Computing, Design, Art: Reflections on an Innovative Moment in History

The paper is concerned with the role of art and design in the history and philosophy of computing. It offers insights arising from research into a period in the 1960s and 70s, particularly in the UK, when computing became more available to artists and designers, focusing on John Lansdown (1929-1999) and Bruce Archer (1922-2005) in London. Models of computing interacted with conceptualisations of art, design and related creative activities in important ways.

Personal statement in PhD applications: Gatekeepers' evaluative perspectives

This paper explores academic readers’ views of the doctoral Personal Statements (PSs) written by student applicants across institutional contexts. The analysis was based on in-depth semi-structured interviews with 19 faculty members involved in evaluating the PhD applications within Education at one UK-based and one US-based university. Data were coded by NVivo software and then analysed using methods drawn from critical discourse analysis and conversation analysis to unravel participant intended meaning. Results suggest that the situated knowledge of institutional settings where these academics are based will affect the ways in which they act and think in relation to particular forms of discourse. Specifically, the UK and US academics’ interpretations of PSs and its associated evaluation practices are related to their conceptual understanding of the culture of doctoral level study and the structure of the admissions process in their own particular academic community. The paper concludes with some pedagogical implications and a discussion of potential areas for further study to investigate the ‘academic’ and ‘rhetorical’ aspects of the PS and to understand the different and often implicit features of the PS across different disciplines, programmes, and institutional contexts.

Soft-computing techniques applied to artificial tissue temperature estimation

Tese dout., Engenharia electrónica e computação - Processamento de sinal, Universidade do Algarve, 2008

A soft-computing approach for non-invasive temperature estimation

The domain of thermal therapies applications can be improved with the development of accurate non-invasive timespatial temperature models. These models should represent the non-linear tissue thermal behaviour and be capable of tracking temperature at both time-instant and spatial position. If such estimators exist then efficient controllers for the therapeutic instrumentation could be developed, and the desired safety and effectiveness reached.

Métodos de soft computing para la estimación no invasiva de la temperatura en medios multicapa empleando ultrasonido retrodisperso

La seguridad y eficacia de las terapias térmicas están ligadas con la determinación exacta de la temperatura, es por ello que la retroalimentacón de la temperatura en los métodos computacionales es de vital importancia.

Introducing Game Development into the Computing Curriculum: a Progressive Methodology

The Computer Game industry is big business, the demand for graduates is high, indeed there is a continuing shortage of skilled employees. As with most professions, the skill set required is both specific and diverse. There are currently over 30 Higher Education Institutions (HEIs) in the UK offering Computer games related courses. We expect that as the demand from the industry is sustained, more HEIs will respond with the introduction of game-related degrees. This is quite a considerable undertaking involving many issues from integration of new modules or complete courses within the existing curriculum, to staff development. In this paper we share our experiences of introducing elements of game development into our curriculum. This has occurred over the past two years, starting with the inclusion of elements of game development into existing programming modules, followed by the validation of complete modules, and culminating in a complete degree course. Our experience is that our adopting a progressive approach to development, spread over a number of years, was crucial in achieving a successful outcome.

Personal networks in portuguese society : a configurational and lifecourse approach

Tese de doutoramento, Sociologia (Sociologia da Família, da Juventude e das Relações de Género), Universidade de Lisboa, Instituto de Ciências Sociais, 2014

Student’s Engagement in School: Conceptualization and relations with Personal Variables and Academic Performance

This article reviews the literature regarding Student’s Engagement in School (SES), its relationship with personal variables, as well as with academic performance. Although SES’ conceptualization may vary across studies, there is general agreement concerning the multidimensional nature of this construct, encompassing three dimensions – cognitive, affective and behavioural. It is seen as an antecedent of several required outcomes, at academic level, but also as a valorous construct itself, both as mediator and product. More particularly, this concept has been the focus of debate concerning academic success and school dropout. There can also be found a significant number of studies which suggest that personal (self-efficacy, self-concept), as well as contextual (peers, school, family) factors are related with school engagement; additionally, the lack of engagement is linked with low academic performance, behavioural problems and school dropout. Thus, Student’s Engagement in School is perceived as a potentially effective response to the problems affecting schools and their students, and an aspect to be considered in preventing problematic patterns related to scholary contexts.

The Personal and Professional Selves of Teachers: Stable and Unstable Identities

In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense of self or identity. If identity is a key influencing factor on teachers' sense of purpose, self‐efficacy, motivation, commitment, job satisfaction and effectiveness, then investigation of those factors which influence positively and negatively, the contexts in which these occur and the consequences for practice, is essential. Surprisingly, although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare. Yet such engagement is important to all with an interest in raising and sustaining standards of teaching, particularly in centralist reform contexts which threaten to destabilise long‐held beliefs and practices. This article addresses the issue of teacher identities by drawing together research which examines the nature of the relationships between social structures and individual agency; between notions of a socially constructed, and therefore contingent and ever‐remade, ‘self’, and a ‘self’ with dispositions, attitudes and behavioural responses which are durable and relatively stable; and between cognitive and emotional identities. Drawing upon existing research literature and findings from a four‐year Department for Education and Skills funded project with 300 teachers in 100 schools which investigated variations in teachers' work and lives and their effects on pupils (VITAE), it finds that identities are neither intrinsically stable nor intrinsically fragmented, as earlier literature suggests. Rather, teacher identities may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situational factors.

Personal Exposure to Grass Pollen: Relating Inhaled Dose to Background Concentration

Background Very few studies on human exposure to allergenic pollen have been conducted using direct methods, with background concentrations measured at city center monitoring stations typically taken as a proxy for exposure despite the inhomogeneous nature of atmospheric pollen concentrations. A 2003 World Health Organization report highlighted the need for an improved understanding of the relation between monitoring station data and actual exposure. Objective To investigate the relation between grass pollen dose and background concentrations measured at a monitoring station, to assess the fidelity of monitoring station data as a qualitative proxy for dose, and to evaluate the ratio of dose rate to background concentration. Methods Grass pollen dose data were collected in Aarhus, Denmark, in an area where grass pollen sources were prevalent, using Nasal Air Samplers. Sample collection lasted for approximately 25 to 30 minutes and was performed at 2-hour intervals from noon to midevening under moderate exercise by 2 individuals. Results A median ratio of dose rate to background concentration of 0.018 was recorded, with higher ratio values frequently occurring at 12 to 2 pm, the time of day when grass species likely to be present in the area are expected to flower. From 4 to 8 pm, dose rate and background concentration data were found to be strongly and significantly correlated (rs = 0.81). Averaged dose rate and background concentration data showed opposing temporal trends. Conclusion Where local emissions are not a factor, background concentration data constitute a good quantitative proxy for inhaled dose. The present ratio of dose rate to background concentration may aid the study of dose–response relations.

Relative Efficiencies of the Burkard 7-Day, Rotorod and Burkard Personal Samplers for Poaceae and Urticaceae Pollen under Field Conditions

Introduction: In aerobiological studies it is often necessary to compare concentration data recorded with different models of sampling instrument. Sampler efficiency typically varies from device to device, and depends on the target aerosol and local atmospheric conditions. To account for these differences inter-sampler correction factors may be applied, however for many pollen samplers and pollen taxa such correction factors do not exist and cannot be derived from existing published work. Materials and methods: In this study the relative efficiencies of the Burkard 7-Day Recording Volumetric Spore Trap, the Sampling Technologies Rotorod Model 20 and the Burkard Personal Volumetric Air Sampler were evaluated for Urticaceae and Poaceae pollen under field conditions, and the influence of wind speed and relative humidity on these efficiency relationships was assessed. Data for the two pollen taxa were collected during 2010 and 2011-12 respectively. Results: The three devices were found to record significantly different concentrations for both pollen taxa, with the exception of the 7-Day and Rotorod samplers for Poaceae pollen. Under the range of conditions present during the study wind speed was found to only have a significant impact on inter-sampler relationships involving the vertically orientated Burkard Personal sampler, whilst no interaction between relative efficiency and relative humidity was observed. Conclusions: Data collected with the three models of sampler should only be compared once the appropriate correction has been made, with wind speed taken into account where appropriate.

Inferring Big 5 Personality from Online Social Networks

Thesis (Master's)--University of Washington, 2014

Enhancing the student experience by embedding personal tutoring in the curriculum

This paper evaluates an initiative to improve the effectiveness of personal tutoring by embedding it into the curriculum. Structured group tutorials help students make the transition to learning in higher education. These tutorials are delivered within a core module and focus on enabling students to develop study skills, reflect on their learning and plan for their future. The tutor has a role in familiarising students with the practices, norms and skills required for learning at university. The system developed provides a structure and rationale for the interaction of tutors and students, with a clear place and value within the curriculum.