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- Creators: School of Life Sciences
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
innovation in healthcare policy over a huge variety of applications by tackling prob-
lems via the creation and optimization of descriptive mathematical models to guide
decision-making. Despite these accomplishments, models are stylized representations
of real-world applications, reliant on accurate estimations from historical data to jus-
tify their underlying assumptions. To protect against unreliable estimations which
can adversely affect the decisions generated from applications dependent on fully-
realized models, techniques that are robust against misspecications are utilized while
still making use of incoming data for learning. Hence, new robust techniques are ap-
plied that (1) allow for the decision-maker to express a spectrum of pessimism against
model uncertainties while (2) still utilizing incoming data for learning. Two main ap-
plications are investigated with respect to these goals, the first being a percentile
optimization technique with respect to a multi-class queueing system for application
in hospital Emergency Departments. The second studies the use of robust forecasting
techniques in improving developing countries’ vaccine supply chains via (1) an inno-
vative outside of cold chain policy and (2) a district-managed approach to inventory
control. Both of these research application areas utilize data-driven approaches that
feature learning and pessimism-controlled robustness.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.