GTInspector: A Moldable Domain-Aware Object Inspector

Understanding the run-time behaviour of object-oriented applications entails the comprehension of run-time objects. Traditional object inspectors favor generic views that focus on the low-level details of the state of single objects. While universally applicable, this generic approach does not take into account the varying needs of developers that could benefit from tailored views and exploration possibilities. GTInspector is a novel moldable object inspector that provides different high-level ways to visualize and explore objects, adapted to both the object and the current developer need.

Behavioral Differences in the Upper and Lower Visual Hemifields in Shape and Motion Perception.

Perceptual accuracy is known to be influenced by stimuli location within the visual field. In particular, it seems to be enhanced in the lower visual hemifield (VH) for motion and space processing, and in the upper VH for object and face processing. The origins of such asymmetries are attributed to attentional biases across the visual field, and in the functional organization of the visual system. In this article, we tested content-dependent perceptual asymmetries in different regions of the visual field. Twenty-five healthy volunteers participated in this study. They performed three visual tests involving perception of shapes, orientation and motion, in the four quadrants of the visual field. The results of the visual tests showed that perceptual accuracy was better in the lower than in the upper visual field for motion perception, and better in the upper than in the lower visual field for shape perception. Orientation perception did not show any vertical bias. No difference was found when comparing right and left VHs. The functional organization of the visual system seems to indicate that the dorsal and the ventral visual streams, responsible for motion and shape perception, respectively, show a bias for the lower and upper VHs, respectively. Such a bias depends on the content of the visual information.

The autobiography of the early years of the world-famous John George Wille, "graveur du roi."

Fifteen copies printed.

An address, written by Mr. Clerc : and read by his request at a public examination of the pupils in the Connecticut Asylum before the governour and both houses of the legislature, 28th May, 1818.

The address "was delivered by his [Clerc's] friend Mr. Gallaudet ..."--p. [3]

Infantry tactics ; or, Rules for the exercise and manœuvres of the United States' infantry /

v. 1. Schools of the soldier and company.--v. 2. School of the battalion and instruction for light infantry or rifle.--v. 3. Evolution of the line.

Infantry tactics; or, Rules for the exercise and manœuvres of the United States' infantry.

Vol. 2 wanting in L.C. copy.

Quantifying the complexity of relative clause and cleft sentences

Explanations of the difficulty of relative-clause sentences implicate complexity but the measurement of complexity remains controversial. Four experiments investigated how far relational complexity (RC) theory, that has been found valid for cognitive development and human reasoning, accounts for the difficulty of 16 types of English, object- and subject-extracted relative-clause constructions. RC corresponds to the number of nouns assigned to thematic roles in the same decision. Complexity estimates based on RC and those based on maximal integration cost (MIC) were strongly correlated and accounted for similar variance in sentence difficulty (subjective ratings, comprehension accuracy, reading times). Consistent with RC theory, sentences that required more than 4 role assignments in the same decision were extremely difficult for many participants. Performance on nonlinguistic relational tasks predicted comprehension of object-extracted sentences, before and after controlling for subject-extractions. Working memory tasks predicted comprehension of object-extractions before controlling for subjectextractions. The studies extend the RC approach to a linguistic domain.

The role of animacy and definiteness in the clitic-DP nexus

We extend Cuervo's (2003) analysis of the Lower Applicative Dative DP in Spanish to account for the animate definite DP preceded by a and the fact that it is not possible to have both an animate dative definite direct object and a dative indirect object in the same clause. We argue that the presence of such a dative DP 'blocks' the upward movement of the direct object DP to the specifier of the Lower Applicative phrase. We analyse the case ‘mismatch’ between the third person accusative clitic and the co-referring dative DP with animate definite reference in River Plate Spanish as resulting from the raising of the accusative clitic to the head of the Applicative phrase and the movement of the DP to its specifier, where dative case is always assigned in Spanish. We propose that similar phenomena observed in some Australian languages are amenable to a similar analysis.

Behavioural and neuroimaging investigations of the relationship between visual attention, affordance and action

In this thesis the relationship between visual attention, affordance and action was investigated using a combination of neuroimaging and behavioural studies. Neuronal activity and movement construction were assessed when individuals passively viewed or produced action towards stimuli varying in their affordance and/or attentional attributes. The main findings were: (i) the passive perception of both object and abstract visual patterns was associated with decreased alpha and/or beta activity in sensori-motor cortex, occipito-temporal cortex and cerebellum. These are brain regions associated with the planning and production of visually guided action; (ii) for object patterns, decreased alpha and beta activity was also observed in regions of superior parietal and premotor cortex. These regions contain neurons argued to be essential for matching hand kinematics with manipulate objects; and (iii) in both control participants and a deafferented individual, studies of planned and unplanned pointing manoeuvres revealed that the attentional bias of a stimulus was critical for fast, efficient action production whereas the affordance bias was critical in determining end-point accuracy. Taken together, these findings demonstrate that affordance is not a necessary prerequisite for the potential of motor codes. Rather, affordance enables the construction of motor responses that reflect object functionality and/or manipulability. They further demonstrate that visual attention is associated with the potentiation of motor codes. Indeed, directed visual attention would appear critical for speeded responses. These findings provide new insights into the roles of directed visual attention and affordance upon action.

Trainer talk:structures of interaction in teacher training classrooms

The subject of this research is interaction and language use in an institutional context, the teacher training classroom. Trainer talk is an interactional accomplishment and the research question is: what structures of talk-in-interaction characterise trainer talk in this institutional setting? While there has been research into other kinds of classroom and into other kinds of institutional talk, this study is the first on trainer discourse. The study takes a Conversation Analysis approach to studying institutional interaction and aims to identify the main structures of sequential organization that characterize teacher trainer talk as well as the tasks and identities that are accomplished in it. The research identifies three main interactional contexts in which trainer talk is done: expository, exploratory and experiential. It describes the main characteristics of each and how they relate to each other. Expository sequences are the predominant interactional contexts for trainer talk. But the research findings show that these contexts are flexible and open to the embedding of the other two contexts. All three contexts contribute to the main institutional goal of teaching teachers how to teach. Trainer identity is related to the different sequential contexts. Three main forms of identity in interaction are evidenced in the interactional contexts: the trainer as trainer, the trainer as teacher and the trainer as colleague. Each of them play an important role in teacher trainer pedagogy. The main features of trainer talk as a form of institutional talk are characterised by the following interactional properties: 1. Professional discourse is both the vehicle and object of instruction - the articulation of reflection on experience. 2. There is a reflexive relationship between pedagogy and interaction. 3. The professional discourse that is produced by trainees is not evaluated by trainers but, rather, reformulated to give it relevant precision in terms of accuracy and appropriacy.

Exploration of metaphors used by Indonesian legislators and political elites in the Indonesian sociopolitical domain

This thesis examines the ways Indonesian politicians exploit the rhetorical power of metaphors in the Indonesian political discourse. The research applies the Conceptual Metaphor Theory, Metaphorical Frame Analysis and Critical Discourse Analysis to textual and oral data. The corpus comprises: 150 political news articles from two newspapers (Harian Kompas and Harian Waspada, 2010-2011 edition), 30 recordings of two television news and talk-show programmes (TV-One and Metro-TV), and 20 interviews with four legislators, two educated persons and two laymen. For this study, a corpus of written bahasa Indonesia was also compiled, which comprises 150 texts of approximately 439,472 tokens. The data analysis shows the potential power of metaphors in relation to how politicians communicate the results of their thinking, reasoning and meaning-making through language and discourse and its social consequences. The data analysis firstly revealed 1155 metaphors. These metaphors were then classified into the categories of conventional metaphor, cognitive function of metaphor, metaphorical mapping and metaphor variation. The degree of conventionality of metaphors is established based on the sum of expressions in each group of metaphors. Secondly, the analysis revealed that metaphor variation is influenced by the broader Indonesian cultural context and the natural and physical environment, such as the social dimension, the regional, style and the individual. The mapping system of metaphor is unidirectionality. Thirdly, the data show that metaphoric thought pervades political discourse in relation to its uses as: (1) a felicitous tool for the rhetoric of political leaders, (2) part of meaning-making that keeps the discourse contexts alive and active, and (3) the degree to which metaphor and discourse shape the conceptual structures of politicians‟ rhetoric. Fourthly, the analysis of data revealed that the Indonesian political discourse attempts to create both distance and solidarity towards general and specific social categories accomplished via metaphorical and frame references to the conceptualisations of us/them. The result of the analysis shows that metaphor and frame are excellent indicators of the us/them categories which work dialectically in the discourse. The acts of categorisation via metaphors and frames at both textual and conceptual level activate asymmetrical concepts and contribute to social and political hierarchical constructs, i.e. WEAKNESS vs.POWER, STUDENT vs. TEACHER, GHOST vs. CHOSEN WARRIOR, and so on. This analysis underscores the dynamic nature of categories by documenting metaphorical transfers between, i.e. ENEMY, DISEASE, BUSINESS, MYSTERIOUS OBJECT and CORRUPTION, LAW, POLITICS and CASE. The metaphorical transfers showed that politicians try to dictate how they categorise each other in order to mobilise audiences to act on behalf of their ideologies and to create distance and solidarity.

What can practitioner perceptions tell us about our subject?

Part of the challenge of fostering learning is to open up learner minds to new possibilities or ways of thinking but is what we are encouraging learners to think really that different from the current practitioner conceptions? Having been uncomfortable with the focus of textbooks for the teaching of the core concept, the nature of a program, in the teaching of object-­oriented programming, we sought to discover how practitioner’s conceived the concept. Our findings provide a framework for understanding the different ways of conceiving the concept and the features that distinguish these conceptions. How could these conceptions and their critical features influence the focus in teaching especially in relation to computational thinking?

The effect of mastery learning on a course in accounting information system (AIS): A comparison within public and private universities in Taiwan

The Accounting Information System (AIS) is an important course in the Department of Accounting (DoAc) of universities in Taiwan. This course is required for seniors not only because it meets the needs of the profession, but also because it provides continual study for the department's students.^ The scores of The National College and University Joint Entrance Examination (NUEE) show that students with high learning ability are admitted to public universities with high scores, while those with low learning ability are admitted only to private universities. The same situation has been found by the researcher while teaching an AIS course in DoAc of The Public Chun Shin University (CSU) and The Private Chinese Culture University (CCU).^ The purpose of this study was to determine whether low ability students enrolled in private universities in Taiwan in a mastery learning program could attain the same level as high ability students from public universities enrolled in a traditional program. An experimental design was used. The mastery learning method was used to teach three groups of seniors with low learning ability studying in the DoAc at CCU. The traditional method was used to teach the control group which consisted of senior students of DoAc of CSU with high learning ability. As a part of the mastery learning strategy, a formative test, quizzes, and homework were completed by the experimental group only, while the mid-term examination was completed by both groups as part of the course. The dependent variable was the summative test, the final examination. It was completed by both groups upon the course's completion.^ As predicted, there were significant differences between the two groups' results on the pretest. There were no significant differences between the two groups' results on the posttest. These findings support the hypothesis of the study and reveal the effectiveness of mastery learning strategies with low learning ability students. ^

General and special education teachers' knowledge of and attitudes toward students with HIV/AIDS

AIDS education is mandated in schools throughout the United States to educate students about the disease. Teachers are expected to assume the major role of disseminating this information; therefore it is reasonable to question how knowledgeable teachers are about HIV/AIDS and where their information is coming from. This study explored the knowledge and attitudes of general and special education teachers toward students with HIV/AIDS and investigated whether a relationship between knowledge and attitudes existed. Information was collected using the AIDS Knowledge and Attitude Survey (AKAS). The sample was limited to certified teachers resulting in 318 participants.^ Research questions were analyzed using descriptive statistics, frequencies, t-tests, one-way analysis of variance (ANOVA), Scheffe post hoc analysis, and Pearson Product-Moment Correlation. Results indicated that general and special education teachers did not have complete knowledge about HIV/AIDS. Participants were knowledgeable regarding modes of transmission which may be the area of greatest concern for teachers, however, deficiencies were present within teachers' knowledge of general statements and facts and pathology. Among the ten demographic variables analyzed, six (gender, race/ethnicity, level of education, certification, instructional level taught, and classroom AIDS instruction) contained statistical significance.^ Analysis of attitudes indicated that general and special education teachers' overall attitudes toward students with HIV/AIDS were generally positive within clusters of Instruction and Fear, but not within Sensitivity and Communication. Among the ten demographic variables used for analysis only three (age, graduate enrollment status, and classroom AIDS instruction) produced statistical significance. Results found statistically significant relationships between Total Knowledge, all knowledge subtests, Fear, and Overall Attitudes. Statistical significance was also located on Total Knowledge, Pathology and Transmission knowledge subtests, and Sensitivity, as well as between Pathology and Instruction, and General Statements and Facts and Communication.^ The only variable determined to have statistical significance on both knowledge and attitudes was classroom AIDS instruction. Participants with previous AIDS instruction showed greater knowledge and possessed more positive attitudes. A review of previous research indicated training to be effective in increasing knowledge and fostering more favorable behavior toward persons with AIDS. Therefore, this study finds AIDS training to be beneficial for all teachers and is recommended during preservice education or through inservices for teachers already in the field. ^

Instructional change through collaboration and reflection

The purpose of this study was to investigate the effectiveness of the Facilitator-Collaborative-Reflective Model, a strategic plan for changing teachers' practices and beliefs, on a selected group of middle school teachers. This model of staff development training was based on Corey's (1953) Cooperative-Action-Research Model and Anders and Richardson (1994) Collaborative-Reflective Model. It supports the notion that earning a teachers' commitment to change by focusing on collaboration, reflection and the normative-re-educative process aids in altering teachers' beliefs and practices especially crucial to the change process. The year-long training provided for reflection, inquiry, and learning that was useful to teachers as they pursued their goals with their students. The lead teacher, as a change agent and transformational leader, assisted in this commitment to change by improving the teachers' self-concepts as they slowly changed. The collaborative and receptive environment of the staff development fostered acceptance and stimulation of ideas.^ Given the collaborative nature of the change process, qualitative research methods were used in the investigation. The research process was based on Stufflebeam's Context, Input, Process and Product (CIPP) Evaluation Model (Madaus, Scriven & Stufflebeam, 1983). This allowed for all three factors of the staff development model to be evaluated. The case studies and focus group were effective in discerning any actual change in practices or beliefs.^ The findings of the qualitative evaluation, consisting of a baseline survey, case studies, questionnaire and modified focus group interviews, concluded that all of the teachers were strongly influenced by the intervention model which was the subject of this study. From this evaluation, three distinct indicators were looked at to determine if any change in the teachers' practices and beliefs emerged: (1) change in practice and belief, (2) reflective feedback and (3) collaborative reflection. These indicators were common throughout the teacher responses thus substantiating the infusion of the Facilitator-Collaborative-Reflective Model at the school level for effective staff development. ^