An Evaluation of”Middle Ages Dead or Live?”The first interactive exhibition at the National Museum of History

This is a study conducted at, and for, the National Museum of History in Stockholm. The aim of the study was to confirm or disconfirm the hypothesis that visitors in a traditional museum environment might not take part in interactivity in an interactive exhibition. And if they do the visitors might skip the texts and objects on display. To answer this and other questions a multiple method was used. Both non participant observations and exit interviews were conducted. After a description of the interactive exhibits, theory of knowledge and learning is presented before the gathered data is presented. All together 443 visitors were observed. In the observations the visitors were timed on how much time they spent in the room, the time spent on the interactivity, texts and objects. In the 40 interviews information about visitors’ participation in the interactivity was gathered. What interactivity the visitor found easiest, hardest, funniest and most boring.The result did not confirm the hypothesis. All kinds of visitors, children and adults, participated in the interactivities. The visitors took part in the texts and objects and the interactive exhibits.

OPUS: interactive software for solving linear programming models using the simplex algorithm

Includes bibliography

Interactive theorem provers: issues faced as a user and tackled as a developer

Interactive theorem provers (ITP for short) are tools whose final aim is to certify proofs written by human beings. To reach that objective they have to fill the gap between the high level language used by humans for communicating and reasoning about mathematics and the lower level language that a machine is able to “understand” and process. The user perceives this gap in terms of missing features or inefficiencies. The developer tries to accommodate the user requests without increasing the already high complexity of these applications. We believe that satisfactory solutions can only come from a strong synergy between users and developers. We devoted most part of our PHD designing and developing the Matita interactive theorem prover. The software was born in the computer science department of the University of Bologna as the result of composing together all the technologies developed by the HELM team (to which we belong) for the MoWGLI project. The MoWGLI project aimed at giving accessibility through the web to the libraries of formalised mathematics of various interactive theorem provers, taking Coq as the main test case. The motivations for giving life to a new ITP are: • study the architecture of these tools, with the aim of understanding the source of their complexity • exploit such a knowledge to experiment new solutions that, for backward compatibility reasons, would be hard (if not impossible) to test on a widely used system like Coq. Matita is based on the Curry-Howard isomorphism, adopting the Calculus of Inductive Constructions (CIC) as its logical foundation. Proof objects are thus, at some extent, compatible with the ones produced with the Coq ITP, that is itself able to import and process the ones generated using Matita. Although the systems have a lot in common, they share no code at all, and even most of the algorithmic solutions are different. The thesis is composed of two parts where we respectively describe our experience as a user and a developer of interactive provers. In particular, the first part is based on two different formalisation experiences: • our internship in the Mathematical Components team (INRIA), that is formalising the finite group theory required to attack the Feit Thompson Theorem. To tackle this result, giving an effective classification of finite groups of odd order, the team adopts the SSReflect Coq extension, developed by Georges Gonthier for the proof of the four colours theorem. • our collaboration at the D.A.M.A. Project, whose goal is the formalisation of abstract measure theory in Matita leading to a constructive proof of Lebesgue’s Dominated Convergence Theorem. The most notable issues we faced, analysed in this part of the thesis, are the following: the difficulties arising when using “black box” automation in large formalisations; the impossibility for a user (especially a newcomer) to master the context of a library of already formalised results; the uncomfortable big step execution of proof commands historically adopted in ITPs; the difficult encoding of mathematical structures with a notion of inheritance in a type theory without subtyping like CIC. In the second part of the manuscript many of these issues will be analysed with the looking glasses of an ITP developer, describing the solutions we adopted in the implementation of Matita to solve these problems: integrated searching facilities to assist the user in handling large libraries of formalised results; a small step execution semantic for proof commands; a flexible implementation of coercive subtyping allowing multiple inheritance with shared substructures; automatic tactics, integrated with the searching facilities, that generates proof commands (and not only proof objects, usually kept hidden to the user) one of which specifically designed to be user driven.

Coordination and Control of Autonomous Mobile Robots Swarms by using Particle Swarm Optimization Algorithm and Consensus Theory

This thesis presents some different techniques designed to drive a swarm of robots in an a-priori unknown environment in order to move the group from a starting area to a final one avoiding obstacles. The presented techniques are based on two different theories used alone or in combination: Swarm Intelligence (SI) and Graph Theory. Both theories are based on the study of interactions between different entities (also called agents or units) in Multi- Agent Systems (MAS). The first one belongs to the Artificial Intelligence context and the second one to the Distributed Systems context. These theories, each one from its own point of view, exploit the emergent behaviour that comes from the interactive work of the entities, in order to achieve a common goal. The features of flexibility and adaptability of the swarm have been exploited with the aim to overcome and to minimize difficulties and problems that can affect one or more units of the group, having minimal impact to the whole group and to the common main target. Another aim of this work is to show the importance of the information shared between the units of the group, such as the communication topology, because it helps to maintain the environmental information, detected by each single agent, updated among the swarm. Swarm Intelligence has been applied to the presented technique, through the Particle Swarm Optimization algorithm (PSO), taking advantage of its features as a navigation system. The Graph Theory has been applied by exploiting Consensus and the application of the agreement protocol with the aim to maintain the units in a desired and controlled formation. This approach has been followed in order to conserve the power of PSO and to control part of its random behaviour with a distributed control algorithm like Consensus.

COGNITIVE IMPACT OF INTERACTIVE MULTIMEDIA

Technology has been gradually introduced in heath education. One of the most attractive features of this technology-based education is the use of multimedia. In this article we explore the research evidence about the role that multimedia is playing in education. From that analysis we describe the most relevant features of this technology to prepare a common ground of discussion about the evaluation of its impact on educational outcomes. As part of this analysis, we organize current research evidence on the use of technology in medical education, distinguishing diverse variables involved in the process, like knowledge (declarative, procedural), learner characteristics, curricular scenario, etc. This article presents an overview of the Distributed Representations theory and its relationship with research on educational outcomes and multimedia. Next we discuss the relationship between media and diverse learning theories, proposing a theory based taxonomy for educational multimedia.

Advancing the theory of collective empowerment: A qualitative study

In order to fully describe the construct of empowerment and to determine possible measures for this construct in racially and ethnically diverse neighborhoods, a qualitative study based on Grounded Theory was conducted at both the individual and collective levels. Participants for the study included 49 grassroots experts on community empowerment who were interviewed through semi-structured interviews and focus groups. The researcher also conducted field observations as part of the research protocol.^ The results of the study identified benchmarks of individual and collective empowerment and hundreds of possible markers of collective empowerment applicable in diverse communities. Results also indicated that community involvement is essential in the selection and implementation of proper measures. Additional findings were that the construct of empowerment involves specific principles of empowering relationships and particular motivational factors. All of these findings lead to a two dimensional model of empowerment based on the concepts of relationships among members of a collective body and the collective body's desire for socio-political change.^ These results suggest that the design, implementation, and evaluation of programs that foster empowerment must be based on collaborative ventures between the population being served and program staff because of the interactive, synergistic nature of the construct. In addition, empowering programs should embrace specific principles and processes of individual and collective empowerment in order to maximize their effectiveness and efficiency. And finally, the results suggest that collaboratively choosing markers to measure the processes and outcomes of empowerment in the main systems and populations living in today's multifaceted communities is a useful mechanism to determine change. ^

Outline of a theory of efficient teams in Sport.

Introduction So far, social psychology in sport has preliminary focused on team cohesion, and many studies and meta-analyses tried to demonstrate a relation between cohesiveness of a team and its performance. How a team really co-operates and how the individual actions are integrated towards a team action is a question that has received relatively little attention in research. This may, at least in part, be due to a lack of a theoretical framework for collective actions, a dearth that has only recently begun to challenge sport psychologists. Objectives In this presentation a framework for a comprehensive theory of teams in sport is outlined and its potential to integrate research in the domain of team performance and, more specifically, the following presentations, is put up for discussion. Method Based on a model developed by von Cranach, Ochsenbein and Valach (1986), teams are considered to be information processing organisms, and team actions need to be investigated on two levels: the individual team member and the group as an entity. Elements to be considered are the task, the social structure, the information processing structure and the execution structure. Obviously, different task require different social structures, communication processes and co-ordination of individual movements. Especially in rapid interactive sports planning and execution of movements based on feedback loops are not possible. Deliberate planning may be a solution mainly for offensive actions, whereas defensive actions have to adjust to the opponent team's actions. Consequently, mental representations must be developed to allow a feed-forward regulation of team member's actions. Results and Conclusions Some preliminary findings based on this conceptual framework as well as further consequences for empirical investigations will be presented. References Cranach, M.v., Ochsenbein, G. & Valach, L. (1986). The group as a self-active system: Outline of a theory of group action. European Journal of Social Psychology, 16, 193-229.

The Adaptation Effect in Bilingual People who Stutter: An Examination of the Oral-Motor Rehearsal Theory

The present study provided further information about stuttering among bilingual populations and attempted to assess the significance of repeated oral-motor movements during an adaptation task in two bilingual adults. This was accomplished by requesting that bilingual people who stutter to complete an adaptation task of the same written passage in two different languages. Explored was the following research question: In bilingual speakers who stutter, what is the effect of altering the oral-motor movements by changing the language of the passage read during an adaptation task? Two bilingual adults were each requested to complete an adaptation task consisting of 10 readings in two separate conditions. Participants 1 and 2 completed two conditions, each of which contained a separate passage. Condition B consisted of an adaptation procedure in which the participants read five successive readings in English followed by five additional successive readings in Language 1 (L1). Following the completion of the first randomly assigned condition, the participant was given a rest period of 30 minutes before beginning the remaining condition and passage. Condition A consisted of an adaptation procedure in which the participants read five successive readings in L1 followed by five additional successive readings in English. Results across participants, conditions, and languages indicated an atypical adaptation curve over 10 readings characterized by a dramatic increase in stuttering following a change of language. Closer examination of individual participants revealed differences in stuttering and adaptation among languages and conditions. Participants 1 and 2 demonstrated differences in adaptation and stuttering among languages. Participant 1 demonstrated an increase in stuttering following a change in language read in Condition B and a decrease in stuttering following a change in language read in Condition A. It is speculated that language proficiency contributed to the observed differences in stuttering following a change of language. Participant 2 demonstrated an increase in stuttering following a change in language read in Condition A and a minimal increase in stuttering following a change in language read in Condition B. It is speculated that a change in the oral-motor plan contributed to the increase in stuttering in Condition A. Collectively, findings from this exploratory study lend support to an interactive effect between language proficiency and a change in the oral-motor plan contributing to increased stuttering following a change of language during an adaptation task.

Citizens Interactive Behaviour in the Performance of the Urban Space of Cohabitacion. Interactive Atlas of Urban Habitability

The article shows a range of contemporary phenomena linked with urban space and the increasing citizens? interactivity in the network. The sources for theory and reflection are related to the ongoing research project ?Interactive Atlas of urban habitability" which is based on citizen participation in the sensitive description of the urban environment. It addresses a classification of variables related to the desires of urban habitability.

Regret theory-based scenario building using an interacttive process

This paper is an introduction of the regret theory-based scenario building approach combining with a modified Delphi method that uses an interactive process to design and assess four different TDM measures (i.e., cordon toll, parking charge, increased bus frequency and decreased bus fare). The case study of Madrid is used to present the analysis and provide policy recommendations. The new scenario building approach incorporates expert judgement and transport models in an interactive process. It consists of a two-round modified Delphi survey, which was answeared by a group of Spanish transport experts who were the participants of the Transport Engineering Congress (CIT 2012), and an integrated land-use and transport model (LUTI) for Madrid that is called MARS (Metropolitan Activity Relocation Simulator).

Stochastic game theory: For playing games, not just for doing theory

Recent theoretical advances have dramatically increased the relevance of game theory for predicting human behavior in interactive situations. By relaxing the classical assumptions of perfect rationality and perfect foresight, we obtain much improved explanations of initial decisions, dynamic patterns of learning and adjustment, and equilibrium steady-state distributions.

An Interactive Model to Teach Motor Skills

There has been a tremendous increase in our knowledge of hum motor performance over the last few decades. Our theoretical understanding of how an individual learns to move is sophisticated and complex. It is difficult however to relate much of this information in practical terms to physical educators, coaches, and therapists concerned with the learning of motor skills (Shumway-Cook & Woolcott, 1995). Much of our knowledge stems from lab testing which often appears to bear little relation to real-life situations. This lack of ecological validity has slowed the flow of information from the theorists and researchers to the practitioners. This paper is concerned with taking some small aspects of motor learning theory, unifying them, and presenting them in a usable fashion. The intention is not to present a recipe for teaching motor skills, but to present a framework from which solutions can be found. If motor performance research has taught us anything, it is that every individual and situation presents unique challenges. By increasing our ability to conceptualize the learning situation we should be able to develop more flexible and adaptive responses to the challege of teaching motor skills. The model presented here allows a teacher, coach, or therapist to use readily available observations and known characteristics about a motor task and to conceptualize them in a manner which allows them to make appropriate teaching/learning decisions.

The interactive effect of workplace stressors and mood on creativity and implementation activities: a dual level approach

This thesis analyses the impact of workplace stressors and mood on innovation activities. Based on three competitive frameworks offered by cognitive spreading activation theory, mood repair perspective, and mood-as-information theory, different sets of predictions are developed. These hypotheses are tested in a field study involving 41 R&D teams and 123 individual R&D workers, and in an experimental study involving 54 teams of students. Results of the field study suggest that stressors and mood interact to predict innovation activities in such a way that with increasing stressors a high positive ( or negative) mood is more detrimental to innovation activities than a low positive (or negative) mood, lending support to the mood repair perspective. These effects are found for both individuals and teams. In the experimental study this effect is replicated and potential boundary conditions and mediators are tested. In addition, this thesis includes the development of an instrument to assess creativity and implementation activities within the realm of task-related innovative performance.

Strategic practices:an activity theory perspective on continuity and change

This paper draws upon activity theory- to analyse an empirical investigation of the micro practices of strategy in three UK universities. Activity theory provides a framework of four interactive components from which strategy emerges; the collective structures of the organization, the primary actors, in this research conceptualized as the top management team (TMT), the practical activities in which they interact and the strategic practices through which interaction is conducted. Using this framework, the paper focuses specifically on the formal strategic practices involved in direction setting, resource allocation, and monitoring and control. These strategic practices arc associated with continuity of strategic activity in one case study but are involved in the reinterpretation and change of strategic activity in the other two cases. We model this finding into activity theory-based typologies of the cases that illustrate the way that practices either distribute shared interpretations or mediate between contested interpretations of strategic activity. The typologies explain the relationships between strategic practices and continuity and change of strategy as practice. The paper concludes by linking activity theory to wider change literatures to illustrate its potential as an integrative methodological framework for examining the subjective and emergent processes through which strategic activity is constructed. © Blackwell Publishing Ltd 2003.