List of plant species recognized as invasive in the Midwest Invasive Plant Network (MIPN), and either regulated or informational. Shown are their method of introduction (intentional vs. accidental), and if intentional, whether it be introduced by ornamental, erosion control, feed/fodder/crops, aquarium trade, and/or medicinal or culinary uses. This was determined from a review of online sources and the scientific literature, and comparison to the dissertation by Sarah Reichard (1994).
Data set and code for paper "Population extinction and metapopulation synchrony: a reassessment"
The data consists of Z-transformed correlations and ranks in population growth among treatment and experimental populations of the butterfly Parnassius smintheus before during and after experimental extinction.
A second file contains the number of pair-wise dispersal events for these populations during the same period.
R files used to run the analysis are also included.
This paper explores the question of why it is important to apply culturally responsive teaching within the classroom, through creativity. Teaching diversity exposes students to a variety of cultural and social groups. This educational experience prepares students to become better citizens, within their communities. Through the creative process, students will examine topics which, both, encompass and promote diversity. Additionally, students will be able to construct their own independent, inclusive environment, through art making; this increase in diversity education relates not only to the race and ethnicity of our students, it also includes religion, economic status, gender identity, language background, and more. Adopting inclusion and awareness around multicultural education and taking a culturally responsive approach to teaching is a benefit to both students and instructors. Not only does creating a better multicultural awareness and inclusive environment help students with different backgrounds and needs succeed, but it encourages acceptance and helps prepare students to thrive in a diverse world.
Keywords: cultural diversity, curriculum, teaching, art, social reconstructionism
Classifier algorithms use the features (collectively known as Feature Vectors) of each item in a dataset to assess the classification to which that item belongs.
In this classifier approach, each item represents one document containing the application essay combined with unstructured language describing relevant activities of a single applicant. For privacy, the full text of this document is not provided. Instead, each document is represented only by its features. The feature vector for this classifier is based on the term frequency for each of the identified terms. E.G. Doc_A contains 0 occurrences of any terms identified as family medicine vocabulary, and 10 occurrences of terms from the the non-family-medicine vocabulary.
W2V takes terms from a large corpus of text and models them onto a vector space, based on word associations from your dataset. These Word Associations take into account each word's immediate context (its ten neighboring words).
Following the data modeling (large-scale unstructured text), The platform then generates a visualization of this vector space, which lets us perform analysis e.g. detect synonymous/synonym-ish words and highlight related words. At the heart of this project, is W2V's ability to identify key words that were more frequent - and more unique - to each group using results from 2 different W2V models – one for each group's application texts.
We coded these Key Terms into categories, then analyzed those categories for overarching themes.
Empathy is an essential aspect for all facets of an educational system, specifically in art classrooms. Lack of empathy and collaborative skills can cause issues in relations and classroom management throughout the school year. Utilizing resources such as group lessons, community activities, and classroom reflections can allow for the kind of collaboration needed for students, teachers, and all those involved in a school system to succeed in their endeavors.
The education field has historically underrepresented teachers based on gender, race, and sexual orientation. This has led to a severe lack of diversity in the field. By utilizing professional workshops, educators will have greater awareness of barriers that have caused such underrepresentation. Educators will be given tools to reflect on how this facet of the educational system can be improved.
This spreadsheet contains the topic distribution of each EIN as uncovered using six parallel Latent Dirichlet Allocation (LDA) Topic Models.
Each row depicts a topic and topic-score associated with an Ohio NPO (identified by Employer Identification Number) generated from one model run.
The sum of topic scores possible for every row associated with an EIN therefore will not exceed 6.0 (6 models x 100%)
Topic scores below .01 (1%) are not included.
Each topic from the models is further identified as Essential/Non-Essential by subject matter expert, Dr. Michael Jones, guided by the official IRS definition.
The topic models are generated on language from the mission statement and activities language taken from the 2019 tax forms of Ohio non-profit organizations.
In the 1960"s and 1970', when most of these unfinished essays were written, I was a free thinking architecture student who perceived a fundamental disconnect within diverse institutions, including Architecture and Education and Money - Banking. I had an intuitive feeling that architecture is more than a visual aesthetic, rather a holistic social experience. The everyday objects with which we interact are an integral part of our social disposition and social wellbeing. The attempt is to develop a method for understanding some previously largely ignored aspects of environmental design – the role of Common Objects as a communication facilitator.- Eric M. Lee