Creative or Not? Birds and Ants Draw with Muscle

In this work, a novel approach of merging two swarm intelligence algorithms is considered – one mimicking the behaviour of ants foraging (Stochastic Diffusion Search [5]) and the other algorithm simulating the behaviour of birds flocking (Particle Swarm Optimisation [17]). This hybrid algorithm is assisted by a mechanism inspired from the behaviour of skeletal muscles activated by motor neurons. The operation of the swarm intelligence algorithms is first introduced via metaphor before the new hybrid algorithm is defined. Next, the novel behaviour of the hybrid algorithm is reflected through a cooperative attempt to make a drawing, followed by a discussion about creativity in general and the ’computational creativity’ of the swarm

Is the graphic calculator a useful mediating tool for students in the early stages of forming a concept of a variable?

The graphic calculator offers an environment in which children can start to understand basic algebra. It acts as both a mediating physical tool and psychological sign in the sense Vygotsky described, shaping the higher mental processes of the students. The combination of a graphic calculator and two students is theorised as a zone of proximal development, a term used by Vygotsky to indicate the potential students have to achieve more when supported than they could do alone. The graphic calculator also acts as a focus for reflective discussion, providing students with language to enable them to articulate their ideas, and a locus for trying out those ideas. The immediate feedback provided enables students to challenge misconceptions they already hold, so enabling them to develop conceptions that are more appropriate. The graphic calculator forms a learning environment by providing a model for a variable that is concrete and easily understood by even quite young children. The stores of the calculator are labelled with alphabetic letters, and so can be thought of as boxes into which numbers can be put. These stores can then be operated on in the same way as an algebraic variable. Although this model is not sufficient to explain a variable as a number that can change continuously, it is quite adequate to help children understand the concept of a 3 variable up to the stage of a generalised number. Three case studies and a survey, using the graphic calculator model of a variable and teaching materials designed to exploit its affordances, are discussed in this thesis. Instances were found of students making cognitive gains as a result. Statistical evidence indicating that the students improved both their understanding of the nature of variables, and their skills in working with simple algebraic expressions is also given

Google Earth in the Middle School Geography Classroom: Its Impact on Spatial Literacy and Place Geography Understanding of Students

Success in today\u27s globalized, multi-dimensional, and connected world requires individuals to have a variety of skill sets – i.e. oracy, numeracy, literacy, as well as the ability to think spatially. Student\u27s spatial literacy, based on various national and international assessment results, indicates that even though there have been gains in U.S. scores over the past decade, overall performance, including those specific to spatial skills, are still below proficiency. Existing studies focused on the potential of virtual learning environment technology to reach students in a variety of academic areas, but a need still exists to study specifically the phenomenon of using Google Earth as a potentially more useful pedagogical tool to develop spatial literacy than the currently employed methods. The purpose of this study was to determine the extent to which graphicacy achievement scores of students who were immersed in a Google Earth environment were different from students who were provided with only two-dimensional instruction for developing spatial skills. Situated learning theory and the work of Piaget and Inhelder\u27s Child\u27s Conception of Space provided the theoretical grounding from which this study evolved. The National Research Council\u27s call to develop spatial literacy, as seen in Learning to Think Spatially , provided the impetus to begin research. The target population (N = 84) for this study consisted of eighth grade geography students at an upper Midwest Jr. High School during the 2009-2010 academic year. Students were assigned to the control or experimental group based on when they had geography class. Control group students ( n = 44) used two-dimensional PowerPoint images to complete activities, while experimental group students (n = 40) were immersed in the three-dimensional Google Earth world for activity completion. Research data was then compiled and statistically analyzed to answer five research questions developed for this study. One-way ANOVAs were run on data collected and no statistically significant difference was found between the control and experimental group. However, two of the five research questions yielded practically significant data that indicates students who used Google Earth outperformed their counterparts who used PowerPoint on pattern prediction and spatial relationship understanding

The Effects of Computer Aided Draughting on Architectural Practice

This thesis argues that computer aided draughting (CAD) can be introduced successfully into an organization and can benefit all those engaged in the construction process. It concludes that CAD is the single most important tool to be introduced into the practice of architecture in recent times and, whilst the foregoing proposition is true, there is a cost to the organizations and individuals involved. The study begins with the author's interest in the research as a Chartered Quantity Surveyor working professionally with a firm of architects who installed a CAD system. It identifies several difficulties with the research and justifies the case study research methodology

The suitabilty of conceptual graphs in strategic management accountancy

The hypothesis of the research is "conceptual graphs are a suitable knowledge-base decision support tool for use by managemenat ccountants in strategic planning", explained as follows. Knowledge-based approaches can help accountants apply their skills in the direction of strategic management problems. Such problem domains cannot be modelled effectively by computer alone, hence we are only interested in those advanced knowledge-based methodologies that can be adequately reviewed by strategic management accountants in the light of their own continually changing tacit and implicit knowledge. Structured diagram techniques, such as flowcharting, are well known by accountants and are a clearly understandable yet important aid in problem review. Apart from being founded on a logically complete reasoning system, the knowledge-based methodology of conceptual graphs was formulated to be an enhancement of these other methods. Furthermore the graphical form of conceptual graphs enjoy an apparent similarity to the 'negating' brackets in the accountant's traditional bookkeeping model. After conducting a comparative study with two similar methodologies in current use showing the technical advantages of conceptual graphs, the Conceptual Analysis and Review Environment computer software was devised and implemented. CARE was used to test the - accepted graphical form of conceptual graphs through a series of user evaluation sessions. The evaluations started out with subjects from the conceptual graphs community itself, then key business school staff, and culminated in a session with senior practising accountants. In addition, CARE was enhanced iteratively in accordance with the results of each evaluation session. Despite their strong prima facie attractiveness and positive response from the conceptual graphs community session, as the user evaluations progressed it became increasingly evident that the inherent complexity of conceptual graphs fundamentally undern-tined them as a viable tool, other than for very trivial problems well below the level needed to be viable for strategic management accountancy. Therefore the original contribution of this research is that its hypothesis turns out to be false

An effective AutoCAD curriculum for the high school student

The instruction of computer assisted drafting (CAD) in the high school classroom presents unique problems and challenges that typical colleges, technical schools, and industry do not address. Including issues such as cross curriculum instruction, beginning and advanced students in the same class, several courses in the same room, CAD and manual drafting taught concurrently

Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children

Estimates of mental health disorders and poor wellbeing among children and young people in England are escalating. While maintaining a positive relationship with nature is thought to promote personal and collective wellbeing, children and young people are spending less time outdoors, exhibiting a lack of appreciation for the environment and degrees of ‘plant blindness’. As such, there is a pressing need on behalf of schools to address these issues, and to adapt to students’ needs for a deeper and more purposeful connection with nature. This study aimed to explore the potential of one avenue to achieving this: arts-in-nature practice. This involved utilising arts-based research methods, through which 97 children aged 7–10 drew their ‘happy place’, alongside participatory observations, and interviews and focus groups with artists and teachers, as part of the wider Eco-Capabilities project. Findings suggest that following the arts-in-nature sessions there was a significant increase in the number of children’s drawings which featured nature as a main focus. This was achieved in three ways: by drawing newfound attention to nature; by attributing increased value to nature; and by explicitly placing nature within the purview of wellbeing. As such, we argue that creative pedagogies outdoors likely enhance what we term ‘nature visibilisation’ in children, an outcome necessary for their personal wellbeing and sustainability of the environment. This has significant implications for school practice in relation to how to support children’s mental health and wellbeing, alongside boosting interest in environmental sustainability and pro-environmental behaviour