Identifying film takes for cinematic analysis

In this paper, we focus on the ‘reverse editing’ problem in movie analysis, i.e., the extraction of film takes, original camera shots that a film editor extracts and arranges to produce a finished scene. The ability to disassemble final scenes and shots into takes is essential for nonlinear browsing, content annotation and the extraction of higher order cinematic constructs from film. In this work, we investigate agglomerative hierachical clustering methods along with different similarity metrics and group distances for this task, and demonstrate our findings with 10 movies.

On extending generalized Bonferroni means to Atanassov orthopairs in decision making contexts

Extensions of aggregation functions to Atanassov orthopairs (often referred to as intuitionistic fuzzy sets or AIFS) usually involve replacing the standard arithmetic operations with those defined for the membership and non-membership orthopairs. One problem with such constructions is that the usual choice of operations has led to formulas which do not generalize the aggregation of ordinary fuzzy sets (where the membership and non-membership values add to 1). Previous extensions of the weighted arithmetic mean and ordered weighted averaging operator also have the absorbent element 〈1,0〉, which becomes particularly problematic in the case of the Bonferroni mean, whose generalizations are useful for modeling mandatory requirements. As well as considering the consistency and interpretability of the operations used for their construction, we hold that it is also important for aggregation functions over higher order fuzzy sets to exhibit analogous behavior to their standard definitions. After highlighting the main drawbacks of existing Bonferroni means defined for Atanassov orthopairs and interval data, we present two alternative methods for extending the generalized Bonferroni mean. Both lead to functions with properties more consistent with the original Bonferroni mean, and which coincide in the case of ordinary fuzzy values.

Post-adjunct reading comprehension questions and meaning construction : a case of gender study

This article explicates on how the post-adjunct reading comprehension questions existing in the Iranian high school and pre-university English textbooks affect the comprehension of the related students. It further purports to see if there is a significant gender difference in the comprehension of reading texts by these student groups. To this end, 240 third-grade high school and pre-university students (equal number of male and female) participated in this investigation. The results demonstrated a significant superiority in the subjects’ reading comprehension when they answered the texts with the post-adjunct reading comprehension questions, designed by the researchers for this purpose. The results also showed non-significant gender disparities in the comprehension of given texts.

Techno-literacy and learning in blended, multicultural course environments

For the last two decades, higher education institutions have been actively engaged in the use of online technology with the aim of transforming the way we teach and learn to improve students’ learning experiences and outcomes. However, despite significant investment in infrastructure and training and a wide-scale uptake of such technologies, the promised transformative effect on student learning is yet to be actualised outside of small pockets of innovation. In this paper, we argue that one of the factors contributing to lack of qualitative large-scale transformation is students’ lack of preparedness and experience in using online tools for learning purposes. Drawing on an ethnographic study of culturally diverse computing students and teachers within learning environments that blend online and face-to-face pedagogies, we argue that, although contemporary university students are largely operationally literate when using online learning tools, they often lack the cultural and critical skills required to use such technologies in a meaningful way to support powerful learning. We argue that, for online learning technologies to transform learning, students need to be supported to develop these higher order techno-literacy skills.

Using models in teaching and learning science

Models can be excellent tools to help explain abstract scientific concepts and for students to better understand these abstract concepts. A model could be a copy or replica, but it can also be a representation that is not like the real thing but can provide insight about a scientific concept. Models come in a variety of forms, such as three dimensional and concrete, two dimensional and pictorial, and digital forms. The features of models often depend on their purpose: for example, they can be visual, to show what something might look like, dynamic to show how something might work, and or interactive to show how something might respond to changes. One model is often not an accurate representation of a concept, so multiple models may be used.
Students’ modelling ability has been shown to improve through instruction and with practice of mapping the model to the real thing, highlighting the similarities and differences. The characteristics of a model that can be used in this assessment include accuracy and purpose. Models are commonly used by science teachers to describe, and explain scientific concepts, however, pedagogical approaches that include students using models to make predictions and test ideas about scientific concepts encourages students to use models for higher order thinking processes. This approach relates the use of models to the way scientists work, reflecting the nature of science and the development of scientific ideas. This chapter will focus on the way models are used in teaching: identifying pedagogical processes to raise students’ awareness of characteristics of models. In this way, the strengths and limitations of any model are assessed in relation to the real thing so that the accuracy and merit of the model and its explanatory power can be determined.

Developing online construction technology resources in tectonic design education

We outline issues of importance in relation to tectonic design within the architectural profession and the relationship to architectural education in Australia. Twelve years of research and curriculum development at Deakin University is discussed, involving the creation of online resources and case studies, digitally-integrated projects relating to building construction and design studio education. The ethos behind the Construction Primer of engaging students as ‘amateur researchers’ in a way that ensures ‘that student research work is worth more than course assessment’ forms the pedagogical foundation of much of this work. A model of Socially Networked Construction Technology education has been developed that integrates social networks and the Internet to engage students in tectonic design within and outside the classroom through authentic curricula. Through the use of Virtual Galleries, Blogs, YouTube and social networks, a culture of peer learning and sharing has been developed. Through shared knowledge facilitated through social networks, great potential lies for expanding the synergies between higher order learning and online resource development for design decision support.

Construction pathway : attracting the missing students and workers to university

The Commonwealth Government has the increased participation of under-represented groups to a 20% diversity target for Australian universities. It also has minimum targets of 40% of all Australians (25-34 years) holding a Bachelor’s degree by 2020. These targets are baseline items in a government agenda of improving educational outcomes for Australians and pivotal in addressing skill shortages in industries such as construction. In construction there is a skewing of skill shortages to the higher order or post entry level skills. Demand for higher skilled occupations such as construction managers, outstrips demand for construction trades (DEEWR, 2010). But whilst 41% of the industry have VET qualifications, only 10% possess HE qualifications in construction. Movement between the VET and HE sectors is low: of all construction students qualifying at AQF 4, less than 10% continue on to higher education and less than 1% of VET qualified persons in the construction workforce seek re-entry to university. This paper examines national data in construction education pathways and evaluates, using the DEMO matrix, the enablers in pathways to HE qualifications. The evaluation is based upon survey responses of two cohorts entering higher education from non-traditional pathways- articulating VET students and mature-aged workers. The results indicate that pathway programmes into construction degrees can attract non-traditional cohorts, but elements such as learner engagement, confidence, people-rich resources and collaboration are critical features of successful pathways.

Improving middle years mathematics and science

The overall aim of the Improving Middle Years Mathematics and Science (IMYMS) project was to explore the explore the nature and significance of subject cultures in framing teacher and school practice in mathematics and science and to develop a middle years school improvement model that takes account of these subject cultures in influencing school and teacher change. The project also investigated ways in which effective pedagogies in mathematics and science can be monitored; and ways in which higher order learning outcomes in mathematics and science can be reliably assessed.

The project has worked with more than 30 schools in four clusters to support them in planning for and implementing change. A framework describing effective mathematics and science pedagogies was developed, and used as the basis for auditing procedures that track classroom practice. Instruments were developed and used to probe: teacher classroom practice; student perceptions of classroom practice and learning preferences; knowledge outcomes; reasoning in science and mathematics; understanding of the nature of science and mathematics; and performance skills in mathematics and science investigations. Data sources have also included questionnaire data, interviews, school reports and field notes. Video data was also collected and used for stimulated recall interviews concerning teacher beliefs and practices.

In order to support teachers and schools to improve their practice, the project team worked with cluster educators in each of the clusters, and with school coordinators, through a number of network meetings including an initial ‘leading change’ workshop, through cluster visits, and the provision of auditing and planning instruments supported by data analysis support. The nature of the subject cultures of, and effective pedagogies in, mathematics and science, was explored using interview data with effective teachers, literature exploration, interviews with project teachers to map characteristics of their practice, the team’s experience of the construction and analysis of achievement tests, a video and interview study of teachers of mathematics and science, and student perceptions data.

Determinants of stock returns: Factors or systematic co-moments? Crisis versus non-crisis periods

In this paper we evaluate the intertemporal pricing performance of stock return determinants over the periods surrounding, and outside of, financial crises. The analysis focuses on the variables of size, book-to-market ratio, momentum, liquidity, and higher-order systematic co-moments. The evidence reveals that over non-crisis periods the market beta plays an important role in determining the cross-section of stock returns. Size, value, momentum, and liquidity also exhibit associations with the cross-section of stock returns. However, over crisis periods most of the variables we examined lose their explanatory power, suggesting that their usefulness is limited for investment purposes when financial markets experience crises. There is some evidence of coskewness pricing surrounding market crashes. Practitioners may consider coskewness over crisis periods.

Cultural tools to enhance learning

The cultural tools to connect, communicate, and prepare learners for future academic and workplace activities underpin today’s education. In the 21st century, the use of technologies, and in particular social technologies, provide a paradigm shift in the way teachers become engaged and personalize professional development. The technologies are the cultural tools (Vygotsky, 1975, p. 3) deployed to communicate and analyze learners’ realities; however, some experienced teachers are reluctant to embrace these realities. However, there are other teachers who are adopting the 21st century cultural tools to make their learning and the learning of their students relevant, social and personal. This paper examines how social practices and cultural tools deployed, in a study with experienced teachers, adds value to teacher professional development. It examines the scaffolding with social technologies to enable learners to progress to higher order development in a Zone of Proximal Development (Vygotsky, 1978) in Higher Education.

Pedagogy, police training, D/discourses – “truth” and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988, p.1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher-order conceptual skills, and (c) Australian and international studies of police management education which reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. A backdrop to this research and findings is the agenda of Australian and New Zealand police services for police to become a profession.

Consensual commitment: a grounded theory of the meso-level influence of organizational design on leadership and decision-making

This research examined the relationship between organizational design and leadership in decision-making teams. It used a grounded theory-based qualitative research design. The validity of the research was enhanced by data triangulation, wherein quantitative psychometric data augmented the qualitative data that are traditionally used. The research was based upon two organizations within the substantive setting of the knowledge industry. The higher order category of consensual commitment explained effective decision-making. At the meso-level of leadership modeling, organizational design influenced both leadership style and decision-making. Specifically, an organizational design that generated lateral job roles and a relational leadership orientation was found to enhance consensual commitment, and provided a level of assurance against dysfunctional team dynamics. © 2009 Elsevier Inc. All rights reserved.

Simplification of arboreal marsupial assemblages in response to increasing urbanization

Arboreal marsupials play an essential role in ecosystem function including regulating insect and plant populations, facilitating pollen and seed dispersal and acting as a prey source for higher-order carnivores in Australian environments. Primarily, research has focused on their biology, ecology and response to disturbance in forested and urban environments. We used presence-only species distribution modelling to understand the relationship between occurrences of arboreal marsupials and eco-geographical variables, and to infer habitat suitability across an urban gradient. We used post-proportional analysis to determine whether increasing urbanization affected potential habitat for arboreal marsupials. The key eco-geographical variables that influenced disturbance intolerant species and those with moderate tolerance to disturbance were natural features such as tree cover and proximity to rivers and to riparian vegetation, whereas variables for disturbance tolerant species were anthropogenic-based (e.g., road density) but also included some natural characteristics such as proximity to riparian vegetation, elevation and tree cover. Arboreal marsupial diversity was subject to substantial change along the gradient, with potential habitat for disturbance-tolerant marsupials distributed across the complete gradient and potential habitat for less tolerant species being restricted to the natural portion of the gradient. This resulted in highly-urbanized environments being inhabited by a few generalist arboreal marsupial species. Increasing urbanization therefore leads to functional simplification of arboreal marsupial assemblages, thus impacting on the ecosystem services they provide.

From knowledge acquisition to knowledge production: Issues with Australian honours curricula

Although there have been increasing attempts to involve undergraduate students in conducting research, a pivotal moment when students engage in knowledge production is during honours programmes. Honours programmes, particularly those in Australia, seek to develop students' capacity to engage in higher order thinking that may lead to knowledge production. This transition is facilitated through advanced disciplinary knowledge, research training and a research project. However, there is a pedagogical tension between requiring students to engage in this deeper level of inquiry at the same time as they complete a heavy knowledge acquisition load. This paper explores how a number of disciplines in Australia balance these elements of the honours curricula. It argues that the combination of these curriculum goals can make it difficult for students to apply the knowledge they have gained in advanced disciplinary and research training courses to their research project work. This has serious implications for honours programmes. © 2012 Copyright Taylor and Francis Group, LLC.

Development of a compact rectenna for wireless powering of a head-mountable deep brain stimulation device

Design of a rectangular spiral planar inverted-F antenna (PIFA) at 915 MHz for wireless power transmission applications is proposed. The antenna and rectifying circuitry form a rectenna, which can produce dc power from a distant radio frequency energy transmitter. The generated dc power is used to operate a low-power deep brain stimulation pulse generator. The proposed antenna has the dimensions of 10 mm × 12.5 mm × 1.5 mm and resonance frequency of 915 MHz with a measured bandwidth of 15 MHz at return loss of -10 dB. A dielectric substrate of FR-4 of εr = 4.8 and δ = 0.015 with thickness of 1.5 mm is used for both antenna and rectifier circuit simulation and fabrication because of its availability and low cost. An L-section impedance matching circuit is used between the PIFA and voltage doubler rectifier. The impedance matching circuit also works as a low-pass filter for elimination of higher order harmonics. Maximum dc voltage at the rectenna output is 7.5 V in free space and this rectenna can drive a deep brain stimulation pulse generator at a distance of 30 cm from a radio frequency energy transmitter, which transmits power of 26.77 dBm.