Early Medieval Settlement in North County Antrim: the significance of Doonmore and Drumadoon

The excavated north Antrim sites of Doonmore and Drumadoon are compared and attention is drawn to a group of like monuments in the same barony, here termed fortified outcrops. These are argued to be a type influenced by settlements in Argyll and introduced by the Dál Riata to Ulster through ‘counterstream migration’.

Evolving techniques for monitoring geotechnical risk on the Antrim Coast Road.

The interaction between problematic geology and environmental variables along the Antrim Coast Road results in frequent instances of geotechnical instability. During such instances of instability, mudslide debris encroaches on the carriageway posing a hazard to motorists, causing lengthily tailbacks. This paper examines some of the geotechnical and spatial analysis techniques currently being implemented to monitor slope stability on this key transport route.

1975 Fisheries survey of Torch Lake, Antrim County /

Caption title.

The avenged bride; a tale of the Glens. In four cantos. With notes, historical and descriptive of the northern coast of the County of Antrim.

Mode of access: Internet.

THE WINTER OF 1846-7 IN ANTRIM

Mode of access: Internet.

Report on the pinniped and sea otter tagging workshop 18-19 January 1979 Seattle, Washington

The Marine Mammal Tagging Office has been created by consensus of the agencies responsible for marine mammal management and the scientific community dealing with marine mammal tagging and marking. The purpose of ths office is to facilitate the dissemination of information with regard to tagging, marking, tags, and marks; to determine the need for new and better materials for tags; and to stimulate research, development, and testing programs. The American Institute of Biological Sciences was requested to coordinate a workshop to determine the status of pinniped tagging both nationally and internationally. Approximately 30 scientists were invited to participate in the workshop which was held on 18-19 January 1979 at the Sand Point Laboratory of the National Marine Fisheries Service in Seattle, Washington. Topics included ranged from specific tagging programs to general considerations and similar problems encountered by researchers. Participants also participated in one of three working groups -- Sea Otters, Phocids, and Otariids --to address pertinent issues. These break-out sessions resulted in the general recommendations and specific considerations sections of this report. Abstract authors include: Alton Y. Roppel; Ken Pitcher; Burney J. Le Boeuf; Wybrand Hoek; Robert M. Warneke; Don B. Siniff; Doug P. DeMaster; Daniel J. Miller; Ian Stirling; Roger L. Gentry; Lanny H. Cornell; James E. Antrim; Edward D. Asper; Mark Keyes; R. Keith Farrell; Donald G. Calkins; Bob DeLong; T. A. Gornall; Tom Otten; and, Ancel M. Johnson (PDF contains 54 pages)

Teaching, learning and assessment in MSc. Databases units at University of Greenwich

In this paper we look at ways of delivering and assessing learning on database units offered on higher degree programmes (MSc) in the School of Computing and Mathematical Sciences at the University of Greenwich. Of critical importance is the teaching methods employed for verbal disposition, practical laboratory exercises and a careful evaluation of assessment methods and assessment tools in view of the fact that databases involve not only database design but also use of practical tools, such as database management systems (DBMSs) software, human designers, database administrators (DBA) and end users. Our goal is to clearly identify potential key success factors in delivering and assessing learning in both practical and theoretical aspects of database course units.

An investigation of assessment policy and practices in terms of broad social and educational purposes

Based upon relevant literature, this study investigated the assessment policy and practices for the BSc (Hons) Computing Science programme at the University of Greenwich (UOG), contextualising these in terms of broad social and educational purposes. It discusses Assessment, and then proceeds to give a critical evaluation of the assessment policy and practices at the UOG. Although this is one case study, because any of the features of the programme are generic to other programmes and institutions, it is of wider value and has further implications. The study was concluded in the summer of 2002. It concludes that overall, the programme's assessment policy and practices are well considered in terms of broad social and educational purposes, although it identifies and outlines several possible improvements, as well as raising some major issues still to be addressed which go beyond assessment practices.

Implications for the scheduling of theory versus application in learning

This paper presents the findings of an experiment which looked at the effects of performing applied tasks (action learning) prior to the completion of the theoretical learning of these tasks (explanation-based learning), and vice-versa. The applied tasks took the form of laboratories for the Object-Oriented Analysis and Design (OOAD) course, theoretical learning was via lectures.

A case study in the teaching of HCI

This poster describes a "real world" example of the teaching of Human-Computer Interaction at the final level of a Computer Science degree. It highlights many of the problems of the ever expanding HCI domain and the consequential issues of what to teach and why. The poster describes the conception and development of a new HCI course, its historical background, the justification for decisions made, lessons learnt from its implementation, and questions arising from its implementation that are yet to be addressed. For example, should HCI be taught as a course in its own right or as a component of another course? At what level is the teaching of HCI appropriate, and how is teaching influenced by industry? It considers suitable learning pedagogies as well as the demands and the contribution of industry. The experiences presented will no doubt be familiar to many HCI educators. Whilst the poster raises more questions than it answers, the resolution of some questions will hopefully be achieved by the workshop.