Girls back off mathematics again : the views and experiences of girls in computer based mathematics

The views and experiences of girls in two co-educational mathematics classrooms in which computers were regularly used were researched. Data were collected by observation and videotaping of lessons, questionnaire, and interviews of students and the teachers. In this paper case studies of six girls are presented. Their ‘stories’ reveal a diversity of experiences and views and multiple gender identities. High achieving girls persisted as “outsiders within,” other girls “backed off”, and exceptional girls challenged gender stereotypes. Implications for social justice in mathematics in the age of the super highway are discussed.

Semantic trajectory based event detection and event pattern mining

Video event detection is an effective way to automatically understand the semantic content of the video. However, due to the mismatch between low-level visual features and high-level semantics, the research of video event detection encounters a number of challenges, such as how to extract the suitable information from video, how to represent the event, how to build up reasoning mechanism to infer the event according to video information. In this paper, we propose a novel event detection method. The method detects the video event based on the semantic trajectory, which is a high-level semantic description of the moving object’s trajectory in the video. The proposed method consists of three phases to transform low-level visual features to middle-level raw trajectory information and then to high-level semantic trajectory information. Event reasoning is then carried out with the assistance of semantic trajectory information and background knowledge. Additionally, to release the users’ burden in manual event definition, a method is further proposed to automatically discover the event-related semantic trajectory pattern from the sample semantic trajectories. Furthermore, in order to effectively use the discovered semantic trajectory patterns, the associative classification-based event detection framework is adopted to discover the possibly occurred event. Empirical studies show our methods can effectively and efficiently detect video events.

Back then loop POP

Back Then Loop is a straightforward drum, rhythm guitar, bass and synth pop-rock loop.

Two steps forward, one step back : Indonesia’s arduous path to reform

Australians have long worried about whether Indonesia is ‘special’ or ‘normal’. Instead, we need to deal with Indonesia as it really is—a country experiencing simultaneously the challenges of political reform, economic development and a shifting regional security environment. The country’s political future is less certain than we would hope: after SBY’s term of government ends, the choice of a successor will be critical in determining the future of reform. We can’t rule out that Indonesia might slide back to old ways of doing business—democratisation is a fraught process.
As the Indonesian economy grows, so too do the prospects for Indonesia to establish its natural position as the leader of Southeast Asia. As the world is re-examining Indonesia, so too Indonesia is looking afresh at the world—more interested in external issues than it was a decade ago. The Southeast Asian subregion increasingly finds itself at the centre of a more strongly interconnected Indo-Pacific region—so Indonesia’s strategic importance is going up.
It’s important for Australia to build a better strategic relationship with Indonesia. The two are complementary partners. Australia should be proactive in exploring new opportunities for cooperation with a reform minded Indonesia—it’s in our interests to draw Indonesia into a more important strategic role in regional security.
Professor Damien Kingsbury, the author of this Strategy, is the Director, Centre for Citizenship, Development and Human Rights, Faculty of Arts and Education, Deakin University, Melbourne.

Clinical performance of an innovative back surface multifocal contact lens in correcting presbyopia

Purpose: This prospective study was designed to subjectively and objectively evaluate the performance of an aspheric multifocal back surface rigid gas permeable (RGP) contact lens. The multifocal element of this lens design consisted of an aspheric optical zone that varied according to the patient's ametropia, corneal topography, and required reading addition.

Methods: We fit 28 presbyopic subjects with an aspheric multifocal back surface RGP contact lens (age range: 45 to 68 years). Reading additions ranged from +0.75 D to +2.50 D. Subjects were assessed initially and at 2, 6, and 12 weeks for ocular changes, visual performance, and subjective responses.

Results: We required 116 RGP lenses to achieve an acceptable fit and visual acuity in 28 subjects (55 eyes). At the final visit, the distance logMAR acuity with the multifocal contact lens (+0.12 +/-0.10) was not statistically different (t=-0.623, P= 0.5388) from spectacle acuity at the initial visit (+0.10 +/-0.12). The near logMAR acuity with the multifocal contact lens at the final visit (0.36 +/- 0.12) was not statistically different from that for near acuity with spectacles at the initial visit (0.33 +/- 0.13). No slit lamp signs worsened during the study. A reduction in myopia of 0.67 D was noted by the final visit. Spectacle blur was noted if the acuity at the initial refraction was compared to the acuity with the same refraction at the final visit (t= -3.287, P= 0.0028) but not when the refractive changes were incorporated (t= 1.058, P= 0.3127). All subjects rated the performance of the lenses very highly: comfort, 86%; distance acuity, 83%; near acuity, 73%; and stability of vision, 74%. Twenty-four subjects (86%) chose the multifocal contact lens as their preference.

Conclusion: We demonstrated that a multifocal design is able to provide acceptable distance and near correction for presbyopic patients. The aspheric geometry required can be optimized for a given patient by considering his/her degree of ametropia, as well as the corneal topography.

Re-composing the elephant' : bringing the big picture back into IS research

Information Systems is a practice-based discipline. It experiences periodic debates about the rigour and relevance of its research. The tensions between pretensions to be a ‘real’ science (rigour) and the need to contribute to practice (relevance) are intensified at a time of low student enrolment, lack of a clear identity, and uncertainties about the viability of our discipline. This essay argues that decomposing phenomena into narrow topics of research to achieve rigour is damaging to our discipline if we fail to then ‘recompose’ or integrate these back into understanding, lessons and guidelines for application to real-world practices. This argument is illustrated through recent work on the motors that drive changes in technology appropriation. It highlights the importance of plurality of theories and methods in understanding complex real-world phenomena in order to achieve both rigour and relevance.

Feeding back and enhancing authentic learning in quality course assessment design : locating information systems education in rigorous educational research

Locating information systems education foursquare within rigorous and substantial educational research is crucial if the discipline is to receive the scholarly attention that it warrants. One way to do that is to highlight how current information systems course design in Australian undergraduate and postgraduate programs exhibits the strongest possible elements of contemporary learning theories. This paper analyses selected features of the design of an information systems postgraduate course in an Australian university, including the use of peer review of journal entries and writing professional reports to enhance authentic learning and maximise quality assessment design. The analysis is framed by the principles of instructional design theory (Snyder 2009). The authors argue that, by demonstrating theoretically grounded and effective educational practice, the course highlights the value of being located in wider educational research, and of bringing the two fields more closely together.

Looking back to tomorrow : research, teaching and practice in IS

This position paper reflects on experiences in information systems practice, teaching and research, and considers the relevance of the recent trend to design thinking. It argues for the importance of maintaining an eclectic approach to the content, methods and hoped for outcomes of information systems education.