Learning in the Panopticon: ethical and social issues in building a virtual educational environment

This paper examines ethical and social issues which have proved important when initiating and creating educational spaces within a virtual environment. It focuses on one project, identifying the key decisions made, the barriers to new practice encountered and the impact these had on the project. It demonstrates the importance of the ‘backstage’ ethical and social issues involved in the creation of a virtual education community and offers conclusions, and questions, which will inform future research and practice in this area. These ethical issues are considered using Knobel’s framework of front-end, in-process and back-end concerns, and include establishing social practices for the islands, allocating access rights, considering personal safety and supporting researchers appropriately within this contex

A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs

From the introduction/background: The growing demand for inclusive practices within mainstream schools has resulted in classroom teachers having to take direct responsibility for the individual learning needs of all pupils within the setting, and reduced the expectation that support staff should be the primary practitioners for children with special educational needs (SEN). The belief in a need for special pedagogical approaches for these children has also been widely critiqued (e.g. Norwich and Lewis, 2001; Hart, 1996) and there has been a growing focus upon the teaching practices that can be, and are, more broadly used by mainstream practitioners. Central to all these approaches are the interactions that both create the learning context and operate within it

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

A systematic review of whole class, subject based, pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs in mainstream classrooms

Schools across the world have responded to international and national initiatives designed to further the development of inclusive education. In England, there is a statutory requirement for all schools to provide effective learning opportunities for all pupils (QCA, 2000) and children with special educational needs (SEN) are positioned as having a right to be within mainstream classrooms accessing an appropriate curriculum (SENDA, 2001). Previous reviews which have sought to identify classroom practices that support the inclusion of children with SEN have been technically non-systematic and hence a need for a systematic review within this area has been identified (Nind et al., 2004; Rix et al., 2006). This systematic literature review is the last in a series of three

Vortex Lattice Inhomogeneity in Spatially Inhomogeneous Superfluids

A trapped degenerate Bose gas exhibits superfluidity with spatially nonuniform superfluid density. We show that the vortex distribution in such a highly inhomogeneous rotating superfluid is nevertheless nearly uniform. The inhomogeneity in vortex density, which diminishes in the rapid-rotation limit, is driven by the discrete way vortices impart angular momentum to the superfluid. This effect favors highest vortex density in regions where the superfluid density is most uniform (e.g., the center of a harmonically trapped gas). A striking consequence of this is that the boson velocity deviates from a rigid-body form exhibiting a radial-shear flow past the vortex lattice.Comment: 5 RevTeX pgs,2 figures, published versio

Using off-diagonal confinement as a cooling method

In a recent letter [Phys. Rev. Lett. 104, 167201 (2010)] we proposed a new confining method for ultracold atoms on optical lattices, based on off-diagonal confinement (ODC). This method was shown to have distinct advantages over the conventional diagonal confinement (DC) that makes use of a trapping potential, including the existence of pure Mott phases and highly populated condensates. In this paper we show that the ODC method can also lead to temperatures that are smaller than with the conventional DC method, depending on the control parameters. We determine these parameters using exact diagonalizations for the hard-core case, then we extend our results to the soft-core case by performing quantum Monte Carlo (QMC) simulations for both DC and ODC systems at fixed temperatures, and analysing the corresponding entropies. We also propose a method for measuring the entropy in QMC simulations.Comment: 6 pages, 6 figure

Suboptimal eye movements for seeing fine details.

Human eyes are never stable, even during attempts of maintaining gaze on a visual target. Considering transient response characteristics of retinal ganglion cells, a certain amount of motion of the eyes is required to efficiently encode information and to prevent neural adaptation. However, excessive motion of the eyes leads to insufficient exposure to the stimuli, which creates blur and reduces visual acuity. Normal miniature eye movements fall in between these extremes, but it is unclear if they are optimally tuned for seeing fine spatial details. We used a state-of-the-art retinal imaging technique with eye tracking to address this question. We sought to determine the optimal gain (stimulus/eye motion ratio) that corresponds to maximum performance in an orientation-discrimination task performed at the fovea. We found that miniature eye movements are tuned but may not be optimal for seeing fine spatial details

Current legal and institutional issues in the commercialization of phosphoric acid fuel cells

Legal and institutional factors affecting the development and commercial diffusion of phosphoric acid fuel cells are assessed. Issues for future research and action are suggested. Perceived barriers and potential opportunities for fuel cells in central and dispersed utility operations and on-site applications are reviewed, as well as the general concept of commercialization as applied to emerging energy technologies

Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods

Background: Some children with severe learning difficulties fail to begin word recognition. For these children there is a need for an effective and appropriate pedagogy. However, conflicting advice can be found regarding this derived from teaching approaches that are not based on a shared understanding of how reading develops or the skills that the non-reader needs to master. Purpose: In this research, three techniques for teaching word recognition in this context are described and compared: (1) the handle technique, (2) morphing method and (3) word alone. It also discusses whether it is appropriate for such small-scale research to influence pedagogy. Programme description: The handle technique uses an abstract mnemonic cue used to teach word recognition, and previous research indicates it is more successful than the presentation of words alone. The morphing method transforms a word into a photographic picture and a previous study suggested that it might also be more effective that presenting words alone. Sample: Six children between 11 and 13 years of age were selected. The criterion for selection was being unable to recognise any words from the British Ability Scales Reading Test. All the children attended a school for children with severe learning difficulties. Design and methods: A three-condition related design was used. The order in which the conditions were presented was counterbalanced and each child was taught 12 words, four words in each experimental condition. The children encountered each of the three methods and overall each word was taught via each method. Within conditions (teaching methods), the presentation of words was randomised. The number of words that the children could read (without cues) before each session was recorded, following the presentation of the uncued words in a random order. The difference in the number of words recognised between the three conditions was considered using a non-parametric statistical analysis. Results: The results suggest that the handle approach might be a more effective method of teaching word recognition. Conclusion: Research in this area is necessarily small in scale. However, it is ongoing and cumulative, and can give insights into potentially beneficial changes in classroom practice

Vortices in Spatially Inhomogeneous Superfluids

We study vortices in a radially inhomogeneous superfluid, as realized by a trapped degenerate Bose gas in a uniaxially symmetric potential. We show that, in contrast to a homogeneous superfluid, an off-axis vortex corresponds to an anisotropic superflow whose profile strongly depends on the distance to the trap axis. One consequence of this superflow anisotropy is vortex precession about the trap axis in the absence of an imposed rotation. In the complementary regime of a finite prescribed rotation, we compute the minimum-energy vortex density, showing that in the rapid-rotation limit it is extremely uniform, despite a strongly inhomogeneous (nearly) Thomas-Fermi condensate density $\rho_s(r)$. The weak radially-dependent contribution ($\propto \nabla^2\ln\rho_s(r)$) to the vortex distribution, that vanishes with the number of vortices $N_v$ as $\frac{1}{N_v}$, arises from the interplay between vortex quantum discretness (namely their inability to faithfully support the imposed rigid-body rotation) and the inhomogeneous superfluid density. This leads to an enhancement of the vortex density at the center of a typical concave trap, a prediction that is in quantitative agreement with recent experiments (cond-mat/0405240). One striking consequence of the inhomogeneous vortex distribution is an azimuthally-directed, radially-shearing superflow.Comment: 22 RevTeX pages, 20 figures, Submitted to PR