Remodelling work-integrated learning experiences of Grade R student teachers

There is a high demand by the Department of Basic Education (2011) to develop competent, flexible and knowledgeable teachers with bolstered attitudes and beliefs about their profession. Work Integrated Learning (WIL) is a crucial part in the Diploma in Grade R programme at a Private Higher Education Institution (PHEI) to prepare Grade R teachers. To prepare student teachers for the profession, they need quality experiences of WIL to apply their theoretical knowledge into authentic contextual situations. This study aimed to explore Grade R student teachers’ experiences of WIL and their ability to transfer their knowledge and experiences into practice. Purposeful sampling was used to identify four student teachers as participants for this study. A qualitative case study research design, using in-depth interviews, observations and documentation was conducted. Data was analysed thematically through the lens of the situated learning theory by Jean Lave and Etienne Wenger (1991). Findings showed that Grade R student teachers experienced positive and negative aspects associated with their WIL practice. Their experiences related to the need for remodelling the WIL experience, which would entail moving from the periphery to full participation in classrooms, at least in the final year of their diploma programme. The use of Community of Practices (CoPs) in a WIL model would enhance practical experiences. Collaborative, comprehensive and critically constructive discussions after lessons are taught during WIL, would mould future Grade R teachers to embrace their working careers with competence and confidence

Neo-Atlantis: Dutch Responses to Five Meter Sea Level Rise

What would happen to the Netherlands if, in 2030, the sea level starts to rise and eventually, after 100 years, a sea level of five meters above current level would be reached? Two socio-economic scenarios are developed from a literature review and by interviews with researchers and practicionersin the domains of social sciences, economics, civil engineering, and land use planning. One scenario describes what would happen in a future characterised by a trend towards further globalisation, marketisation and high economic growth, while the other scenario happens in a future under opposite trends. Under both scenarios, the Southwest and Northwest of the Netherlands – already now below seal level - would be abandoned because of sea level rise. Although most experts believe that geomorphology and current engineering skills allow to largely maintain the territorial integrity of the Netherlands, there are some reasons to assume that this is not likely to happen. Social processes that precede important political decisions – such as the growth of the belief in the reality of SLR and the framing of such decision in a proper political context (policy window) – evolve slowly. Although a flood disaster would speed up decision-making, the general expectation is that decisions would come too late in view of the rate of SLR and the possible pace of construction of works.Extreme sea level rise, The Netherlands, flood defences

Disentangling beat perception from sequential learning and examining the influence of attention and musical abilities on ERP responses to rhythm

AbstractBeat perception is the ability to perceive temporal regularity in musical rhythm. When a beat is perceived, predictions about upcoming events can be generated. These predictions can influence processing of subsequent rhythmic events. However, statistical learning of the order of sounds in a sequence can also affect processing of rhythmic events and must be differentiated from beat perception. In the current study, using EEG, we examined the effects of attention and musical abilities on beat perception. To ensure we measured beat perception and not absolute perception of temporal intervals, we used alternating loud and soft tones to create a rhythm with two hierarchical metrical levels. To control for sequential learning of the order of the different sounds, we used temporally regular (isochronous) and jittered rhythmic sequences. The order of sounds was identical in both conditions, but only the regular condition allowed for the perception of a beat. Unexpected intensity decrements were introduced on the beat and offbeat. In the regular condition, both beat perception and sequential learning were expected to enhance detection of these deviants on the beat. In the jittered condition, only sequential learning was expected to affect processing of the deviants. ERP responses to deviants were larger on the beat than offbeat in both conditions. Importantly, this difference was larger in the regular condition than in the jittered condition, suggesting that beat perception influenced responses to rhythmic events in addition to sequential learning. The influence of beat perception was present both with and without attention directed at the rhythm. Moreover, beat perception as measured with ERPs correlated with musical abilities, but only when attention was directed at the stimuli. Our study shows that beat perception is possible when attention is not directed at a rhythm. In addition, our results suggest that attention may mediate the influence of musical abilities on beat perception

Feeling the beat where it counts: fostering multi-limb rhythm skills with the haptic drum kit

This paper introduces and explores a tool known as the Haptic Drum Kit. The Haptic Drum Kit employs four computer-controlled vibrotactile devices, one attached to each limb via the wrists and ankles. In the mode of use discussed in this paper, haptic pulses are used to guide the playing, on a drum kit, of rhythmic patterns that require multi-limb co-ordination. The immediate aim is to foster rhythm skills and multi-limb coordination. A broader aim is to systematically develop skills in recognizing, identifying, memorizing, retaining, analyzing, reproducing and composing monophonic and polyphonic rhythms. We consider the implications of three different theories for this approach: the work of the music educator Dalcroze (1865-1950 [1]; the entrainment theory of human rhythm perception and production [2,3]; and sensory motor contingency theory [4]. In this paper we introduce the Haptic Drum Kit; consider the implications of the above theories for this approach; report on a design study; and identify and discuss a variety of emerging design issues. As part of the design study, audio and haptic guidance was compared for five people learning to play polyphonic drum patterns of varying complexity. The results indicate that beginning drummers are able to learn intricate drum patterns from the haptic stimuli alone, although haptic plus audio is the mode of presentation preferred by subjects

Assessment of backfill hydraulic conductivity in an instrumented soil-bentonite cutoff wall

The objective of this paper is to present a comparison of measured hydraulic conductivities (k) for soil-bentonite (SB) backfill within a 60-m-long section of a 200-m-long, 7-m-deep cutoff wall constructed and instrumented for studying SB backfill properties and variability at the field scale. Backfill k was measured using flexible-wall tests (70-mm diameter) on remolded specimens prepared from surface grab samples collected during construction; flexible-wall tests on undisturbed specimens collected from the wall; larger-scale rigid-wall tests (150-mm diameter) on remolded specimens prepared from grab samples; and slug tests conducted within the wall. Applied effective stresses in the laboratory tests ranged from 4–35 kPa, encompassing the range of in-situ stresses measured in the backfill after load transfer and consolidation (8–13 kPa). The results indicate low spatial variability in k for a given test type, consistent with the observed homogeneity of the backfill. Modest variability in k was observed among the different test types, with the slug tests and rigid-wall tests generally yielding slightly higher k relative to the flexible-wall tests at field-representative stresses

Weather extremes over Europe under 1.5 °C and 2.0 °C global warming from HAPPI regional climate ensemble simulations

This paper presents a novel data set of regional climate model simulations over Europe that significantly improves our ability to detect changes in weather extremes under low and moderate levels of global warming. The data set provides a unique and physically consistent data set, as it is derived from a large ensemble of regional climate model simulations. These simulations were driven by two global climate models from the international HAPPI consortium. The set consists of 100 × 10-year simulations and 25 × 10-year simulations, respectively. These large ensembles allow for regional climate change and weather extremes to be investigated with an improved signal-to-noise ratio compared to previous climate simulations. The changes in four climate indices for temperature targets of 1.5 °C and 2.0 °C global warming are quantified: number of days per year with daily mean near-surface apparent temperature of > 28 °C (ATG28); the yearly maximum 5-day sum of precipitation (RX5day); the daily precipitation intensity of the 50-yr return period (RI50yr); and the annual Consecutive Dry Days (CDD). This work shows that even for a small signal in projected global mean temperature, changes of extreme temperature and precipitation indices can be robustly estimated. For temperature related indices changes in percentiles can also be estimated with high confidence. Such data can form the basis for tailor-made climate information that can aid adaptive measures at a policy-relevant scales, indicating potential impacts at low levels of global warming at steps of 0.5 °C

Whole body interaction in abstract domains

Whole Body Interaction appears to be a good fit of interaction style for some categories of application domain, such as the motion capture of gestures for computer games and virtual physical sports. However, the suitability of whole body interaction for more abstract application domains is less apparent, and the creation of appropriate whole body interaction designs for complex abstract areas such as mathematics, programming and musical harmony remains challenging. We argue, illustrated by a detailed case study, that conceptual metaphor theory and sensory motor contingency theory offer analytic and synthetic tools whereby whole body interaction can in principle be applied usefully to arbitrary abstract application domains. We present the case study of a whole body interaction system for a highly abstract application area, tonal harmony in music. We demonstrate ways in which whole body interaction offers strong affordances for action and insight in this domain when appropriate conceptual metaphors are harnessed in the design. We outline how this approach can be applied to abstract domains in general, and discuss its limitations

The Haptic Bracelets: learning multi-limb rhythm skills from haptic stimuli while reading

The Haptic Bracelets are a system designed to help people learn multi-limbed rhythms (which involve multiple simultaneous rhythmic patterns) while they carry out other tasks. The Haptic Bracelets consist of vibrotactiles attached to each wrist and ankle, together with a computer system to control them. In this chapter, we report on an early empirical test of the capabilities of this system, and consider de-sign implications. In the pre-test phase, participants were asked to play a series of multi-limb rhythms on a drum kit, guided by audio recordings. Participants’ per-formances in this phase provided a base reference for later comparisons. During the following passive learning phase, away from the drum kit, just two rhythms from the set were silently 'played' to each subject via vibrotactiles attached to wrists and ankles, while participants carried out a 30-minute reading comprehen-sion test. Different pairs of rhythms were chosen for different subjects to control for effects of rhythm complexity. In each case, the two rhythms were looped and alternated every few minutes. In the final phase, subjects were asked to play again at the drum kit the complete set of rhythms from the pre-test, including, of course, the two rhythms to which they had been passively exposed. Pending analysis of quantitative data focusing on accuracy, timing, number of attempts and number of errors, in this chapter we present preliminary findings based on participants’ sub-jective evaluations. Most participants thought that the technology helped them to understand rhythms and to play rhythms better, and preferred haptic to audio to find out which limb to play when. Most participants indicated that they would pre-fer using a combination of haptics and audio for learning rhythms to either mo-dality on its own. Replies to open questions were analysed to identify design is-sues, and implications for design improvements were considered