Separating spatially correlated signals using first-order precoders

This paper deals with blind separation of spatially correlated signals mixed by an instantaneous system. Taking advantage of the fact that the source signals are accessible in some man-made systems such as wireless communication systems, we preprocess the source signals in transmitters by a set of properly designed first-order precoders and then the coded signals are transmitted. At the receiving side, information about the precoders are utilized to perform signal separation. Compared with the existing precoder-based methods, the new method only employs the simplest first-order precoders, which reduces the delay in data transmission and is easier to implement in practical applications.

Laminated plate elements based on higher-order shear deformation theories

Efficient and accurate finite elements are crucial for finite element analysis to provide adequate prediction of the structural behavior. A large amount of laminated plate elements have been developed for finite element analysis of laminated composite plates based on the various lamination theories. A recent and complete review of the laminated finite elements based on the higher-order shear deformation theories, including the global higher-order theories, zig-zag theories and the global-local higher-order theories is presented in this paper. Finally some points on the development of the laminated plate elements are summarized.

The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers’ attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.

Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas'. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers' attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage  students and teachers to look beyond text science.

Pedagogical templates : a comparative study of higher order reflective making

Schon’s notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a “higher-order” process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of “pedagogical templates” for the promotion of “higher-order” strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.

Gifted are lifted higher : an exploration of the development of higher order thinking skills of gifted students playing strategy games

Strategy games can provide an opportunity to develop higher order thinking skills in students gifted in mathematics. Extending and engaging gifted students is a demanding task. This paper reports on a twelve-week project undertaken with a group of nine gifted lower secondary school students. These students played and analysed five traditional strategy games. Following this experience, they were asked to create a challenging strategy game of their own. This paper discusses the rationale for the use of traditional strategy games, outlines the methodology employed, explains the selection of specific games and describes the observed improvement in students' higher order thinking skills.

Impact of depression treatment on mental and physical health-related quality of life of cardiac patients : a meta-analysis

PURPOSE: To conduct a meta-analysis evaluating the effectiveness of depression treatment on mental and physical health-related quality of life (HRQOL) of cardiac patients.

METHODS: Studies were identified using medical, health, psychiatry, psychology, and social sciences databases. Inclusion criteria were (1) 1 or more control conditions, (2) random assignment to condition after admission for myocardial infarction (MI)/acute coronary syndrome, after recording positive results on a depression screener, (3) documentation of depression symptoms at baseline, (4) depression management as a component of the rehabilitation/intervention, (5) validated measure of HRQOL as an outcome, at minimum 6-month followup. For meta-analysis, mental and physical HRQOL were the end points studied, using standardized mean differences for continuous outcome measures, with 95% confidence intervals. Heterogeneity was explored by calculating I2 statistic.

RESULTS: Five randomized controlled trials included in the analysis represented 2105 participants (1058 intervention vs 1047 comparator). Compared with a comparator group at 6 months, a test for overall effect demonstrated statistically significant improvements in mental HRQOL in favor of the intervention (standardized mean differences = −0.29 [−0.38 to −0.20], [P < .00001]; I2 = 0%). Depression treatment had a modest yet significant impact on physical HRQOL (standardized mean differences = −0.14 [−0.24 to −0.04] [P = .009]; I2 = 15%).

CONCLUSION: While the impact of post-MI depression interventions on physical HRQOL is modest, treatment can improve mental HRQOL in a significant way. Future research is required to develop and evaluate a program that can achieve vital improvements in overall HRQOL, and potentially cardiovascular outcomes, of cardiac patients.

EEG signal analysis for BCI application using fuzzy system

An approach to EEG signal classification for brain-computer interface (BCI) application using fuzzy standard additive model is introduced in this paper. The Wilcoxon test is employed to rank wavelet coefficients. Top ranking wavelets are used to form a feature set that serves as inputs to the fuzzy classifiers. Experiments are carried out using two benchmark datasets, Ia and Ib, downloaded from the BCI competition II. Prevalent classifiers including feedforward neural network, support vector machine, k-nearest neighbours, ensemble learning Adaboost and adaptive neuro-fuzzy inference system are also implemented for comparisons. Experimental results show the dominance of the proposed method against competing approaches.

Blind extraction using fractional lower-order statistics

In traditional method to blindly extract interesting source signals sequentially, the second-order or higher-order statistics of signals are often utilized. However, for impulsive sources, both of the second-order and higher-order statistics may degenerate. Therefore, it is necessary to exploit new method for the blind extraction of impulsive sources. Based on the best compression-reconstruction principle, a novel model is proposed in this work, together with the corresponding algorithm. The proposed method can be used for blind extraction of sources which are distributed from alpha stable process. Simulations are given to illustrate availability and robustness of our algorithm.

A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically ‘mapped’ Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes.

Some summarised examples from the report reveals that:

* Effective teachers of numeracy:
- have high expectations of their students;
- focus on children’s mathematical learning, rather than on providing pleasant classroom experiences;
- provide a challenging curriculum;
- use higher-order questioning;
- make connections both within mathematics and between mathematics in different contexts; and
- use highly interactive teaching involvement with students in class discussion.

* Effective professional development programmes:
- provide teachers with the time and appropriate resources to enable them to reflect on their teaching;
- provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms;
- involve teachers in school-based and wider networks;
- are of sufficient duration to allow significant changes to habitual beliefs and practices; and
- create opportunities for the exploration of theory-practice relationships.

CM-based blind equalization of time-varying SIMO-FIR channel with single pulsation estimation

It is known that the constant modulus (CM) property of the source signal can be exploited to blindly equalize time-invariant single-inputmultiple-output (SIMO) and finite-impulse-response (FIR) channels. However, the time-invariance assumption about the channel cannot be satisfied in several practical applications, e.g., mobile communication. In this paper, we show that, under some mild conditions, the CM criterion can be extended to the blind equalization of a time-varying channel that is described by the complex exponential basis expansion model (CE-BEM). Although several existing blind equalization methods that are based on the CE-BEM have to employ higher order statistics to estimate all nonzero channel pulsations, the CM-based method only needs to estimate one pulsation using second-order statistics, which yields better estimation results. It also relaxes the restriction on the source signal and is applicable to some classes of signals with which the existing methods cannot deal.

Identifying film takes for cinematic analysis

In this paper, we focus on the ‘reverse editing’ problem in movie analysis, i.e., the extraction of film takes, original camera shots that a film editor extracts and arranges to produce a finished scene. The ability to disassemble final scenes and shots into takes is essential for nonlinear browsing, content annotation and the extraction of higher order cinematic constructs from film. In this work, we investigate agglomerative hierachical clustering methods along with different similarity metrics and group distances for this task, and demonstrate our findings with 10 movies.

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.