Infinite Dimensional Banach spaces of functions with nonlinear properties

The aim of this paper is to show that there exist infinite dimensional Banach spaces of functions that, except for 0, satisfy properties that apparently should be destroyed by the linear combination of two of them. Three of these spaces are: a Banach space of differentiable functions on Rn failing the Denjoy-Clarkson property; a Banach space of non Riemann integrable bounded functions, but with antiderivative at each point of an interval; a Banach space of infinitely differentiable functions that vanish at infinity and are not the Fourier transform of any Lebesgue integrable function.

The level sets of the resolvent norm and convexity properties of Banach spaces

We construct a bounded linear operator on a separable, reflexive and strictly convex Banach space whose resolvent norm is constant in a neighbourhood of zero.

1-amenability of A(X) for Banach spaces with 1-unconditional bases

The main result of the note is a characterization of 1-amenability of Banach algebras of approximable operators for a class of Banach spaces with 1-unconditional bases in terms of a new basis property. It is also shown that amenability and symmetric amenability are equivalent concepts for Banach algebras of approximable operators, and that a type of Banach space that was long suspected to lack property A has in fact the property. Some further ideas on the problem of whether or not amenability (in this setting) implies property A are discussed.

Sensing Spaces:A Body-oriented Architectural Design Education

The contemporary dominance of visuality has turned our understanding of space into a mode of unidirectional experience that externalizes other sensual capacities of the body while perceiving the built environment. This affects not only architectural practice but also architectural education when an introduction to the concept of space is often challenging, especially for the students who have limited spatial and sensual training. Considering that an architectural work is not perceived as a series of retinal pictures but as a repeated multi-sensory experience, the problem definitions in the design studio need to be disengaged from the dominance of a ‘focused vision’ and be re-constructed in a holistic manner. A method to address this approach is to enable the students to refer to their own sensual experiences of the built environment as a part of their design processes. This paper focuses on a particular approach to the second year architectural design teaching which has been followed in the Department of Architecture at Izmir University of Economics for the last three years. The very first architectural project of the studio and the program, entitled ‘Sensing Spaces’, is conducted as a multi-staged design process including ‘sense games, analyses of organs and their interpretations into space’. The objectives of this four-week project are to explore the sense of space through the design of a three-dimensional assembly, to create an awareness of the significance of the senses in the design process and to experiment with re-interpreted forms of bodily parts. Hence, the students are encouraged to explore architectural space through their ‘tactile, olfactory, auditory, gustative and visual stimuli’. In this paper, based on a series of examples, architectural space is examined beyond its boundaries of structure, form and function, and spatial design is considered as an activity of re-constructing the built environment through the awareness of bodily senses.

Surveillance of cerebral palsy in Europe: a collaboration of cerebral palsy surveys and registers

Although cerebral palsy (CP) is the most common cause of motor deficiency in young children, it occurs in only 2 to 3 per 1000 live births. In order to monitor prevalence rates, especially within subgroups (birthweight, clinical type), it is necessary to study large populations. A network of CP surveys and registers was formed in 14 centres in eight countries across Europe. Differences in prevalence rates of CP in the centres prior to any work on harmonization of data are reported. The subsequent process to standardize the definition of CP, inclusion/exclusion criteria, classification, and description of children with CP is outlined. The consensus that was reached on these issues will make it possible to monitor trends in CP rate, to provide a framework for collaborative research, and a basis for services planning among European countries.

The spaces of knowledge: Contributions towards a historical geography of science

Reprinted in Trevor Barnes and Derek Gregory (eds), Reading Human Geography: The Poetics and Politics of Inquiry, (London: Arnold, 1997), pp. 27-48

Perceiving and acting upon spaces in a VR rugby task: Expertise effects in affordance detection and task achievement

This study used a virtual simulated 3vs3 rugby task to investigate whether gaps opening in particular running channels promote different actions by the ball-carrier player and whether an effect of rugby expertise is verified. We manipulated emergent gaps in three different locations: gap1 in the participant’s own running channel, gap 2 in the 1st receiver's running channel, and gap3 in the 2nd receiver's running channel. Recreational, intermediate, professional and non-rugby players performed the task. They could i) run with the ball, ii) make a short pass, or iii) make a long pass. All actions were digitally recorded. Results revealed that the emergence of gaps in the defensive line with respect to the participant’s own position significantly influenced action selection. Namely, ‘run’ was most often the action performed in gap 1, ‘short pass’ in gap 2, and ‘long pass’ in gap 3 trials. Furthermore, a strong positive relationship between expertise and task achievement was found.

Defending Identity and Ethos: an analysis of teacher perceptions of school collaboration in Northern Ireland

The purpose of this article is to examine the process of collaborative working between teachers located in separate faith-based schools in Northern Ireland. Drawing on theories of intergroup relations, and with reference to in-depth interviews with teachers in post-primary schools, the article shows that despite earlier research which identified a reluctance amongst teachers in the different sectors to work together, most Catholic and Protestant teachers are motivated to collaborate to develop a more broadly based curriculum for pupils. However, it has also been shown that teachers tend to studiously avoid discussing their differences in mixed-faith contexts, and it is argued that this may have the potential to constrain collaborative relations. It is concluded that without strategic direction from policy makers to assist teachers in negotiating and exploring their differences it will be difficult to build the trust which is likely to sustain collaborative relations.

“Voices, Spaces and Processes in Constitutionalism - Editorial"

(With C. Harvey, J. Shaw .)

The Campbell Collaboration

This article describes the development, organization, and operation of the Campbell Collaboration, an international network of academics and practitioners who prepare, maintain, and make accessible authoritative systematic reviews of the effectiveness of interventions in the fields of social welfare, education, and criminal justice. The Campbell Collaboration is modeled after the successful Cochrane Collaboration, established in 1993 to produce reviews of the evidence relating to the effectiveness of services in the field of health care. The aim of such reviews is to provide practitioners with a summary of the best available empirical evidence on which to base practice decisions.