'Thinking of Spain in a flat way:' visiting Spain and Spanish cultural heritage through contemporary Japanese anime

This article contextualizes the representation of Spain and Spanish culture among Japanese cultural producers, particularly through the production of Japanese commercial animation (commonly named anime). Toward that goal, it provides a historical background of Japan-Spain relations within the context of the tourism industry, as well as some examples of the diverse forms of representation within several creative industries. Subsequently, the article reviews the ways in which popular culture has been contributed to national branding. There is special attention to the Spanish case and the proliferation of such images sometimes resulting in the (mis)representation of Spain's tangible and intangible cultural heritage. Internationally-distributed anime productions will be examined as a reflection of Spanish national branding on Japanese audiences and this global industry. Three cases among contemporary anime productions have been selected due to the combination of fictional and misrepresented Spanish cultural features in their narratives

Computer-Assisted Interactive Documentary and Performance Arts in Illimitable Space

This major component of the research described in this thesis is 3D computer graphics, specifically the realistic physics-based softbody simulation and haptic responsive environments. Minor components include advanced human-computer interaction environments, non-linear documentary storytelling, and theatre performance. The journey of this research has been unusual because it requires a researcher with solid knowledge and background in multiple disciplines; who also has to be creative and sensitive in order to combine the possible areas into a new research direction. [...] It focuses on the advanced computer graphics and emerges from experimental cinematic works and theatrical artistic practices. Some development content and installations are completed to prove and evaluate the described concepts and to be convincing. [...] To summarize, the resulting work involves not only artistic creativity, but solving or combining technological hurdles in motion tracking, pattern recognition, force feedback control, etc., with the available documentary footage on film, video, or images, and text via a variety of devices [....] and programming, and installing all the needed interfaces such that it all works in real-time. Thus, the contribution to the knowledge advancement is in solving these interfacing problems and the real-time aspects of the interaction that have uses in film industry, fashion industry, new age interactive theatre, computer games, and web-based technologies and services for entertainment and education. It also includes building up on this experience to integrate Kinect- and haptic-based interaction, artistic scenery rendering, and other forms of control. This research work connects all the research disciplines, seemingly disjoint fields of research, such as computer graphics, documentary film, interactive media, and theatre performance together.Comment: PhD thesis copy; 272 pages, 83 figures, 6 algorithm

The effect of representation location on interaction in a tangible learning environment

Drawing on the 'representation' TUI framework [21], this paper reports a study that investigated the concept of 'representation location' and its effect on interaction and learning. A reacTIVision-based tangible interface was designed and developed to support children learning about the behaviour of light. Children aged eleven years worked with the environment in groups of three. Findings suggest that different representation locations lend themselves to different levels of abstraction and engender different forms and levels of activity, particularly with respect to speed of dynamics and differences in group awareness. Furthermore, the studies illustrated interaction effects according to different physical correspondence metaphors used, particularly with respect to combining familiar physical objects with digital--based table-top representation. The implications of these findings for learning are discussed

'5 Minutes With Matt': the Innovative use of Micro Video Blogging in Higher Education

Recent developments in online learning platforms and associated technologies have changed the dynamics of higher education by forcing practitioners to reconsider traditional assumptions of teaching and learning (Garrison & Kanuka, 2004). This has fundamentally changed the nature and parameters of pedagogy within higher education whilst also shifting the associated expectations of students (HEA, 2000). Today, face-to-face teaching alone is considered somewhat antiquated; instead an effective higher education practitioner is now someone who can draw upon a myriad of blended learning strategies (see HEFCE, 2009). Because of this, the author of this paper contends that it is a fundamental responsibility of higher education practitioners today to be responsive to such changes and to continually seek ways of innovatively ‘blending’ traditional face-to-face methods of teaching and learning with new technologies and online platforms. In this vein, this short paper provides an example of how micro-video-blogging has been used as a blended learning tool within a social science programme

FM radio: family interplay with sonic mementos

Digital mementos are increasingly problematic, as people acquire large amounts of digital belongings that are hard to access and often forgotten. Based on fieldwork with 10 families, we designed a new type of embodied digital memento, the FM Radio. It allows families to access and play sonic mementos of their previous holidays. We describe our underlying design motivation where recordings are presented as a series of channels on an old fashioned radio. User feedback suggests that the device met our design goals: being playful and intriguing, easy to use and social. It facilitated family interaction, and allowed ready access to mementos, thus sharing many of the properties of physical mementos that we intended to trigger

Construction of an Optical CT Scanner for Accessibility in the Classroom

Medical imaging technology and methods constitute an entire field of research, industry, and academia in biomedical engineering. The development of technology has awarded us the ability to see how the body works without invasive measures. Allowing for improved ease and succinct detection, medical imaging is imperative to the diagnosis and treatment of diseases within the body. Education on this topic holds equal importance and added difficulty in attempting to move from abstract to tangible learning. With the expense and wide inaccessibility associated with medical imaging machines, there is a further challenge in the ability to learn through an interactive experience. To combat this, the following work constitutes educational discovery within optical imaging and the limits of accessibility. An optical CT scanner can be constructed using attainable and accessible materials for less than $100, with a smartphone used for image acquisition. The simplicity and accessibility of constructing an imaging device allow for tangible learning through assembly. As technology in engineering progresses, so does the inaccessibility to materials and education. As a result of this research, I hope to provide an interactive and compelling educational opportunity that is inexpensive and attainable

Developing Functional Analysis-Informed Interventions to Reduce Mouthing in Dogs

In human populations, the most efficacious behavioral interventions are function-based, which first requires identification of the behavioral function. The gold standard for isolation of the behavioral function is the functional analysis, which has been effectively used for decades on human behavior. However, companion animals also engage in behavior considered problematic by their human owners. In domesticated dogs, mouthing is a common behavior displayed by young dogs and is considered problematic by many human families. Without efficacious interventions, undesirable behavior in companion animals may result in reduced welfare, relinquishment, or even euthanasia of the animal. The purpose of this study was to apply the functional analysis to identify the function of mouthing behavior in dogs. The results of the functional analysis led to the identification and implementation of function-based interventions that reduced mouthing behavior in all three dogs

The relative contributions of preference and functionality in noncontingent reinforcement schedules

Noncontingent reinforcement (NCR), the response-independent delivery of reinforcers, has been demonstrated to be an effective response suppression method for a variety of problem behaviors displayed by children. The purpose of the current study was to determine whether preference for specific reinforcers to another context led to greater response suppression through an experimental comparison of NCR with a functional reinforcer versus preferred stimuli. Two preschool-aged children with autism and tantrums maintained by tangible reinforcement participated. Preference values were evaluated through paired-choice and competing stimulus assessments. Three preferred stimuli were selected for NCR-Preferred experimental conditions, based on varied levels of preference (i.e., highest, lowest, moderate). The preference was confirmed to be nonfunctional through arbitrary reinforcement tests. Results indicated that NCR-Functional and NCR-Preferred had suppressive effects across participants, but the predetermined level of preference did not have an effect

Implementing AAC with children with profound and multiple learning disabilities: a study in rationale underpinning intervention

There is a developing research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities. However, there is a paucity of research examining the process involved in implementing AAC support for people who have profound disabilities. This paper seeks to explore the processes involved in planning and implementing AAC systems to support the communication of two six year olds with profound and multiple learning disabilities. Following assessment, a plan of intervention involving specific implementation of objects of reference, gestures and signs was implemented to enhance communication opportunities for both children. Both children improved their communication skills through use of specific AAC supports. Results suggest that important aspects to include when planning intervention are understanding the level of each child’s cognition in relation to their receptive abilities, and a consistent, collaborative approach where strategies are agreed between team members. Specific challenges are discussed