From Separate Corners to Dialogue and Action

How can higher education programs engage students in building a shared commons to address inequalities and foster commitment to intergroup collaboration? Intergroup dialogue is one such possibility to provide forums for meaningful engagement among students from diverse backgrounds. Findings from field experiments at nine colleges and universities show that students in intergroup dialogues increased significantly more than counterparts in control groups and social science comparison groups in their critiques of inequality and their commitments to post-college action to redress inequalities. Further, students in intergroup dialogues rated the frequency of the core communication processes more highly than the social science comparison students. The communication processes help account for the greater increase in students’ critiques of inequality and commitment to post-college actions.     

Exploring the ‘craftedness’ of multimedia narratives: from creation to interpretation

This paper emerges from a comparative study of two community-based multimedia storytelling projects in Toronto and Montreal, and the multimedia narratives participants produced in those projects. Following current scholarship in visual methods that acknowledges the significance for research of the medium’s formal qualities, the authors offer the concept of ‘craftedness’ as one which might help researchers grapple with the significance of the processes of both creating and interpreting visual data. Through a study of the visual data produced in these two projects, they examine three qualities of this aesthetic experience captured in the notion of craftedness, which seem to both complicate and enable processes of self-representation and interpretation: aesthetic distance, visual excess and the visualisation of the unrepresentable. Taking seriously the craftedness of multimedia works highlights the complexities of interpreting visual data and the dilemmas of representing ourselves and others.     

Stability of feature selection in classification issues for high-dimensional correlated data

Handling dependence or not in feature selection is still an open question in supervised classification issues where the number of covariates exceeds the number of observations. Some recent papers surprisingly show the superiority of naive Bayes approaches based on an obviously erroneous assumption of independence, whereas others recommend to infer on the dependence structure in order to decorrelate the selection statistics. In the classical linear discriminant analysis (LDA) framework, the present paper first highlights the impact of dependence in terms of instability of feature selection. A second objective is to revisit the above issue using a flexible factor modeling for the covariance. This framework introduces latent components of dependence, conditionally on which a new Bayes consistency is defined. A procedure is then proposed for the joint estimation of the expectation and variance parameters of the model. The present method is compared to recent regularized diagonal discriminant analysis approaches, assuming independence among features, and regularized LDA procedures, both in terms of classification performance and stability of feature selection. The proposed method is implemented in the R package FADA, freely available from the R repository CRAN.     

Bear in a Window: Australian children's perspectives on lockdown and experiences of the COVID-19 pandemic

This paper examines the reflections of a cohort of Australian children who lived through the 2020–21 COVID-19 pandemic and experienced being in ‘lockdown’; a state of largely being confined to the home for long periods daily. We report how children reflect on their experiences and illustrate how reflections draw on similar topics focused on localised child concerns regarding health, education, family, digital engagement, mealtimes and food. Further, we argue for the importance of including children's own voices of lived experience in reports regarding life during the pandemic since these perspectives may differ from those reported by adults on children's behalf.