Computer generated 3D animated holographic stereograms

This thesis describes the process of creating and displaying a computer generated 3D animated holographic stereogram. The objective of the project was to create a computer generated 3-dimensional model and animate it to perform some action using an animation program. This animated object would then be transferred to holographic film in the form of incremental component views of that object, resulting in a holographic stereogram that displays both parallax as well as animation

Measurement of Theta-13 Neutrino Mixing Angle from the Disappearance of Electron Antineutrinos at the Double Chooz Experiment

The measurement of the remaining neutrino-mixing angle, theta-130, is a critical step toward further understanding of neutrino properties and to guide future neutrino oscillation experiments. Double Chooz has a unique opportunity to perform this measurement building on the original CHOOZ reactor anti-neutrino experiment, the experience that set the previous limits on theta-13. In the first phase of Double Chooz, 101 days of data was analyzed with only the far detector operating of a two-detector plan. In this thesis I will describe the design of the low background neutrino detector and the oscillation analysis performed. From the deficiency between the expected and measured number of electron anti-neutrinos a value of sin2(2{theta-13}) = 0.104 ± 0.03(stat) ± 0.076(syst) was found for rate only analysis and 0.086 ± 0.041(stat) ± 0.030(syst) with the rate and spectral energy shape analysis

Who Determines What Is Egregious? Judge or Jury: Enhanced Damages After Halo v. Pulse

Enhanced damages in patent law are a type of punitive damage that can be awarded in the case of “egregious misconduct” during the course of patent infringement. Authorization for enhanced damages comes from 35 U.S.C. § 284, which allows the district court to increase total damages up to three times the amount of actual damages found by the jury. It is well understood that, since enhanced damages are punitive in nature, enhancement should only be considered for cases of “wanton” or “deliberate” infringement. However, determining what constitutes this “egregious” misconduct has vastly transformed over time to include a negligence standard, a two-prong recklessness standard, and recently a court-discretion standard. The Supreme Court\u27s 2016 decision in Halo v. Pulse the Supreme Court left the decision up to the discretion of the district courts. With this decision, the two-part framework no longer provides instruction on who decides whether to award enhanced damages. Without guidance on whether the judge or the jury determines whether to award enhanced damages, defendants will become increasingly uncertain of whether the court will find “egregious cases of misconduct” in “garden-variety cases” of infringement. This Note discusses the impact of Halo v. Pulse on determining whether a judge or a jury decides whether willful,egregious misconduct justifies enhanced damages under 35 U.S.C. § 284. Part I of this Note introduces Section 284 of the Patent Act, examines the tests created by the Federal Circuit, and discusses historical interpretations of whether a judge or a jury should impose enhanced damages. Part II discusses the arguments made for allowing a judge or a jury to assess enhanced damages. Part III discusses a proposal for having the judge consider the issue of enhanced damages by holding a post-trial, Enhanced Damages hearing to determine the egregiousness of the case

Technological literacy and reflection in the classroom

In this article we take a theoretical model that describes technological literacy as being enacted by individuals in the course of shaping their lives and the world around them and explore how it is possible to develop meaningful and effective educational classroom activities that intertwine capabilities with technological processes in authentic situations. Technological literacy involves the enactment and shaping of the technological process in such a way that enactment successively recognises the original need as well as a shared purpose and potential consequences – an action that we argue to be reflective, or mindful, in nature. We suggest that two elements of knowledge can be identified as goals for technology education. Firstly, a basic understanding of technological processes, a capability to orient in the landscape of relevant knowledge, and the knowledge contexts of what the process is about. Secondly, reflection on process development, (shared) purpose, underlying needs, necessary competence, consequences, and personal engagement intertwined with enactment. Here the notion of reflection-in-action as the manifestation of a mindful relationship between experience and enactment can be seen as driving the technological process. We argue that the ultimate and proximate purposes of teaching are useful constructs for discussing the constitution of continuity between objectives in classroom activities. An analysis of data from a Swedish technology education classroom is used to illustrate the argument developed. The article concludes by suggesting that focus must be centred on what activities are meaningful – and as far as possible authentic – for pupils as aims for learning

HB 249 - Controlled Substances and Prescription Drug Monitoring Database

The Act amends Georgia’s controlled-substances statutes to expand medical provider requirements to record prescription drug information in an electronic prescription drug monitoring program database (PDMP). Medical providers are now required to use the PDMP to enter information about their prescription of certain types and quantities of opioids. The purpose of the act is to fight Schedule II opioid abuse throughout the state of Georgia. A medical provider’s failure to report required information is reported to his or her respective state regulatory board for possible reprimand. In addition to mandatory reporting, the Act includes various other provisions related to regulating opioid misuse. The Act removes naloxone’s codification as a dangerous drug when naloxone is used for overdose prevention. Additionally, the Act requires law enforcement officers to notify the coroner or county medical examiner of apparent drug overdoses. Finally, the Act adds a name to a separate Code section regarding cardiopulmonary resuscitation and use of automated defibrillators

Phenomenography: from critical aspects to knowledge claim

In this description of phenomenography, we take a functional view of the theoretical underpinnings that have traditionally been used to support its trustworthiness as a qualitative research approach. The chapter has two objectives, first to serve as an introduction for those considering embarking on research with a phenomenographic framing, and second to enable the recognition of the quality and scope of the knowledge claim inherent in phenomenographic outcomes

Comparing the technological literacy of pre-service teachers and secondary school students in South Africa

Technology education was introduced for the first time after the abolition of Apartheid in South Africa in 1994. The technology curriculum required that students become technologically literate. However, in order for students to become technologically literate, teachers need to be technologically literate. In this study we explore pre-service teachers’ levels of technological literacy. The study will draw on an instrument to determine both the pre-service teachers’ (n = 12) and secondary school students’ (n = 179) levels of technological literacy. The instrument was developed and found to be reliable and valid in previous pilot studies. The instrument was based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from the university graduated pre-service teachers, and from a unique group of secondary school students who are academically strong as they were selected to enter the Exposition for Science. Profiles of teachers’ and students’ scores were generated in two categories, namely how they conceive technology (Conception of Technology) and how they interact with technology (Interaction with technology). The category Conception of Technology, are described by two dimensions, namely Artefact and Process. The category Interaction with Technology, are described by four dimensions, namely, Direction, Instruction, Tinkering and Engaging. The outcome of the analysis suggests that pre-service teachers appear to place primacy on technology being associated with an artefact rather than a process. It is thus likely that the pre-service teachers in the present sample teachers will struggle to help school students develop a level of technological literacy that encompasses technology as being more than simply an artefact.Web of Scienc

The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa

In this article we describe the development and validation of an instrument – the technological profile inventory (TPI). The instrument can be used to determine students’ level of technological literacy. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from four groups of students, three groups of first year students at university Engineering (167), Commerce (65), Arts (218), and one group of high school students (179). The students’ responses to the TPI were subjected to exploratory factor analysis and Cronbach alpha testing, as well as a one-way multivariate analysis of variance (MANOVA). The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an Artefact or related to a Process, while those constituting ‘interaction with technological artefacts’ were Direction/Instruction and Tinkering. A cohort analysis suggests Engineering students are statistically more likely to view technology as a process and interact with technological artefacts with less fear and more likely through self-initiation (Tinkering) – a more advanced technologically literate position. On the other hand the Arts students are more likely to expect direction or instruction from an authority figure (Direction/Instruction) when interacting with a technological artefact - a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy

Admitting engineering students with the best chance of success: technological literacy and the Technological Profile Inventory (TPI)

This is an extract, with permission, from the proceedings of the 2011 SASEE Conference.In this article we describe the development and validation of an instrument – the Technological Profile Inventory (TPI). The instrument can be used to determine whether an applicant’s level of technological literacy is suitable for admission to an engineering programme. It might be argued that students entering an engineering programme should demonstrate a level of technological literacy, not sought during the admission process at most universities in South Africa, which rely primarily on the National Benchmark Testing instrument and the National Senior Certificate examination results. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from 198 Engineering and 237 Commerce students and the items subjected to exploratory factor analysis and Cronbach alpha testing. The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an artefact or related to a process, while those constituting ‘interaction with technological artefacts’ were direction and tinkering. A cohort analysis suggests that the anecdotal view of the possible difference in technological literacy between Commerce and Engineering students is supported by the data – Commerce students are statistically more likely to view technology as an artefact and interact with technological artefacts only when directed to do so, a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy