Anna Sfard

Audio signals which include speech, music and environmental sounds are important types of media. The problem of distinguishing audio signals into these different audio types is thus becoming increasingly significant. A human listener can easily distinguish between different audio types by just listening to a short segment of an audio signal. However, solving this problem using computers has proven to be very difficult. Nevertheless, many systems with modest accuracy could still be implemented. The experimental results demonstrate the effectiveness of our classification system. The complete system is developed in ANN Techniques with Autonomic Computing system.

The linear scale (of measurement) is very prominently present in our everyday social practices and communications as a way of understanding the world around us. However, such rich and meaningful ways of knowing are not made available in the curriculum. In a disabling way, school textbooks present the topic of 'linear measurement' as something only to do with individualized exercises and reduce the enabling real-life human subjectivity and classroom negotiations involved in the act of measurement as mere 'errors' (/mistakes). However, as we argue using the 'commognitive conflict' perspective proposed by Sfard (2007, 2008), the same notion of 'error' can be used as a learning resource in teaching-learning endeavors involving (linear) measurement.

The focus of this Thesis is the development of the identity in the
process of becoming a nurse anesthetist.
One of the main questions of this Thesis is: In what way does the
practical training of the education influence the identity of the nurse
anesthetist?
The empery of this Thesis is interviews. The answers of the interviews
will show in what way the students develop a new identity
through social interactions in communities of practice. The way of
presenting this problem is the identity perspective. Therefore the
question to be answered by this Thesis is:
How do nurses form a new identity in practice training during their
education to become a nurse anesthetist?
The theoretical contributions of Etienne Wenger and Anna Sfard and
Anna Prusak are then reviewed. These theories are used to analyze
the empirical basis, and subsequently there is conducted a discussion
of the Thesis methodology.
The conclusion presents a bid of a complex response composed of
many related elements and processes. Based on the conclusion recommendations
are deduced, compared to nurse anesthetist students,
supervisors and departments that should be important compared to future education and training of nurse anesthetists.

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Voltage collapse and major blackouts have been repeatedly encountered in large power networks. The prime reason for this, is failure of systems ability to maintain synchronization. Under such condition system fails to maintain steady voltage at all buses and rapid growth in system collapse is assured. The basic work in this paper is to find the system stability by analyzing Jacobean determinant and Reactive Power in per unit. For this purpose we use Ward-Hale 6 Bus System with reactive power in per unit and Jacobean determinant. We compute critical value of reactive power by artificial neural network and Extrapolation through MS-Excel, where the system becomes unstable. We provide a computational framework which helps to analyze system stability limit.

Do numbers exist? Most of the answers to this question presented in the literature of the last decades have relied on a priori methods of investigation, where scientific data and theories about the human experience of numbers are irrelevant. These a priori approaches, however, have been inconclusive. In this dissertation, I adopt an empirically informed approach in which scientific descriptions of the human experience of numbers—as provided by cognitive sciences, linguistics, developmental psychology, and mathematics education—provide valuable information on the existence and status of what we call “numbers.” These scientific descriptions allow for the conclusion that numbers, conceived of as independent, non-spatiotemporal objects, do not exist. What exist are certain human-made techniques which engender in us the idea that a special class of objects called numbers exists. I show that, just as counting procedures and other arithmetical operations are cognitive tools that allow us to go beyond the limits of our genetically endowed cognitive skills, the very idea that numbers exist as independent objects is a cognitive tool that facilitates calculation—in other words, a useful reification. The ontological hypothesis suggested by the scientific description of the human experience of numbers is that operations such as counting and calculating procedures are the objective subject matter underlying arithmetic, rather than a putative class of non-spatiotemporal objects. Thus, the claim is that applied and pure arithmetical statements are true of the counting procedure and other arithmetical operations, rather than true of non-spatiotemporal numbers. In contrast to other attempted answers to the question of the ontological status of numbers, the hypothesis defended in this dissertation is accountable towards empirical data, and can thus be improved or refuted on an empirical basis.

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