Production of Referring Expressions for an Unknown Audience : a Computational Model of Communal Common Ground

The research reported in this article is based on the Ph.D. project of Dr. RK, which was funded by the Scottish Informatics and Computer Science Alliance (SICSA). KvD acknowledges support from the EPSRC under the RefNet grant (EP/J019615/1).

Turing's menagerie:Talking lions, virtual bats, electric sheep and analogical peacocks: Common ground and common interest are necessary components of engagement

This theoretical paper attempts to define some of the key components and challenges required to create embodied conversational agents that can be genuinely interesting conversational partners. Wittgenstein's argument concerning talking lions emphasizes the importance of having a shared common ground as a basis for conversational interactions. Virtual bats suggests that-for some people at least-it is important that there be a feeling of authenticity concerning a subjectively experiencing entity that can convey what it is like to be that entity. Electric sheep reminds us of the importance of empathy in human conversational interaction and that we should provide a full communicative repertoire of both verbal and non-verbal components if we are to create genuinely engaging interactions. Also we may be making the task more difficult rather than easy if we leave out non-verbal aspects of communication. Finally, analogical peacocks highlights the importance of between minds alignment and establishes a longer term goal of being interesting, creative, and humorous if an embodied conversational agent is to be truly an engaging conversational partner. Some potential directions and solutions to addressing these issues are suggested.

Common Ground: Building A Better Seattle Through an Improved Democratization of The City’s Design Review Process

Thesis (Master's)--University of Washington, 2016-06

Creating Common Ground: Architecture For Tactical Learning and Creative Convergence

Certain environments can inhibit learning and stifle enthusiasm, while others enhance learning or stimulate curiosity. Furthermore, in a world where technological change is accelerating we could ask how might architecture connect resource abundant and resource scarce innovation environments? Innovation environments developed out of necessity within urban villages and those developed with high intention and expectation within more institutionalized settings share a framework of opportunity for addressing change through learning and education. This thesis investigates formal and informal learning environments and how architecture can stimulate curiosity, enrich learning, create common ground, and expand access to education. The reason for this thesis exploration is to better understand how architects might design inclusive environments that bring people together to build sustainable infrastructure encouraging innovation and adaptation to change for years to come. The context of this thesis is largely based on Colin McFarlane’s theory that the “city is an assemblage for learning” The socio-spatial perspective in urbanism, considers how built infrastructure and society interact. Through the urban realm, inhabitants learn to negotiate people, space, politics, and resources affecting their daily lives. The city is therefore a dynamic field of emergent possibility. This thesis uses the city as a lens through which the boundaries between informal and formal logics as well as the public and private might be blurred. Through analytical processes I have examined the environmental devices and assemblage of factors that consistently provide conditions through which learning may thrive. These parameters that make a creative space significant can help suggest the design of common ground environments through which innovation is catalyzed.

Celebrating a Common and Uncommon Ground - A Case Study

Interaction design is about finding better ways for people to interact with each other through communication technologies. Interaction design involves understanding how people learn, work and play so that we can engineer better, more valuable technologies that are more appropriate to the contexts of their lives. As an academic discipline, interaction design is about the people-research that underpins these technologies. As a comparative tool for business it is about creating innovations that have market pull rather than a technology push. Many examples can be found which demonstrate the value of interaction design within both industry and academia, however finding the common ground between this spectrum of activity is often difficult. Differences in language, approach and outcomes often lead to researchers from either side of the spectrum complaining of an uncommon ground, which often results in a lack of collaboration within such projects. However, as demonstrated through this case study, rather than focussing on finding a common ground to assist in better collaboration between industry and academia, celebrating the uniqueness of each approach whilst bridging them with a common language can lead to new knowledge and commercial innovation. This case study will focus on the research and development phase of a Diversionary Therapy Platform, a collaboration between the Australasian CRC for Interaction Design and The Royal Children's Hospital (Brisbane, Australia). This collaborative effort has led to the formation of a new commercial venture, Diversionary Therapy Pty Ltd, which aims to bring to the market the research outcomes from the project. The case study will outline the collaborative research and development process undertaken between the many stakeholders and reflect on the challenges identified within this process. A key finding from this collaboration was allowing for the co-existence of the common and uncommon ground throughout the project. This concept will be discussed further throughout this paper.

Shifting Ground:Beyond National Architecture

The Irish Pavilion at the Venice Architecture Biennale 2012 charts a position for Irish architecture in a global culture where the modes of production of architecture are radically altered. Ireland is one of the most globalised countries in the world, yet it has developed a national culture of architecture derived from local place as a material construct. We now have to evolve our understanding in the light of the globalised nature of economic processes and architectural production which is largely dependent on internationally networked flows of products, data, and knowledge. We have just begun to represent this situation to ourselves and others. How should a global architecture be grounded culturally and philosophically? How does it position itself outside of shared national reference points?
heneghan peng architects were selected as participants because they are working across three continents on a range of competition-winning projects. Several of these are in sensitive and/or symbolic sites that include three UNESCO World Heritage sites, including the Grand Egyptian Museum in Cairo, the Giants Causeway Visitor Centre in Northern Ireland, and the new Rhine Bridge near Lorelei.
Our dialogue led us to discussing the universal languages of projective geometry and number are been shared by architects and related professionals. In the work of heneghan peng, the specific embodiment of these geometries is carefully calibrated by the choice of materials and the detailed design of their physical performance on site. The stone facade of the Giant’s Causeway Visitor Centre takes precise measure of the properties of the volcanic basalt seams from which it is hewn. The extraction of the stone is the subject of the pavilion wall drawings which record the cutting of stones to create the façade of the causeway centre.
We also identified water as an element which is shared across the different sites. Venice is a perfect place to take measure of this element which suggests links to another site – the Nile Valley which was enriched by the annual flooding of the River Nile. An ancient Egyptian rod for measuring the water level of the Nile inspired the design of the Nilometre - a responsive oscillating bench that invites visitors to balance their respective weights. This action embodies the ways of thinking that are evolving to operate in the globalised world, where the autonomous architectural object is dissolving into an expanded field of conceptual rules and systems. The bench constitutes a shifting ground located in the unstable field of Venice. It is about measurement and calibration of the weight of the body in relation to other bodies; in relation to the site of the installation; and in relation to water. The exhibit is located in the Artiglierie section of the Arsenale. Its level is calibrated against the mark of the acqua alta in the adjacent brickwork of the building which embodies a liminal moment in the fluctuating level of the lagoon.
The weights of bodies, the level of water, changes over time, are constant aspects of design across cultures and collectively they constitute a common ground for architecture - a ground shared with other design professionals. The movement of the bench required complex engineering design and active collaboration between the architects, engineers and fabricators. It is a kind of prototype – a physical object produced from digital data that explores the mathematics at play – the see-saw motion invites the observer to become a participant, to give it a test drive. It shows how a simple principle can generate complex effects that are difficult to predict and invites visitors to experiment and play with them.

Patterned-ground plant communities along a bioclimate gradient in the High Arctic, Canada

Non-sorted circles, non-sorted polygons, and earth hummocks are common ground-surface features ill arctic regions. The), are caused by a variety of physical processes that Occur in permafrost regions including contraction cracking and frost heave. Here we describe the vegetation of patterned-ground forms on zonal sites at three location!: along an N-S transect through the High Arctic of Canada. We made 75 releves on patterned-ground features (circles, polygons, earth hummocks) and adjacent tundra (Interpolygon, intercircle, interhummock areas) and identified and classified the vegetation according to the Braun-Blanquet Method. Environmental factors were correlated with the vegetation data using a nonmetric multidimensional scaling ordination (NMDS). We identified eleven commnunities: (1) Puccinellia angustata-Papaver radicalum community in xeromesic non-sorted polygons of subzone A of the Circumpolar Arctic Vegetation Map; (2) Saxifraga-Parmelia omphalodes ssp. glacialis community in hydromesic interpolygon areas of subzone A; (3) Hypogymnia subobscura-Lecanora epibryon community In xeromesic non-sorted polygons of subzone B; (4) Orthotrichum speciosum-Salix arctica community In xeromesic interpolygon areas of subzone B; (5) Cochlearia groenlandica-Luzula nivalis community in hydromesic earth Mocks Of subzone B; (6) Salix arctica-Eriophorum angustifolium ssp. triste community in hygric earth hummocks of subzone 13; (7) Puccinellia angustata-Potentilla vahliana community in xeromesic non-sorted circles and bare patches of subzone Q (8) Dryas integrifolia-Carex rupestris community in xeromesic intercircle areas and vegetated patches of subzone C; (9) Braya glabella ssp. purpurascens-Dryas integrifolia community In hydromesic non-sorted circles of subzone Q (10) Dryas integrifolia-Carex aquatilis community in hydromesic intercircle areas of subzone C; and (11) Eriophorum angustifolium ssp. triste-Carex aquatilis community ill hygric intercircle areas of subzone C. The NMDS ordination displayed the vegetation types with respect to complex environmental gradients. The first axis of the ordination corresponds to a complex soil moisture gradient and the second axis corresponds to a complex geology/elevation/climate gradient. The tundra plots have a greater moss and graminoid cover than the adjacent frost-heave communities. In general, frost-heave features have greater thaw depths, more bare ground, thinner organic horizons, and lower soil moisture than the surrounding tundra. The morphology of the investigated patterned ground forms changes along the climatic gradient, with non-sorted pollygons dominating in the northernmost sites and non-sorted circles dominating, in the southern sites.

Animal migration: is there a common migratory syndrome?

Ornithologists, and especially northern hemisphere ornithologists, have traditionally thought of migration as an annual return movement of populations between regular breeding and non-breeding grounds. Problems arise because selection does not ordinarily act on populations and because organisms of many taxa (including birds) are clearly migrants, but fail to undertake movements of the kind described. There are also extensive return movements that are not migratory. I propose that it is more useful to think of migration as a syndrome of behavioral and other traits that function together within individuals, and that such a syndrome provides a common ground across taxa from aphids to albatrosses. Large-scale return movements of populations are one outcome of the syndrome. Similar behavioral and physiological traits serve both to define migration and to provide a test for it. I use two insect (Hemipteran) examples to illustrate migratory syndromes and to demonstrate that, in many migrants, behavior and physiology correlate with life history and morphological traits to form syndromes at two levels. I then compare the two Hemipterans with migration in birds, butterflies, and fish to assess the question of whether there are migratory syndromes in common between these diverse migrants. Syndromes are more similar at the level of behavior than when morphology and life history traits are included. Recognizing syndromes leads to important evolutionary questions concerning migration strategies, trade-offs, the maintenance of genetic variance and the responses of migratory syndromes to both similar and different selective regimes.

Teachers’ understandings of their relationships with students : pedagogic connectedness

This paper reports on a doctoral study that explored the nature of pedagogic connectedness and revealed the ways in which teachers experience this phenomenon. Pedagogic connectedness is defined as the engagements between teacher and student that impact on student learning. In this study, twenty teachers in an independent college in South-East Queensland, Australia, were interviewed and the interview transcripts analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from the data. The findings of this phenomenographic-related study are instructive in developing a framework for changes to teachers’ pedagogic practices.

Building mentoring capacities in experienced teachers

While teacher education equips beginning teachers with critical knowledge and skills about teaching and fosters an understanding of learning in and from teaching some of the most critical elements of teaching are only learned in the workplace when beginning teachers commence their professional teaching careers. This transition to professional practice may be facilitated by mentoring from a more experienced teacher. Expert mentoring assists beginning teachers to build their teaching capacities more quickly and also lays the foundation for innovative professional practice. However, the presence of a mentor alone is not sufficient with the success of mentoring reliant on the skills and knowledge of mentors. Mentoring relationships are most effective when mentors are trained for their roles. While mentor preparation is the single most important factor in contributing to mentoring success, few teachers receive formal training to prepare them adequately for mentoring roles. The purpose of this paper is to report on the implementation of a mentoring development program designed to build mentoring capacities in experienced teachers. The program was trialled in a school in rural Australia. A range of qualitative data was collected from participants over the duration of the mentoring program and follow up data collected six months subsequent to the conclusion of the program.

Mentoring preservice teachers in primary mathematics

A literature-based instrument gathered data about 147 final-year preservice teachers’ perceptions of their mentors’ practices related to primary mathematics teaching. Five factors characterized effective mentoring practices in primary mathematics teaching had acceptable Cronbach alphas, that is, Personal Attributes (mean scale score=3.97, SD [standard deviation]=0.81), System Requirements (mean scale score=2.98, SD=0.96), Pedagogical Knowledge (mean scale score=3.61, SD=0.89), Modelling (mean scale score=4.03, SD=0.73), and Feedback (mean scale score=3.80, SD=0.86) were .91, .74, .94, .89, and .86 respectively. Qualitative data (n=44) investigated mentors’ perceptions of mentoring these preservice teachers, including identification of successful mentoring practices and ways to enhance practices.

Preservice teachers’ perceptions of their middle schooling teacher preparation

The middle schooling movement in Australia has gained momentum in the past 10 to 15 years (Pendergast & Bahr, 2005) with much of the literature recognising that preservice teachers need to graduate with theoretical and pedagogical knowledge to engage middle years students (Education Queensland, 2004). This qualitative study analysed the responses of preservice teachers towards their completion of a four-year Bachelor of Education primary degree that included a middle years pathway (or electives). The study aims to investigate the final years’ perceptions of their confidence and preparedness to teach in the middle-school context as a result of their university learning. Data were gathered using open-ended one-to-one interviews of approximately 45 minutes duration. Seven of the twenty-two final-year preservice teachers were involved in the study that represented 32% of the cohort. Results indicated the need for increased school-based units, the importance of pedagogical approaches employed by the lecturer and the preference for further linkages between middle school theories and middle school teaching practices. Those who provide teacher education courses need to consider the importance of how they deliver middle years courses as well as the content of the course. Furthermore, teacher education institutions need to evaluate and re-shape their courses to ensure preservice teachers are provided with real-world experiences related to both the literature and the profession.

Marketing to change public opinion on climate change : a case study

Corporate advertisers spend far greater budgets than any social marketing campaign and have great potential to change public opinion on the urgent need for action on climate change. However “green-washing” has become a widespread practice by companies that wish to appear to be socially responsible without a genuine commitment and consumers can be very cynical about green marketing campaigns. Can companies be climate change advocates and still satisfy shareholders? This paper offers a case study on an Australian insurance company that argues it can make money from doing the right thing.