A quantitative evaluation of physical and digital approaches to centre of mass estimation

Centre of mass is a fundamental anatomical and biomechanical parameter. Knowledge of centre of mass is essential to inform studies investigating locomotion and other behaviours, through its implications for segment movements, and on whole body factors such as posture. Previous studies have estimated centre of mass position for a range of organisms, using various methodologies. However, few studies assess the accuracy of the methods that they employ, and often provide only brief details on their methodologies. As such, no rigorous, detailed comparisons of accuracy and repeatability within and between methods currently exist. This paper therefore seeks to apply three methods common in the literature (suspension, scales and digital modelling) to three 'calibration objects' in the form of bricks, as well as three birds to determine centre of mass position. Application to bricks enables conclusions to be drawn on the absolute accuracy of each method, in addition to comparing these results to assess the relative value of these methodologies. Application to birds provided insights into the logistical challenges of applying these methods to biological specimens. For bricks, we found that, provided appropriate repeats were conducted, the scales method yielded the most accurate predictions of centre of mass (within 1.49 mm), closely followed by digital modelling (within 2.39 mm), with results from suspension being the most distant (within 38.5 mm). Scales and digital methods both also displayed low variability between centre of mass estimates, suggesting they can accurately and consistently predict centre of mass position. Our suspension method resulted not only in high margins of error, but also substantial variability, highlighting problems with this method

Audit and Certification of Digital Repositories: Creating a Mandate for the Digital Curation Centre (DCC)

The article examines the issues surrounding the audit and certification of digital repositories in light of the work that the RLG/NARA Task Force did to draw up guidelines and the need for these guidelines to be validated.

Visions of a Semantic Molecular Future

Booklet handout distributed at the VSMF Symposium held at the Unilever Centre on 2011-01-17The event looks forward. Scholarship (universities, research, teaching, publishing) has been slow to take up the opportunities of this digital century. This is an opportunity to identify and build the future.EPSRC (Pathways to Impact Award). Unilever plc (Unilever Centre for Molecular Science Informatics

Visions of a Semantic Molecular Future

Additional booklet insert distributed at the VSMF Symposium held at the Unilever Centre on 2011-01-17The event looks forward. Scholarship (universities, research, teaching, publishing) has been slow to take up the opportunities of this digital century. This is an opportunity to identify and build the future.EPSRC (Pathways to Impact award). Unilever plc (Unilever Centre for Molecular Science Informatics

The Centre for Digital Library Research and the Common Information Environment

This paper presents some of the current research and service development projects being carried out by the Centre for Digital Library Research (CDLR), with particular reference to shared services which bring together archives, libraries and museums in a Common Information Environment

Acoustic Scene Classification

This work was supported by the Centre for Digital Music Platform (grant EP/K009559/1) and a Leadership Fellowship (EP/G007144/1) both from the United Kingdom Engineering and Physical Sciences Research Council

A custom EPrints solution for SOAS Digital Archives

The School of Oriental and African Studies (SOAS) is undertaking a major digitisation programme for its rich and diverse archives of materials from Asia and Africa. In response to the tender by the Centre for Digital Africa, Asia and the Middle East (CeDAAME) at SOAS in 2009, the University of London Computer Centre (ULCC) proposed and implemented an Open Source E-Prints-based solution for online open access to the digitised materials

It's Public Knowledge: The National Digital Archive of Datasets

This article describes the history and development of the National Digital Archive of Datasets, a service run by the University of London Computer Centre for the National Archives of England. It discusses the project in light of the context in which it emerged in the 1990s, its departure in approach from traditional data archives, and the range of archival functions. Finally, it offers reflections on the project as whole. Cet article décrit l’histoire et le développement du National Digital Archive of Datasets, un service offert par le centre informatique de l’Université de Londres pour les Archives nationales de l’Angleterre. L’auteure présente le contexte dans lequel le projet a émergé dans les années 1990, son approche qui diffère de celle des archives de données informatiques traditionnelles, ainsi que la gamme de ses fonctions archivistiques. Finalement, elle offre des réflexions sur le projet dans son ensemble

Digital or Diligent? Web 2.0's challenge to formal schooling

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions between 'going digital' and 'being diligent' are exacerbated by the high value the school places on academic achievement, and on learning through digital innovation. At the school under study, high levels of intellectual and technological resourcing bring with them an equally high level of expectation to excel in traditional academic tasks and high-stakes assessment. The students, under constant pressure to perform well in standardised tests, need to make decisions about the extent to which they take up school-sanctioned digitally enhanced learning opportunities that do not explicitly address academic performance. The paper examines this conundrum by investigating student preparedness to engage with a new learning innovation – a student-led media centre – in the context of the traditional pedagogical culture that is relatively untouched by such digital innovation. The paper presents an analysis of findings from a survey of 481 students in the school. The survey results were subjected to quantitative regression tree modelling to flesh out how different student learning dispositions, social and technological factors influence the extent to which students engage with a specific digital learning opportunity in the form of the Web 2.0 Student Media Centre (SMC) designed to engage the senior school community in flexible digital-networked learning. What emerges from the study is that peer support, perceived ease of use and usefulness, learning goals and cognitive playfulness are significant predictors of the choices that students make to negotiate the fundamental tensions of being digital and/or diligent. In scrutinising the tensions around a digital or a diligent student identity in this way, the paper contributes new empirical evidence to understanding the problematic relationship between student-led learning using new digital media tools and formal schooling