3,007 research outputs found
Yellow Rail Vocalizations
No full textThere are two videos (YERA vocalization video 1.mp4 and YERA vocalization video 2.mp4) available. YERA vocalization video 1.mp4 is a 14 second clip showing a Yellow Rail slipping through some Spartina spartinae and vocalizing. YERA vocalization video 2.mp4 is a 51 second clips which shows a Yellow Rail in the open vocalizing. There is also one audio file (YERA Contact Call 1.mp3) that is an audio recording of this vocalization. The file cluster.kcs is a recognizer created within Kaleidoscope pro designed to detect the Yellow Rail vocalization. The file Yellow Rail Spectrogram.R is the R code to visualize the Yellow Rail vocalization
Event-B code generation: type extension with theories
No full textThe Event-B method is a formal modelling approach; our interest is the final step, of generating code for concurrent programs, from Event-B. Our Tasking Event-B tool integrates Event-B to facilitate code generation. The theory plug-in allows mathematical extensions to be added to an Event-B development. When working at the implementation level we need to consider how to translate the newly added types and operators into code. In this paper, we augment the theory plug-in, by adding a Translation Rules section to the tool. This enables us to define translation rules that map Event-B formulas to code. We illustrate the approach using a small case study, where we add a theory of arrays, and specify translation rules for generating Ada code
'We always come here': investigating the social in social learning
No full textThis paper investigates student choices around the 'Third Space' for learning; that which is not either a teaching space or a private space. In mapping the use of such spaces around the University of Northampton's campuses and through the use of semi-structured interviews with students as they use the spaces it constructs a model to help understand why students choose a particular space to work in and influence decisions in the deliberate creation of such spaces in future.
The research shows four, often overlapping, influences on student choice of space; resources, environment, social and emotional. That resource rich spaces that allow social interaction and learning to take place in attractive environments are popular should not be surprising but it is the emotional response to space that is of particular interest. Space attachment theory has usually centred on home or places with religious or national symbolism. This paper identifies an element of emotional resonance to areas of the university campus, especially the library, that will warrant further research
Neotectonic map of the Cascadia margin
No full textby Chris Goldfinger, Jeffrey Beeson, Chris Romsos and Jason R. Patton.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 15-20).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
A Trust Analysis Methodology for Pervasive Computing Systems
No full textWe present an analysis Trust Analysis Methodology for finding trust issues within pervasive computing systems. It is based on a systematic analysis of scenarios that describe the typical use of the pervasive system by using a Trust Analysis Grid. The Trust Analysis Grid is composed of eleven Trust Issue Categories that cover the various aspects of the concept of trust in pervasive computing systems. The Trust Analysis Grid is then used to guide the design of the pervasive computing system
Player agency in interactive narrative: audience, actor & author
No full textThe question motivating this review paper is, how can
computer-based interactive narrative be used as a constructivist learn-
ing activity? The paper proposes that player agency can be used to
link interactive narrative to learner agency in constructivist theory,
and to classify approaches to interactive narrative. The traditional
question driving research in interactive narrative is, ‘how can an in-
teractive narrative deal with a high degree of player agency, while
maintaining a coherent and well-formed narrative?’ This question
derives from an Aristotelian approach to interactive narrative that,
as the question shows, is inherently antagonistic to player agency.
Within this approach, player agency must be restricted and manip-
ulated to maintain the narrative. Two alternative approaches based
on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are
reviewed. If a Boalian approach to interactive narrative is taken the
conflict between narrative and player agency dissolves. The question
that emerges from this approach is quite different from the traditional
question above, and presents a more useful approach to applying in-
teractive narrative as a constructivist learning activity
Miscommunication Code Words
No full textMany letters have sound-alike names, for example b and p : radio operators use communication code words such as BRAVO and PETER to avoid confusing these letters. A committee of logologists got together to try to submit a more interesting list of code words, drawing only on words from Webster\u27s Third. Here is the list they produced (B, N, R, and S need better examples)
Mariner, Renegade, Castaway: Chris Braithwaite, seamen’s organiser and Pan-Africanist
No full textThe author explores the political life in Britain of black Barbadian Chris Braithwaite (c.1885–1944), also known as ‘Chris Jones’, a hitherto overlooked, yet outstanding figure in the history of the twentieth-century Black and Red Atlantic. As leader of the Colonial Seamen’s Association and an important ‘class struggle Pan-Africanist’, he was the lynchpin of an anti-colonial maritime network in interwar London. Through his work in the Communist party in the early 1930s and then in the International African Friends of Ethiopia and the International African Service Bureau, led by George Padmore and C. L. R. James, Braithwaite’s talents as organiser, speaker and writer came to the fore
Visualisation, imagery, and the development of geometrical reasoning
No full textThis report focuses on some aspects of the nature and role of visualisation and imagery in the teaching and learning of mathematics, particularly as a component in the development of geometrical reasoning. Issues briefly addressed include the relationship between imagery and perception, imagery and memory, the nature of dynamic images, and the interaction between imagery and concept development. The report concludes with a series of questions that may provide a suitable programme for research and lays the foundation for further work of the BSRLM geometry working group
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