OpenPING: A Reflective Middleware for the Construction of Adaptive Networked Game Applications

The emergence of distributed Virtual Reality (VR) applications that run over the Internet has presented networked game application designers with new challenges. In an environment where the public internet streams multimedia data and is constantly under pressure to deliver over widely heterogeneous user-platforms, there has been a growing need that distributed VR applications be aware of and adapt to frequent variations in their context of execution. In this paper, we argue that in contrast to research efforts targeted at improvement of scalability, persistence and responsiveness capabilities, much less attempts have been aimed at addressing the flexibility, maintainability and extensibility requirements in contemporary distributed VR platforms. We propose the use of structural reflection as an approach that not only addresses these requirements but also offers added value in the form of providing a framework for scalability, persistence and responsiveness that is itself flexible, maintainable and extensible. We also present an adaptive middleware platform implementation called OpenPING1 that supports our proposal in addressing these requirements

Intended or unintended? Issues arising from the implementation of the UK Government’s 2003 Schools Workforce Remodelling Act

The United Kingdom (UK) Government's 2003 Workforce Remodelling Act (DfES, 2003) contained nine key points aimed at supporting teachers and schools to raise educational standards without adding additional workload responsibilities. In September 2005 planning, preparation and assessment (PPA) time was introduced. This allows for all teachers to have 10% of their timetable to plan lessons, prepare resources and assess pupils' work. This raises issues of what 10% of their time, with pupils, teachers relinquish for PPA. One common solution in primary schools seems to have been to employ coaches (particularly football coaches) to teach Physical Education (PE) lessons. The purpose of this study was therefore to identify the knowledge, skill and understanding of a group of community-based football coaches working in PPA time in primary schools and to understand the implications for schools, coaches and coach educators. Results showed that these coaches had very little knowledge of the National Curriculum Physical Education (NCPE) and used a narrow range of teaching methods. Some of their pedagogical decision making had a negative consequence on pupils' learning. Thirteen of the twenty-one coaches studied did not plan in the short, medium or long term. There was evidence of routine action (Dewey, 1933) although there was some evidence of reflection. These findings are discussed in relation to the implications of employing coaches to teach the NCPE in schools and also in relation to what Continuing Professional Development (CPD) coaches need to develop the necessary knowledge, skills and understanding for working in schools. Although there is a clear PE focus to this current study, there are implications for the teaching of other subjects in primary schools in England and for the use of sports coaches within education in other national contexts. Despite differences in government policies and practices in schools, in many countries there are likely to be issues with the status, delivery and resourcing of PE

Eleutherodactylus chlorophenax

Number of Pages: 2Integrative BiologyGeological Science

Benchmarking and optimisation of Simulink code using Real-Time Workshop and Embedded Coder for inverter and microgrid control applications

When creating software for a new power systems control or protection device, the use of auto-generated C code via MATLAB Simulink Real-Time Workshop and Embedded Coder toolboxes can be a sensible alternative to hand written C code. This approach offers the benefits of a simulation environment, platform independence and robust code. This paper briefly summarises recent experiences with this coding process including the pros and cons of such an approach. Extensive benchmarking activities are presented, together with descriptions of simple (but non-obvious) optimisations made as a result of the benchmarking. Examples include replacement of certain Simulink blocks with seemingly more complex blocks which execute faster. "S functions" are also designed for certain key algorithms. These must be fully "in-lined" to obtain the best speed performance. Together, these optimisations can lead to an increase in execution speed of more than 1.4x in a large piece of auto-generated C code. An example is presented, which carries out Fourier analysis of 3 signals at a common (variable) frequency. The overall speed improvement relative to the baseline is 2.3x, of which more than 1.4x is due to non-obvious improvements resulting from benchmarking activities. Such execution speed improvements allow higher frame rates or larger algorithms within inverters, drives, protection and control applications

Localized Stress Fluctuations Drive Shear Thickening in Dense Suspensions

The mechanical response of solid particles dispersed in a Newtonian fluid exhibits a wide range of nonlinear phenomena including a dramatic increase in the viscosity \cite{1-3} with increasing stress. If the volume fraction of the solid phase is moderately high, the suspension will undergo continuous shear thickening (CST), where the suspension viscosity increases smoothly with applied shear stress; at still higher volume fractions the suspension can display discontinuous shear thickening (DST), where the viscosity changes abruptly over several orders of magnitude upon increasing applied stress. Proposed models to explain this phenomenon are based in two distinct types of particle interactions, hydrodynamic\cite{2,4,5} and frictional\cite{6-10}. In both cases, the increase in the bulk viscosity is attributed to some form of localized clustering\cite{11,12}. However, the physical properties and dynamical behavior of these heterogeneities remains unclear. Here we show that continuous shear thickening originates from dynamic localized well defined regions of particles with a high viscosity that increases rapidly with concentration. Furthermore, we find that the spatial extent of these regions is largely determined by the distance between the shearing surfaces. Our results demonstrate that continuous shear thickening arises from increasingly frequent localized discontinuous transitions between coexisting low and high viscosity Newtonian fluid phases. Our results provide a critical physical link between the microscopic dynamical processes that determine particle interactions and bulk rheological response of shear thickened fluids

Making physical education relevant: Increasing the impact of initial teacher training

This paper is developed from concern that, despite a number of developments and initiatives in physical education over recent years, there has been little change in the teaching of the subject. This has resulted in many young people being alienated from physical education and therefore physical activity. The paper focuses on how initial teacher training (ITT) contributes to this lack of change by focusing on the development of knowledge for teaching and the technical competence to deliver this. It then considers ways in which ITT could contribute to developing ‘knowledgeable teachers’ who are able to make change. The paper focuses on two aspects identified as relevant for trainee physical education teachers: socialisation and knowledge for teaching. It recognises that the issues are complex and that change is difficult. It also recognises that ITT cannot change things by itself. However, it argues that by maintaining the status quo, the subject will not develop so that it is relevant to today’s youngsters

Eleutherodactylus thorectes

Number of Pages: 2Integrative BiologyGeological Science