4,135 research outputs found

    Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

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    Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

    Internet of robotic things : converging sensing/actuating, hypoconnectivity, artificial intelligence and IoT Platforms

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    The Internet of Things (IoT) concept is evolving rapidly and influencing newdevelopments in various application domains, such as the Internet of MobileThings (IoMT), Autonomous Internet of Things (A-IoT), Autonomous Systemof Things (ASoT), Internet of Autonomous Things (IoAT), Internetof Things Clouds (IoT-C) and the Internet of Robotic Things (IoRT) etc.that are progressing/advancing by using IoT technology. The IoT influencerepresents new development and deployment challenges in different areassuch as seamless platform integration, context based cognitive network integration,new mobile sensor/actuator network paradigms, things identification(addressing, naming in IoT) and dynamic things discoverability and manyothers. The IoRT represents new convergence challenges and their need to be addressed, in one side the programmability and the communication ofmultiple heterogeneous mobile/autonomous/robotic things for cooperating,their coordination, configuration, exchange of information, security, safetyand protection. Developments in IoT heterogeneous parallel processing/communication and dynamic systems based on parallelism and concurrencyrequire new ideas for integrating the intelligent “devices”, collaborativerobots (COBOTS), into IoT applications. Dynamic maintainability, selfhealing,self-repair of resources, changing resource state, (re-) configurationand context based IoT systems for service implementation and integrationwith IoT network service composition are of paramount importance whennew “cognitive devices” are becoming active participants in IoT applications.This chapter aims to be an overview of the IoRT concept, technologies,architectures and applications and to provide a comprehensive coverage offuture challenges, developments and applications

    Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

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    These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester

    Programmatic knowledge management: technology, literacy, and access in 21st-century writing programs

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    Growing out of research in Technical Communication, Composition Studies, and Writing Program Administration, the articles in this dissertation explicitly seek to address changes in the practices and products of writing and writing studies wrought by the so-called “digital revolution” in communication technology, which has been ongoing in these fields since at least 1982 and the publication of the first Computers and Composition newsletter. After more than three decades of concentrated study, the problems posed by the communication revolution have been brought into clear relief by a succession of scholars, and the complex and semi-coordinated project of remediating ourselves, our discourses, and our disciplines is in many respects well underway. Nevertheless, significant challenges face multimodal pedagogy in the context of Writing Program Administration, challenges that take the form of entrenched conflict regarding the ownership and distribution of personal information and intellectual property. These articles examine problems at the level of the student, the teacher, and the program and argue for a new kind of Writing Program Administrator who uses multiliteracies to rethink how writing programs should produce and practice writing and the teaching of writing in the 21st-century

    Defining Configurable Virtual Reality Templates for End Users

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    This paper proposes a solution for supporting end users in configuring Virtual Reality environments by exploiting reusable templates created by experts. We identify the roles participating in the environment development and the means for delegating part of the behaviour definition to the end users. We focus in particular on enabling end users to define the environment behaviour. The solution exploits a taxonomy defining common virtual objects having high-level actions for specifying event-condition-Action rules readable as natural language sentences. End users exploit such actions to define the environment behaviour. We report on a proof-of-concept implementation of the proposed approach, on its validation through two different case studies (virtual shop and museum), and on evaluating the approach with expert users

    2015 Symposium Overview

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    Click the Download button in the top right corner to view the abstract booklet

    DIT Teaching Fellowships Reports 2013-2014

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    https://arrow.tudublin.ie/tfreports/1002/thumbnail.jp

    Creating music in the classroom with tablet computers: An activity system analysis of two secondary school communities.

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    Tablet computers are becoming inextricably linked with innovation and change in schools. Increasingly therefore, music teachers must consider how tablet computers might influence creative musical development in their own classroom. This qualitative research into two secondary school communities aims to develop understandings about what really happens when students and a music teacher-researcher compose music in partnership with a tablet computer. A sociocultural definition of creativity, theories of Activity, and the musicking argument inform a new systemic framework which guides fieldwork. This framework becomes the unit of analysis from which the research questions and a multi-case, multimodal methodology emerge. The methodology developed here honours the situated nature of those meanings which emerge in each of the two school communities. Consequently, research findings are presented as two separate case reports. Five mixed-ability pairs are purposively sampled from each community to represent the broad range of musical experience present in that setting. A Video-enhanced, participant-observation method ensures that systemic, multimodal musicking behaviours are captured as they emerge overtime. Naturalistic group interviewing at the end of the project reveals how students’ broader musical cultures, interests and experiences influence their tablet-mediated classroom behaviour. Findings develop new understandings about how tablet-mediated creative musical action champions inclusive musicking (musical experience notwithstanding) and better connects the music classroom and its institutional requirements with students’ informal music-making practices. The systems of classroom Activity which emerge also compensate for those moments when the tablet attempts to overtly determine creative behaviour or conversely, does not do enough to ensure a creative outcome. In fact, all system dimensions (e.g. student partner/teacher/student/tablet) influence tablet- mediated action by feeding the system with musical and technological knowledge, which was also pedagogically conditioned. This musical, technological and pedagogical conditioning is mashed-up, influencing action just-in-time, according to cultural, local and personal need. A new method of visual charting is developed to ‘peer inside’ these classroom-situated systems. Colour-coded charts evidence how classroom musicians make use of and synthesize different system dimensions to find, focus and fix their creative musical ideas over time. There are also implications for research, policy and practice going forward. In terms of researching digitally-mediated creativity, a new social-cultural Activity framework is presented which encourages researchers to revise their definition of creativity itself. Such a definition would emphasise the role of cultural, local and personal constraint in creative musical development. With reference to classroom practice, this research discovers that when students partner with tablet computers, their own musical interests, experiences and desires are forwarded. Even though these desires become fused with institutional requirements, students take ownership of their learning and are found rightfully proud of their creative products. This naturalistic, community-driven form of tablet- mediated creative musical development encourages policy makers and teachers to reposition the music classroom: to reconnect it with the local community it serves

    To do or not to do (exercise) : physical activity in the lives of people with cerebral palsy

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    We examined the lives of adults with cerebral palsy who had minimal involvement in physical activity (Judy, aged 60; Alana, aged 29), who were involved in physical activity (Amy, aged 25; Ben, aged, 30), or who had minimal involvement in physical activity and who then participated in physical activity (David, aged 27; Tim, aged, 24). After receiving ethical approval, a life-history research approach (Denzin, 1989: Interpretive biography. Newbury Park, CA: Sage) was used, with the participants&rsquo; stories being interpreted using primarily psychodynamic theory (Freud, Erikson, Adler, Basch) to gain insight into their meaning and experiences of physical activity. Judy and Alana had similar childhood experiences, which included: performing difficult, and sometimes painful, physiotherapy; wearing callipers to assist their walking; lacking competence at physical activity; and being socially isolated from their classmates. These aspects of their life histories seemed to contribute to their subsequent avoidance of physical activity and early onset of functional decline.Amy and Ben had negative experiences with physical activity as children (similar to Judy and Alana), but were involved in, and valued, physical activity as adults. Physical activity was a means of displaying competence, delaying further functional loss, and becoming socially connected.David and Tim lost the ability to walk in early adolescence. The minimal physical activity in which they engaged during their adult lives was directed towards trying to walk again. Walking seemed to be intimately connected with psychosocial growth. David&rsquo;s weight-training programme seemed to provide him with another avenue for self-improvement towards his goal of attracting a life partner. Tim&rsquo;s warm-water aerobic programme provided him with an opportunity to develop competence at swimming and at walking, and to enhance his self-esteem for these activities.Involvement in physical activity may be important for people with cerebral palsy in their endeavours to successfully face the various psychosocial challenges throughout life. Implications of this research include: parents and teachers of children with cerebral palsy should provide support for their involvement in physical activity; physiotherapists should try to reduce the pain and increase the perceived relevancy of the treatments they deliver to young people with cerebral palsy; and psychologists should be aware of some of the difficulties people with cerebral palsy face and how they may manifest in adults with the condition.<br /
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