Asymptotically false-positive-maximizing attack on non-binary Tardos codes

We use a method recently introduced by Simone and Skoric to study accusation probabilities for non-binary Tardos fingerprinting codes. We generalize the pre-computation steps in this approach to include a broad class of collusion attack strategies. We analytically derive properties of a special attack that asymptotically maximizes false accusation probabilities. We present numerical results on sufficient code lengths for this attack, and explain the abrupt transitions that occur in these results

The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

The purpose of mess in action research: building rigour though a messy turn

Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research - research that can disturb both individual and communally held notions of knowledge for practice - will be messy. Investigations into the 'messy area', the interface between the known and the nearly known, between knowledge in use and tacit knowledge as yet to be useful, reveal the 'messy area' as a vital element for seeing, disrupting, analysing, learning, knowing and changing. It is the place where long-held views shaped by professional knowledge, practical judgement, experience and intuition are seen through other lenses. It is here that reframing takes place and new knowing, which has both theoretical and practical significance, arises: a 'messy turn' takes place

Spatially resolved acoustic spectroscopy for rapid imaging of material microstructure and grain orientation

Measuring the grain structure of aerospace materials is very important to understand their mechanical properties and in-service performance. Spatially resolved acoustic spectroscopy is an acoustic technique utilizing surface acoustic waves to map the grain structure of a material. When combined with measurements in multiple acoustic propagation directions, the grain orientation can be obtained by fitting the velocity surface to a model. The new instrument presented here can take thousands of acoustic velocity measurements per second. The spatial and velocity resolution can be adjusted by simple modification to the system; this is discussed in detail by comparison of theoretical expectations with experimental data

Reframing China’s heritage conservation discourse. Learning by testing civic engagement tools in a historic rural village

Urban heritage conservation in China has been subject to severe criticism, although there is now a sense of paradigm shift. Charters, declarations and agendas had the merit of filtering down the international discourse on heritage, while more innovative approaches were arising. The UNESCO Historic Urban Landscape recommendation, offers a new angle from which to observe this process of change. The underlying argument of this article is that HUL can provide a platform to achieve greater sustainability in transforming historic sites in China, particularly in rural areas, overcoming, at the same time, the easy shortcut of the East–West discourse of difference in respect to heritage conservation. This is primarily due to the shifting focus from the materiality of heritage to its role in sustainable development with increasing attention on the role played by local communities. By presenting the proposal for the protection of the historic rural village of Shuang Wan in the Jiangsu Province, this paper aims to reflect on this shift showing its advantages but also some of the risks. These are inherent in a discourse of heritage in danger of legitimising mere pro-growth development approaches, if not accompanied by participatory practices considerate of the specific social reality of China

Comparison of Zn_{1-x}Mn_xTe/ZnTe multiple-quantum wells and quantum dots by below-bandgap photomodulated reflectivity

Large-area high density patterns of quantum dots with a diameter of 200 nm have been prepared from a series of four Zn_{0.93}Mn_{0.07}Te/ZnTe multiple quantum well structures of different well width (4 nm, 6 nm, 8 nm and 10 nm) by electron beam lithography followed by Ar+ ion beam etching. Below-bandgap photomodulated reflectivity spectra of the quantum dot samples and the parent heterostructures were then recorded at 10 K and the spectra were fitted to extract the linewidths and the energy positions of the excitonic transitions in each sample. The fitted results are compared to calculations of the transition energies in which the different strain states in the samples are taken into account. We show that the main effect of the nanofabrication process is a change in the strain state of the quantum dot samples compared to the parent heterostructures. The quantum dot pillars turn out to be freestanding, whereas the heterostructures are in a good approximation strained to the ZnTe lattice constant. The lateral size of the dots is such that extra confinement effects are not expected or observed.Comment: 23 pages, LaTeX2e (amsmath, epsfig), 7 EPS figure

Factors that shape pedagogical practices in next generation learning spaces

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised. While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when 'confronted' with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains. We argue that in order to fully realise significant improvements in student outcomes through the sector's investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains - the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces

Informal community support for parents of pre-school children: A comparative study investigating the subjective experience of parents attending community-based toddler groups in different socio-economic situations

"Within the United Kingdom, the importance of the appropriate parenting of children in their early years has received significant political support. However, it has been found that positive outcomes for young children, in terms of their present experience and future life chances, are often significantly weakened by the impact of poverty. A phenomenological scoping study was undertaken to explore the reasons why parents living in poverty access informal social support networks, in the form of community-based toddler groups. The study found that engagement with these networks has value for parents in terms of their mental well-being and their peer education, both of which support their ability to parent a young child appropriately.

Critical reflections on the benefits of ICT in education

In both schools and homes, information and communication technologies (ICT) are widely seen as enhancing learning, this hope fuelling their rapid diffusion and adoption throughout developed societies. But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. This article examines two possible explanations - first, that convincing evidence of improved learning outcomes remains surprisingly elusive, and second, the unresolved debate over whether ICT should be conceived of as supporting delivery of a traditional or a radically different vision of pedagogy based on soft skills and new digital literacies. The difficulty in establishing traditional benefits, and the uncertainty over pursuing alternative benefits, raises fundamental questions over whether society really desires a transformed, technologically-mediated relation between teacher and learner