Ontogenetic development of migration : Lagrangian drift trajectories suggest a new paradigm for sea turtles

Long distance migration occurs in a wide variety of taxa including birds, insects, fishes, mammals and reptiles. Here, we provide evidence for a new paradigm for the determinants of migration destination. As adults, sea turtles show fidelity to their natal nesting areas and then at the end of the breeding season may migrate to distant foraging sites. For a major rookery in the Mediterranean, we simulated hatchling drift by releasing 288 000 numerical particles in an area close to the nesting beaches. We show that the pattern of adult dispersion from the breeding area reflects the extent of passive dispersion that would be experienced by hatchlings. Hence, the prevailing oceanography around nesting areas may be crucial to the selection of foraging sites used by adult sea turtles. This environmental forcing may allow the rapid evolution of new migration destinations if ocean currents alter with climate change.

An experimental investigation of yarn tension in simulated ring spinning

Yarn tension is a key factor that affects the efficiency of a ring spinning system. In this paper, a specially constructed rig, which can rotate a yarn at a high speed without inserting any real twist into the yarn, was used to simulate a ring spinning process. Yarn tension was measured at the guide-eye during the simulated spinning of different yarns at various balloon heights and with varying yarn length in the balloon. The effect of balloon shape, yarn hairiness and thickness, and yarn rotating speed, on the measured yarn tension, was examined. The results indicate that the collapse of balloon shape from single loop to double loop, or from double loop to triple etc, lead to sudden reduction in yarn tension. Under otherwise identical conditions, a longer length of yarn in the balloon gives a lower yarn tension at the guide-eye. In addition, thicker yarns and/or more hairy yarns generate a higher tension in the yarn, due to the increased air drag acting on the thicker or more hairy yarns.

Simulation optimization for process scheduling through simulated annealing

This paper presents a simulation optimization of a real scheduling problem in industry, simulated annealing is introduced for this purpose.  Investigation is performed into the practicality of using simulated annealing to produce high quality schedules.  Results on the solution quality and computational effort show the inherent properties of the simulated annealing.  It is shown that when using this method, high quality schedules can be produced within reasonable time contraints.

Southern drift: the learning styles of first and third year students of the built environment

This paper focuses on learning processes across the design curriculum of Deakin University School of Architecture and Building (Australia) through the recognition of the four learning styles - 'accommodating', 'diverging', 'assimilating' and 'converging' - that are defined in the Experiential Learning theory of Kolb. The research has been conducted to evaluate the effects of
learning style preferences on the performance of built environment students from diverse backgrounds and cultures in projects across a range of learning situations. The results of the research are being used to inform andragogical refinements that will be tested in design studio and technology lecture units studied by students of Architecture and Construction Management. The paper will focus on the results of a cross-curriculum learning style survey. The sUivey was conducted as part of a Strategic
Teaching and Learning Grant funded project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of students collaborating in multi~disciplinary and multi~cultural team assignments. By addressing the issues of multidisciplinarity, cultural inclusiveness and the internationalisation of higher education, the research program aims ultimately at the education of graduates who are able to bring leadership to multidisciplinary design collaborations co-operating across international boundaries towards a global sustainable future.

Southern drift : the learning styles of first and third-year students of the built environment

This paper investigates learning processes across a built environment design curriculum through the recognition of the four learning styles defined in the experiential learning theory of Kolb, i.e., 'accommodating', 'diverging', 'assimilating' and 'converging.' The paper focuses on the results of a cross-curriculum learning style survey. The results of the survey appear to explain why many prior studies of the personality characteristics, learning and cognitive styles of practitioners and of design students at different stages of their education appear conflicting. The hypothesis tested to resolve these inconsistencies asked whether design-learning styles are fixed or change as students' progress through their studies. The survey provides evidence of a statistically significant relationship between learning styles and year of study. The evidence suggests a southern drift (the term refers to the spatial interrelationship of styles in the two-dimensional Kolb Learning Style Index [LSI] cycle) towards the abstract conceptualisation mode of the learning process as students near the completion of their studies. This fluidity in learning style remains a hypothesis until further research is able to study one cohort for the entirety of a degree program. The paper argues that the possibility of learning style fluidity needs determining if learning style theory is to provide a workable model for informing the teaching of architecture.

Microstructure and mechanical properties of C-Si-Mn(-Nb) TRIP steels after simulated thermomechanical processing

Continuous and discontinuous cooling tests were performed using a quench deformation dilatometer to develop a comprehensive understanding of the structural and kinetic aspects of the bainite transformation in low carbon TRIP (transformation induced plasticity) steels as a function of thermomechanical processing and composition. Deformation in the unrecrystallised austenite region refined the ferrite grain size and increased the ferrite and bainite transformation temperatures for cooling rates from 10 to 90 K s^-1. The influence of niobium on the transformation kinetics was also investigated. Niobium increases the ferrite start transformation temperature, refines the ferrite microstructure, and stimulates the formation of acicular ferrite. The effect of the bainite isothermal transformation temperature on the final microstructure of steels with and without a small addition of niobium was studied. Niobium promotes the formation of stable retained austenite, which influences the mechanical properties of TRIP steels. The optimum mechanical properties were obtained after isothermal holding at 400°C in the niobium steel containing the maximum volume fraction of retained austenite with acicular ferrite as the predominant second phase.

The effects of the opioid pharmacotherapies methadone, LAAM and buprenorphine, alone and in combination with alcohol, on simulated driving

While methadone is currently the primary pharmacotherapy used in the treatment of heroin dependence in Australia, levo-alpha-acetyl-methodol (LAAM) and buprenorphine are new pharmacotherapies that are being examined as alternatives to methadone maintenance treatment. The aim of this research is to consider the effects of the methadone, buprenorphine and LAAM, as used in maintenance pharmacotherapy for heroin dependence, upon simulated driving. Clients stabilised in methadone, LAAM and buprenorphine treatment programs for 3 months, and a control group of non-drug-using participants, took part in this study which involved operating a driving simulator over a 75 min period.

The effect of intra- versus post-interview feedback during simulated practice interviews about child abuse

Objective
This study compared the effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers’ ability to adhere to open-ended questions in simulated practice interviews about child abuse.
Method
In one condition, feedback was provided at the end of each practice interview. In the other, the instructor stopped the interviewer at various stages during the practice interviews to provide feedback. The relative effect of these conditions was examined by measuring interviewers’ performance in a standardized mock interview paradigm immediately prior to, immediately after, and 12 weeks after the practice and feedback sessions.
Results
Prior to and 12 weeks after the practice sessions were administered, there was no significant difference in participants’ adherence to open-ended questions irrespective of the nature of the feedback, or whether feedback was received. At the immediate post-practice assessment interval, however, the participants who received feedback during the practice interviews performed better (M proportion of open-ended questions = .85, SD = .13) than the other participants (post-interview feedback M = .67, SD = .18, p < .001; no feedback M = .56, SD = .16, p < .001). This heightened use of open-ended questions was associated with a greater tendency among the interviewees to provide abuse-related details in response to open-ended questions (M = .91, SD = .11) compared to the other participants (post-interview feedback M = .77, SD = .15, p < .05; no feedback M = .69, SD = .16, p = .001).
Conclusions
Different types of feedback can be differentially effective in training child abuse investigators to adhere to open-ended questions. The benefits of any training program, however, are likely to be short-lived without ongoing practice.
Practice implications
A single study compared the relative effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers’ ability to adhere to open-ended questions in simulated practice interviews about child abuse. This research is relevant to trainers of investigative interviewers because there is currently large variability in the type of feedback employed in training programs. This study is one of the first to empirically demonstrate that different types of feedback may be differentially effective in improving the performance of investigative interviewers.

Learning style drift : correlation between built environment students' learning styles and the learning styles of their teachers

This paper focuses on the results of a cross-curriculum learning style survey conducted in an Australian School of Architecture and Building as part of an ongoing project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multicultural team assignments. The research was conducted to determine how learning style differences in heterogeneous design teams might be addressed through pedagogy. We will argue that the likelihood of and reasons for learning style fluidity in student design cohorts needs determining if learning style theory is to provide a workable model for informing the teaching of design.
In light of evidence in student cohorts of learning style changes as students progress through their studies (Tucker, 2007), this research discusses one explanation of what appears to belearning style fluidity in architecture student cohorts. If, as prior research has indicated, the learning styles of academics are quite different from practitioners, evidence of a learning style drift in built environment students towards the predominant learning styles of their design teachers might suggest that students are learning how to be academics rather than practitioners. This, of course, might have serious implications for built environment teaching and for practice.