Leveraging Mathematical Subject Information to Enhance Bibliometric Data

The field of mathematics is known to be especially challenging from a bibliometric point of view. Its bibliographic metrics are especially sensitive to distortions and are heavily influenced by the subject and its popularity. Therefore, quantitative methods are prone to misrepresentations, and need to take subject information into account. In this paper we investigate how the mathematical bibliography of the abstracting and reviewing service Zentralblatt MATH (zbMATH) could further benefit from the inclusion of mathematical subject information MSC2010. Furthermore, the mappings of MSC2010 to Linked Open Data resources have been upgraded and extended to also benefit from semantic information provided by DBpedia

Digital Media and Textuality: From Creation to Archiving

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors. They offer a multiperspectival view on the way digital media have changed our notion of textuality

Digital Media and Textuality

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors such as Dene Grigar, Sandy Baldwin, Carlos Reis, and Frieder Nake. They offer a multiperspectival view on the way digital media have changed our notion of textuality

Situating environmental design in the studio: an ecological learning approach

This work explores the problem of implementation of environmental design in architectural training. This problem has been identified as a disconnection between the delivery of information by lecturing, and the application of that information in the studio. The essential nature of students in that view is passive, and their task is to correctly apply information developed by others. This work pursues the idea that 'environmental knowledge' can be grown from within the conversational nature of the design process based on the active nature of the student. The main contribution is the proposal of an ecological approach to learning, in which the whole person of the learner is deeply engaged with his learning environment. The present understanding has been informed mainly by the ecological approach to perception of James Gibson, and the conception of design of Donald Schon. Through the view of Donald Schon, environmental design comes forth as a particular instance of 'conversations' with environmental situations, involving the modeling of actual phenomena, as a central element of the learning process. Seen from an ecological approach to learning, the implementation of those 'conversations' appears as part of a larger orchestration of affordances of the learning environment, involving tangible and intangible resources. This proposal is intended to illuminate other implementation strategies of environmental design in other schools

RFID Technology in Intelligent Tracking Systems in Construction Waste Logistics Using Optimisation Techniques

Construction waste disposal is an urgent issue for protecting our environment. This paper proposes a waste management system and illustrates the work process using plasterboard waste as an example, which creates a hazardous gas when land filled with household waste, and for which the recycling rate is less than 10% in the UK. The proposed system integrates RFID technology, Rule-Based Reasoning, Ant Colony optimization and knowledge technology for auditing and tracking plasterboard waste, guiding the operation staff, arranging vehicles, schedule planning, and also provides evidence to verify its disposal. It h relies on RFID equipment for collecting logistical data and uses digital imaging equipment to give further evidence; the reasoning core in the third layer is responsible for generating schedules and route plans and guidance, and the last layer delivers the result to inform users. The paper firstly introduces the current plasterboard disposal situation and addresses the logistical problem that is now the main barrier to a higher recycling rate, followed by discussion of the proposed system in terms of both system level structure and process structure. And finally, an example scenario will be given to illustrate the system’s utilization

Documenting and Assessing Learning in Informal and Media-Rich Environments

An extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.Drawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model

Digital Media and Textuality

Due to computers' ability to combine different semiotic modes, texts are no longer exclusively comprised of static images and mute words. How have digital media changed the way we write and read? What methods of textual and data analysis have emerged? How do we rescue digital artifacts from obsolescence? And how can digital media be used or taught inside classrooms? These and other questions are addressed in this volume that assembles contributions by artists, writers, scholars and editors such as Dene Grigar, Sandy Baldwin, Carlos Reis, and Frieder Nake. They offer a multiperspectival view on the way digital media have changed our notion of textuality