An architecture for integrating distributed and cooperating knowledge-based Air Force decision aids

MITRE has been developing a Knowledge-Based Battle Management Testbed for evaluating the viability of integrating independently-developed knowledge-based decision aids in the Air Force tactical domain. The primary goal for the testbed architecture is to permit a new system to be added to a testbed with little change to the system's software. Each system that connects to the testbed network declares that it can provide a number of services to other systems. When a system wants to use another system's service, it does not address the server system by name, but instead transmits a request to the testbed network asking for a particular service to be performed. A key component of the testbed architecture is a common database which uses a relational database management system (RDBMS). The RDBMS provides a database update notification service to requesting systems. Normally, each system is expected to monitor data relations of interest to it. Alternatively, a system may broadcast an announcement message to inform other systems that an event of potential interest has occurred. Current research is aimed at dealing with issues resulting from integration efforts, such as dealing with potential mismatches of each system's assumptions about the common database, decentralizing network control, and coordinating multiple agents

Keck Spectroscopy of Faint 3 < z < 7 Lyman Break Galaxies: III. The Mean Ultraviolet Spectrum at z=4

We present and discuss the mean rest-frame ultraviolet spectrum for a sample of 81 Lyman Break Galaxies (LBGs) selected to be B-band dropouts with a mean redshift of z=3.9 and apparent magnitudes z_AB<26. Most of the individual spectra are drawn from our ongoing survey in the GOODS fields with the Keck DEIMOS spectrograph, and we have augmented our sample with published data taken with FORS2 on the VLT. In general we find similar trends in the spectral diagnostics to those found in the earlier, more extensive survey of LBGs at z=3 undertaken by Shapley et al (2003). Specifically, we find low-ionization absorption lines which trace the presence of neutral outflowing gas are weaker in galaxies with stronger Lyman-alpha emission, bluer UV spectral slopes, lower stellar masses, lower UV luminosities and smaller half-light radii. This is consistent with a physical picture whereby star formation drives outflows of neutral gas which scatters Lyman-alpha and gives rise to strong low-ionization absorption lines, while increasing the stellar mass, size, metallicity, and dust content of galaxies. Typical galaxies are thus expected to have stronger Lyman-alpha emission and weaker low-ionization absorption at earlier times (higher redshifts). Indeed, our mean spectrum at z=4 shows somewhat weaker low-ionization absorption lines than at z=3 and available data at higher redshift indicates a rapid decrease in low-ionization absorption strength with redshift. We argue that the reduced low-ionization absorption is likely caused by a decrease in the covering fraction and/or velocity range of outflowing neutral gas at earlier epochs. Our continuing survey will enable us to extend these diagnostics more reliably to higher redshift and determine the implications for the escape fraction of ionizing photons which governs the role of early galaxies in cosmic reionization. [Abridged]Comment: 17 pages, 12 figures, submitted to ApJ. Comments welcom

Learning style drift : correlation between built environment students\u27 learning styles and the learning styles of their teachers

This paper focuses on the results of a cross-curriculum learning style survey conducted in an Australian School of Architecture and Building as part of an ongoing project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multicultural team assignments. The research was conducted to determine how learning style differences in heterogeneous design teams might be addressed through pedagogy. We will argue that the likelihood of and reasons for learning style fluidity in student design cohorts needs determining if learning style theory is to provide a workable model for informing the teaching of design.In light of evidence in student cohorts of learning style changes as students progress through their studies (Tucker, 2007), this research discusses one explanation of what appears to belearning style fluidity in architecture student cohorts. If, as prior research has indicated, the learning styles of academics are quite different from practitioners, evidence of a learning style drift in built environment students towards the predominant learning styles of their design teachers might suggest that students are learning how to be academics rather than practitioners. This, of course, might have serious implications for built environment teaching and for practice.<br /

Getting old and heading south: the academic success of Southerner learners in design cohorts

This paper investigates the relationship between learning style, as determined by Kolb\u27s Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first- and third-year architecture students. The paper focuses on the results of a cross-curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi-disciplinary and multi-cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments.<br /

The teneurin C-terminal domain possesses nuclease activity and is apoptogenic.

Teneurins are type 2 transmembrane proteins expressed by developing neurons during periods of synaptogenesis and apoptosis. Neurons expressing teneurin-1 synapse with other teneurin-1-expressing neurons, and neurons expressing teneurin-2 synapse with other teneurin-2-expressing neurons. Knockdowns and mutations of teneurins lead to abnormal neuronal connections, but the mechanisms underlying teneurin action remain unknown. Teneurins appear to have evolved via horizontal gene transfer from prokaryotic proteins involved in bacterial self-recognition. The bacterial teneurin-like proteins contain a cytotoxic C-terminal domain that is encapsulated in a tyrosine-aspartic acid repeat barrel. Teneurins are likely to be organized in the same way, but it is unclear if the C-terminal domains of teneurins have cytotoxic properties. Here we show that expression of teneurin C-terminal domains or the addition of purified teneurin C-terminal domains leads to an increase in apoptosis in vitro The C-terminal domains of teneurins are most similar to bacterial nucleases, and purified C-terminal domains of teneurins linearize pcDNA3 and hydrolyze mitochondrial DNA. We hypothesize that yet to be identified stimuli lead to the release of the encapsulated teneurin C-terminal domain into the intersynaptic region, resulting in programmed cell death or the disruption of mitochondrial DNA and the subsequent pruning of inappropriate contacts

Establishing best-practice principles for the teaching of group design projects

As student-to-staff ratios escalate, increasing numbers of undergraduate architects are finding the reduction of &lsquo;one-to-one&rsquo; studio supervision an impediment to learning. Group design projects are becoming a widespread solution to this problem. However, little analysis has been undertaken as to their effectiveness both in terms of student assessment and as a design teaching methodology.The two hundred years of apprentice/master tradition that underpins the atelier studio system is still at the core of much present day architectural design education. Yet this tradition today poses uncertainties for a large number of co-ordinating lecturers faced with current changes in the nature of tertiary education and its funding structure. In particular, with reductions in staff/student contact time, in sessional funding sources and in the relative weighting of design-based subjects with respect to other subject areas, many design teachers are finding it increasingly difficult to maintain an atelier system that has shaped both their learning and, more pointedly, their teaching. If these deficiencies remain unchecked and design-based schools are unable to implement strategies that successfully overcome the resource intensive one-to-one teaching program, then architecture may prove to be an untenable course structure for many institutions.Rather then spreading their time thinly, many co-ordinating lecturers are setting group projects in order to review less assignments but at greater depth. However, while this learning model better reflects design teams in practice, this approach may pose other pedagogical and assessment questions. What is clear is the urgent need for structured research into the teaching and assessment problems experienced by design teachers, and for a readily adoptable pedagogy for group design projects. At Deakin University, research is underway aimed at establishing best-practice principles for group design projects by analysing students&rsquo; performance and recording and implementing their feedback to adjustments made to the pedagogical fundamentals of assessment, group configuration, and program structure. There are after two years of preliminary studies already clear indications of what changes can be made to these to encourage more effective team learning. This paper will present the findings of these studies.<br /

The architecture of peer assessment : do academically successful design students make good team mates in design assignments?

This paper considers the relationship between architecture and construction management students&rsquo; overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building designers (as measured by grades in individual design assignments). The research was conducted to determine whether a student&rsquo;s prior academic achievements might indicate how well they will work in teams. The research demonstrates a statistically significant relationship between WAMs and SAPA ratings indicating that academically successful students more often than not make good teammates. However, the study also highlights that when peers are assessing contributions to teamwork they are assessing skills and qualities in their teammates other than overall academic ability or the ability to design well. Whilst this study is largely located within the field of design, the findings are relevant to any group work where teachers aim to design assessment that unravels group and individual contribution