Naruto University of Education (鳴門教育大学, Naruto kyōiku daigaku) is a national university in Japan. It is located in Naruto, Tokushima. The current president is Kazuo Yamashita. The school employs around 160 professors..
X-ray computed tomography (XCT) scanning is routinely conducted on board the drilling vessel Chikyu for scientific expeditions. A rapid visualization method, developed during International Ocean Discovery Program (IODP) Expedition 405, unwraps XCT images to enable the early characterization of sediment heterogeneities and identification of geological structures at the visual core description stage.
National curricula are among the most significant variables that determine mathematics achievement. Although the number of international curriculum comparisons is increasing, studies in sub-Saharan Africa are scarce. This study aims to identify similarities and differences in curricular progression, a systematic arrangement of objectives, concepts, contents, and thinking practices tailored to each grade level to meet curriculum goals by comparing the national curricula of four sub-Saharan African countries, namely Ethiopia, Ghana, Mozambique, and South Africa, from Grades 1 to 9. This comparison is based on an analytical framework of curricular progression for linear functions, as defined in this study. Mathematics curricula in sub-Saharan Africa are considered similar; however, the results revealed the opposite. Although Ghana and South Africa are relatively similar, the approaches to linear functions differ among the four countries. Moreover, curricular progression needs improvement in all four countries. Therefore, the curricular progression of the four countries may hinder students’ understanding of linear functions.
The Learning Analytics (LA) community has undergone rapid development over the 15 years since the first LAK conference was held. However, while epistemological and ethical debates regarding the philosophical foundations of LA have been vigorous, metaphysical discussions have been sparse, signifying a lack of effort to derive the identity of LA from its internal principles. In this paper, we attempt to establish a metaphysics of LA by addressing the ontological question of “What is LA?” We do so by tracing back to LA's own definitions and principles to derive an answer from within LA itself. Specifically, we address what kind of existence the data LA operates on constitutes, identify eight agents including learners as ontological prerequisites, and clarify, via the is/ought problem, that LA does not derive norms from data. In particular, this system reveals that a class of LA practices, here termed norm-embedded LA, conflates LA's purpose with its operations, creating an ontological tension with the first principle. We also discuss connections with related fields and the limitations of this system. The metaphysics outlined here is not imposed from outside LA, but surfaces what LA itself has always implicitly presupposed.
