Proceedings of the workshop "Standard Model at the LHC" University College London 30 March - 1 April 2009

Proceedings from a 3-day discussion on Standard Model discoveries with the first LHC dataComment: 9 contributions to the proceedings of the LHC Standard Model worksho

The integrated academic information system support for education 3.0 in higher education institution: lecturer perspective

Education 3.0 has been implemented in many higher education institutions (HEIs). Education 3.0 has been directed the institution toward better educational experience. But on the other hands, the implementation of Education 3.0 also caused some problems. Previous research has found administrative problem experienced by the lecturer. This research explores deeper from the lecturer and suggested the solution from lecturer perspective, combined with information technology capabilities owned by the HEIs. The research used a case study as the method and conducted a qualitative research with a semi-structured interview. The interview analysis has found that the increase of the administrative processes is caused by online and offline administrative activities. The online activities are from e-learning and the offline activities are from traditional learning (face-to-face). The administrative processes also involved the academic information system (AIS). Simplified all of the administrative processes are more preferred. To overcome the problems, integrating the AIS and e-learning become necessary. This research suggests transforming the existing AIS into an integrated AIS and hopes the solution can simplify the administration process

Learning To Be Affected: Social suffering and total pain at life’s borders.

The practice of Live Sociology in situations of pain and suffering is the author’s focus. An outline of the challenges of understanding pain is followed by a discussion of Bourdieu’s ‘social suffering’ (1999) and the palliative care philosophy of ‘total pain’. Using examples from qualitative research on disadvantaged dying migrants in the UK, attention is given to the methods that are improvised by dying people and care practitioners in attempts to bridge intersubjective divides, where the causes and routes of pain can be ontologically and temporally indeterminate and/or withdrawn. The paper contends that these latter phenomena are the incitement for the inventive bridging and performative work of care and Live Sociological methods, both of which are concerned with opposing suffering. Drawing from the ontology of total pain, I highlight the importance of (i) an engagement with a range of materials out of which attempts at intersubjective bridging can be produced, and which exceed the social, the material, and the temporally linear; and (ii) an empirical sensibility that is hospitable to the inaccessible and non-relational

Willing suspension of disbelief: a study in online learning through simulation, and its potential for deeper learning in Higher Education

This article describes the replacement of a 'traditionally taught' law of probate course (lectures and workshops/tutorials) with an on-line collaborative learning exercise using simulation and role-play which is referred to hereafter as the Transactional Learning Project ('TLP'). The article considers the theory that the emotional engagement that comes about through role play in simulation leads to deeper learning, a process Maharg (2010) has dubbed as the 'integration of the cognitive and the affective'. The article includes statistical analysis of student feedback on the TLP in an attempt to measure how easy it is to carry students predisposed to expect information to be 'given' rather than 'acquired' along the journey leading away from traditional didactic teaching. The project was motivated partly by the dearth of such learning practices on the Legal Practice Course. It is suggested that the findings of the project add to the body of research which tends to illustrate the success in terms of student learning from working in leaderless (i.e. where the tutor is absent from the collaborative group) groups engaged in practical tasks involving simulation

Non-geniculate coralline algae (Carallinales, Rhodophyta) on Heron Reef, Great Barrier Reef (Australia)

This is the first modern, comprehensive account of non-geniculate coralline algae (Corallinales, Rhodophyta) occurring on the Great Barrier Reef (Heron Reef). Species were identified in a modern context, using reproductive and vegetative anatomy as diagnostic features. In a collection of 300 specimens, 11 different species were identified. Eight of the species were found exclusively on calcareous substrata, one was exclusively epiphytic, while the remaining two were both epiphytic and found growing on calcareous substrata. Although none of the species are new to science, one is newly recorded for Australia (Hydrolithon reinboldii) and 5 are newly recorded for the Great Barrier Reef region (Spongites fruticulosus, Lithophyllum frondosum, L. pustulatum, Mastophora pacifica and Mesophyllum erubescens). Collections made by A. B. Cribb in the 1960s on Heron Reef were also studied, once again using reproductive and vegetative anatomy as diagnostic features. Illustrations of each species and a tabular key are provided to facilitate non-geniculate coralline algal identification on Heron Reef. Information on their distribution and growth-forms are provided along with references to more detailed morphological accounts and published illustrations. The reported species are compared to findings from other tropical reef systems

The mouse deafness locus (dn) is associated with an inversion on chromosome 19

Recombination data for the mouse deafness locus (dn) on chromosome 19 are consistent with the presence of an inversion for which one of the breakpoints is between D19Mit14 and D19Mit96, a distance of less than 226 kb. Fluorescence in situ hybridization studies using a bacterial artificial chromosome on interphase (G1) nuclei provide additional support for the presence of an inversion. The dn gene is probably the orthologue of the human DFNB7/DFNB11 gene on chromosome 9. Copyright (C) 1998 Elsevier Science B.V

Object Relations in the Museum: A Psychosocial Perspective

This article theorises museum engagement from a psychosocial perspective. With the aid of selected concepts from object relations theory, it explains how the museum visitor can establish a personal relation to museum objects, making use of them as an ‘aesthetic third’ to symbolise experience. Since such objects are at the same time cultural resources, interacting with them helps the individual to feel part of a shared culture. The article elaborates an example drawn from a research project that aimed to make museum collections available to people with physical and mental health problems. It draws on the work of the British psychoanalysts Donald Winnicott and Wilfred Bion to explain the salience of the concepts of object use, potential space, containment and reverie within a museum context. It also refers to the work of the contemporary psychoanalyst Christopher Bollas on how objects can become evocative for individuals both by virtue of their intrinsic qualities and by the way they are used to express personal idiom

Structural variants shape the genomic landscape and clinical outcome of multiple myeloma

Deciphering genomic architecture is key to identifying novel disease drivers and understanding the mechanisms underlying myeloma initiation and progression. In this work, using the CoMMpass dataset, we show that structural variants (SV) occur in a nonrandom fashion throughout the genome with an increased frequency in the t(4;14), RB1, or TP53 mutated cases and reduced frequency in t(11;14) cases. By mapping sites of chromosomal rearrangements to topologically associated domains and identifying significantly upregulated genes by RNAseq we identify both predicted and novel putative driver genes. These data highlight the heterogeneity of transcriptional dysregulation occurring as a consequence of both the canonical and novel structural variants. Further, it shows that the complex rearrangements chromoplexy, chromothripsis and templated insertions are common in MM with each variant having its own distinct frequency and impact on clinical outcome. Chromothripsis is associated with a significant independent negative impact on clinical outcome in newly diagnosed cases consistent with its use alongside other clinical and genetic risk factors to identify prognosis

TUIs vs. GUIs : comparing the learning potential with preschoolers

In an effort to better understand the learning potential of a tangible interface, we conducted a comparison study between a tangible and a traditional graphical user interface for teaching preschoolers (In Portugal, children enter preschool at the age of three and they attend it till entering school, normally at the age of six) about good oral hygiene. The study was carried with two groups of children aged 4 to 5 years. Questionnaires to parents, children’s drawings, and interviews were used for data collection and analysis and revealed important indicators about children’s change of attitude, involvement, and preferences for the interfaces. The questionnaires showed a remarkable change of attitude toward tooth brushing in the children that interacted with the tangible interface; particularly children’s motivation increased significantly. Children’s drawings were used to assess their degree of involvement with the interfaces. The drawings from the children that interacted with the tangible interface were very complete and detailed suggesting that the children felt actively involved with the experience. The results suggest that the tangible interface was capable of promoting a stronger and long-lasting involvement having a greater potential to engage children, therefore potentially promoting learning. Evaluation through drawing seems to be a promising method to work with preliterate children; however,it is advisable to use it together with other methods.Fundação para a Ciência e Tecnologia (FCT