Novel design of a renewable energy remote laboratory

BACKGROUND OR CONTEXT: Current work in remote laboratories focuses on student interaction in a setting that can be at times disconnected from real world systems. Laboratories have been developed that show models of a working system, focusing on a single aspect, but very few laboratories allow the user to see the outputs of a working system that interacts with the real world as would be expected outside of a laboratory setting. It was aimed with this paper to show a design of a novel approach to building a remote laboratory that would be able to interact with a fully functional renewable energy system, and to show the students the outputs of such a system in real time. It allows for the user to be presented with information in a new context.
PURPOSE OR GOAL: With this research it is hoped to achieve a remote laboratory that will be able to present students with the data from a renewable energy system live, as it is generated as well as all the logged date generated. It is aimed with this novel approach to building a remote laboratory to assist the students in learning about renewable energy systems while allowing the student to access real data, instead of simulated data. Links to increased motivation due to realism in data given as well as change in student perception on learning in remote laboratories mean that a system such as this could change the way students approach learning about renewable energy generation systems. This will require further research however.
APPROACH: This remote laboratory required gathering data from an already established system. The live results were not recorded, and a log file was generated daily, however this was not fast enough to give to students as it was generated, so a system that could maintain communication between all systems, while also polling for data itself was required. In addition to this, the system had to communicate to a server that would give students access to the live data. The server was set up in such a way that students were not required to install any programs on their computer, multiple students could access the data at any given time, and a wide range of devices, including mobile devices, could all access the remote laboratory.
DISCUSSION: Key outcomes include the design of the remote laboratory, including screenshots of data acquisition from the renewable energy system from different devices. The design is split into two sections, one covering the server side architecture while another covers the data acquisition architecture. A very brief discussion on students’ initial interaction is also undertaken.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: Research has shown that the degree of realism in remote education can have an effect on students’ behaviors/motivation in a remote laboratory. By allowing students to knowingly access a real system that is currently being used to generate power from renewable energy sources, the methods and motivations that students use when approaching renewable energy systems may change.

Automatic generation of traditional style painting by using density-based color clustering

In this paper, a novel approach is proposed to automatically generate both watercolor painting and pencil sketch drawing, or binary image of contour, from realism-style photo by using DBSCAN color clustering based on HSV color space. While the color clusters produced by proposed methods help to create watercolor painting, the noise pixels are useful to generate the pencil sketch drawing. Moreover, noise pixels are reassigned to color clusters by a novel algorithm to refine the contour in the watercolor painting. The main goal of this paper is to inspire non-professional artists' imagination to produce traditional style painting easily by only adjusting a few parameters. Also, another contribution of this paper is to propose an easy method to produce the binary image of contour, which is a vice product when mining image data by DBSCAN clustering. Thus the binary image is useful in resource limited system to reduce data but keep enough information of images. © 2007 IEEE.

Does a combination of virtual reality, neuromodulation and neuroimaging provide a comprehensive platform for neurorehabilitation? - A narrative review of the literature

In the last decade, virtual reality (VR) training has been used extensively in video games and military training to provide a sense of realism and environmental interaction to its users. More recently, VR training has been explored as a possible adjunct therapy for people with motor and mental health dysfunctions. The concept underlying VR therapy as a treatment for motor and cognitive dysfunction is to improve neuroplasticity of the brain by engaging users in multisensory training. In this review, we discuss the theoretical framework underlying the use of VR as a therapeutic intervention for neurorehabilitation and provide evidence for its use in treating motor and mental disorders such as cerebral palsy, Parkinson’s disease, stroke, schizophrenia, anxiety disorders, and other related clinical areas. While this review provides some insights into the efficacy of VR in clinical rehabilitation and its complimentary use with neuroimaging (e.g., fNIRS and EEG) and neuromodulation (e.g., tDCS and rTMS), more research is needed to understand how different clinical conditions are affected by VR therapies (e.g., stimulus presentation, interactivity, control and types of VR). Future studies should consider large, longitudinal randomized controlled trials to determine the true potential of VR therapies in various clinical populations.

Online and internet-based technologies: gaming

There are high expectations of the educational value of online games and immersive, virtual worlds. Digital games, if used for educational purposes, it is argued, have the capacity to transform learning, engage disenchanted students, address major differences in experience and orientation in out-of-school and in-school contexts, teach twenty-first-century literacies and prepare learners to become tech savvy, critical and agential participants – ‘knowledge workers’ (Gee et al., 1996) – in a technologically saturated world. As governments and other institutions seek to respond to rapid and massive technological change, the use of games-based learning via online and mobile Internet-based technologies is seen as providing much potential for innovative, effective and accessible contemporary teaching and learning. While there is considerable enthusiasm for the use of games to support learning, however, research focusing on these areas is fragmented and provides a more mixed picture of their use.Games studies as an interdisciplinary field is informed by quite different research traditions and trajectories, each with its own epistemological framework and assumptions. In this chapter, the focus is on games and learning as they relate to formal educational contexts, particularly schools. The chapter begins with an overview of some of the key issues and assumptions related to the use of online games for educational purposes. This is followed by a discussion of four major disciplinary orientations towards games: perspectives and approaches drawn from humanities and social science; explorations of literacy and media production from media and cultural studies; the study of games themselves within the formally designated, eponymous area of games studies; and technical and educational approaches based in the fields of e-learning and instructional design. This section concludes with an extended discussion of the use of Second Life, which canvasses the main approaches to its use, and goes on to provide a detailed account of the use of Second Life to foster argumentative knowledge construction in Singapore secondary schools (Jamaludin et al., 2009). This is followed by an account of ongoing tensions between research traditions and a discussion of issues for further development and insights for the future. The chapter concludes with a summary of key points and suggestions for further reading in the games and learning area.

De Pas pire à Pour sûr : faits et effets des langues chez France Daigle

La littérature de l’Acadie du Sud-Est émerge dans un contexte lui-même déjà hétérolingue (Grutman). Le chiac porte d’ailleurs les traces de cette cohabitation linguistique puisque son caractère hybride traduit la forte interaction entre les communautés de la région. Or, son usage suscite-t-il une réflexion inquiète sur la situation diglossique du français acadien ou est-il strictement créatif ? Le présent mémoire porte sur le rapport à la langue dans les romans récents de France Daigle, soit Pas pire (1998), Un fin passage (2001), Petites difficultés d’existence (2002) et Pour sûr (2011), en mettant au jour les particularités sociolinguistiques et la façon dont le texte « parle la langue » (Gauvin). Bien qu’il mette à distance les présupposés idéologiques, l’œuvre de Daigle demeure extrêmement sensible au contexte socioculturel d’où il émerge. Ainsi, si l’œuvre s’affranchit d’un réalisme sociolinguistique, c’est afin de créer une « fiction linguistique » (Baetens Beardsmore) qui reconfigure l’imaginaire social de Moncton tout en intégrant certaines inquiétudes bien « réelles ». Qui plus est, la prise en compte de la polyphonie structurelle de l’œuvre permet de s’affranchir de la lecture ethnographique. 

Still entrenched in the conflict/cooperation dichotomy? EU–Russia relations and the Ukraine crisis

The article highlights that the traditional conflict/cooperation dichotomy which characterised the dynamic of European Union (EU)–Russia relation during the post-Cold War period has remained stable throughout the Ukraine crisis. It identifies a pattern of continuity rather than change in the main characteristics of the traditional conflict/cooperation dichotomy: the post-Cold War order on the European continent, values and worldviews, perceptions of self and other, and policies towards each other and post-Soviet space. Secondly, in tune with neoclassical realism the article aims to account for the relative persistence of the conflict/cooperation dichotomy. It argues that the dynamic of EU–Russia relations remained rather stable due to the fact that neither the EU nor Russian foreign policy has undergone major transformations (of both power, scope and organisation) that would provide incentive or constrains for a complete overhaul of the conflict/cooperation dichotomy. Moreover, the article claims that the relative stability of world politics since the start of the Ukraine crisis has not given any the EU and Russia incentives – or constrained them – to seek to change the overall dynamic of their relationship.

De Pas pire à Pour sûr : faits et effets des langues chez France Daigle

La littérature de l’Acadie du Sud-Est émerge dans un contexte lui-même déjà hétérolingue (Grutman). Le chiac porte d’ailleurs les traces de cette cohabitation linguistique puisque son caractère hybride traduit la forte interaction entre les communautés de la région. Or, son usage suscite-t-il une réflexion inquiète sur la situation diglossique du français acadien ou est-il strictement créatif ? Le présent mémoire porte sur le rapport à la langue dans les romans récents de France Daigle, soit Pas pire (1998), Un fin passage (2001), Petites difficultés d’existence (2002) et Pour sûr (2011), en mettant au jour les particularités sociolinguistiques et la façon dont le texte « parle la langue » (Gauvin). Bien qu’il mette à distance les présupposés idéologiques, l’œuvre de Daigle demeure extrêmement sensible au contexte socioculturel d’où il émerge. Ainsi, si l’œuvre s’affranchit d’un réalisme sociolinguistique, c’est afin de créer une « fiction linguistique » (Baetens Beardsmore) qui reconfigure l’imaginaire social de Moncton tout en intégrant certaines inquiétudes bien « réelles ». Qui plus est, la prise en compte de la polyphonie structurelle de l’œuvre permet de s’affranchir de la lecture ethnographique. 

Introduction

This book explores the supernatural literature of Walter Scott, James Hogg, Théophile Gautier, Charles Nodier and G rard de Nerval from a European perspective that casts them as part of a network rather than as the discrete, isolated artistic outcomes of different national literatures, by focusing on the central role played by the literature of E.T.A. Hoffmann during the first half of the nineteenth century. The author claims that Hoffmann had a seminal role through the reactions that his literature aroused. These reactions took place both in the realm of theory, for Hoffmann’s works provoked a great deal of discussion on the nature and purposes of supernatural literature, and also in the realm of their literary writings themselves, with much cross-fertilisation taking place, sometimes enabled through translation and sometimes from direct experience. The author focuses on shared themes like the idealized dead beloved, and dreams, reveries and altered states.

Biologically inspired vector fields to generate hair directions

This paper describes how biologically inspired vector fields can be used to partially automate the manual and time-consuming process of specifying hair directions. This approach replicates the consequence of stretching of skin from natural hair development process, in contrast to replicating the appearance of hair. The direction of each hair on the surface of an arbitrary 3D model is determined by interpolating the solution vector field that satisfies a set of user-defined constraints describing the stretching of skin. Results found that the generated hair directional pattern closely resembles that found naturally. Further investigation revealed that the presence of naturally occurring hair types and the varying distribution of hair directions induced by the calculated vector field enhanced the realism of hair coats generated using this approach. Aside from hair or fur, this approach can also be applied to hair-like masses such as grass, feathers, or scales.

Re-processing The Mystical Rose

This essay explores the animation practice of Australian filmmaker Michael Lee, whose career spans the late 60s to the present. His notoriously dissident and innovative feature length work The Mystical Rose (1976, 65 minutes) is the primary focus, the fulcrum point of an analysis balanced by a review of his earlier shorter formative films, his cultural milieu, the thinkers that shaped his youth and particularly his changing relation to the Catholic Church. This relationship with Christianity has gone full circle through a critical rejection, worked through in The Mystical Rose, to a re-embrace in his later films Turnaround (1983, 60 mins) and The Contemplation of the Cross (1989, 27 minutes). This trajectory is understood here in relation to Magic Realism, Michael Bakhtin’s conception of the ‘Carnivalesque’ and Surrealism. What is of particular interest historically for animation is Lee’s pioneering innovative combination of animation with live action documentation, conveying both inner and outer realities, and mapping the relationships between them.

Sadae (Serving the Great) in Korea–great power(s) relations since 1392

Based on detailed analysis of the historical records that documented Korea’s relations with the great powers since 1392, the research finds that a balanced approach that combines constructivism and realism can better analyse, in addition to state security, the historical complexity and cultural nuance in the Northeast Asian international relations.

Shifting practices and frames: literacy, learning and computer games

Digital culture and the online world have profound implications for contemporary notions of literacy, learning and curriculum. The increasing integration of digital culture and technologies into young people’s lives reflects the energy and excitement offered by online worlds. Online forms of text and communication are shaping students’ experience of the world, including expectations and experiences about learning and literacy. While print literacies remain important, for schools to prepare students to participate in critical and agential ways in the contemporary and future world, they need also to teach them to be fully literate in digital and multimodal literacies, and at ease and in control in the online world. Computer games, and other forms of digital games, teach and exemplify multimodal forms of literacy. Schools can capitalize on their potential and work with them productively. Doing so however, entails recognizing the messy complexity of schooling, and the practicalities of classroom lives. This chapter reports on a three year project in five schools concerned with literacy and computer games, and discusses the important role of teachers as on-the- ground leaders in pioneering new conceptions of literacy, and of curriculum change, and the importance of school structures and support to enable such change to happen.

Deconstructing pedagogies of professional practice and learning for police officers.

This research applied qualitative and narrative methodology to investigate police officers' professional practice and learning. Analysis of the data revealed three thematic frameworks of power-knowledge relations, practice and knowledge, and gender and (dis)embodied practice that harboured doubtful matters (aporias) and blind spots (lacunae). The potential for change and the possibility of different perspectives and new learning was evident. Paradigmatic shifts in thinking, learning and practice are needed for police officers to develop reflexive practice that is social, relational, agential, and embodied, however, limitations and constraints exist based on the strength and resilience of dominant pedagogies influenced by social, cultural, institutional and occupational practices and discourses.

Teacher professional learning in early childhood education: insights from a mentoring program

In Australia, as is the case in other countries around the world, the Early Childhood workforce is in the process of ‘skilling up’ to meet government demands related to quality service provision. This paper sets out to identify what constitutes effective teacher professional learning through mentoring. Guided by critical realism and social practice as theoretical perspectives, the paper uses data drawn from the State-wide Professional Mentoring Program for Early Childhood Teachers (2011–2014), Victoria, Australia. The findings identify four C’s essential to effective professional learning – Context: the association between individual aspirations and systemic requirements; Collegiality: the positioning and importance of collegial relationships; Criticality: critical deliberation in ‘safe’ learning environments; and Change: recognition that teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. These findings point to the need to consider teachers’ contexts of practice in the design of professional development programs such as mentoring, and to conceptualise learning as a socially situated practice rather than a detached pedagogic event.

Alcances y límites del principio de la responsabilidad de proteger: actuación del consejo de seguridad frente al conflicto en libia en el 2011 y Siria durante el periodo 2011-2014.

El propósito de este estudio de caso es determinar los alcances y límites de la Responsabilidad de Proteger, tomando como ejemplo la actuación del Consejo de Seguridad de Naciones Unidas ante el conflicto en Libia y Siria. Para esto es necesario analizar fuentes primarias documentos oficiales y secundarias como artículos académicos, para así comprobar que la evolución del concepto de soberanía ha permitido que se legitimen las intervenciones con fines humanitarios, ya que todos los Estados tienen la responsabilidad de garantizar la protección de los derechos humanos de sus ciudadanos, de lo contrario, la comunidad internacional debe tomar medidas para evitar o detener los crímenes masivos.