Air Traffic Control: A Local Approach to the Trajectory Segmentation Issue

Proceedings of: 23rd International Conference on Industrial, Engineering & Other Applications of Applied Intelligent Systems (IEA-AIE 2010) Córdoba-Spain, June 04-06, 2010This paper presents a new approach for trajectory segmentation in the area of Air Traffic Control, as a basic tool for offline validation with recorded opportunity traffic data. Our approach uses local information to classify each measurement individually, constructing the final segments over these classified samples as the final solution of the process. This local classification is based on a domain transformation using motion models to identify the deviations at a local scale, as an alternative to other global approaches based on combinatorial analysis over the trajectory segmentation domain.This work was supported in part by Projects CICYT TIN2008-06742-C02-02/TSI, CICYT TEC2008-06732-C02-02/TEC, CAM CONTEXTS (S2009/TIC-1485) and DPS2008-07029-C02-02.Publicad

A taxonomy of errors for information systems

We provide a full characterization of computational error states for information systems. The class of errors considered is general enough to include human rational processes, logical reasoning, scientific progress and data processing in some functional programming languages. The aim is to reach a full taxonomy of error states by analysing the recovery and processing of data. We conclude by presenting machine-readable checking and resolve algorithms

Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

Even though enhancement of students’ understanding of social justice is thought to contribute to good citizenship, contextualising social justice in science education remains challenging for teachers because social justice is not conventionally a common feature of science teaching and learning. A separate issue in science education concerns a vast body of work on nature of science (NOS) elated to understanding of and about science. Understanding NOS is thought to contribute to scientific literacy as well as citizenship. Although social justice and NOS literatures share similar themes such as citizenship goals, the precise intersection of these literatures remains relatively understudied. In this chapter, we present an argument about how contemporary conceptualizations of NOS as well as NOS instruction might be used to promote goals related to social justice. In so doing, we aim to contribute to NOS literature by drawing on theories of social justice grounded in political philosophy. We trace the potential overlap of social justice and NOS concepts and draw out example recommendations for curriculum statements and practical teaching as well as practical teaching and learning approaches. Overall, we advocate the promotion of educational goals related to social justice through NOS instruction

Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from Two Projects in Lower Secondary Schools in Norway

Under embargo until: 2022-09-09This chapter suggests a set of design principles for science curricula that will enable students to produce evidence-based arguments expressing views related to their own interests. It is based on the assumption that the ability to construct evidence-based arguments strengthens students’ ability to promote their own views in the interest of social justice. This is of special importance for students not enculturated into such argumentation through their upbringing. To promote one’s own views in a debate means to critique others’ arguments, and especially to ensure one’s own arguments are resistent to criticism. Insight into the nature of science includes insights in how to construct sound arguments based on facts and research results. The discussion of design principles is based on an analysis of two science projects in two lower secondary schools in Norway (Grade 8). In the first project, students produced scientific claims based on evidence from their own practical experiments. In the second project, the students developed and applied a method for estimating energy use and carbon dioxide (CO2) emissions. The students used their findings to construct arguments related to local transport plans. The analysis focuses on challenges and successes in scaffolding students at different competence levels to successfully produce evidence-based arguments.acceptedVersio

English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an idea someone has’

Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understanding the nature and status of scientific theories. A key challenge in teaching about NOS is to persuade students that scientific knowledge is generally robust and reliable, yet also in principle always open to challenge and modification. Theories play a central role, as they are a form of conjectural knowledge that over time may be abandoned, replaced, modified, yet sometimes become well established as current best scientific understanding. The present paper reports on findings from interviews with 13–14 year olds in England where target knowledge presents theories as ‘consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world’. Student thinking reflected a two-tier typology of scientific knowledge in which largely unsupported imaginative ideas (‘theories’) became transformed into fairly definitive knowledge (such as laws) through relatively straightforward testing. These results are considered in relation to research into intellectual development which indicates that effective teaching in this area requires careful scaffolding of student learning, but has potential to contribute to supporting intellectual development across the curriculum.This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/09585176.2015.104392

Local diversity in settlement, demography and subsistence across the southern Indian Neolithic-Iron Age transition: site growth and abandonment at Sanganakallu-Kupgal

The Southern Indian Neolithic-Iron Age transition demonstrates considerable regional variability in settlement location, density, and size. While researchers have shown that the region around the Tungabhadra and Krishna River basins displays significant subsistence and demographic continuity, and intensification, from the Neolithic into the Iron Age ca. 1200 cal. BC, archaeological and chronometric records in the Sanganakallu region point to hilltop village expansion during the Late Neolithic and ‘Megalithic’ transition period (ca. 1400–1200 cal. BC) prior to apparent abandonment ca. 1200 cal. BC, with little evidence for the introduction of iron technology into the region. We suggest that the difference in these settlement histories is a result of differential access to stable water resources during a period of weakening and fluctuating monsoon across a generally arid landscape. Here, we describe well-dated, integrated chronological, archaeobotanical, archaeozoological and archaeological survey datasets from the Sanganakallu-Kupgal site complex that together demonstrate an intensification of settlement, subsistence and craft production on local hilltops prior to almost complete abandonment ca. 1200 cal. BC. Although the southern Deccan region as a whole may have witnessed demographic increase, as well as subsistence and cultural continuity, at this time, this broader pattern of continuity and resilience is punctuated by local examples of abandonment and mobility driven by an increasing practical and political concern with water