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DCPDS Databricks Certified Professional Data Scientist approach |

DCPDS approach - Databricks Certified Professional Data Scientist Updated: 2023

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Exam Code: DCPDS Databricks Certified Professional Data Scientist approach November 2023 by team

DCPDS Databricks Certified Professional Data Scientist

Exam Detail:
The DCPDS (Databricks Certified Professional Data Scientist) test is a certification test that validates the knowledge and skills of individuals in data science using Databricks. Here are the test details for the DCPDS certification:

- Number of Questions: The test typically consists of multiple-choice questions and hands-on exercises. The exact number of questions may vary, but typically, the test includes around 60 to 80 questions.

- Time Limit: The time allocated to complete the test is 2 hours (120 minutes).

Course Outline:
The DCPDS certification course covers various subjects related to data science using Databricks. The course outline typically includes the following topics:

1. Introduction to Databricks:
- Understanding the basics of Databricks and its role in data science.
- Navigating the Databricks workspace and user interface.

2. Data Exploration and Preparation:
- Exploring and understanding data using Databricks.
- Performing data preprocessing tasks such as data cleaning, transformation, and feature engineering.

3. Machine Learning with Databricks:
- Applying machine learning algorithms and techniques using Databricks.
- Building and training machine learning models.
- Evaluating and tuning model performance.

4. Advanced Analytics and Visualization:
- Using Databricks for advanced analytics tasks such as clustering, time series analysis, and text analysis.
- Visualizing data and model results using Databricks' visualization tools.

5. Model Deployment and Monitoring:
- Deploying machine learning models in production using Databricks.
- Monitoring and evaluating model performance and making necessary adjustments.

6. Collaborative Workflows:
- Working collaboratively with other data scientists and stakeholders in Databricks.
- Sharing and presenting insights and results using Databricks' collaboration features.

Exam Objectives:
The objectives of the DCPDS test are as follows:

- Assessing candidates' understanding of Databricks and its role in data science.
- Evaluating candidates' knowledge and proficiency in data exploration and preparation using Databricks.
- Testing candidates' skills in applying machine learning algorithms and techniques using Databricks.
- Assessing candidates' ability to perform advanced analytics tasks and visualize data in Databricks.
- Evaluating candidates' competence in deploying and monitoring machine learning models in Databricks.
- Testing candidates' understanding of collaborative workflows and effective communication in Databricks.

Exam Syllabus:
The specific test syllabus for the DCPDS certification covers the following areas:

1. Databricks Basics: Understanding the Databricks workspace, user interface, and collaborative features.

2. Data Exploration and Preparation: Performing data exploration, cleaning, and transformation using Databricks.

3. Machine Learning with Databricks: Applying machine learning algorithms and techniques in Databricks.

4. Advanced Analytics and Visualization: Performing advanced analytics tasks and visualizing data in Databricks.

5. Model Deployment and Monitoring: Deploying and monitoring machine learning models in Databricks.

6. Collaborative Workflows: Working collaboratively and effectively communicating with stakeholders in Databricks.
Databricks Certified Professional Data Scientist
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DCPDS Databricks Certified Professional Data Scientist

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Databricks Certified Professional Data Scientist
Question: 42
Refer to Exhibit
In the exhibit, the x-axis represents the derived probability of a borrower defaulting on a loan. Also in the exhibit, the
pink represents borrowers that are known to have not defaulted on their loan, and the blue represents borrowers that are
known to have defaulted on their loan.
Which analytical method could produce the probabilities needed to build this exhibit?
A . Linear Regression
B . Logistic Regression
C . Discriminant Analysis
D . Association Rules
Answer: B
Question: 43
Select the statement which applies correctly to the Naive Bayes
A . Works with a small amount of data
B . Sensitive to how the input data is prepared
C . Works with nominal values
Answer: A,B,C
Question: 44
A researcher is interested in how variables, such as GRE (Graduate Record test scores), GPA (grade point average)
and prestige of the undergraduate institution, effect admission into graduate school. The response variable, admit/dont
admit, is a binary variable.
Above is an example of
A . Linear Regression
B . Logistic Regression
C . Recommendation system
D . Maximum likelihood estimation
E . Hierarchical linear models
Answer: B
Logistic regression
Pros: Computationally inexpensive, easy to implement, knowledge representation easy to interpret
Cons: Prone to underfitting, may have low accuracy Works with: Numeric values, nominal values
Question: 45
What describes a true limitation of Logistic Regression method?
A . It does not handle redundant variables well.
B . It does not handle missing values well.
C . It does not handle correlated variables well.
D . It does not have explanatory values.
Answer: B
Question: 46
Which of the following technique can be used to the design of recommender systems?
A . Naive Bayes classifier
B . Power iteration
C . Collaborative filtering
D . 1 and 3
E . 2 and 3
Answer: C
One approach to the design of recommender systems that has seen wide use is collaborative filtering. Collaborative
filtering methods are based on collecting and analyzing a large amount of information on users behaviors, activities or
preferences and predicting what users will like based on their similarity to other users. A key advantage of the
collaborative filtering approach is that it does not rely on machine analyzable content and therefore it is capable of
accurately recommending complex items such as movies without requiring an "understanding" of the item itself. Many
algorithms have been used in measuring user similarity or item similarity in recommender systems. For example the k-
nearest neighbor (k-NN) approach and the Pearson Correlation
Question: 47
Logistic regression is a model used for prediction of the probability of occurrence of an event. It makes use of several
variables that may be
A . Numerical
B . Categorical
C . Both 1 and 2 are correct
D . None of the 1 and 2 are correct
Answer: C
Logistic regression is a model used for prediction of the probability of occurrence of an event. It makes use of several
predictor variables that may be either numerical or categories.
Question: 48
In unsupervised learning which statements correctly applies
A . It does not have a target variable
B . Instead of telling the machine Predict Y for our data X, were asking What can you tell me about X?
C . telling the machine Predict Y for our data X
Answer: A,B
In unsupervised learning we dont have a target variable as we did in classification and regression.
Instead of telling the machine Predict Y for our data X, were asking What can you tell me about X?
Things we ask the machine to tell us about X may be What are the six best groups we can make out of X? or What
three features occur together most frequently in X?
Question: 49
You are working on a problem where you have to predict whether the claim is done valid or not. And you find that
most of the claims which are having spelling errors as well as corrections in the manually filled claim forms compare
to the honest claims.
Which of the following technique is suitable to find out whether the claim is valid or not?
A . Naive Bayes
B . Logistic Regression
C . Random Decision Forests
D . Any one of the above
Answer: D
In this problem you have been given high-dimensional independent variables like texts, corrections, test results etc.
and you have to predict either valid or not valid (One of two). So all of the below technique can be applied to this
Support vector machines Naive Bayes Logistic regression Random decision forests
Question: 50
If E1 and E2 are two events, how do you represent the conditional probability given that E2 occurs given that E1 has
A . P(E1)/P(E2)
B . P(E1+E2)/P(E1)
C . P(E2)/P(E1)
D . P(E2)/(P(E1+E2)
Answer: C
Question: 51
Which of the following statement true with regards to Linear Regression Model?
A . Ordinary Least Square can be used to estimates the parameters in linear model
B . In Linear model, it tries to find multiple lines which can approximate the relationship between the outcome and
input variables.
C . Ordinary Least Square is a sum of the individual distance between each point and the fitted line of regression
D . Ordinary Least Square is a sum of the squared individual distance between each point and the fitted line of
regression model.
Answer: A,D
Linear regression model are represented using the below equation
Where B(0) is intercept and B(1) is a slope. As B(0) and B(1) changes then fitted line also shifts accordingly on the
plot. The purpose of the Ordinary Least Square method is to estimates these parameters B(0) and B(1). And similarly it
is a sum of squared distance between the observed point and the fitted line. Ordinary least squares (OLS) regression
minimizes the sum of the squared residuals. A model fits the data well if the differences between the observed values
and the models predicted values are small and unbiased.
Question: 52
You have data of 10.000 people who make the purchasing from a specific grocery store. You also have their income
detail in the data. You have created 5 clusters using this data. But in one of the cluster you see that only 30 people are
falling as below 30, 2400, 2600, 2700, 2270 etc."
What would you do in this case?
A . You will be increasing number of clusters.
B . You will be decreasing the number of clusters.
C . You will remove that 30 people from dataset
D . You will be multiplying standard deviation with the 100
Answer: B
Decreasing the number of clusters will help in adjusting this outlier cluster to get adjusted in another cluster.
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Databrick Professional approach - BingNews Search results Databrick Professional approach - BingNews How to Approach an Employee About Grooming

Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.

Thu, 19 Nov 2015 17:33:00 -0600 en-US text/html
Our Approach

The role of education as a pathway to opportunity in our country has never been more critical, or more scrutinized. The evidence is clear: Poverty, and the chaos it often brings to a family’s daily life, severely constricts a child’s ability to engage and succeed in school. How can we make sure our schools are up to the challenge of providing a 21st-century education for all our children — not just some? And what will it take to get there?

Everyone is looking for policy solutions that work.

City Connects works.

In an era of scarce resources and rising need, it’s essential to ensure that existing programs and services are fully utilized and well deployed. City Connects delivers that assurance, creating a systematic approach to addressing the needs of all students.

Even in high-need districts, resources and enrichment opportunities for children are present, both in schools and in the larger community. The challenge is accessing them, amid what can be a cacophonous maze for overtaxed teachers, administrators, or families. At City Connects schools, the City Connects Coordinator is the connecting point, navigating the maze to identify and target the right student to the right service, creating an optimized system of student support.

In 2019-20, City Connects has linked more than 25,000 students to 220,000 services and enrichment opportunities across its sites, ranging from tutoring to athletic programs.

And what’s more, we have the evidence to show that these interventions are working — for students, teachers, schools, and families.

Wed, 19 Jan 2022 15:45:00 -0600 en text/html
What Are Approach, Breakover, and Departure Angles?

This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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Professional Studies, Master of

As traditional fields and disciplines continue to overlap, there is a growing demand for a workforce with knowledge in more than one area of study. As part of Saint Louis University's Master of Professional Studies, you will use applied research skills, evidence-based problem solving and the integration of theory and practice across two or more disciplines. By choosing a primary area of study paired with a secondary area of focus, you can diversify your education and gain a unique combination of skills to meet today’s workplace demands.

Whether you’re looking to advance into a leadership role in your current organization or pursue a graduate degree before entering the workforce, SLU's Master of Professional Studies can be tailored to build the experience you need for your specific career path. 


As a student in the School for Professional Studies at Saint Louis University, you’ll learn from exceptional faculty who are leading experts in their fields. They bring real-world knowledge to the classroom and are dedicated to your professional success. Learn more on our faculty page.

Curriculum Overview

Unlike traditional graduate programs that focus on a single discipline, SLU's multi-disciplinary Master of Professional Studies program allows you to choose from a range of professionally focused concentrations. You will choose a primary and secondary area of concentration in consultation with your academic coach. 

Examples of the Master of Professional Studies structure include (but are not limited to) concentrations in the following areas: 

The two standard courses include ORLD 5050 Ethical, Evidence-Based Decision Making and AA 5221 Applied Analytics & Methods I. The standard capstone includes a series of three one-credit master’s research project coursework, where you will be expected to demonstrate competencies from both your primary and secondary concentration.


SLU's multi-disciplinary Master of Professional Studies structure prioritizes applied research skills, ethical evidence-based problem solving, and the integration of theory and practice across two or more disciplines. By engaging a multi-disciplinary approach to problem-solving, students will develop their capacity to identify, delineate and research key problems, building an empowered learning approach to enhance their professional careers.


Tuition Cost Per Credit
Graduate Degrees and Post-Baccalaureate Certificates $790

Additional charges may apply. Other resources are listed below:

Net Price Calculator

Information on Tuition and Fees

Miscellaneous Fees

Information on Summer Tuition

Scholarships and Financial Aid

For priority consideration for graduate assistantship, apply by Feb. 1. 

For more information, visit the student financial services office online at

Admission Requirements

  • Completed application​
  • Undergraduate degree (most successful applicants have an undergraduate grade point average of 3.0 or better)
  • Official transcript from a degree-granting institution
  • Statement of purpose (about 500 words)
  • Resume or curriculum vitae
  • External reference recommendations (encouraged but not required)

Upon admission, a new online student* must successfully complete a virtual meeting with their academic coach to be enrolled in first term coursework.

Requirements for International Students

All admission policies and requirements for domestic students apply to international students along with the following:

  • Applicants must demonstrate English language proficiency. Some examples of demonstrated English language proficiency include minimum score requirements for the following standardized tests: 
    • Paper-based TOEFL: 550 
    • Internet-based TOEFL: 80 
    • IELTS: 6.5
    • PTE: 54

• Academic records, in English translation, of students who have undertaken postsecondary studies outside the United States must include the courses taken and/or lectures attended, practical laboratory work, the maximum and minimum grades attainable, the grades earned or the results of all end-of-term examinations, and any honors or degrees received. WES and ECE transcripts are accepted.

Apply Now

Program Requirements

ORLD 5050 Ethical, Evidence-Based Decision Making 3
AA 5221 Applied Analytics & Methods I 3
Total Credits 33

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

100% Online Roadmap 

Plan of Study Grid
Year One
ORLD 5050 Ethical, Evidence-Based Decision Making 3
  Credits 6
  Credits 6
Year Two
  Credits 7
AA 5221 Applied Analytics & Methods I 3
  Credits 7
Year Three
  Credits 7
  Total Credits 33

Hybrid Roadmap - MPS Information Systems Leadership

Plan of Study Grid
Year One
IS 5000 Enterprise Architecture and Systems Infrastructure 3
IS 5100 Information Systems Strategy and Management 3
IS 5200 Software Development 3
  Credits 9
AA 5221 Applied Analytics & Methods I 3
IS 5400 Managing a Secure Enterprise 3
ORLD 5050 Ethical, Evidence-Based Decision Making 3
  Credits 9
Year Two
ORLD 5010 Contemporary Organizational Leadership 3
ORLD 5350 Team Leadership 3
IS 5961 Masters Research Project I 1
  Credits 7
ORLD 5100 Prof Leadership Development 3
IS 5962 Masters Research Project II 1
ORLD 5650 Future-Focused Leadership 3
IS 5963 Masters Research Project III 1
  Credits 8
  Total Credits 33
Wed, 14 Jun 2023 22:06:00 -0500 en text/html
How to approach your CPD

get the most out of your development through regular planning, recording and reflection.

All active registered members are required to record their CPD but how you record it is up to you.

Continuing Professional Development (CPD) is personal – it is about your ambitions and development and will, therefore, be unique to you, depending on your role, career stage and your goals. IMechE's approach to CPD is focused on learning outcomes achieved through activities and experience, rather than the amount of time spent on an activity.

For this reason, IMechE does not currently support a traditional input-based system of recording CPD, therefore there is no need to record hours or points, nor retain an folder of attendance certificates.

What is more valuable is how reflecting on your learning and development can guide your CPD to help you meet your personal and professional goals. 

Whichever method you choose to record your CPD we recommend that you do so regularly and, where appropriate, apply a structured approach to get the most out of what you are working to achieve. The cycle below is one such way of approaching your CPD. 

If you find recording your professional development difficult, rest assured that you are not alone, and even members well practiced in recording CPD complain of the difficulty in assessing and reflecting on ones learning.

Making the most of your CPD

A top tip from the CPD Assessment Committee is to treat your learning and development as you would a project. Break down your goals into smaller steps in order to set realistic targets; identify milestones towards achieving these targets, and, like any other project, set yourself deadlines. With periodic reviews you can of course adjust as required, and with this approach increase the chances of successfully meeting your ambitions in a desirable timeframe.

A recent review of the feedback provided to members who submitted their CPD records in recent years has found the most common feedback given to members includes:

  • Make sure to reflect on all your CPD (more on this below)
  • You are probably doing more that counts as CPD than you realise; what else can you record?
  • Don’t forget to consider what you have learnt from your day job when recording your CPD. On the job learning is perfectly acceptable CPD and should not be overlooked as learning models indicate this is where most development occurs
  • CPD comes from various sources; it doesn’t just have to be work-related
  • Try to align your CPD with your interests to make it more beneficial and rewarding
  • Refresh your CPD goals annually; make sure to check progress towards medium and long term goals
  • Make sure to include balance of technical and non-technical CPD
  • Mentoring is very good and rewarding CPD

The CPD Assessment Committee encourages members to consider the above points when recording their CPD to ensure they are making the most out of the process.

Reflective practice

Ideally personal development should be about regularly looking back at what you have done and thinking critically, as well as then looking forward and planning positively towards ongoing and future goals. We call this reflective practice or reflective learning.

CPD should not just be about recording activities but rather engaging with what you have done and maximising your personal development. At its core, reflection can be achieved by asking yourself for an activity or goal: What can I do now that I could not do before?

The answer to this question, positive or negative, will form a strong basis for reflective learning, and usually provide prompts on where to focus future efforts on learning. Recording your reflection is itself considered a CPD activity.

Further information

Mon, 20 Mar 2023 21:40:00 -0500 en text/html
How A Personalized Approach Can Solve For Attrition

Turnover is costly, in terms of both money and culture. Research estimates show that losing an employee costs a company approximately 33% of that employee’s yearly salary. Additionally, turnover creates gaps in knowledge and rapid change in team and company dynamics. For these reasons, many companies will pull out all the stops to Boost retention, such as delivering complex, expensive initiatives to drive engagement.

That’s why I’m impressed by the simple-in-concept approach taken by Chief Human Resources Officer (CHRO) of SugarCRM Shana Sweeney. By individualizing the company’s recognition and treatment of employees both at work and in their personal lives, she observed a massive decrease in attrition (from 23% to 9%). This kind of simplification and execution is present in all of Sweeney’s work—whether she’s breaking down leadership development into bite-size chunks to prevent overwhelm, creating project boards that allow people to jump teams and devote 10% of their time to something new, or building out manager panels to bring critical skills to life for her leaders.

With 400 employees, SugarCRM provides a full suite of customer relationship management solutions: marketing automation, salesforce automation, and customer service tools.

SugarCRM Culture Is a “Vibrant Tapestry of Empathy, Collaboration, and Passion for Problem-Solving”

Highly authentic cultures have a way of pushing through the noise and sounding as unique as they are. “Our culture is a vibrant tapestry of empathy, collaboration, and a shared passion for problem-solving,” Sweeney shared. “We have core values behind our culture, such as:

  • stronger together
  • just fix it
  • embrace change
  • believe in ‘Yes, if.’”

Initially, Sweeney shared that she was very skeptical of “Yes, if” as a human resources (HR) professional. “But when we analyze problems, we try to push each other to look for the ‘yes, if.’ This frame of thinking leads to a lot of creative problem-solving. It's a very positive, creative way of approaching problems and considering all the possible solutions rather than giving a hard no.”

A Thoughtful Approach to Developing Overwhelmed Leaders

Sweeney noticed that post-pandemic, many leaders at SugarCRM were overwhelmed. With this in mind, she focused on bite-size, highly consumable learning in 2022.

2022: A Weekly Bite-Size Newsletter—“In 2022, we created a weekly newsletter that we named Manager Minute,” Sweeney explained. “The newsletter provided a short bit of information on a course so that super busy leaders could still take one minute to read it and learn something. Alongside our newsletter, we provided tools, resources, books, and podcast links, where managers could obtain additional information if the course was especially timely or relevant.”

2023: Quarterly Manager Panels—This year, Sweeney and her team are taking a more hands-on approach. Each quarter, they train leaders on key development subjects as identified by the executive team. “The HR team provides a short introduction to the topic. Then, we've selected a panel of managers for each course who are unofficial leaders of that skill. HR facilitates the panel discussion, but all the managers in the room can chime in with questions.” The panel-style approach fosters collaboration and mentorship. It’s also a nice way to recognize people on the panel for their great work. In addition to the panels, managers have a collaboration channel and access to a portal full of tools, tips, and relevant information. Sweeney and her team use a hands-on approach, providing one-on-one coaching to managers.

The last panel Sweeney and her team conducted focused on managing up. They had received feedback from the executive team that first-line managers could use help managing up for their own benefit as well as their team's benefit. “We ended up creating profiles of several of the senior leaders in the organization from a style standpoint, and then we gave some recommendations on how to work with those different styles to achieve the desired results,” Sweeney explained.

A Personalized and Humanistic Approach Drives Retention

Since Sweeney became CPO, the company decreased its attrition rate by 14% (from 23% to 9%). She attributes this improvement to her team’s highly personalized approach. “We treat people as humans first and employees second. We try to show appreciation and support throughout their employee journey and in their personal life. We do things like send flowers, baby gifts, and handwritten notes to new hires,” Sweeney remarked. “We take a very personal approach. For example, we've hired a personal chef for an employee whose spouse was frustrated because they were on the road a lot, and for an employee with a serious medical condition, we made sure that their pets were cared for.”

New Undertakings in 2024: Cross-Functional Project Opportunities

Moving into 2024, Sweeney is trying out a project concept where employees can examine projects other teams are working on and potentially devote 10% of their time to that project. “We're exploring the option of creating a project board and allowing people to apply for projects on which they can allocate 10% of their time to help broaden their skill set outside of their current functional area,” Sweeney said.

Kevin Kruse is the Founder + CEO of LEADx, scaling and sustaining leadership behaviors with behavioral nudges, micro-learning, and live cohort-based workshops. Kevin is also a New York Times bestselling author of Great Leaders Have No Rules, 15 Secrets Successful People Know About Time Management, and Employee Engagement 2.0.

Wed, 08 Nov 2023 22:00:00 -0600 Kevin Kruse en text/html
Pennie G Raymond

In a collaborative, client-centered professional approach, I use biblical principles integrated with cognitive behavioral and solution-focused therapy as interventions for change. This approach is highly effective because the client's emotional, behavioral, contextual, and spiritual needs are addressed. This approach can significantly help all ages across various issues achieve healing, reconciliation, and solutions related to various emotional and psychological problems. Those problems include child behavioral problems, family dysfunction, depression, anxiety, domestic abuse, and relationship problems.

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A new approach to understanding Aboriginal foodways

A University of Queensland-led research team says the key to a more sustainable food future may be a better understanding of ancient Indigenous food production systems.

Their ARC Discovery project "Testing the Dark Emu hypothesis" combines bioarchaeology, archaeobotany, palynology, ethnobotany and in partnership with Indigenous communities to challenge existing perspectives. The research is published in Archaeology of Food and Foodways.

UQ bioarchaeologist Associate Professor Michael Westaway said transdisciplinary research was needed to confirm whether Aboriginal communities were farmers rather than foragers, with evidence of early aquaculture and possibly cultivation.

"We're working closely with Indigenous communities, because Aboriginal people are increasingly hurry to gain insights into how their people cared for Country and developed these types of sustainable food production systems," Dr. Westaway said.

"We've found extensive evidence the largest forager quarries in the world were in western Queensland, where the Mithaka people extracted stone slabs to make grinding stones for processing seeds.

"We've also excavated the fireplaces of gunyahs, traditional Aboriginal huts, and found remnants of burned carbonized seeds, which archaeobotanists are now examining to identify the species."

Dr. Westaway said pollen cores taken from ancient lake beds also allowed the team to reconstruct how the surrounding vegetation had changed over time.

"The ethnohistory shows us that Aboriginal people would prepare for a big flood by burning the surrounding riverine plains, to increase the productivity of the landscape," he said. "By identifying carbon peaks in the cores from the lake beds, we can learn about the timing of the burnings.

"We believe we're seeing records that indicate domestication of landscapes, which is an exciting element."

The research team has also looked at plant genetics, including drought resistance.

UQ Professor of Innovation in Agriculture Robert Henry said a methodical, transdisciplinary approach was necessary to reveal the complete story of ancient Indigenous food production.

"I'm looking at the contemporary flora and how the plants there now might have been changed by humans over time," Professor Henry said. "These can include changes in seed size or whether the plant would have been edible and trying to link that with the archaeological findings.

"This is significant from an agricultural point of view, as there may have been practices in the past that are useful to know about for the future. Climate change means we will have to adapt agriculture to new climates, as they did in the past."

Dr. Westaway said the research had the potential to open new ways of thinking about using in a more sustainable way, that would support new industry.

More information: Michael C. Westaway et al, Transdisciplinary Approaches to Understanding Past Australian Aboriginal Foodways, Archaeology of Food and Foodways (2023). DOI: 10.1558/aff.18161

Citation: A new approach to understanding Aboriginal foodways (2023, November 12) retrieved 17 November 2023 from

This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.

Tue, 14 Nov 2023 14:20:00 -0600 en text/html
Our Academic Approach

Our small classes put students face-to-face with leading faculty, where they can ask questions, delve deep, iterate, postulate, and collaborate. Through intensive project-based learning and research, students gain hands-on experience that can be put to use as soon as they graduate. Our students don’t just explore challenging problems—they prototype innovative solutions. And through internship opportunities across New York City, they get real-world experience, as well as the chance to expand their professional networks.

The integrated curriculum that is a hallmark of our university means students can immerse themselves in multiple disciplines. This approach puts rigorous intellectual and creative exploration at our core, and allows students to develop tools to solve problems creatively in a changing and complex world. 

The courageous intellectual spirit of The New School’s founders remains present in the academic rigor, creative exploration, and multidimensional study that define our university. 

Sun, 21 Aug 2022 14:12:00 -0500 en text/html

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