Poster Session

In this session, Poster Session, the discussion focuses on the following topics: Development of correlative measures for the assessment of attention and memory; Biodynamical Responses of the Crewmember Head/Neck System During Emergence Ejection; Fecundation in the Sky, a Ten Years Old Experiment in Microgravity; A Modified Botex Incubator as a Transport System For Developing Crickets into Space; Chromosomal Aberrations in Peripheral Lymphocytes of Cosmonauts and Astronauts after Space Flights; Method for Establishing Long term Bone Marrow; Cultures Under Microgravity Conditions Reproduction Under Simulated Weightlessness --Mammalian in vivo Experiments Under Suspension; Towards Human Movement Analysis Without the Use of Markers; Habitability Requirements For a Cogent Mars Mission; The Saucer Concept for Space Habitats; New Way In Modeling the Growth of the Organism; The Fractionation of Hydrogen and Oxygen Stable Isotopes By Life Support Systems of Space Station "MIR"; and Effect of Space Flight on Neutrophil Function

Guide To Ecocycle Mapping

The ecocycle tool can be used to help understand the health and renewal of your work and to identify potential traps to avoid.This tool applies research into natural ecological systems, which has shown the importance of a continuous loop of development, conservation, destruction, and renewal. Through the process of destruction and renewal, the system continues to flourish.An ecocycle map applies this loop to an initiative, program, or an organization. As in natural ecosystems, these organizations' long-term sustainability also requires these periodic processes of destruction and renewal

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

VGC 2023 - Unveiling the dynamic Earth with digital methods: 5th Virtual Geoscience Conference: Book of Abstracts

Conference proceedings of the 5th Virtual Geoscience Conference, 21-22 September 2023, held in Dresden. The VGC is a multidisciplinary forum for researchers in geoscience, geomatics and related disciplines to share their latest developments and applications.:Short Courses 9 Workshops Stream 1 10 Workshop Stream 2 11 Workshop Stream 3 12 Session 1 – Point Cloud Processing: Workflows, Geometry & Semantics 14 Session 2 – Visualisation, communication & Teaching 27 Session 3 – Applying Machine Learning in Geosciences 36 Session 4 – Digital Outcrop Characterisation & Analysis 49 Session 5 – Airborne & Remote Mapping 58 Session 6 – Recent Developments in Geomorphic Process and Hazard Monitoring 69 Session 7 – Applications in Hydrology & Ecology 82 Poster Contributions 9

Simulation of site-specific irrigation control strategies with sparse input data

Crop and irrigation water use efficiencies may be improved by managing irrigation application timing and volumes using physical and agronomic principles. However, the crop water requirement may be spatially variable due to different soil properties and genetic variations in the crop across the field. Adaptive control strategies can be used to locally control water applications in response to in-field temporal and spatial variability with the aim of maximising both crop development and water use efficiency. A simulation framework ‘VARIwise’ has been created to aid the development, evaluation and management of spatially and temporally varied adaptive irrigation control strategies (McCarthy et al., 2010). VARIwise enables alternative control strategies to be simulated with different crop and environmental conditions and at a range of spatial resolutions. An iterative learning controller and model predictive controller have been implemented in VARIwise to improve the irrigation of cotton. The iterative learning control strategy involves using the soil moisture response to the previous irrigation volume to adjust the applied irrigation volume applied at the next irrigation event. For field implementation this controller has low data requirements as only soil moisture data is required after each irrigation event. In contrast, a model predictive controller has high data requirements as measured soil and plant data are required at a high spatial resolution in a field implementation. Model predictive control involves using a calibrated model to determine the irrigation application and/or timing which results in the highest predicted yield or water use efficiency. The implementation of these strategies is described and a case study is presented to demonstrate the operation of the strategies with various levels of data availability. It is concluded that in situations of sparse data, the iterative learning controller performs significantly better than a model predictive controller

LTC Newsletter

Spring 2012https://ecommons.udayton.edu/ltc_newsletter/1016/thumbnail.jp

Can we use creative free rein to enhance student skill learning?

Tasks which are solely formative sometimes suffer from a lack of student engagement, however these tasks are often included to teach students essential skills and the intended benefit is in engaging with the process not necessarily the finished outcome. In this study a traditional task (5 minute PowerPoint presentation on cancer treatments) was replaced with a creative approach to encourage engagement. The hypothesis was that by giving the students creative free rein to choose their topic and presentation method they would engage more fully with the process. The groups were told to select a topic related to cancer which they thought had made a significant contribution to our understanding, diagnosis or treatment and present it in whatever means they felt was most suitable for the topic. The result was enhanced engagement and effort in developing and delivering the presentation. The students also appeared more confident and knowledgeable when answering questions related to their topic. This pilot study suggests that free rein to be creative in formative tasks may encourage students to engage more fully with the process and develop enhanced skills

Knowledge transfer project annual report 2011/2012

The Knowledge Transfer (KT) Project as operated by the Asia-Pacific Institute of Ageing Studies (APIAS) and the Office of Service-Learning (OSL) of Lingnan University has successfully reached its third year of implementation. Over the past three years Knowledge Transfer has established a unique position in Lingnan’s teaching and research, as well as building of institutional capacity. As a liberal arts university, Lingnan takes pride in its humanistic approach to knowledge transfer on campus as well as off campus in building community capacity. Since 2009, we have made significant advances in the implementation of Knowledge Transfer with guidance and comments from Lingnan University and the University Grants Committee (UGC) and expanded our KT projects from small scale programmes which focused on unilateral transfer of knowledge from professionals to students with minimal stakeholder involvement, to thematic foci with a life course perspective involving more than 40 stakeholders ranging from faculty members, Government units, NGOs, schools and other professions through the Train-the-Trainer approach (Appendix 1). The marked increase in the number of beneficiaries through KT serves as an objective indicator of KT’s impact to the wider community. This year, in response to UGC’s concerns in 2010/2011 for faculty collaboration and institutional development, our implementation of KT looked to facilitate teaching and learning through a new model of knowledge transfer, rooted in the conceptualization of a student’s learning journey, from acquisition of information to ultimate transformation of information into practical learnt knowledge for their future careers and lifelong learning. At the heart of our liberal arts education, Lingnan University aims to instill a sense of civic duty in our students, and to cultivate skills, competences and sensibilities that enable graduates to pursue their goals in a rapidly changing social, cultural and economic environment. It is envisaged that Lingnan graduates will have breadth and depth of vision through their tertiary education, the desire and capacity for public service and maturity of judgment through innovative curriculums and experiential learning. It is based on this belief in nurturing “Ideal Lingnan Graduates” that our new Knowledge Transfer model and collaborative curriculums were designed and piloted. Behind the rationale for constructing our new KT model, four essential branches were identified which are indivisibly linked and intertwined in all experienced processes of knowledge transfer, both within the university and the wider communities. The four elements or “4Ps” are: Philosophy, Process, Practice and Product as illustrated in page Ⅱ

A Microservice Infrastructure for Distributed Communities of Practice

Non-formal learning in Communities of Practice (CoPs) makes up a significant portion of today’s knowledge gain. However, only little technological support is tailored specifically towards CoPs and their particular strengths and challenges. Even worse, CoPs often do not possess the resources to host or even develop a software ecosystem to support their activities. In this paper, we describe a distributed, microservice-based Web infrastructure for non-formal learning in CoPs. It mitigates the need for central infrastructures, coordination or facilitation and takes into account the constant change of these communities. As a real use case, we implement an inquiry-based learning application on-top of our infrastructure. Our evaluation results indicate the usefulness of this learning application, which shows promise for future work in the domain of community-hosted, microservice-based Web infrastructures for learning outside of formal settings

2011 ADEA Annual Session: Poster Abstracts

Poster session abstracts from the 2011 American Dental Education Association (ADEA) Conference