Experimental making in multi-disciplinary research

For the past 3 years, Graham Whiteley has been using making in a project to develop a mechanical analogy for the human skeletal arm to inform the future development of prostheses and other artefacts. Other aspects of the work such as use of drawings and the use of a principled approach in the absence of concrete design goals have been documented elsewhere, this paper concentrates on the central role of making in the process. The paper will discuss the role of making in multi-disciplinary research; craft skills and resources appropriate to each stage of a practice centred research project in this area; the use of models in an iterative experimental investigation and the value of models in eliciting knowledge from a broad community of interested parties and experts.</p

First make something – principled, creative design as a tool for multi-disciplinary research in clinical engineering

Design provides a set of tools for exploring our world and these can give very different insights from the tools of the natural scientist or social scientist. The Art and Design Research Centre at Sheffield Hallam University is developing the use of creative practice at the centre of multi-disciplinary research and has demonstrated that this approach can bring significant results in areas of research which are more usually thought of thought of as science or engineering. This paper describes a 3-year project which has provided completely new ideas for the design of artificial limbs based on close analogies with human anatomy. The project was intended to look at very long-term developments but has also resulted in ideas for today's products and has changed the thinking of both clinicians and manufacturers. Investigative methods included iterative cycles of creative development and reflection; work with users including the production of video material to stimulate their thinking beyond the state of the art; and both qualitative and quantitative evaluation of design outcomes with scientific and clinical specialists.</p

Knowledge and the artefact

This paper discusses ways that knowledge may be found in or through artefacts. One purpose is to suggest situations where artefacts might be central to a narrative, rather than secondary to a text. A second purpose is to suggest ways that design and production of artefacts might be instrumental in eliciting knowledge. Four general situations are proposed: (1) Simple Forms - an artefact demonstrates or describes a principle or technique. (2) Communication of Process - artefacts arising from a process make the process explicit. (3) Artefacts Within the Research - artefacts are instrumental in advancing the research by communicating ideas or information. (4) Knowledge Elicited by Artefacts - artefacts provide a stimulus or context which enables information to be uncovered. .</p

The changing face of irrigation in Kenya: opportunities for anticipating changes in Eastern and Southern Africa

Small scale systems / Environmental effects / Government managed irrigation systems / Farmer managed irrigation systems / Health / Waterborne diseases / River basins / Pest control / Social impact / Water policy / Water law / Institutional development / Water allocation / Drip irrigation / Pumps / Technology / GIS / Databases / Irrigation programs / Drainage / Water resource management / Economic aspects / Social aspects / Water scarcity / Conflict / Case studies / Land management / Sedimentation / Flood control / Wetlands / Water quality / Erosion / Grassland management / Livestock / Rain / Drought / Participatory management / Design / Credit / Horticulture / Farmers’ associations / Farmers’ attitudes / Gender / Rice / Legislation / Land tenure / Cooperatives / Income / Southern Africa / Eastern Africa / Kenya / Upper Ewaso Ng’iro North Basin / Lake Victoria Basin / Tana River Basin / Mwea Irrigation Scheme

Modeling scenarios for water allocation in the Gediz Basin, Turkey

Water management / Water allocation / Models / River basin development / Hydrology / Decision making / Environmental effects / Water use efficiency / Climate / Irrigation water / Irrigated farming / Stream flow / Surface water / Salt water intrusion / Turkey / Gediz Basin

Questions of Transfer: Writers\u27 Perspective on Familiar/Unfamiliar Writing tasks in a Capstone Writing Course

Understanding what students bring from one writing context to another may the central concern for teachers of writing from elementary school to adult learning. Research from the field of composition studies offers knowledge about writing as process(es) (Emig, 1971; Shaughnessy, 1979; Russell, 1999), as socially constructed performances (Flower & Hayes, 1980; Bartholomae, 1985; Bloom, 1985), and as part of a larger activity system (Russell, 1997). This dissertation ties together theories of writing as an activity in a broader system of tools and outcomes and current research on transfer in writing in order to illustrate writers\u27 perspectives on particular writing tasks. Essential to the understanding of what students are doing is to know what tools students report using to complete familiar and unfamiliar writing tasks. Data collected include surveys of 148 students in a capstone writing course as well as interviews from 13 students who completed the survey while enrolled in the capstone writing course. Findings suggest that the concept of high-road transfer (Perkins & Salomon, 1988) is not present in participants\u27 writing skills, processes, and knowledges as they approach what they perceive as unfamiliar writing tasks. Significant to this study is the finding that participants\u27 perception informed their description of writing tasks. Certain familiar writing tasks were described as unfamiliar if parts of the tasks were altered. Furthermore, the perception of a writing task as unfamiliar informed the participant\u27s use of external tools. Some participants experienced what the researcher termed a moment of erasure in which they claimed that the unfamiliar writing task was completely new and they had no idea what to do. The pedagogical implications are that if participants do not perceive certain familiar writing skills as applicable to the current task—when in fact, they should be, then it is as if those skills do not exist. Teaching for the unfamiliar may help to avoid the moment of erasure. The final chapter presents pedagogical implications for instructors in light of the findings regarding writers\u27 perspectives on familiar and unfamiliar writing tasks

The Resonance Peak in Sr2_2RuO4_4: Signature of Spin Triplet Pairing

We study the dynamical spin susceptibility, $\chi({\bf q}, \omega)$, in the normal and superconducting state of Sr$_2$RuO$_4$. In the normal state, we find a peak in the vicinity of ${\bf Q}_i\simeq (0.72\pi,0.72\pi)$ in agreement with recent inelastic neutron scattering (INS) experiments. We predict that for spin triplet pairing in the superconducting state a {\it resonance peak} appears in the out-of-plane component of $\chi$, but is absent in the in-plane component. In contrast, no resonance peak is expected for spin singlet pairing.Comment: 4 pages, 4 figures, final versio

Color inversion and detail effects on face recognition

Two separate studies were completed to demonstrate the importance of color location and focus on face recognition. The first study manipulated Gaussian Blur (GB) and inversion (IN). GB is the process of taking an image out of focus, the higher the cycle the more out of focus the image will appear. IN is the process of changing the dark color with light color and the light color with dark color, like a colored photographic negative. In the study, twenty celebrity faces (10 female and 10 male) were exposed to six different manipulations: three levels of GB and two levels of IN (present and absent). Each of the 41 participants was exposed to all 120 images. Results showed that as the GB increased, there was a decrease in performance. When IN was present, there was also a decrease in performance. However, when GB and IN were used in combination, performance did not decrease further. The second study manipulated higher levels of GB and Glowing Edge (GE). GE is the process of highlighting the contours of the face in different colors. One hundred twenty participants were randomly exposed to one of the six conditions following one practice list. The results were measured using a between subjects design which showed an interaction between GB and GE, indicating both were a contributor to face recognition. It was demonstrated that facial recognition is contingent upon proper color location