Introduction

This chapter will motivate why it is useful to consider the topic of derivations and filtering in more detail. We will argue against the popular belief that the minimalist program and optimality theory are incompatible theories in that the former places the explanatory burden on the generative device (the computational system) whereas the latter places it on the fi ltering device (the OT evaluator). Although this belief may be correct in as far as it describes existing tendencies, we will argue that minimalist and optimality theoretic approaches normally adopt more or less the same global architecture of grammar: both assume that a generator defines a set S of potentially well-formed expressions that can be generated on the basis of a given input and that there is an evaluator that selects the expressions from S that are actually grammatical in a given language L. For this reason, we believe that it has a high priority to investigate the role of the two components in more detail in the hope that this will provide a better understanding of the differences and similarities between the two approaches. We will conclude this introduction with a brief review of the studies collected in this book.

Generating single-mode behavior in fiber-coupled optical cavities

We propose to turn two resonant distant cavities effectively into one by coupling them via an optical fiber which is coated with two-level atoms [Franson et al., Phys. Rev. A 70, 062302 (2004)]. The purpose of the atoms is to destructively measure the evanescent electric field of the fiber on a time scale which is long compared to the time it takes a photon to travel from one cavity to the other. Moreover, the boundary conditions imposed by the setup should support a small range of standing waves inside the fiber, including one at the frequency of the cavities. In this way, the fiber provides an additional decay channel for one common cavity field mode but not for the other. If the corresponding decay rate is sufficiently large, this mode decouples effectively from the system dynamics. A single non-local resonator mode is created.Comment: 13 pages, 6 figures, final version, accepted for publicatio

Methods for predicting thermal stress cracking in turbine stator or rotor blades Summary report

Test rig for predicting thermal stress cracking in turbine stator or rotor blade

Religion and trust: an experimental study

We investigate the relationship between religion and trust. Using a questionnaire, we measure: i) general religiosity, and; ii) the extent of religious beliefs, experience, and ritual. These are then analyzed with behaviour in a trust game (Berg et al., Games and Economic Behaviour, 1995), which we also extend by proving information of a potential trustee's religiosity in certain tasks. We find that trusting increases with the potential trustee's religiosity. The extent to which trusting increases with a trustee's religiosity, in turn, increases with a truster's religiosity. Trustworthiness also increases with religiosity, and at an increasing rate. --Religiosity,Trust,Stereotype,Questionnaire,Experiment

Non-exponential relaxation and hierarchically constrained dynamics in a protein

A scaling analysis within a model of hierarchically constrained dynamics is shown to reproduce the main features of non-exponential relaxation observed in kinetic studies of carbonmonoxymyoglobin.Comment: 4 pages, 3 figures in text. Reference errors have been correcte

Evaluation of the InDUCKtion project at UCL

Executive summary: There is evidence that a good induction to university life can help with student retention; however, there is also a danger of overwhelming students during the intense period of fresher’s week. Under the auspices of a small grant from the Higher Education Academy’s ‘Changing the Learning Landscape’ funding stream, staff at two universities (University College London and Southampton Solent University) collaborated to produce an innovative and engaging induction project entitled ‘InDUCKtion’, based on the idea of an induction duck being a fun character for students to interact with. At UCL, the InDUCKtion duck existed in the form of a physical plastic duck included in international postgraduate student induction packs, and they were encouraged to take photos of themselves in and around UCL and London as part of a photo challenge using social media. It was anticipated that this would enable students to familiarise themselves with the locale, make friends and have fun at the same time. The InDUCKtion duck was also evident on flyers and posters with QR codes advertising an online tour to enable students to gain an accelerated familiarisation with the campus and its facilities. Within UCL, the project was a collaborative, cross-departmental venture instigated by members of UCL’s E-Learning Environments (ELE) working in partnership with the Centre for the Advancement of Learning and Teaching (CALT) and Student Support and Wellbeing (SSW). The logistics of the project meant that the team members also had to liaise with a number of other individuals and departments around UCL, to help promote and implement the project. Despite a rapid following on Twitter in a relatively short period, a reasonable hit rate on the QR code for the main page of the online tour resource, and some engagement with the photo challenges using social media, participation in the project was lower than anticipated. Lessons learned from an evaluation perspective revealed that adding another activity to an already overwhelming fresher’s week was problematic, despite its innovative and interactive nature. The use of QR codes was problematic for a number of reasons, and the project needed more buy-in from student representatives and academics to provide institutional endorsement. Recommendations for future instances of the project include securing student representation and academic endorsement, integrating the activity with parallel induction activities – particularly with academic departments, replacing QR codes with an alternative technology-enhanced learning approach and optimising the learning design to better motivate students and promote groupwork