Augmented Reality in the Classroom

Low vision can have an exceptionally negative impact on a student’s ability to learn, especially when subjected to the conventional education system. In this environment, students are expected to adhere to a lecture that delivers most information visually via a whiteboard or a projector screen. The goal of this project is to create a customizable application for a smartphone that implements selective processing in order to make it easier for visually impaired students to engage with and learn from lectures. Specifically, this application is written in the Java language for the Android platform. The application uses OpenGL ES, a C-like language for the mobile platform, in order to perform image processing. Filters written in OpenGL ES are used to modify the image read by the phone’s camera. Using these filters, the application can modify an image by stretching, magnifying, and enhancing the color and contrast. The specific processes included in the application include Sobel Edge Detection, Dilation, Zoom and Contrast. Hardware acceleration is also performed using OpenGL ES. A direct consequence of this project is solving a problem in the classroom for visually impaired students not yet addressed by current technologies. While this project needs further development to substantially help students with severe peripheral vision, it was successful in implementing the desired augmentation and can serve as a foundation for future usability improvements

The Millimeter Astronomy Legacy Team 90 GHz Survey (MALT90) and ALMA

ALMA will revolutionize our understanding of star formation within our galaxy, but before we can use ALMA we need to know where to look. The Millimeter Astronomy Legacy Team 90 GHz (MALT90) Survey is a large international project to map the molecular line emission of over 2,000 dense clumps in the Galactic plane. MALT90 serves as a pathfinder for ALMA, providing a large public database of dense molecular clumps associated with high-mass star formation. In this proceedings, we describe the survey parameters and share early science highlights from the survey, including (1) a comparison between galactic and extragalactic star formation relations, (2) chemical trends in MALT90 clumps, (3) the distribution of high-mass star formation in the Milky Way, and (4) a discussion of the Brick, the target of successful ALMA Cycle 0 and Cycle 1 proposals

Tracing the Conversion of Gas into Stars in Young Massive Cluster Progenitors

Whilst young massive clusters (YMCs; $M$ $\gtrsim$ 10$^{4}$ M$_{\odot}$, age $\lesssim$ 100 Myr) have been identified in significant numbers, their progenitor gas clouds have eluded detection. Recently, four extreme molecular clouds residing within 200 pc of the Galactic centre have been identified as having the properties thought necessary to form YMCs. Here we utilise far-IR continuum data from the Herschel Infrared Galactic Plane Survey (HiGAL) and millimetre spectral line data from the Millimetre Astronomy Legacy Team 90 GHz Survey (MALT90) to determine their global physical and kinematic structure. We derive their masses, dust temperatures and radii and use virial analysis to conclude that they are all likely gravitationally bound -- confirming that they are likely YMC progenitors. We then compare the density profiles of these clouds to those of the gas and stellar components of the Sagittarius B2 Main and North proto-clusters and the stellar distribution of the Arches YMC. We find that even in these clouds -- the most massive and dense quiescent clouds in the Galaxy -- the gas is not compact enough to form an Arches-like ($M$ = 2x10$^{4}$ M$_{\odot}$, R$_{eff}$ = 0.4 pc) stellar distribution. Further dynamical processes would be required to condense the resultant population, indicating that the mass becomes more centrally concentrated as the (proto)-cluster evolves. These results suggest that YMC formation may proceed hierarchically rather than through monolithic collapse

The effectiveness of early lens extraction with intraocular lens implantation for the treatment of primary angle-closure glaucoma (EAGLE) : study protocol for a randomized controlled trial

Peer reviewedPublisher PD

The biosocial event : responding to innovation in the life sciences

Innovation in the life sciences calls for reflection on how sociologies separate and relate life processes and social processes. To this end we introduce the concept of the ‘biosocial event’. Some life processes and social processes have more mutual relevance than others. Some of these relationships are more negotiable than others. We show that levels of relevance and negotiability are not static but can change within existing relationships. Such changes, or biosocial events, lie at the heart of much unplanned biosocial novelty and much deliberate innovation. We illustrate and explore the concept through two examples – meningitis infection and epidemic, and the use of sonic ‘teen deterrents’ in urban settings. We then consider its value in developing sociological practice oriented to critically constructive engagement with innovation in the life sciences

Metabolic Rift or Metabolic Shift? Dialectics, Nature, and the World-Historical Method

Abstract In the flowering of Red-Green Thought over the past two decades, metabolic rift thinking is surely one of its most colorful varieties. The metabolic rift has captured the imagination of critical environmental scholars, becoming a shorthand for capitalism’s troubled relations in the web of life. This article pursues an entwined critique and reconstruction: of metabolic rift thinking and the possibilities for a post-Cartesian perspective on historical change, the world-ecology conversation. Far from dismissing metabolic rift thinking, my intention is to affirm its dialectical core. At stake is not merely the mode of explanation within environmental sociology. The impasse of metabolic rift thinking is suggestive of wider problems across the environmental social sciences, now confronted by a double challenge. One of course is the widespread—and reasonable—sense of urgency to evolve modes of thought appropriate to an era of deepening biospheric instability. The second is the widely recognized—but inadequately internalized—understanding that humans are part of nature

Five-Year Follow-Up of Parapapillary Atrophy: The Beijing Eye Study

Purpose: To assess longitudinal changes in parapapillary atrophy in the adult population of Greater Beijing. Methods: The population-based Beijing Eye Study 2006 included 3251 subjects who had participated in the Beijing Eye Study 2001 and returned for re-examination. The mean age was 60.4610.1 years. Using optic disc photographs, we measured parapapillary atrophy which was divided into alpha zone and beta zone. Results: Overall progression rate of alpha zone was seen in 0.660.1 % (95 % confidence interval (CI):0.3,0.9) of the subjects and of beta zone in 8.260.5 % (95%CI:7.2,9.1) of the subjects. In binary regression analysis, rate of progression of alpha zone was significantly associated higher age (P = 0.04) and the co-progression of zone Beta (P,0.001). Rate of progression of beta zone was significantly associated with higher age (P,0.001; odds ratio (OR):1.11;95%CI:1.10,1.14), higher intraocular pressure (P,0.001;OR:1.10;95%CI:1.05,1.14), higher myopic refractive error (P,0.001;OR:0.71; 95%CI:0.67,0.75), rural region of habitation (P = 0.002;OR: 0.58; 95%CI:0.41,0.82), presence of glaucomatous optic nerve damage (P,0.001;OR:2.89; 95%CI:1.62,5.14), co-progression of alpha zone (P,0.001;OR:7.13;95%CI:2.43,20.9), absence of arterial hypertension (P = 0.03;OR: 0.70; 95%CI:0.51,0.96), and thicker central corneal thickness (P = 0.02;OR:1.01;95%CI:1.00,1.01). Subjects with a non-glaucomatous optic nerve damage (n = 22) as compared to the remaining subjects did not vary in the progression rate of alpha zone (0.0 % versus 0.660.1%; P = 1.0) and beta zone (8.260.5 % versus 6.360.6%;P = 1.0)

Teachers’ appraisals of adjectives relating to mathematics tasks

Curricular implementations are unlikely to deliver the anticipated benefits for mathematics learners if written guidance to teachers is interpreted and enacted differently from the ways that policymakers and curriculum designers intend. One way in which this could happen is in relation to the mathematics tasks that teachers deploy in the classroom. Teachers and curriculum designers have developed an extensive vocabulary for describing tasks, using adjectives such as ‘rich’, ‘open’, ‘real-life’, ‘engaging’ and so on. But do teachers have a shared understanding of what these adjectives mean when they are applied to mathematics tasks? In Study 1 we investigated teachers’ appraisals of adjectives used to describe mathematics tasks, finding that task appraisals vary on seven dimensions, which we termed engagement, demand, routineness, strangeness, inquiry, context and interactivity. In Study 2, focusing on the five most prominent dimensions, we investigated whether teachers have a shared understanding of the meaning of adjectives when applied to mathematics tasks. We found that there was some agreement about inquiry and context, some disagreement about routineness, and clear disagreement about engagement and demand. We conclude that at least some adjectives commonly used to describe tasks are interpreted very differently by different teachers. Implications for how tasks might be discussed meaningfully by teachers, teacher educators and curriculum designers are highlighted