. This transition stems from the need to maintain the United States’ competitive edge in the world market and prepare young people for a society that is more socially, economically, and politically complex. Progressive educators advocate for a “learning reform” facilitated by digital media, and the skills and competencies that young people develop through using participatory media in an informal setting. This study examined how the use of new media can support subject-area knowledge building and 21st century skills development in nine classrooms in an independent high school. A constructivist grounded theory approach guided the collection and analysis of empirical data. This process took the form of semi-structured interviews with students and teachers, classroom observations, and an examination of course-related documents. A symbolic interactionist perspective framed the data analysis. The study examined wiki use, blogging, microblogging, and document sharing in six high school subject areas: ninth grade History, Latin II, Advanced Placement Art History, twelfth grade English, Anatomy and Physiology, and Environmental Science. Conceptual categories derived from the findings suggest that the use of specific new media tools support subject-area knowledge building, both explicit and tacit. This occurs by promoting participation among all students, which helps students broaden their perspectives through universal access to their peers’ thinking. Findings also suggest that the integration and use of these specific new media tools support the development of certain 21st century cognitive and interpersonal skills. The findings from this study support two substantive theories: 1) The use of new media support knowledge building and skills development through increased participation, leading to broadening students’ perspectives about subject-area content, and 2) as students engage in knowledge building activities, specific features of new media support the development of specific 21st century skills within the cognitive and interpersonal domains. The results of this study provide educators with a set of guidelines to consider as they integrate new media into subject-area curricula, and offer an agenda for further research on a local and national level.
Persistent Breakage
(1992-02-13) Evans, Robin
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Seeing the forest and the trees
(2021-05-06) Marks, Heather; Hubbard, Teresa, 1965-
This Master’s Report is divided into three sections detailing my experiences and the development of my artistic process during my two years studying at the University of Texas at Austin. Beginning with my initial struggle to capture images in Texas, I explore internal and external processes and the inclusion of chance and risk within my work. Working within the confines of photography and relying on perspective and awareness, I recount the progression of my work emerging from close observation of the seemingly quotidian.