The BG News September 6, 1989

The BGSU campus student newspaper September 6, 1989. Volume 72 - Issue 10https://scholarworks.bgsu.edu/bg-news/5964/thumbnail.jp

The Anchor, Volume 97.13: December 5, 1984

The Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). As of Fall 2019 The Anchor has moved to monthly print issues and a more frequently updated website. Occasionally, the volume and/or issue numbering is irregular

Role of asynchronous awareness in digital art creation

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.Includes bibliographical references (p. 83-85).The majority of visitors to sites on the World Wide Web (WWW) have traditionally been only passive observers; consumers of previously created content. More recently, however, these users have been encouraged to contribute to these sites, opening the door to new forms of creative self expression. As we enter this new era of widespread collaboration and sharing made possible by the WWW, one question that remains is how to build appropriate communication channels to and from this new medium with respect to the tools used for digitally mediated creative expression. In this thesis, I will attempt to formulate a coherent set of characteristics that both creative programming environments and their associated WWW sites must possess to help improve, inspire, and support the work of creative individuals using these systems, which I will refer to as architectures for web-based collectivity.by Kyle Matthew Buza.S.M

The role of metaphor in user interface design

The thesis discusses the question of how unfamiliar computing systems, particularly those with graphical user interfaces, are learned and used. In particular, the approach of basing the design and behaviour of on-screen objects in the system's model world on a coherent theme and employing a metaphor is explored. The drawbacks, as well as the advantages, of this approach are reviewed and presented. The use of metaphors is also contrasted with other forms of users' mental models of interactive systems, and the need to provide a system image from which useful mental models can be developed is presented. Metaphors are placed in the context of users' understanding of interactive systems and novel application is made of the Qualitative Process Theory (QPT) qualitative reasoning model to reason about the behaviour of on-screen objects, the underlying system functionality, and the relationship between the two. This analysis supports reevaluation of the domains between which user interface metaphors are said to form mappings. A novel user interface design, entitled Medusa, that adopts guidelines for the design of metaphor-based systems, and for helping the user develop successful mental models, based on the QPT analysis and an empirical study of a popular metaphor-based system, is described. The first Medusa design is critiqued using well-founded usability inspection method. Employing the Lakoff/Johnson theory, a revised version of the Medusa user interface is described that derives its application semantics and dialogue structures from the entailments of the knowledge structures that ground understanding of the interface metaphor and that capture notions of embodiment in interaction with computing devices that QPT descriptions cannot. Design guidelines from influential existing work, and new methods of reasoning about metaphor-based designs, are presented with a number of novel graphical user interface designs intended to overcome the failings of existing systems and design approaches

2019 Oklahoma Research Day Full Program

Oklahoma Research Day 2019 - SWOSU Celebrating 20 years of Undergraduate Research Successes

Adult Learning Sign Language by combining video, interactivity and play

One in every six persons in the UK suffers a hearing loss, either as a condition they have been born with or a disorder they acquired during their life. 900,000 people in the UK are severely or profoundly deaf and based on a study by Action On Hearing Loss UK in 2013 only 17 percent of this population, can use the British Sign Language (BSL). That leaves a massive proportion of people with a hearing impediment who do not use sign language struggling in social interaction and suffering from emotional distress, and an even larger proportion of Hearing people who cannot communicate with those of the deaf community. This paper presents a theoretical framework for the design of interactive games to support learning BSL supporting the entire learning cycle, instruction, practice and assessment. It then describes the proposed design of a game based on this framework aiming to close the communication gap between able hearing people and people with a hearing impediment, by providing a tool that facilitates BSL learning targeting adult population. The paper concludes with the planning of a large scale study and directions for further development of this educational resource

The Ouachitonian 2014

The 2014 Ouachita Baptist University yearbook, The Ouachitonian, records the events of this college year. Its goal is to remind readers of memories and enduring friendships formed at OBU, as well as of the students, faculty, staff, organizations, and events that shaped OBU in 2014.https://scholarlycommons.obu.edu/yearbooks/1102/thumbnail.jp

The Impact of the English Computing Curriculum on Young People as Delivered at Key Stage 3

In 2014 the UK became one of the first countries to formally include computing in its National Curriculum Framework. The new Computing Curriculum had a broader focus, including fundamentals of computer science, computer programming and digital literacy in order to prepare young people for the digital economy and future digital world. This doctoral research focuses on the impact of the new computing curriculum on young people at Key Stage 3, particularly using three core themes of the computing curriculum: digital economy, digital literacy, computational thinking. The analysis used these core themes with thematic coding to answer the research question: To what extent do the young people subject to the English computing curriculum (as delivered at Key Stage 3) and their teachers, feel it prepares young people for a digital economy and the future digital world, specifically in terms of being digital literate and being able to think computationally? The research fieldwork was conducted across 3 secondary schools in the northwest of England and comprised of qualitative group interviews with 54 young people and extended individual interviews with 9 teachers. This research found that young people did not feel the computing curriculums was adequately preparing them for the digital economy – specifically they did not feel they were learning to be digitally literate and considered that computational thinking was something that people were either naturally good at or not. This thesis contributes to the field of Computing Education by being one of the few studies to use qualitative methods to understand young people’s experience of computing education