17 research outputs found

    On the Non-existence of English "Prepositions" and "Complementisers"

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    The categories Preposition and Complementiser are distinctive in the literature and several diagnostic criteria have been put forward to identify the two categories in question. However, their existence was called into question and the current investigation showed that the distinction normally drawn between these two classes did not seem to work. That is, previous researchers including traditional grammarians seem to take those two-word classes for granted as the criteria set to define and distinguish them were problematic and did not succeed in defining them. The behaviour of most of the many items classified as prepositions and/or complementisers in some major grammars of English were tested with regard to a range of syntactic factors. On the basis of this, at least 59 distinct classes were formed and finally possible taxonomies of these 59 categories were also structured

    Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

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    In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

    Performing the persona:A case study of persona-driven cultural journalism and cultural criticism

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    Software Patterns and Architecture Under Examination Hammer: An Approach to the Consolidation of Interdisciplinary Knowledge

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    Software engineering is normally perceived, and even defined, based upon applicability of scientific and technical knowledge, in order to provide solutions to different challenges. The bright side of engineering concepts in general, is the continuous process of acquiring knowledge and skills needed to develop and make adjustments to various systems, in respect to helping humankind. An important phase of this process is ”Architecting”, which is the big picture of any intended systems. While good architecture leads to successful systems, bad architecture can result in misfortune. In this thesis, my proposition is to investigate, in depth, both theoretical (academic) and industry domains, regarding the way in which they treat Software Pattern (SP), Software Architecture (SA), and Software Architecture Evaluation (SAE) techniques. I argue that the process of creating, evaluating, and documenting SPs and SA with no common guidelines, standards, and frameworks, will result in unused and conflicted information within their areas, which finally will impact the software engineering field. While the employment of interdisciplinary knowledge (such as SPs, modelling techniques, description languages, evaluation methods, standards, and frameworks), could elevate SA development and validation methodologies, and increase its utilisation within the software engineering community. The goal here is to help build better systems, which could be improved by developing suitable SA, and evaluate its qualities by proper methods and tools, before further development, which should save time as well as money. Therefore, after a long process of analysing the current-state-of-the-art, I have introduced in this thesis novel findings concerning descriptions, relationships, documentation, and utilisation in relation to SA, SAE, and SPs, through employing several investigatory techniques, including comparisons between reliable references, questionnaires, field study, and case study. The investigation of SPs resulted in creating a database as a partial solution, in order to minimise their confusion within the literature, concerning their definitions, categorisations, and relationships with different quality attributes Quality Attribute (QA)s; also, to introduce the information in a proper fashion for users, which includes the required data that supports comparisons between pattern references, and to facilitate their selection processes. The issues, gaps, limitations, inconsistencies, and conflicts within current SA, QAs, and SPs discovered by this study, such as their poor description and the ignorance of them by developers during software development, has led to important recommendations, as well as suggestions for future research. The required information from different sectors (government, academia and industry) regarding SPs, SA, SAE, and modelling languages, has been gathered, and analysed through two surveys and a field study. The strong relationships and influences between the aforementioned areas were introduced and proven by a case study analysis for the Real-time Control System Real-time Control System (RCS) reference architecture, followed by introducing a conceptual paradigm that aimed to improve and generalise the Moreno et al. [2008] performance model. The outcomes from this thesis provide the basis for future work. Also, the information from different interdisciplinary knowledge merged to form new concepts for SA evaluation, which are recommended for future study

    Chair a session/Integration of theory and practice in the learning and teaching process

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    The theme for AAEE-2017 is “Integrated Engineering”, which covers a range of sub-themes, such as: Integration of theory and practice in the learning and teaching process Interdisciplinary and cross-disciplinary engineering programs and learning environments Integration of teaching and research in the engineering training process The role and impact of engineering students and educators in the wider community Systems perspectives on engineering education. Integration is also about connections, e.g. between students and teachers, between students in learning together, and between educational institutions and industry and wider society in the engineering education process

    A new strategy for active learning to maximise performance in intensive courses

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    This paper describes an innovation in the delivery of an introductory thermodynamics course offered to students studying towards an engineering qualification. The course was delivered in intensive format, across three weeks of study. Students find it challenging to engage with complex engineering topics in a short period of time, and there is no sizeable study break for pre-exam study. This means that students cannot afford to delay in learning and applying content. Every class must be an opportunity to interact with the content immediately. The innovation described here involved implementing a new daily structure for the course that attempted to mimic the standard process by which students learn material, apply it, study it and practice it in across a traditional-length semester. The new structure involved integrating the lecture and recitation components to the course to increasing the active learning during material delivery, then allowing students to engage in guided study and open-book formative assessment. This paper describes the implementation of this innovation. A brief review of the literature on intensive courses is provided, followed by a description of the approach used in this particular class. The results are then presented, and evaluated in the context of the research and the instructor’s own critical reflection

    Student Expectations: The effect of student background and experience

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    CONTEXT The perspectives and previous experiences that students bring to their programs of study can affect their approaches to study and the depth of learning that they achieve Prosser & Trigwell, 1999; Ramsden, 2003). Graduate outcomes assume the attainment of welldeveloped independent learning skills which can be transferred to the work-place. PURPOSE This 5-year longitudinal study investigates factors influencing students’ approaches to learning in the fields of Engineering, Software Engineering, and Computer Science, at two higher education institutes delivering programs of various levels in Australia and New Zealand. The study aims to track the development of student approaches to learning as they progress through their program. Through increased understanding of students’ approaches, faculty will be better able to design teaching and learning strategies to meet the needs of an increasingly diverse student body. This paper reports on the first stage of the project. APPROACH In August 2017, we ran a pilot of our survey using the Revised Study Process Questionnaire(Biggs, Kember, & Leung, 2001) and including some additional questions related to student demographics and motivation for undertaking their current program of study. Data were analysed to evaluate the usefulness of data collected and to understand the demographics of the student cohort. Over the period of the research, data will be collected using the questionnaire and through focus groups and interviews. RESULTS Participants provided a representative sample, and the data collected was reasonable, allowing the questionnaire design to be confirmed. CONCLUSIONS At this preliminary stage, the study has provided insight into the student demographics at both institutes and identified aspects of students’ modes of engagement with learning. Some areas for improvement of the questionnaire have been identified, which will be implemented for the main body of the study

    Cannabis sales and immigrant youth gangs:an exploratory study of market structure and youth gang evolution

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    Virtual punishment in the making: When citizen journalism enables processes of shaming and online victimization

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    Film clips and still pictures captured by civilians, or citizen journalists, are increasingly used as evidence by judges or the police to prove specific accounts of events. This kind of visual data is, however, not without problems. The aim of this paper is to analyse how viewers perceived a mobile phone film clip as naturalistic data, enabling processes of shaming and eventually a ‘justice’ process on the Internet, including virtual punishment of the person filmed by the photographer. In the clip, a taxi driver records video of an agitated female customer whom he hinders from leaving the taxi. The film is then distributed on YouTube, where it attracts remarkable negative attention. However, the film clip is only one of several possible accounts of the filmed incident, as demonstrated by the police report about the incident as an alternative account showing that viewers cannot rely on the citizen journalistic film clip as objective, naturalistic data
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