Deriving A Bridge to Transfer Unknown (Probabilistic) Times to Known (Deterministic) Times to Allow Confidence Level Estimates for a Time/Cost Tradeoff: A Critical Analysis of PERT/CPM Procedures

Network analysis is the examination of activities grouped together by estimated completion times and precedence.  Program Evaluation Review Technique (PERT) determines a network’s critical path. The critical path, or the longest path through the network, has no “slack” and is the earliest the project can be completed.  Included in this stochastic analysis is the critical path’s variance.  By using the variance and assuming the normal distribution, the analyst can determine the probability for project completion on schedule.  Without this confidence level adjustment, there is a 50% probability that the project will be completed on time.  Critical Path Method (CPM), which is deterministic, uses the same definition for the critical path and emphasizes time/cost tradeoff. However, the two methods are not completely compatible.  Since the 1950s textbook writers and software producers have attempted to combine these methods.  The problem occurs when the PERT analysis projects a project out to a specified confidence level and then a project manager places the activities’ times into a CPM network.  Rather than the cost/time trade-off analysis incorporating calculations that provide a probability of completion at the desired confidence level, the probability of completion is reduced to the original 50%.  This may explain why projects are not completed on time.  Rather than reconciling the differences, current literature attempts to combine the two and states that there are no differences.  This project consisted of the following: conducting a random100 iteration network simulation, developing a heuristic that allocates expected times for each activity, validating the heuristic by testing 60 networks at  90, 95, and 97.5% confidence levels, and conducting a CPM analysis at 95%. Results using the heuristic revealed a successful allocation of projected activity times at 0.00 percent error.  This significant research will assist engineers and managers in making more realistic project completion and cost projections.  These findings have a potential for initiating changes in operations research/management science textbooks and in project management software

Information in the ecosystem: Against the “information ecosystem”

The “information ecosystem” metaphor is widely used in academic libraries and has become nearly ubiquitous when speaking of the information systems that support scholarly communication and varied forms of data sharing and publication. The trending use of this language arises from non-academic applications — for example in big data (the Hadoop ecosystem) or software development (the node.js ecosystem) — and there remains little critical examination of the use of this metaphor. Indeed, the definition of ecosystem as the set of relations between living organisms and their surrounding non-living environment is apparently not directly a part of the metaphor. This paper first describes the emergence of ecological thinking and how it was influenced by early information science and then explores how different “ecologies” are used within the academy, including in the emergent field of information ecology. A short critique of the metaphor is then posed and the paper concludes that the information ecosystem metaphor is useful, yet at the same time there are dangerous elements that render aspects of human societies and natural ecosystems invisible

Podcasting, pupils and pre-service-teachers

This Action Research conforms to Cohen's definition (2000) as "small scale intervention in the functioning of the real world and a close examination of the effects of such an intervention." It is a pilot study that uses a small, but representative group of students with a view to establishing generalisations about the wider applicability of the methods explored. (Burns, 2000, pp. 460-461) The authors examine the use of podcasting - a popular contemporary method of delivering audio content through computers and portable media players. Many rationales for their use in education can be advanced, for example Freedman (2006) lists sixteen reasons including the potential for students to access the podcasts at their own convenience. See also Maag (2006) and Kollar (2006). The study group included six undergraduate, pre-service science teachers who were completing a BSc (Honours) in Bioscience with Teaching. They had previously undertaken course assessments which incorporated presentations to peers and tutors. The pre-service science teachers had already completed block and serial school placements and were considered as being skilled in planning and delivering short presentations as part of their classroom practice. Their presentations had invariably been supported with well constructed and illustrated PowerPoint presentations. The Benchmark Standards for Initial Teacher Education (ITE) (General Teaching Council for Scotland & Quality Assurance Agency for Higher Education, 2006) relate to classroom to whole school standards for ITE in Scotland. They make specific reference to the significance and the expectations for Information and Communication Technology (ICT). ICT is viewed (paragraph 3.1) as a "Core professional interest" and student teachers should be "undertaking a range of approaches to teaching to facilitate the learning of pupils, including the appropriate use of information and communications technology". Also, ICT provides the potential "to contribute to a process of change". Boud (2000) was critical of assessment practices in higher education institutions and suggested "The purposes of assessment should be extended to include the preparation of students for sustainable assessment". Draper and Maguire (2006) explored the use of podcasts in campus based teaching with first year undergraduates in the Re-engineering Assessment Practices (REAP) project. These considerations helped motivate the authors to explore podcasts as a means of promoting sustainable assessment with fourth year undergraduates and consider their potential within professional graduate courses. The research explored the following questions: - Did the process of preparing podcasts extend their professional learning? - Can pre-service teachers deliver a well planned, coherent and well organised presentation to demonstrate their understanding of principles of learning and teaching? - Can pre-service teachers prepare a podcast to describe their own action research findings? Pre-service science teachers found the process challenging and rewarding. Pre-service teachers prepared podcast presentations that described their own action research findings. Pre-service teachers delivered well planned, coherent and well organised presentations to demonstrate their understanding of principles of learning and teaching. The process of preparing podcasts extended their professional learning in a variety of ways - base level technical competence in managing the software; pedagogically in identifying and supporting a teaching and learning resource; and professionally in relation to the Benchmark Standards for ITE. The approach is transferable to further study with a larger group of PGDE pre-service teachers

Identifying Structural Variation in Haploid Microbial Genomes from Short-Read Resequencing Data Using Breseq

Mutations that alter chromosomal structure play critical roles in evolution and disease, including in the origin of new lifestyles and pathogenic traits in microbes. Large-scale rearrangements in genomes are often mediated by recombination events involving new or existing copies of mobile genetic elements, recently duplicated genes, or other repetitive sequences. Most current software programs for predicting structural variation from short-read DNA resequencing data are intended primarily for use on human genomes. They typically disregard information in reads mapping to repeat sequences, and significant post-processing and manual examination of their output is often required to rule out false-positive predictions and precisely describe mutational events. Results: We have implemented an algorithm for identifying structural variation from DNA resequencing data as part of the breseq computational pipeline for predicting mutations in haploid microbial genomes. Our method evaluates the support for new sequence junctions present in a clonal sample from split-read alignments to a reference genome, including matches to repeat sequences. Then, it uses a statistical model of read coverage evenness to accept or reject these predictions. Finally, breseq combines predictions of new junctions and deleted chromosomal regions to output biologically relevant descriptions of mutations and their effects on genes. We demonstrate the performance of breseq on simulated Escherichia coli genomes with deletions generating unique breakpoint sequences, new insertions of mobile genetic elements, and deletions mediated by mobile elements. Then, we reanalyze data from an E. coli K-12 mutation accumulation evolution experiment in which structural variation was not previously identified. Transposon insertions and large-scale chromosomal changes detected by breseq account for similar to 25% of spontaneous mutations in this strain. In all cases, we find that breseq is able to reliably predict structural variation with modest read-depth coverage of the reference genome (>40-fold). Conclusions: Using breseq to predict structural variation should be useful for studies of microbial epidemiology, experimental evolution, synthetic biology, and genetics when a reference genome for a closely related strain is available. In these cases, breseq can discover mutations that may be responsible for important or unintended changes in genomes that might otherwise go undetected.U.S. National Institutes of Health R00-GM087550U.S. National Science Foundation (NSF) DEB-0515729NSF BEACON Center for the Study of Evolution in Action DBI-0939454Cancer Prevention & Research Institute of Texas (CPRIT) RP130124University of Texas at Austin startup fundsUniversity of Texas at AustinCPRIT Cancer Research TraineeshipMolecular Bioscience

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Supporting graduate teaching assistants in two STEM areas

No abstract available

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Rethinking affordance

n/a – Critical survey essay retheorising the concept of 'affordance' in digital media context. Lead article in a special issue on the topic, co-edited by the authors for the journal Media Theory