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Class (philosophy)

About: Class (philosophy) is a research topic. Over the lifetime, 821 publications have been published within this topic receiving 28000 citations.


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Journal ArticleDOI
01 Apr 2022
TL;DR: This article found that students who watched the videos before the corresponding in-class session perform better, both in the short-term (final exam) and in the longterm (follow-up-test four months later).
Abstract: Large lectures are commonly characterized by lacking interactivity and adaptability to individual learning processes. Flipped classroom as a more active learning design has the potential to meet this challenge. For knowledge acquisition in flipped classrooms, students’ regular and timely engagement in watching pre-class videos on new topics is critical to benefit from the learning activities in the in-class sessions. However, there is limited evidence on the relationship between engagement in pre-class video watching and later achievement and particularly in knowledge retention in flipped classroom. Thus, we developed sophisticated pre-class learning videos for a large statistics lecture and set up a flipped course design. We regressed course achievement on students’ timing of watching the pre-class videos. To contrast the relation between preclass video watching and other typically discussed predictors of achievement, we controlled for prior achievement and motivation. We found that students, who watch the videos before the corresponding in-class session perform better, both in the short-term (final exam) and in the long-term (follow-up-test four months later). Our results suggest that timing rather than quantity of video watching matters in terms of academic performance and knowledge retention. The findings highlight the important role of motivational interventions aiming at encouraging students to prepare for class in time to ensure knowledge acquisition in flipped classrooms.

19 citations

Posted Content
TL;DR: This work argues the formal correctness and scalability of the protocol, and moreover deploy it to estimate the performance of matchgate circuits generated by two-qubit XY spin interactions on a quantum processor.
Abstract: We propose a method to reliably and efficiently extract the fidelity of many-qubit quantum circuits composed of continuously parametrized two-qubit gates called matchgates. This method, which we call matchgate benchmarking, relies on advanced techniques from randomized benchmarking as well as insights from the representation theory of matchgate circuits. We argue the formal correctness and scalability of the protocol, and moreover deploy it to estimate the performance of matchgate circuits generated by two-qubit XY spin interactions on a quantum processor.

19 citations

Journal ArticleDOI
Abstract: technical terms, as in the following example: There are far too many vague terms in this paper. As a result, it is uneven-some of your comparisons are sensible with sound causal connections while other similarities made via the key thesis term seem rather superficial. I think the paper will work if you rescue it from a "list" by making even better causal connections between your subthesis pointsi.e., focus on transitions that are not additive transitions. The reactions of the content instructor, an historian, were instructive. He himself had not been subjected to such abstract technical terminology since high school, and he did not much like it then. Unsure whether the terms had shifted meaning in subsequent decades, he avoided using them even in our interdisciplinary project. His response was typical of content instructors and of students as well. Richard Beach and Nancy Sommers assail "formulaic textbook language" because it hinders extensive revising by students.6 Not surprisingly, students seldom knew how to "focus on transitions" or to reorder their "subthesis points." Like the historian, they were often unsure of the definition of the terms. They rarely translated abstract injunctions into concrete action. The variety of abstract terms used by the composition instructor was every bit as daunting as their unfamiliarity and obscurity. A survey of marginal comments uncovered repeated use not only of "redundant," but also "clutter," "wordy," "edit for efficiency," "combine," "repetitive," "reword for accuracy," and "restate more precisely." Not only was the label "transitions" obscure, but there were references to "additive" and "logical" transitions. The precise differences among terms like "redundancy," "clutter," and "repetitive detail" were not self-evident to students or to faculty in other disciplines. While fine nuance might serve an experienced writer or editor, these near-synonyms, when used in comments to beginning writers, seemed intended chiefly to disguise the rubber stamps. It is unlikely that many faculty in the content disciplines will be motivated to learn a large new lexicon of terms for discussion of writing or to teach (or reteach) it to their students using their class or conference time. Still, it became clear from our collaborations that some common terminology, streamlined and useful, would be welcome. It would emphasize the unity and determination of faculty to endorse writing across the curriculum; more important, it would direct the attention of all instructors to certain critically important aspects of student writing and relegate sentence structure and spelling to their proper place. In our first interdisciplinary collaboration, for example, a composition instructor and an historian agreed on two sets of terms now widely used. The This content downloaded from 157.55.39.58 on Fri, 26 Aug 2016 04:56:42 UTC All use subject to http://about.jstor.org/terms 218 College Composition and Communication writing instructor shared with the historian the concept of "thesis-subthesisevidence" taught in the required freshman composition class. Composition instructors at Loyola teach virtually every freshman and transfer student how to use "subthesis sentences," sentences at an intermediate level of generalization, to link the "thesis," or general point of an essay, to the specific "evidence" that supports it. These "subtheses," most often topic sentences for each paragraph that would appear as the first two levels in a formal outline of a paper, should form a "network of ideas" that constitutes a coherent and original discussion of the writer's main point. In the sciences and social sciences, the "network of ideas" is often presented as the abstract of an article. In a freshman writing course, the sequence of evolving thought that works out the implications of a thesis sentence-what we designate as a "network of ideas"might look as follows (the breaks indicate places where the writer would pause to create paragraphs offering specific evidence and discussion): THESIS: Wallpaper is a form of modern art. Wallpaper may at first seem an unlikely art form because of its traditional use. // Yet wallpaper, though practical, has artistic appeal. I// Modern art differs significantly from previous art forms in its union of art and technology; // wallpaper too fuses the ordinary with the extraordinary. // As modern art, wallpaper draws the spectator in by creating a mood, // but wallpaper can also transcend four walls by creating an entire environment. // The power of wallpaper to excite or irritate should not be underestimated. // Still, wallpaper shows all the signs of becoming modern art. When a universal complaint across the curriculum is that students cannot think, their attention needs to be focused on the interplay among "thesis-subthesis-evidence," as in the following two comments:

19 citations

01 Jan 2011
TL;DR: The authors show that committee nouns are inherently intensional and propose a new semantics for committee noun which can account for both previously discussed data and the empirical observations contributed by this paper, which is a departure from the focus on extensional properties found in earlier work.
Abstract: Group nouns such as committee, family, bunch (of flowers), pile (of dishes), etc. exhibit behaviors that seem to pull us in opposing directions. As various researchers have noted (Landman 1989, Barker 1992, Schwarzschild 1996), certain of their properties suggest that they denote atoms (elements of the ontology that lack proper parts), while others suggest that they denote pluralities (outputs of the sum formation operation). The approaches to the semantics of group nouns that have been proposed in earlier work fall into three classes: (i) those that assign group nouns a plural denotation (Munn 1998, Elbourne 1999), whereby a group noun DP denotes in a context c the set of the group’s members at c; (ii) those that assign group nouns an atomic denotation (Barker 1992, Schwarzschild 1996); (iii) those that construe a group noun denotation as a peculiar class of entity in its own right – a group or ‘upsum’ (Landman 1989), a singleton set whose member is the plurality from which the group is formed. There are of course conceptual reasons to be dissatisfied with each of these approaches: the first makes it necessary to postulate higher-order pluralities in order to account for the possibility of pluralising groups (see Schwarzschild 1996 for arguments against appeal to higher order pluralities in general); the second requires stipulation of a membership function in order to capture the relationship between a group and its members; the third augments the ontology. To these objections this paper adds two empirical ones. We show that contrary to what has been assumed in previous work (Barker 1992, Schwarzschild 1996), there are two classes of group nouns which we term ‘committee nouns’ and ‘collection nouns’, each of which requires a different semantics. Additionally, we offer novel data that suggest that committee nouns are inherently intensional – a departure from the focus on extensional properties found in earlier work. Finally, we propose a new semantics for committee nouns that can account for both previously discussed data and the empirical observations contributed by this paper.

19 citations

Patent
02 Apr 2007
TL;DR: In this paper, a method and device for creating a glossary includes a processor operable for executing computer instructions for identifying, in at least one information source, at least glossary items identifying a part or a component.
Abstract: A method and device for creating a glossary includes a processor operable for executing computer instructions for identifying, in at least one information source, at least one glossary item identifying a part or a component, determining at least one glossary item form as a canonical form, defining, by using the canonical form, at least one syntactic structure, that includes one of the at least one identified glossary items, for each of at least one semantic classes, and searching a second information source for the at least one syntactic structure of the semantic class.

19 citations


Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
202311,771
202223,753
2021380
2020186
201962