New gravitational solutions via a Riemann-Hilbert approach

We consider the Riemann-Hilbert factorization approach to solving the field equations of dimensionally reduced gravity theories. First we prove that functions belonging to a certain class possess a canonical factorization due to properties of the underlying spectral curve. Then we use this result, together with appropriate matricial decompositions, to study the canonical factorization of non-meromorphic monodromy matrices that describe deformations of seed monodromy matrices associated with known solutions. This results in new solutions, with unusual features, to the field equations.Comment: 29 pages, 2 figures; v2: reference added, matches published versio

On Quantum Special Kaehler Geometry

We compute the effective black hole potential V of the most general N=2, d=4 (local) special Kaehler geometry with quantum perturbative corrections, consistent with axion-shift Peccei-Quinn symmetry and with cubic leading order behavior. We determine the charge configurations supporting axion-free attractors, and explain the differences among various configurations in relations to the presence of ``flat'' directions of V at its critical points. Furthermore, we elucidate the role of the sectional curvature at the non-supersymmetric critical points of V, and compute the Riemann tensor (and related quantities), as well as the so-called E-tensor. The latter expresses the non-symmetricity of the considered quantum perturbative special Kaehler geometry.Comment: 1+43 pages; v2: typo corrected in the curvature of Jordan symmetric sequence at page 2

Assessing the role of optical head-mounted displays in education: an investigation of Google Glass in creating learning portfolios and providing feedback

Technology Enhanced Learning is a field that has seen impressive developments over the past few years. Educators have experimented with the use of web technologies, introduced innovative e-learning approaches, extended the role of virtual learning environments and introduced learning analytics. The authors’ research aims to investigate how ubiquitous computing and augmented reality can further support students in a range of learning activities. In particular, this paper discusses a research study in the role of Optical Head-Mounted Displays (OHMD) in education. Emphasis is given on how the technology can enhance learning through the provision of additional support via augmented reality. The paper describes how OHMD, and more specifically Google Glass has been used by students in a Higher Education Institution as part of their assessment. The research aim is twofold as it considers (i) the role of OHMD in supporting students during the creation of learning portfolios which can be used for formative and summative assessment, and (ii) the impact OHMD technology has in providing alternative ways of feedback. The scope of the research is to assess the suitability of the technology, the benefits that can be introduced in educational contexts as well as the perceived value of the technology from the learners’ point of view. The first part of the study described in the paper describes how learners have used OHMD to construct a portfolio of learning evidence through cooperative evaluation of their work. In particular the study involved students using Google Glass to take snaps of their work, while recording a video diary of their contribution towards group coursework. Users reflected on the experience in terms of ease of use, simplicity and usefulness. They also evaluated the effectiveness of using OHMD during specific tasks including reading, writing and browsing. The second part of the study is focused on providing feedback by using OHMD to attach vignettes on pictures of presentations. The technology is used for commenting on presentation content and delivery, while it is investigated as an alternative for providing feedback on practical activities. The paper also provides a detailed discussion of preliminary findings from the pilot with 92 participants studying at first and final years of a University degree

Using Optical Head-Mounted Devices (OHMD) for provision of feedback in education

This paper discusses the investigation of using Optical Head-Mounted Devices (OHMD) for provision of feedback in education. In particular it discusses an investigation in the use of Google Glass in real time training and mentoring. First the papers discusses an application created for the device for provision of feedback on student presentation. Next the paper presents, the research conducted with an experiment involving ninety-two participants testing the application in a real life scenario

Google Glass as a learning tool: sharing evaluation results for the role of optical head mounted displays in education

This paper provides an overview of the findings from an evaluation of the role of Google Glass in education over the past three years. The authors have experimented with Optical Head Mounted Displays as a support tool for various learning activities over the past few years. The study described in the paper commenced back in 2014 and continued despite the fact that the development of the Google Glass technology was paused and then shifted towards enterprise clientele. This was a result of our confidence that the future of learning interfaces is aligned to the proliferation of augmented reality and the fact that the Google Glass interface offers an ideal tool for learners due to its light structure and seamless wearing experience. The paper discusses how Google Glass has been used for a range of learning activities and describes the learners’ experiences from using the device. The main contribution of the paper is in the form of measuring the success of the specific interface by sharing the results of three years of evaluations. The evaluation results are further analysed taking under consideration a number of profiling techniques of the learners involved including their personality type and learning style

Dual Brane Pairs, Chains and the Bekenstein-Hawking Entropy

A proposal towards a microscopic understanding of the Bekenstein-Hawking entropy for D=4 spacetimes with event horizon is made. Since we will not rely on supersymmetry these spacetimes need not be supersymmetric. Euclidean D-branes which wrap the event horizon's boundary will play an important role. After arguing for a discretization of the Euclidean D-brane worldvolume based on the worldvolume uncertainty relation, we count chainlike excitations on the worldvolume of specific dual Euclidean brane pairs. Without the need for supersymmetry it is shown that one can thus reproduce the D=4 Bekenstein-Hawking entropy and its logarithmic correction.Comment: 14 pages, 1 figur