3,880 research outputs found
Radionuclide renography predicts functional changes in patients with renal artery involvement by Takayasu's arteritis
No full textRadionuclide renography predicts functional changes in patients with renal artery involvement by Takayasu's arteritis
No full textExploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education
No full textSocial robots are designed to interact with humans and this technology is entering early childhood classrooms across the world. Research is needed to understand teachers' perspectives on the benefits and barriers of using social robots with children. In this study, 94 teachers working in preschool or the early years of primary school, in Australia, completed a survey that asked teachers about their perspectives on using social robots in the classroom. Teachers reported that the main benefits of social robots would be to improve young children's learning and engagement and barriers included financial cost, limited teacher training, and technical support for using social robots in the classroom. Overall, teachers were generally neutral in their views about social robots, neither dismissing nor embracing them. It is recommended that early childhood teachers be provided with greater opportunities and training to experience these new digital technologies for supporting children's learning in the classroom.Full Tex
Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom
No full textThe framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use new technologies to make educational assessment more efficient and useful. The present review discusses factors relevant to assessment in the digital age from the perspectives of assessment for learning (AfL) and assessment of learning (AoL) in the early childhood classroom. Technology offers significant avenues to enhance test administration, test scoring, test reporting and interpretation, and link with curriculum to individualize learning. We highlight unique challenges around issues of developmental appropriateness, item development, psychometric validation, and teacher implementation in the use of future assessment systems. However, success will depend upon close collaboration between educators, students, and policy makers in the design, development, and utilization of technology-based assessments.Full Tex
Virtual, Augmented, and Mixed Reality: Benefits and Barriers for Early Childhood Education
No full textNo Full Tex
Utilising Deep Learning Models for the Surface Registration Problem in HoloNav
No full textSurface Registration is a registration problem that handles the registration of two similar surfaces. In most research that utilises Deep Learning (DL) models to handle surface registration two theories are investigated; the first being whether surfaces sampled from the same origin can be registered together, and the second theory being whether the models can register Point Clouds with low overlapping data for utilisation in Simultaneous Localisation and Mapping (SLAM) applications. However, the surface registration to be utilised in the HoloNav Augmented Reality (AR) navigation system will utilise Point Clouds sampled from different origins with a high overlap ratio. This research, therefore, aims to determine the viability of DL methods for surface registration in HoloNav data. To determine the viability, rotation and translation errors in the match were used, with the aforementioned metrics later being evaluated manually with the utilisation of a visualiser. The results indicate that the models can generalise on the navigator data for an initial Euler angle difference of 45 degrees, but due to the difference in sampling density on the utilised point clouds can not provide accurate matches. Therefore, the utilisation of DL models can be considered to be viable if the navigator data has a sampling density similar to the pre-operative model.https://github.com/alpcicimen/holonav-dl-registration The link to the github repository containing the utilised dataset, scripts, as well as the modified DL models RPMNet and PREDATOR.CSE3000 Research ProjectComputer Science and Engineerin
The Scent of a Smell: An Extensive Comparison between Textual and Structural Smells
No full textCode smells are symptoms of poor design or implementation choices that have a negative effect on several aspects of software maintenance and evolution, such as program comprehension or change- and fault-proneness. This is why researchers have spent a lot of effort on devising methods that help developers to automatically detect them in source code. Almost all the techniques presented in literature are based on the analysis of structural properties extracted from source code, although alternative sources of information (e.g., textual analysis) for code smell detection have also been recently investigated. Nevertheless, some studies have indicated that code smells detected by existing tools based on the analysis of structural properties are generally ignored (and thus not refactored) by the developers. In this paper, we aim at understanding whether code smells detected using textual analysis are perceived and refactored by developers in the same or different way than code smells detected through structural analysis. To this aim, we set up two different experiments. We have first carried out a software repository mining study to analyze how developers act on textually or structurally detected code smells. Subsequently, we have conducted a user study with industrial developers and quality experts in order to qualitatively analyze how they perceive code smells identified using the two different sources of information. Results indicate that textually detected code smells are easier to identify and for this reason they are considered easier to refactor with respect to code smells detected using structural properties. On the other hand, the latter are often perceived as more severe, but more difficult to exactly identify and remove.Accepted Author ManuscriptSoftware Engineerin
Eliciting and attenuating reinstatement of fear: Effects of an unextinguished CS
No full textReinstatement of fear is a proposed mechanism for return of fear following exposure therapy. A standard reinstatement procedure in the laboratory involves a conditional stimulus (CS) paired with an unconditional stimulus (US) during acquisition (i.e., CS+), and a CS paired without an US (CS-) during acquisition. In extinction the CS + and CS- are presented alone, then the US is presented without the CS in reinstatement, and followed by test trials of the CS. The current study examined whether reinstatement of fear can be triggered by a CS that was previously paired with the US (i.e., unextinguished CS) and reduced by extinction to the CSextinguished and CSunextinguished but not the CS- in a sample of first year psychology students (expectancy data N = 93; heart rate data N = 73). A differential aversive conditioning procedure presented within a virtual reality environment was used to examine reinstatement of the US expectancy and conditioned heart rate responses. As predicted, presentation of an unextinguished CS reinstated fear of a second previously extinguished CS. Moreover, conducting extinction with multiple stimuli attenuated this reinstatement of fear as indexed by self-report and heart rate measures. The present results suggest that therapy should include exposure to multiple stimuli to reduce the likelihood of reinstatement of fear.No Full Tex
Preschool children's engagement with a social robot compared to a human instructor
No full textYoung children are exposed to new digital technologies, such as social robots. Limited research exists on how children engage with social robots and their role in the preschool classroom. This study observed 35 English-speaking children (M age = 4.60 years) participating in two tasks (Simon Says and iPad drawing) under the guidance of a social robot or human instructor. Children's engagement was measured across behavioural, emotional, and verbal domains. Results showed higher behavioural and positive emotional engagement with a human instructor than a social robot instructor across both tasks. Children uttered more words with the human instructor than the social robot instructor for the iPad drawing task, although there were no differences for the Simon Says task. Children's engagement and utterances were positively correlated during the social robot and human instructor conditions. The findings suggest that child engagement was overall higher with a human than with a social robot and such differences may be important for teachers to consider when using social robots in the preschool classroom.Full Tex
Norwegian cultural policy: a civilising mission?
No full textThis dissertation aims to explore the extent to which what has been termed „the civilising mission‟ has been a central rationale behind Norwegian cultural policy.
In order to contextualise the research the German term Bildung, which refers to human growth processes, is used as a conceptual framework. Bildung can be achieved in two different, albeit related, ways: firstly, through an object approach, which takes great works of arts as its point of departure and where personal growth can be achieved through exposure to these and which endorses clear cultural hierarchies, and secondly, through a subject approach, which emphasises each individual‟s own preferences and desires and where a much greater range of cultural activities can facilitate personal growth.
In addition to an historical analysis of the ideas that have informed Norwegian cultural policies dating back to 1814, this project draws upon „green papers‟ published by the Norwegian government through its Ministry of Culture. This is supplemented by a more detailed analysis of a key cultural policy initiative of the 2000s: den kulturelle skolesekken (DKS)1, which is a major programme initiated to enable children in primary school to be exposed to art-works produced by professional artists.
The project concludes that although a subject and an object approach to Bildung have co-existed throughout the period charted here there has since the 90s been an increased focus on the object oriented approach. This appears evident both in the general cultural policy discourse but articularly through the disciplining aspect of DKS and its strong focus on, what is being referred to as, the „professional arts‟ as a vehicle for Bildung
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