Substitution of live feed by formulated diet: effect on the growth and survival of Betta splendens (Regan) fry

The present work evaluates the effectiveness of partial or total replacement of live feed (LF) (Tubifex) together with formulated diet (FD) for Betta splendens. Three hundred Betta splendens fry of uniform size (mean weight 0.19±0.01g) were equally distributed in five treatment groups with three replicates in glass aquaria of 351itre capacity. Fishes were given diets at different ratio of LF and FD viz. T1(C) 100% LF; T2 75% LF, 25% FD; T3 50% LF, 50% FD; T4 25% LF, 75% FD and T5 100% FD and the experiment continued for 105 days. T2 group registered highest (P<0.05) % body weight gain (125.61±0.26) and specific growth rate (2.34±0.02), which was similar to T1 and T3 groups. Lowest FCR was recorded in T2 (2.40±0.11) group, which was similar to Tl, T3 and T4 groups. Highest (P<0.05) PER was observed in T4 (1.00±0.03) group, which was similar to T3 and T5 groups. At the end of experiment, highest % survival was recoded in T1, T2 and T3 groups (96.67±1.67), which was similar to T4 group. From the study, it is concluded that LF can be successfully replaced up to 75% by FD without any adverse effect on the growth and survival of Betta splendens.

On-line policy optimisation of spoken dialogue systems via live interaction with human subjects

Statistical dialogue models have required a large number of dialogues to optimise the dialogue policy, relying on the use of a simulated user. This results in a mismatch between training and live conditions, and significant development costs for the simulator thereby mitigating many of the claimed benefits of such models. Recent work on Gaussian process reinforcement learning, has shown that learning can be substantially accelerated. This paper reports on an experiment to learn a policy for a real-world task directly from human interaction using rewards provided by users. It shows that a usable policy can be learnt in just a few hundred dialogues without needing a user simulator and, using a learning strategy that reduces the risk of taking bad actions. The paper also investigates adaptation behaviour when the system continues learning for several thousand dialogues and highlights the need for robustness to noisy rewards. © 2011 IEEE.

Dental microwear in live, wild-trapped Alouatta palliata from Costa Rica.

One problem with dental microwear analyses of museum material is that investigators can never be sure of the diets of the animals in question. An obvious solution to this problem is to work with live animals. Recent work with laboratory primates has shown that high resolution dental impressions can be obtained from live animals. The purpose of this study was to use similar methods to begin to document rates and patterns of dental microwear for primates in the wild. Thirty-three Alouatta palliata were captured during the wet season at Hacienda La Pacifica near Canas, Costa Rica. Dental impressions were taken and epoxy casts of the teeth were prepared using the methods of Teaford and Oyen (1989a). Scanning electron micrographs were taken of the left mandibular second molars at magnifications of 200x and 500x. Lower magnification images were used to calculate rates of wear, and higher magnification images were used to measure the size and shape of microwear features. Results indicate that, while basic patterns of dental microwear are similar in museum samples and samples of live, wild-trapped animals of the same species, ecological differences between collection locales may lead to significant intraspecific differences in dental microwear. More importantly, rates of microwear provide the first direct evidence of differences in molar use between monkeys and humans.

Society, theatre and Social Work: beauty will save us

Three different worlds, sometimes concentric and often intersecting —society, theatre and the art of performance— and social work. Diverse worlds that live, reflect and self-reflect and interact, and can also afford an opportunity for meeting, misunderstanding and confrontation, and above all offer the possibility of profound change.This article considers the experience of a theatre company that has spent more than three years moving at the limits of these three universes. To these three worlds can be added an infinite number of words that fill them with meaning and significance: territory, meeting, diversity and search. An artistic experience that has chosen to focus on creating scenarios for debate and to examine the difficulties, the human contradictions and the constant and inexhaustible confrontation with human experience. At the heart of this theatrical activity is all of this, seeking the balance between narration, meeting, investigation and the artistic dimension. This meeting between society, theatre and social work also contains the search for sustainability of this cultural business, in an Italy that has been destroyed by a crisis that is not merely economic, but also of values and, above all, of role models. The guiding theme, though not always made explicit, is always present and essential: the search for beauty.

Learning To Live Together

The rise of ethnic tensions has rendered the idea of pluralist societies more problematic than ever before. This article looks at the role played by adult education in helping to build peace in Northern Ireland, a society which is moving towards the stabilisation of its intercommunal conflict. A typology of peace education is put forward, outlining the various strategies adopted by those involved in adult learning or community relations work. Some general observations are added about the role of gender. Questions are then raised about how the impact of peace education progammes can be measured or assessed, and about the methodological problems facing all those attempting to draw conclusions about the role of education in conflict societies.

Innovative Approaches to Involving Service Users in Palliative Care Social Work Education

Service user involvement in social work education is now a firmly established concept in UnitedKingdom.As a result, it is common practice for service users to occupy central roles the education and training of social work students and staff in both qualifying and postqualifying programmes. This paper describes an initiative, undertaken inNorthern Ireland, which compares two methods of user involvement employed with undergraduate and postqualifying social work students. In both situations the students firstly observed discussedDVDexcerpts of narratives from people affected by cancer and secondly observed live facilitated interview with a 25-year-old male service user who shared his experiences being diagnosedwith cancer at a young age.Understanding the social work role in palliative care is crucial as all social workers, regardless of practice context, will have some degree involvement in helping individuals and families to address end-of-life care issues. paper compares the findings of evaluations from two student groups which may help inform social work educators about the effectiveness of different teaching methods used achieve meaningful and effective user involvement with seldom heard groups.

"All Have to Live in Me...": A Study of the Use of English Alongside Other African Languages in a Kenyan School

The purpose of this paper, which builds on an earlier paper published in this Journal (Vol. 20, No. 6), is to develop the discussion around how English has been taught, used and perceived in Kenya, using data gathered from a small second-level English-medium school in Kenya. The complex relationships between language and identity are at work in the everyday routines of both staff and pupils within such a context. The paper seeks to set out a clear methodology for gathering data which could help describe these relationships with more clarity while also subjecting the data to analysis informed by the growing body of research and theory that focuses on language policy in post-colonial and neo-colonial settings. Finally, these pieces of data are used as the basis of a further exploration of the implications for classroom practice in teaching English in this environment.

Live Project love: building a framework for Live Projects

Live projects adopt a wide range of approaches: design/ build, community engagement, participation, protest, analysis, etc. They are driven by tutors with passion, expertise and the ability to manage risk, in ways that exhibit fluency and high levels of skill. They also offer sites of student-led and community co-learning, can support research, demonstrate ‘impact’ and satisfy universities’ policies on outreach. Whilst the breadth and reach of Live Projects is now demonstrably wide, we still fail to fully locate Live Projects within a pedagogical context, tending instead to limit our descriptions and hence analysis to the architectural process and outcome. This failure to locate Live Projects within a pedagogical framework means we still struggle to encapsulate, critique, progress, and indeed, elevate the work.

This chapter draws on some of the case studies presented in recent papers and international conferences in order to provide educators with signposts and important overviews around which and in respect to they can develop their own pedagogical frameworks.

Delivering Social Work Education on Case Reviews and Inquiry Reports: An Exploratory Study of Students' Perspectives in Northern Ireland

It is self-evident that we live in the age of inquiry where the negative impact of risk has been examined through numerous formal processes. In the wake of such scrutiny, there have been repeated recommendations for better training of the professionals charged with safeguarding the welfare of vulnerable individuals. Yet there has been very little examination of how student social workers, in particular, evaluate this training. This exploratory study responded to this gap through a mixed-methods design centring on the views of qualifying and post-qualifying social work students attending courses within two regional universities in Northern Ireland. The study found that, in the main, the cohorts responded favourably to certain aspects of the curriculum and how they were delivered. That said, the emotive nature of the case review and inquiry reports was inadequately addressed in the classroom and was not processed afterwards through a psycho-social framework. In effect, students were often left with residual anxieties that potentially hampered learning. On the basis of the findings, the study calls for further research into this highly significant area of professional competence.

Concerto Grosso (working title) - a new work for soloists, brass band and electronics

As with Liminal Lines, this work explores the boundaries between distinct and contrasting musical genres. The use of live electronics within the brass band idiom is novel, particularly in relation to the use of sensors with brass band instruments.

Superimposition: A composition for harp, saxophone and live electronics

Superimposition is built on a live-scoring system. Computer animated graphics combined with computer generated algorithms produce the score in real time based on preferences input by the composer. Notably, this system introduces a methodology for eliciting complex and coordinated rhythms from instrumentalists through notation generated in real time. This work also incorporates a system for live electronics and live sampling and processing.

Work in progress - learning through role play games

It is commonly accepted that the educational environment has been undergoing considerable change due to the use of the Information and Communication tools. But learning depends upon actions such as experimenting, visualizing and demonstrating through which the learner succeeds in constructing his own knowledge. Although it is not easy to achieve these actions through current ICT supported learning approaches, Role Playing Games (RPG) may well develop such capacities. The creation of an interactive computer game with RPG characteristics, about the 500th anniversary of the city of Funchal, the capital of Madeira Island, is invested with compelling educational/pedagogical implications, aiming clearly at teaching history and social relations through playing. Players interpret different characters in different settings/scenarios, experiencing adventures, meeting challenges and trying to reach multiple and simultaneous goals in the areas of education, entertainment and social integration along the first 150 years of the history of Funchal. Through this process they will live and understand all the social and historical factors of that epoch.

How to design and develop There App: A mobile app focused on live video streaming, promoting new social interactions

This work project aims to demonstrate how to design and develop an innovative concept of video streaming app. The project combines technology push and market pull theories into developing a product that is more suitable for the customer needs, with the particularity that there is no other way of seeing any place in the world, live and ondemand. An analysis on the bigger influencers in terms of design-thinking and new product development, as Tim Brown or Paul Trott, lead to a better understanding on how There App should evolve, keeping in mind the customer desires and technical features.

INFO2009 2012-13 Resource Group 21 - We know where you live

We know where you live is an entertaining and informative quiz show highlighting the dangers resulting from a lack of awareness of Facebook's privacy and security settings. The game show is complemented by a short tutorial explaining these settings. The show is aimed at a wider audience and is suitable for all.

Do you really know where you live?

Recurso para que los estudiantes comprendan la forma en que se desarrollan los asentamientos urbanos y rurales a través del tiempo, en el Reino Unido y en el extranjero. Se examinan los impactos positivos y negativos del cambio y busca formas de resolver los problemas que enfrentan los asentamientos de hoy, incluyendo la eliminación de residuos y los viajes.