The potential of remote XR experimentation: Defining benefits and limitations through expert survey and case study

Experimentation using extended reality (XR) technology is predominantly conducted in-lab with a co-present researcher. Remote XR experiments, without co-present researchers, have been less common, despite the success of remote approaches for non-XR investigations. In order to understand why remote XR experiments are atypical, this article outlines the perceived limitations, as well as potential benefits, of conducting remote XR experiments, through a thematic analysis of responses to a 30-item survey of 46 XR researchers. These are synthesized into five core research questions for the XR community, and concern types of participant, recruitment processes, potential impacts of remote setup and settings, the data-capture affordances of XR hardware and how remote XR experiment development can be optimized to reduce demands on the researcher. It then explores these questions by running two experiments in a fully “encapsulated” remote XR case study, in which the recruitment and experiment processes is distributed and conducted unsupervised. It discusses the design, experiment, and results from this case study in the context of these core questions

Restorative practice and behaviour management in schools: discipline meets care.

The history of restorative practices in New Zealand schools is directly related to projects such as the Suspension Reduction Initiative (SRI) and the more recent Student Engagement Initiative (SEI); thus the origins of restorative practices in schools are linked with behaviour management and school discipline. During the same period, teachers' work has become more complex: They are working with an increasingly diverse range of students, which in turn requires epistemologically diverse teaching and relationship-building approaches to ensure maximum participation for all. Teachers are looking for new and better ways to interact with students in their classrooms, and those responsible for disciplinary systems are looking to restorative practice for new ways to resolve the increasing range and number of difficulties between teachers and students, students and other students, and between the school and parents. Restorative practices (RP) are currently seen as a way of achieving all this, so they carry a huge burden of hope. Relationship skills are a key competency in the new curriculum, and the philosophy of restoration offers both a basis for understanding and a process for putting this agenda into practice. In effect, it means educating for citizenship in a diverse world, including teaching the skills of conflict resolution. If we accept this philosophy, the curriculum for teacher education will require significant changes in what students are taught about behaviour and classroom management

Sensorimotor learning in immersive virtual reality: A scoping literature review

The benefits and drawbacks of using immersive virtual reality (IVR) for learning are increasingly being explored, with growing evidence that a major contributor to IVR learning benefits are the sensorimotor-based affordances of the technology. However, to our knowledge, there have been no reviews of sensorimotor-based IVR learning studies for academic or cognitive learning. In order to provide an overview of the field, we present a scoping review based on a comprehensive search that identified 14 documents reporting on experimental sensorimotor-focused learning studies. The review found universally positive learning outcomes for sensorimotor-led approaches across a variety of topics and approaches, although noted multiple areas of difference and potential issues across studies, including differing measures for learning success, potential common confounding factors, a lack of longitudinal investigations, a lack of a common methods for surveying sensorimotor engagement in IVR, and a disconnect between researchers in this area

‘Ethnic group’, the state and the politics of representation

The assertion, even if only by implication, that ‘ethnic group’ categories represent ‘real’ tangible entities, indeed identities, is commonplace not only in the realms of political and policy discourse but also amongst contemporary social scientists. This paper, following Brubaker (2002), questions this position in a number of key respects: of these three issues will dominate the discussion that follows. First, there is an interrogation of the proposition that those to whom the categories/labels refer constitute sociologically meaningful ‘groups’ as distinct from (mere) human collectivities. Secondly, there is the question of how these categories emerge, i.e. exactly what series of events, negotiations and contestations lie behind their construction and social acceptance. Thirdly, and as a corollary to the latter point, we explore the process of reification that leads to these categories being seen to represent ‘real things in the world’ (ibid.)

Ask Me about ISON: The Risks and Rewards of Teaching an Interdisciplinary Honors Course on a Scientific Event Unfolding in Real Time

On September 21, 2012, two astronomers using a telescope in the International Scientific Observing Network near Kislovodsk, Russia, discovered a comet that came to be formally known as C/2012 S1 and was popularly called Comet ISON. Just a year later, two honors instructors in Wichita, Kansas, found themselves teaching a course on Comet ISON that came to be formally known as Fire in the Sky and was popularly referred to as “the comet course.

Ask Me about ISON: The Risks and Rewards of Teaching an Interdisciplinary Honors Course on a Scientific Event Unfolding in Real Time

On September 21, 2012, two astronomers using a telescope in the International Scientific Observing Network near Kislovodsk, Russia, discovered a comet that came to be formally known as C/2012 S1 and was popularly called Comet ISON. Just a year later, two honors instructors in Wichita, Kansas, found themselves teaching a course on Comet ISON that came to be formally known as Fire in the Sky and was popularly referred to as “the comet course.” The behavior of comets is notoriously difficult to predict. Nevertheless, even from its first detection Comet ISON showed signs of being an unusual and significant comet. Some commentators went so far as to predict that it would be “the comet of the century,” bright enough to be seen during daylight, with a tail extending as much as a quarter of the way across the sky. This possibility was enough to inspire us, a planetarium astronomer (Ratcliffe) and a philosopher of science with an interest in the history of astronomy (Vanderburgh), to propose a co-taught honors course that would look at scientific, historical, philosophical and other topics raised by this interloper from the edge of the solar system. The success of new interdisciplinary courses is never guaranteed. Especially considering that we were deliberately planning to “make it up as we went along,” that is, to adapt what we were teaching to the weekly news about the performance of the comet, we did not dare to predict that ours would be the course of the century. The course turned out so well, though, that we believe other honors instructors could profitably borrow some of what we did in similarly styled courses even if they are not lucky enough to have sufficient advance notice of a potentially stunning comet

Fit to the Bjorken, Ellis-Jaffe and Gross-Llewellyn-Smith sum rules in a renormalon based approach

We study the large order behaviour in perturbation theory of the Bjorken, Ellis-Jaffe and Gross-Llewellyn-Smith sum rules. In particular, we consider their first infrared renormalons, for which we obtain their analytic structure with logarithmic accuracy and also an approximate determination of their normalization constant. Estimates of higher order terms of the perturbative series are given. The Renormalon subtracted scheme is worked out for these observables and compared with experimental data. Overall, good agreement with experiment is found. This allows us to obtain {\hat a}_0 and some higher-twist non-perturbative constants from experiment: {\hat a}_0=0.141\pm 0.089; f_{3,RS}(1 GeV)=-0.124^{+0.137}_{-0.142} GeV^2.Comment: 23 pages, 18 figures, one reference added, journal versio

The Scarabaeoid Beetles of Maryland (Coleoptera)

This research recognizes 267 species of scarabaeoid beetles occurring in Maryland. We provide a brief overview of the geology, climate, and vegetation of the state. Keys to the families within Scarabaeoidea occurring in Maryland are provided. We also offer an introduction for each family, keys to all taxa, species descriptions, distributions, and distribution maps for all species, months that adults are observed, notes on their natural history, illustrations, and a glossary of terms. Maryland’s species are found in eight families: Lucanidae (7), Passalidae (1), Geotrupidae (17), Trogidae (18), Ochodaeidae (1), Hybosoridae (2), Glaphyridae (1), and Scarabaeidae (220). Published as Bulletin of the University of Nebraska State Museum, Volume 33, Issue Date: 1 March 2023 340 pages, 7 x10 , color illustrations; file size 70 MBhttps://digitalcommons.unl.edu/zeabook/1140/thumbnail.jp