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Institution

Georgia College & State University

EducationMilledgeville, Georgia, United States
About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Higher education. The organization has 950 authors who have published 1591 publications receiving 37027 citations.


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Journal ArticleDOI
TL;DR: The covariance group for general relativity, the diffeomorphisms, is replaced by a group of coordinate transformations which contains the diffuseomorphisms as a proper subgroup as discussed by the authors, which leads to a noncommutative geometry based not on a manifold, but on a nonlocal space in which paths, rather than points, are the most primitive invariant entities.
Abstract: The covariance group for general relativity, the diffeomorphisms, is replaced by a group of coordinate transformations which contains the diffeomorphisms as a proper subgroup. The larger group is defined by the assumption that all observers will agree whether any given quantity is conserved. Alternatively, and equivalently, it is defined by the assumption that all observers will agree that the general relativistic wave equation describes the propagation of light. Thus, the group replacement is analogous to the replacement of the Lorentz group by the diffeomorphisms that led Einstein from special relativity to general relativity, and is also consistent with the assumption of constant light velocity that led him to special relativity. The enlarged covariance group leads to a non-commutative geometry based not on a manifold, but on a nonlocal space in which paths, rather than points, are the most primitive invariant entities. This yields a theory which unifies the gravitational and electroweak interactions. The theory contains no adjustable parameters, such as those that are chosen arbitrarily in the standard model.

7 citations

Journal ArticleDOI
TL;DR: The role of the arts as change agents with the ability to address current discourse, question ideologies and culture, convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers is discussed in this article.
Abstract: Arts education has been part of the United States K-12 educational system for over a century However, recent administrative policy decisions addressed the economic bottom line and the 1983 report, A Nation at Risk, and complied with the No Child Left Behind (NCLB) Act of 2001 (US Department of Education, 2001) These decisions resulted in standardisation of both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers This work also highlights the role of eco-art as a medium for addressing complex environmental challenges The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality The authors also identify the study's limitations and recommend areas for future research

7 citations

Journal ArticleDOI
TL;DR: Four components of the Blankenship FCE system demonstrated good sensitivity and specificity for detecting submaximal effort, however, clinicians should note that false positives may occur and scores of "equivocal" are not scored in the "criteria passed" category.
Abstract: Study Design Single-blinded, randomized, posttest only design. Objective To help contribute to the body of evidence in defining the validity of functional capacity evaluations. Background Functional capacity evaluations (FCEs) are tests used to help determine an individual's readiness to return to work. Most FCEs incorporate indicators of effort within the evaluation. Published evidence validating the use of these indicators is limited. Methods and Measures Forty-nine injured and noninjured individuals 18 to 65 years of age participated in this study. The participants were randomly assigned to 1 of 2 groups: 100% effort or 50% effort. Raters were blinded to participant group. The Blankenship Version 6.0 software was used to analyze the data and a Blankenship FCE validity profile was scored. A score of 70% or greater was deemed a valid FCE as adopted by the Blankenship protocol. Results The sensitivity of the FCE components tested was demonstrated to be 80% and specificity was 84.2%. The positive ...

7 citations

Journal Article
TL;DR: This paper believes that the gradual integration of design into programming courses can be done effectively provided that appropriate measures of implementation are included.
Abstract: Teaching program design in an introductory programming course is a big challenge for instructors. Over the past few years many studies have been performed on how and when to apply design in CS 1. Some researchers suggest that design methodologies and problem solving techniques should be introduced before any programming is taught, while others believe in the gradual integration of design into programming courses. We believe that the gradual integration of design into programming courses can be done effectively provided that appropriate measures of implementation are included. In this paper we present an approach to integrate design into the first programming course. The outcome of this integration is also presented.

7 citations


Authors

Showing all 957 results

NameH-indexPapersCitations
Gene H. Brody9341827515
Mark D. Hunter5617310921
James E. Payne5220112824
Arash Bodaghee301222729
Derek H. Alderman291213281
Christian Kuehn252063233
Ashok N. Hegde25482907
Stephen Olejnik25674677
Timothy A. Brusseau231391734
Arne Dietrich21443510
Douglas M. Walker21762389
Agnès Bischoff-Kim2146885
Uma M. Singh20401829
David Weese20461920
Angeline G. Close20351718
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20233
20225
202168
202061
201972
201861