Is there a fit between pedagogy and technology in online learning?

The study followed a group of online lecturers from different disciplines who were engaged in different levels of online teaching. The researchers' experiences with e-learning have indicated there are a variety of ways by which teaching staff approach e-learning. As new technologies provide a challenge to make learning an interactive and collaborative experience that is guided by a social constructivist approach to teaching and learning, some academic staff embrace the technology to enhance their pedagogy and others are reluctant to use the technology, although in the pedagogy they promote is a social constructivist learning approach. We conducted a qualitative research project in an attempt to answer the research questions of what pedagogies are used by teaching staff to facilitate e-learning, and how do teachers change their use and understanding of e-learning techniques. The study suggests that there is a continuum in the way the constructivist pedagogy had been implemented by the different university teachers and also a continuum in the way the technology had been embraced by them. From our observations, we categorised the university teachers in relation to their pedagogies (level of social constructivist approach) and to the level at which they used the technology, in order to explore how the relationship between these two elements changed. The study helps us understand how the technology enabled some of the teachers to develop their pedagogies and change their perspectives on social learning online. In addition, for others who used social features of the technology to an optimal level, the technology helped them accommodate and reinforce the notion of a social constructivist approach to teaching and learning. Finally, the interchange between the ability to use the technology and the adoption of social constructivist approach to teaching raised new questions in relation to implementation of online learning

Diagnostic analysis of RO desalting treated waste water

Diagnostic analysis of reverse osmosis membranes that were fed with Western treatment plant (WTP) recycled water was investigated by both thermodynamic calculations and laboratory experiments in order to predict the feasibility of RO desalting for WTP. The thermodynamic calculations suggested that RO recoveries of 80–85% were feasible with careful control of feed water pH and the use of chemical additives such as antiscalants and chelating agents, it also predicted the major minerals of concern to be silica, calcium fluoride, calcium carbonate, and calcium phosphate. Following the thermodynamic simulations, diagnostic laboratory experiments were undertaken. The experiments showed that the major contributor to scale formation was indeed calcium phosphate and possibly another calcium based compound, which was strongly suspected to be calcium carbonate. Based on previously published literature that indicated anti-scalants did not substantially decrease the scaling effect of calcium phosphate and laboratory tests that indicated controlling the pH to 6.4 in the feed water dramatically reduced scaling formation, it was suggested that the feed water could be controlled by pH adjustments only. Inter-stage pH correction was suggested as an optional technique to enhance the overall water recovery to above 95%

Distinguishing among Scalar Field Models of Dark Energy

We show that various scalar field models of dark energy predict degenerate luminosity distance history of the Universe and thus cannot be distinguished by supernovae measurements alone. In particular, models with a vanishing cosmological constant (the value of the potential at its minimum) are degenerate with models with a positive or negative cosmological constant whose magnitude can be as large as the critical density. Adding information from CMB anisotropy measurements does reduce the degeneracy somewhat but not significantly. Our results indicate that a theoretical prior on the preferred form of the potential and the field's initial conditions may allow to quantitatively estimate model parameters from data. Without such a theoretical prior only limited qualitative information on the form and parameters of the potential can be extracted even from very accurate data.Comment: 15 pages, 5 figure

A late-time transition in the cosmic dark energy?

We study constraints from the latest CMB, large scale structure (2dF, Abell/ACO, PSCz) and SN1a data on dark energy models with a sharp transition in their equation of state, w(z). Such a transition is motivated by models like vacuum metamorphosis where non-perturbative quantum effects are important at late times. We allow the transition to occur at a specific redshift, z_t, to a final negative pressure -1 < w_f < -1/3. We find that the CMB and supernovae data, in particular, prefer a late-time transition due to the associated delay in cosmic acceleration. The best fits (with 1 sigma errors) to all the data are z_t = 2.0^{+2.2}_{-0.76}, \Omega_Q = 0.73^{+0.02}_{-0.04} and w_f = -1^{+0.2}.Comment: 6 Pages, 5 colour figures, MNRAS styl

Investigating teacher presence in courses using synchronous videoconferencing

This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference

K-12 Mobile learning

Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those coun - tries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be successful in creating positive outcomes in the use of technology has to be student-centered with the aim of personalizing the learning experience. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers

Soft interaction model and the LHC data

Most models for soft interactions which were proposed prior to the measurements at the LHC, are only marginally compatible with LHC data, our GLM model has the same deficiency. In this paper we investigate possible causes of the problem, by considering separate fits to the high energy ($W > 500\, GeV$), and low energy ($W < 500\, GeV$) data. Our new results are moderately higher than our previous predictions. Our results for total and elastic cross sections are systematically lower that the recent Totem and Alice published values, while our results for the inelastic and forward slope agree with the data. If with additional experimental data, the errors are reduced, while the central cross section values remain unchanged, we will need to reconsider the physics on which our model is built.Comment: 12 pp, 12 figures in .eps file

Gravitational wave bursts from cosmic (super)strings: Quantitative analysis and constraints

We discuss data analysis techniques that can be used in the search for gravitational wave bursts from cosmic strings. When data from multiple interferometers are available, we describe consistency checks that can be used to greatly reduce the false alarm rates. We construct an expression for the rate of bursts for arbitrary cosmic string loop distributions and apply it to simple known solutions. The cosmology is solved exactly and includes the effects of a late-time acceleration. We find substantially lower burst rates than previous estimates suggest and explain the disagreement. Initial LIGO is unlikely to detect field theoretic cosmic strings with the usual loop sizes, though it may detect cosmic superstrings as well as cosmic strings and superstrings with non-standard loop sizes (which may be more realistic). In the absence of a detection, we show how to set upper limits based on the loudest event. Using Initial LIGO sensitivity curves, we show that these upper limits may result in interesting constraints on the parameter space of theories that lead to the production of cosmic strings.Comment: Replaced with version accepted for publication in PR

The Synthesis and Origin of the Pectic Polysaccharide Rhamnogalacturonan II – Insights from Nucleotide Sugar Formation and Diversity

There is compelling evidence showing that the structurally complex pectic polysaccharide rhamnogalacturonan II (RG-II) exists in the primary cell wall as a borate cross-linked dimer and that this dimer is required for the assembly of a functional wall and for normal plant growth and development. The results of several studies have also established that RG-II structure and cross-linking is conserved in vascular plants and that RG-II likely appeared early in the evolution of land plants. Two features that distinguish RG-II from other plant polysaccharides are that RG-II is composed of 13 different glycoses linked to each other by up to 22 different glycosidic linkages and that RG-II is the only polysaccharide known to contain both apiose and aceric acid. Thus, one key event in land plant evolution was the emergence of genes encoding nucleotide sugar biosynthetic enzymes that generate the activated forms of apiose and aceric acid required for RG-II synthesis. Many of the genes involved in the generation of the nucleotide sugars used for RG-II synthesis have been functionally characterized. By contrast, only one glycosyltransferase involved in the assembly of RG-II has been identified. Here we provide an overview of the formation of the activated sugars required for RG-II synthesis and point to the possible cellular and metabolic processes that could be involved in assembling and controlling the formation of a borate cross-linked RG-II molecule. We discuss how nucleotide sugar synthesis is compartmentalized and how this may control the flux of precursors to facilitate and regulate the formation of RG-II