Teaching space syntax through reflective practice and practica

22-23 July 200

Synchronized pulse control of decoherence

We present a new strategy for multipulse control over decoherence. When a two-level system interacts with a reservoir characterized by a specific frequency, we find that the decoherence is effectively suppressed by synchronizing the pulse-train application with the dynamical motion of the reservoir.Comment: 14 pages, 8 figure

Profitability of Northeast Organic Dairy Farms

Livestock Production/Industries,

Through a glass darkly: a case for the study of virtual space

This paper begins to examine the similarities and differences between virtual space and real space, as taken from anarchitectural (as opposed to a biological, psychological, geographic, philosophical or information theoretic)standpoint. It continues by introducing a number of criteria, suggested by the authors as being necessary for virtualspace to be used in a manner consistent with our experience of real space. Finally, it concludes by suggesting apedagogical framework for the benefits and associated learning outcomes of the study and examination of thisrelationship. This is accompanied by examples of recent student work, which set out to investigate this relationship

Radio Observations of the Region around the Pulsar Wind Nebula HESS J1303-631 with ATCA

Radio observations of the region surrounding PSR J1301-6305 at 5.5 GHz and 7.5 GHz were conducted with ATCA on September 5th, 2013. They were dedicated to the search of the radio counterpart of the evolved pulsar wind nebula HESS J1303-631, detected in X-rays and GeV-TeV gamma-rays. The collected data do not reveal any significant extended emission associated with PSR J1301-6305. In addition, archival 1.384 GHz and 2.368 GHz data do not show any evidence for a radio counterpart of HESS J1303-631. Archival 1.384 GHz observations reveal a detection of an extended structure centred at an angular distance of 190 from the pulsar. This extended structure might be a Supernova remnant (SNR) and a potential birth place of PSR J1301-6305. The implications of the lack of radio counterpart of HESS J1303-631 on the understanding of the nature of the PWN are discussed.Comment: 7 pages, 4 figures, 2 tables, accepted for publication in A&

Carpenter v. United States: A New Era for Protecting Data Generated on Personal Technology, or a Mere Caveat?

In deciding Carpenter, a majority of United States Supreme Court Justices recognized that, at a fundamental level, historical cell-site location information (CSLI) differs from other categories of business records in terms of deserving Fourth Amendment protection. However, the majority’s opinion is unclear about the precise source of this distinction, and about how, or whether, to protect other data generated from personal technology in the future. Although the majority opinion purports to be limited to CSLI, this narrow scope is not in the best interest of consumers. At best, Carpenter presents the opportunity to establish a predictable and comprehensive system for protecting personal data from warrantless search. However, the majority’s approach also risks becoming a mere caveat, drawing artificial distinctions between CSLI and other types of data that may be equally, or more, sensitive. Now that the Supreme Court has recognized some forms of data held by businesses are protected from warrantless search, this holding should be expanded to protect the increasingly comprehensive consumer data that companies acquire. Although Justice Kennedy’s dissent in Carpenter highlighted the risks of the majority’s unstructured approach, Justice Sotomayor’s concurrence in United States v. Jones provided an aspirational glimpse of how personal data could be protected in the future. Courts should read Carpenter in conjunction with Justice Sotomayor’s Jones concurrence to provide a predictable standard for evaluating personal data protections and avoid the uncertain approach that the Carpenter majority’s opinion risks establishing

Characterizing the Realistic-ness of Word Problems in Secondary Mathematics Textbooks

Word problems are an integral part of any secondary mathematics curriculum and one purpose has been to prepare students for the real-world – for everyday events as well as workplace problem-solving. Prior literature suggests that word problems have not met this objective, in part, because the textbook problems do not mirror the kinds of problems commonly found in real life situations. In this dissertation, I investigate a sample of word problems from two contemporary non-traditional textbooks to uncover the aspects that may influence if and how the problems might be used in the classroom. I utilize a qualitative content analysis with a directed approach, using the literature to guide my initial codes and categories, and allowing other categories and subcategories to emerge during the analysis. I also conduct a numerical analysis of the data to reveal aspects which may be a common thread between the two books. These analyses allow me to answer the research question: Given that the two books chosen for this study have different approaches, what aspects of realistic-ness exist in the textbooks’ word problems that encourage students to use their real-world knowledge of the context of the problems? This study suggests that changes to the manner in which problems are presented can be beneficial to re-negotiating the didactical contract. Textbook word problems should be posed in a variety of ways, breaking from the tradition of the three-component structure. Additionally, secondary mathematics textbooks should use scaffolding throughout the curricula to afford students the opportunities to grapple with problems as they would in the real world. This study recommends a digital database to organize and update problems with a real-world context

The effectiveness of a social skills program used with children with learning disabilities

This research study investigated the effectiveness of a social skills program both inside and outside of the classroom. Its purpose was to see of positive behaviors increased and negative behaviors decreased both inside and outside of the classroom. The results showed that overall, for the class, positive behaviors increased and negative behaviors decreased. Individual results varied. The implications of this are great. If we teach our students with learning disabilities the necessary social skills now, they will be able to take these skills outside of the school setting and successfully integrate into society