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Speaker : Tatiana Toro

In this paper, a model for assessment and intervention is presented. This model explains how to perform theory- and evidence- based as well as practice-based assessment and intervention. The assessment model applies a holistic approach to treatment planning, which includes recognition of the influence of community, school, peers, family and the functional and structural domains of personality at the behavioural, phenomenological, intra-psychic and biophysical level in a dialectical developmental process. One important aspect of the theoretical basis for preparation of this model is that the child's personality must be understood in terms of the historical development. This assessment and intervention model focuses equally on strength and virtues as well as obstacles against development within the individual and its relations. Finally, guidelines for how to measure outcome are provided. (Contains 6 figures and 35 footnotes.)

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10th grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability.

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10th grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability.

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10th grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability.

Speaker : Tatiana Toro

Speaker : Tatiana Toro

On a Theory of the Conjugate Relations of Two Rational Integral Functions, Comprising an Application to the Theory of Sturm's Functions, and That of the Greatest Algebraical Common Measure. Sylvester, J Abstracts of the Papers Communicated to the Royal Society of London (1843-1854). 1850-01-01. 6:324–327

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

The principal properties of synthetic aperture radar SAR imagery of point and distributed objects are summarized. Against this background, the response of a SAR (Synthetic Aperture Radar) to the moving surface of the sea is considered. Certain conclusions are drawn as to the mechanism of interaction between microwaves and the sea surface. Focus and speckle spectral tests may be used on selected SAR imagery for areas of the ocean. The fine structure of the sea imagery is sensitive to processor focus and adjustment. The ocean reflectivity mechanism must include point like scatterers of sufficient radar cross section to dominate the return from certain individual resolution elements. Both specular and diffuse scattering mechanisms are observed together, to varying degree. The effect is sea state dependent. Several experiments are proposed based on imaging theory that could assist in the investigation of reflectivity mechanisms.

Theory of mind is the ability to understand and reason about the mental states of oneself and others (Dore et al., 2018). Advanced theory of mind (AToM) refers to theory of mind skills that have been developed after the age of five years old (Hughes & Devine, 2015). Over the last ten years, there has been an increased interest in studying AToM in adults. This has led to the development of a wide number of AToM tasks. However, recent research (Warnell & Redcay, 2019) shows there is little coherence between these tasks, meaning that performance on one task does not predict performance on another designed to measure the same unidimensional construct, AToM. Warnell and Redcay (2019) propose that this lack of coherence reflects the multidimensional nature of AToM. These tasks, therefore, may be measuring different aspects of AToM or associated skills, depending on the task’s format (e.g., text-based AToM tasks vs. visual-based AToM tasks). This means that previous studies that have shown relationships between AToM and other cognitive abilities, such as language, may be misleading, as it is not clear which aspects of AToM may correlate with language or whether the non-AToM aspects of the task may explain the associations. For example, AToM has been associated with spoken and written language abilities from a young age into adulthood (De Villiers, 2007; Boerma et al., 2017; Ebert, 2020; Trott & Bergen, 2020), but the correlations between text-based AToM tasks and language tasks might be explained by the verbal properties of the tasks rather than any conceptual relationships between AToM and language. In order to clarify which aspects of AToM each task involves, Schaafsma et al. (2015) propose that a more detailed taxonomy of the basic components of AToM tasks should be conducted in order to gain a greater understanding of AToM and its relationship with other cognitive skills. This systematic review aims to collate the different AToM tasks used to measure the relations AToM and language in adults, since 2002. Then to break down and examine the properties of these tasks in order to form a taxonomy of the individual basic components of the AToM tasks. This will enable researchers to form a clearer picture of the abilities tested by each AToM task. Next, we will examine which AToM tasks have been used to find a relationship between AToM and language skills. We will then identify which properties of the AToM tasks have been associated with certain language abilities. This will enable us to form a clearer understanding of the associations between AToM and language. Boerma, I. E., Mol, S. E., & Jolles, J. (2017). The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders’ reading comprehension. Scientific Studies of Reading: The Official Journal of the Society for the Scientific Study of Reading, 21(3), 179–193. De Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117(11), 1858-1878. Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067–1089. Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. Hughes, C., & Devine, R. T. (2015). Individual differences in theory of mind from preschool to adolescence: Achievements and directions. Child Development Perspectives, 9(3), 149–153. Osterhaus, C., & Bosacki, S. L. (2022). Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. Developmental Review: DR, 64, 101021. Schaafsma, S. M., Pfaff, D. W., Spunt, R. P., & Adolphs, R. (2015). Deconstructing and reconstructing theory of mind. Trends in cognitive sciences, 19(2), 65-72. Trott, S., & Bergen, B. (2020). When Do Comprehenders Mentalize for Pragmatic Inference? Discourse Processes, 57(10), 900–920. Wang, Y., & Su, Y. (2006). Theory of mind in old adults: The performance on Happé’s stories and faux pas stories. Psychologia, 49(4), 228-237. Warnell, K. R., & Redcay, E. (2019). Minimal coherence among varied theory of mind measures in childhood and adulthood. Cognition, 191, 103997.

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Speaker : Tatiana Toro

The author of this article challenges a common assumption made by both critics and defenders of standardized-testing technology (or psychometry), namely that standardized tests "measure" something (culture, ability, etc.). It argues that psychometric practice cannot be classified as a form of measurement and instead is best understood as a marker of social value, an inherently political act. The chapter concludes by suggesting the significance of this argument for debates regarding "standards," "accountability," and educational assessment more generally. (Contains 9 notes.)

The author of this article challenges a common assumption made by both critics and defenders of standardized-testing technology (or psychometry), namely that standardized tests "measure" something (culture, ability, etc.). It argues that psychometric practice cannot be classified as a form of measurement and instead is best understood as a marker of social value, an inherently political act. The chapter concludes by suggesting the significance of this argument for debates regarding "standards," "accountability," and educational assessment more generally. (Contains 9 notes.)

Digital Repository of Scientific Institutes (RCIN) was established and is being developed mainly as an outcome of two projects acquired and jointly accomplished by a group of Polish scientific institutes.

Learning Machines 101 - A Gentle Introduction to Artificial Intelligence and Machine LearningEpisode Summary: In real life, there is no certainty. There are always exceptions. In this episode, two methods are discussed for making inferences in uncertain environments. In fuzzy set theory, a smart machine has certain beliefs about imprecisely defined concepts. In fuzzy measure theory, a smart machine has beliefs about precisely defined concepts but some beliefs are stronger. Read More »The post LM101-007: How to Reason About Uncertain Events using Fuzzy Set Theory and Fuzzy Measure Theory appeared first on Learning Machines 101.

Learning Machines 101 - A Gentle Introduction to Artificial Intelligence and Machine LearningEpisode Summary: In real life, there is no certainty. There are always exceptions. In this episode, two methods are discussed for making inferences in uncertain environments. In fuzzy set theory, a smart machine has certain beliefs about imprecisely defined concepts. In fuzzy measure theory, a smart machine has beliefs about precisely defined concepts but some beliefs are stronger. Read More »The post LM101-007: How to Reason About Uncertain Events using Fuzzy Set Theory and Fuzzy Measure Theory appeared first on Learning Machines 101.

Speaker : Tatiana Toro

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ratan Tata Library, University Delhi Date Accessioned: 7/10/2015 20:55 The Digital Library of India was a project under the auspices of the Government of India.

This article begins with a review of quantum measure spaces. Quantum forms and indefinite inner-product spaces are then discussed. The main part of the paper introduces a quantum integral and derives some of its properties. The quantum integral's form for simple functions is characterized and it is shown that the quantum integral generalizes the Lebesgue integral. A bounded, monotone convergence theorem for quantum integrals is obtained and it is shown that a Radon-Nikodym type theorem does not hold for quantum measures. As an example, a quantum-Lebesgue integral on the real line is considered.

This article begins with a review of quantum measure spaces. Quantum forms and indefinite inner-product spaces are then discussed. The main part of the paper introduces a quantum integral and derives some of its properties. The quantum integral's form for simple functions is characterized and it is shown that the quantum integral generalizes the Lebesgue integral. A bounded, monotone convergence theorem for quantum integrals is obtained and it is shown that a Radon-Nikodym type theorem does not hold for quantum measures. As an example, a quantum-Lebesgue integral on the real line is considered.

We show that the tools recently introduced by the first author in [9] allow to give a PDE description of p-harmonic functions in metric measure setting. Three applications are given: the first is about new results on the sheaf property of harmonic functions, the second is a PDE proof of the fact that the composition of a subminimizer with a convex and non-decreasing function is again a subminimizer, and the third is the fact that the Busemann function associated to a line is harmonic on infinitesimally Hilbertian CD(0,N) spaces.

Quantum measure theory can be introduced as a histories based reformulation (and generalisation) of Copenhagen quantum mechanics in the image of classical stochastic theories. These classical models lend themselves to a simple interpretation in which a single history (a single element of the sample space) is deemed to be 'real'; we require only that this real history should not be ruled out by the dynamics, the axioms of which ensure that not all histories are precluded. However, applying this interpretation naively to quantum measure theory we can find experimentally realisable systems (notably the Peres-Kochen-Specker system) in which every history is ruled out by the dynamics, challenging us to formulate a deeper realist framework. Our first response is to hold on to our existing interpretative framework and attempt a revision of the dynamics that would reduce quantum measure theory to a classical dynamics. We explore this approach by examining the histories formulation of a stochastic-collapse model on a simple (discrete) null-lattice, concluding that the drawbacks of this approach outweigh the benefits. Our second response is to abandon our classically inspired interpretation in favour of Sorkin's 'co-events', a more general ontology that still allows for strict realism. In this case the 'potentially real' objects of the theory (the 'beables' in Bell's language) are not individual histories but truth valuation maps, or co-events. We develop & evaluate various co-event schemes that have been suggested to date, finally adopting the multiplicative scheme; the current working model of co-event theory and a promising interpretation of quantum measure theory, though still a work in progress. We conclude by exploring the expression of the dynamics & predictions in this new framework.

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different experiences for learners in terms of motivation than instruction developed following the standard instructional design procedure for blended courses. This study was conducted to compare the students' motivational evaluation of blended course modules developed based on the ARCS Motivation Theory and students' motivational evaluation of blended course modules developed following the standard instructional design procedure. Randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature participated in the study. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more motivational benefits for students and consequently contributes student learning.

For the purpose of analyzing data to determine underwater acoustic reflection coefficients at low megahertz frequencies, relevant theory is developed. For a target that may be in the near field, the three-dimensional point spread function for image points close to the target, is derived for rather general arrays and waveforms. The model of the active system is extended to allow a coded signal, a spherical transmitter, and a transmitter not in the receiver array plane. Here and elsewhere, conditions of validity are carefully obtained. Conditions are derived under which a ball target (used for calibration in the experiment) behaves as a point reflector. The image of a rectangular target, described by an angle-dependent reflection coefficient, is obtained. The preceding results lead to an integral relationship,' or energy conservation' relationship, proved for a point target and conjectured to hold generally. It is shown how this result would enable one to analyze the experiment to determine absolute reflection coefficients.

Speaker : Tatiana Toro

Speaker : Tatiana Toro

Speaker : Tatiana Toro

Speaker : Tatiana Toro

Previously, it has been shown that the direct correlation function for a Lennard-Jones fluid could be modeled by a sum of that for hard-spheres, a mean-field tail and a simple linear correction in the core region constructed so as to reproduce the (known) bulk equation of state of the fluid(Lutsko, JCP 127, 054701 (2007)). Here, this model is combined with ideas from Fundamental Measure Theory to construct a density functional theory for the free energy. The theory is shown to accurately describe a range of inhomogeneous conditions including the liquid-vapor interface, the fluid in contact with a hard wall and a fluid confined in a slit pore. The theory gives quantitatively accurate predictions for the surface tension, including its dependence on the potential cutoff. It also obeys two important exact conditions: that relating the direct correlation function to the functional derivative of the free energy with respect to density, and the wall theorem.

In this paper, we defined three kinds of measures depending on the given finite directed graphs. For the given finite directed graph, we can construct the free semigroupoid, the diagram set and the reduced diagram set, as algebraic structures determined by the admissibility on the graph. The power sets of such structures are sigma algebras of them, respectively. On them, we can define a measure. The pain purpose of this paper is to introduce those three measures and observe some properties of them. Moreover, we consider Measure Theory on them

In this paper, we defined three kinds of measures depending on the given finite directed graphs. For the given finite directed graph, we can construct the free semigroupoid, the diagram set and the reduced diagram set, as algebraic structures determined by the admissibility on the graph. The power sets of such structures are sigma algebras of them, respectively. On them, we can define a measure. The pain purpose of this paper is to introduce those three measures and observe some properties of them. Moreover, we consider Measure Theory on them

This is a Notebook of Geometric Measure Theory, Number Theory (Ramanujan's Mathematics), Theoretical Cosmology and String Theory  (This research paper represents a collaborative effort between myself and an AI assistant ( Grok 3 beta ). It is the result of an engaging dialogue where ideas were exchanged, refined, and enhanced through an AI-supported process. The aim is to showcase how human creativity and artificial intelligence can work together to explore mathematical concepts)

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The theory of direct integral decompositions of both bounded and unbounded operators is further developed; in particular, results about spectral projections, functional calculus and affiliation to von Neumann algebras are proved. For operators belonging to or affiliated to a tracial von Neumann algebra that is a direct integral von Neumann algebra, the Brown measure is shown to be given by the corresponding integral of Brown measures.

The theory of direct integral decompositions of both bounded and unbounded operators is further developed; in particular, results about spectral projections, functional calculus and affiliation to von Neumann algebras are proved. For operators belonging to or affiliated to a tracial von Neumann algebra that is a direct integral von Neumann algebra, the Brown measure is shown to be given by the corresponding integral of Brown measures.

In Ho, Russell, and Weiss, a Carleson measure criterion for admissibility of one-dimensional input elements with respect to diagonal semigroups is given. We extend their results from the Hilbert space situation $X=\ell_2$ and $L^2$--admissibility to the more general situation of $L^p$--admissibility on $\ell_q$--spaces. In case of analytic diagonal semigroups we present a new result that does not rely on Laplace transform methods. A comparison of both criteria leads to result of $L^p$--admissibility for reciprocal systems in the sense of Curtain.

In Ho, Russell, and Weiss, a Carleson measure criterion for admissibility of one-dimensional input elements with respect to diagonal semigroups is given. We extend their results from the Hilbert space situation $X=\ell_2$ and $L^2$--admissibility to the more general situation of $L^p$--admissibility on $\ell_q$--spaces. In case of analytic diagonal semigroups we present a new result that does not rely on Laplace transform methods. A comparison of both criteria leads to result of $L^p$--admissibility for reciprocal systems in the sense of Curtain.

In Ho, Russell, and Weiss, a Carleson measure criterion for admissibility of one-dimensional input elements with respect to diagonal semigroups is given. We extend their results from the Hilbert space situation $X=\ell_2$ and $L^2$--admissibility to the more general situation of $L^p$--admissibility on $\ell_q$--spaces. In case of analytic diagonal semigroups we present a new result that does not rely on Laplace transform methods. A comparison of both criteria leads to result of $L^p$--admissibility for reciprocal systems in the sense of Curtain.

In the theory of belief functions, the measure of uncertainty is an important concept, which is used for representing some types of uncertainty incorporated in bodies of evidence such as the discord and the non-specificity. For the non-specificity part, some traditional measures use for reference the Hartley measure in classical set theory; other traditional measures use the simple and heuristic function for joint use of mass assignments and the cardinality of focal elements. In this paper, a new non-specificity measure is proposed using lengths of belief intervals, which represent the degree of imprecision. Therefore, it has more intuitive physical meaning. It can be proved that our new measure can be rewritten in a general form for the non-specificity. Our new measure is also proved to be a strict non-specificity measure with some desired properties. Numerical examples, simulations, the related analyses and proofs are provided to show the characteristics and good properties of the new non-specificity definition. An example of an application of the new nonspecificity measure is also presented.

Upper bounds of the Hausdorff volume of scalar gradient field graphs are derived by means of geometric measure theory. The approach reproduces that scalar gradient fields along a mean imposed scalar gradient become space filling for sufficiently high values of Schmidt numbers Sc. The bounds are consistent with findings from recent high-resolution numerical experiments for 1

Now say that X is a set, R is a ring of subsets and we have a function � : R _ [0, �). This is the �measure�, what we�re looking for. One of the properties we need for this function is additivity : �(A _ B) = �(A) + �(B), if A, B _ R, A _ B = _ From just this property we can derive a number of properties about �....

Now say that X is a set, R is a ring of subsets and we have a function � : R _ [0, �). This is the �measure�, what we�re looking for. One of the properties we need for this function is additivity : �(A _ B) = �(A) + �(B), if A, B _ R, A _ B = _ From just this property we can derive a number of properties about �....

To the Mathematics Editors of Internet Archive: I am contacting you as the only child of the mathematician Aurel Wintner (1903-1958), whose monograph “Spektraltheorie der Unendlichen Matrizen” you most kindly have added to your collection. My father published well over 400 papers and monographs in addition to his books. Nearly all of this material appeared in well-known journals and is easily available. However, during and shortly after WWII he independently published 4 monographs that only were distributed by mail to those who requested copies. It occurred to me, therefore, that these 4 items would be worth contributing to Internet Archive as well, along with the Spektraltheorie, which had gone out of print. As in that case, so with these — as a chemist I cannot actually judge this material, but from the comments of mathematician friends I believe that all of it is highly original. My father held the copyright to each; there was no publisher or journal involved; and I inherited all of his copyrights. Thus, there is no problem along those lines. Claude Wintner

We address the extension problem for quantal measures of path-integral type, concentrating on two cases: sequential growth of causal sets, and a particle moving on the finite lattice Z_n. In both cases the dynamics can be coded into a vector-valued measure mu on Omega, the space of all histories. Initially mu is defined only on special subsets of Omega called cylinder-events, and one would like to extend it to a larger family of subsets (events) in analogy to the way this is done in the classical theory of stochastic processes. Since quantally mu is generally not of bounded variation, a new method is required. We propose a method that defines the measure of an event by means of a sequence of simpler events which in a suitable sense converges to the event whose measure one is seeking to define. To this end, we introduce canonical sequences approximating certain events, and we propose a measure-based criterion for the convergence of such sequences. Applying the method, we encounter a simple event whose measure is zero classically but non-zero quantally.

This article is from BMJ Open , volume 4 . Abstract Objective: To develop a theoretically sound, client-derived framework to underpin development of a measure reflecting the impact of traumatic brain injury (TBI) on a person's self-identity. Design: Grounded theory, based on transcription of audio recordings from focus group meetings with people who have experienced TBI, analysed with constant comparative methods. Setting: 8 different urban and rural communities in New Zealand. Participants: 49 people (34 men, 15 women), 6 months to 36 years after mild-to-severe TBI. Results: The central concept emerging from the data was that of desiring to be or having lost a sense of being an integrated and valued person. The three main subthemes were: (1) having a coherent, satisfying and complete sense of oneself, (2) respect, validation and acceptance by others and (3) having a valued place in the world. Conclusions: This study reinforces the notion that change in self-identity is an important aspect of life after TBI, and provides information on what this concept means to people with TBI. In order to scientifically evaluate relationships between self-identity and other aspects of health (eg, depression, quality of life), and to test the effect of interventions to address problems with self-identity after TBI, a quantitative tool for evaluation of this construct is required. Themes from this research provide a foundation for the development of a measure of self-identity grounded in the language and experience of people with TBI.

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