Inconsistencies in tape read and tape write programs on the I-100 image analysis system

The author has identified the following significant results. The tape read and write programs currently available on the 1-100 perform their intended functions of reading and writing tapes, but are difficult to use because they contain a number of inconsistencies. These inconsistencies can often be overcome by the use of work-around procedures and by trial and error, which is an inefficient use of expensive computer systems that should not be necessary

Analysis of the classification of US and Canadian intensive test sites using the Image 100 hybrid classification system

The author has identified the following significant results. Labeling of wheat rather than total grains, particularly with only one acquisition, led to significant overestimates in some segments. The Image-100 software and procedures were written to facilitate classification of the LACIE segments but were not designed to record data for later accuracy assessment. A much better evaluation would have been possible if accuracy assessment data had been collected following each satisfactory classification

Fish response to the annual flooding regime in the Kavango River along the Angola/Namibia border

The results of the first seasonal survey of the fish of the Kavango River floodplain along the Angola/Namibia border are reported. The river experiences peak flooding from February through June, with the 375-km long floodplain extending up to 5 km across. The floodplain was sampled five times in 1992 by seine, fish traps and rotenone. The data indicated a pronounced structural and functional response of the fish community in relation to the alternating flood and drought conditions in the river. Catch per unit effort and diversity were highest during months of peak flooding (May and June), and lowest during the month of least flow (November). The reproductive strategies of K-selected piscivorous cichlids and tigerfish were in advance of flooding. Many r-selected invertivores, especially cyprinids, were in relative synchrony with flooding and the stimulation of littoral zone plant growth, while other invertivores lagged the cyprinids. Herbivores had lowest relative abundance during peak flooding; this seemingly inverse relationship with the invertivores should not be interpreted as replacement, but rather the swamping of the system with young-of-the-year r-selected invertivores. The data support the Flood Pulse Concept, which hypothesizes that flooding is the major “driver” of productivity in lowland or floodplain rivers.Keywords: behaviour, floodplain fishery, migration, Okavango Delta, r-/K-selection, subsistence fisheryAfrican Journal of Marine Science 2001, 23: 449–46

A tolerable straight line : non-linear narrative in Tristram Shandy

The non-linear narrative of Laurence Sterne\u27s Tri st ram Shandy demands attentive readers. Written under the influence of John Locke\u27s Essay Concerning Human Understanding, the novel satirizes Lockean associationism and illustrates language\u27s inability to express ideas accurately. In the novel, words seldom convey characters\u27 intended meanings, yet Tristram uses language effectively to narrate self to his readers. Rather than having his mind\u27s workings conform to the linear nature of traditional discourse, Tristram communicates associatively to intelligent, involved readers without imposing linearity. In this study I examine scholars\u27 work to determine Tristram \u27s position on Locke\u27s ideas and use Seymour Chatman \u27s narrative model to study the emerging narrative self by applying his concepts of FA BU LA (story) and SJUZET (discourse). I review Tristram \u27s self-expression by focusing on techniques of non-li near narration and conclude by examining hypermedia as an alternative model for narrating consciousness that emphasizes the reader, comparing hypermedia\u27s reader to Tristram Shandy\u27s narrator

Communicating Mobility and Technology: A Material Rhetoric for Persuasive Transportation (Book Review)

Humans are so enmeshed in mobility systems that they identify with themselves through those systems. In Communicating Mobility and Technology: A Material Rhetoric for Persuasive Transportation, Ehren Pflugfelder (2017) uses the term automobility to describe both the specific kinds of mobility afforded by independent, automobile-related movement technologies and the complex cultural, bodily, technological, and ecological ramifications of our dependence on separate mobility technologies (p. 4). Given identities enmeshed in ecologies of systems involving human and nonhuman actors through which transportation emerges, automobility is described as a wicked problem to be solved, in part, by technical communicators and communication designers naming and revealing the persuasive power of transportation systems. Understanding this persuasive power benefits practitioners by revealing the shared agency of automobility among the car-driver assemblage, and academics, by offering a framework for recognizing transportation as persuasive and therefore rhetorical

Pervasive Pedagogy: Collaborative Cloud-Based Composing Using Google Drive

Cloud-based services designed for educational use, like Google Apps for Education (GAFE), afford deeply collaborative activities across multiple applications. Through primary research, the authors discovered that cloud-based technologies such as GAFE and Google Drive afford new opportunities for collaborative cross-platform composing and student engagement. These affordances require new pedagogies to transform these potentialities into practice, as well as a reexamination of contemporary theory of computers and composition. The authors’ journey implementing Google Drive as a composing and communication environment required continually remediating content, relationships, practices, and their own identities as they interacted with students in the cloud. This chapter addresses how GAFE and Google Drive engage students in the composition classroom, redefine and transform pedagogical and curricular concepts, and improve students’ experience and learning

Glocalizing the Composition Classroom with Google Apps for Education

Composing practices in a digitally networked world are inherently intercultural, and situate local needs and constraints within global opportunities and concerns. Global technologies like Google Apps for Education (GAFE) allow students to compose collaboratively across place and time; to do so, students and teachers must navigate a complex local network of institutional policy, learning outcomes, situational needs, and composing practices while also being aware of the global implications of using the interface to compose, review, edit, and share with others. The chapter describes using GAFE in locally situated composition classes. Using such technologies requires a focus on glocalization and an understanding of how networked composing activity affects the communication process, and the institutions, faculty, and students who are interconnected within it

Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education

Using results from an original survey instrument, this study examined student perceptions of how useful Google Apps for Education (GAFE) was in students\u27 learning of core concepts in a first-year college composition course, how difficult or easy it was for students to interact with GAFE, and how students ranked specific affordances of the technology in terms of its usability and usefulness. Students found GAFE relatively easy to use and appreciated its collaborative affordances. The researchers concluded that GAFE is a useful tool to meet learning objectives in the college composition classroom

Localizing content: The roles of technical & professional communicators and machine learning in personalized chatbot responses

This study demonstrates that microcontent, a snippet of personalized content that responds to users’ needs, is a form of localization reliant on a content ecology. In contributing to users’ localized experiences, technical communicators should recognize their work as part of an assemblage in which users, content, and metrics augment each other to produce personalized content that can be consumed by and delivered through artificial intelligence (AI)-assisted technology