Collaborative Practices that Support Creativity in Design

Design is a ubiquitous, collaborative and highly material activity. Because of the embodied nature of the design profession, designers apply certain collaborative practices to enhance creativity in their everyday work. Within the domain of industrial design, we studied two educational design departments over a period of eight months. Using examples from our fieldwork, we develop our results around three broad themes related to collaborative practices that support the creativity of design professionals: 1) externalization, 2) use of physical space, and 3) use of bodies. We believe that these themes of collaborative practices could provide new insights into designing technologies for supporting a varied set of design activities. We describe two conceptual collaborative systems derived from the results of our study

Quality bounds for binary tomography with arbitrary projection matrices

Binary tomography deals with the problem of reconstructing a binary image from a set of its projections. The problem of finding binary solutions of underdetermined linear systems is, in general, very difficult and many such solutions may exist. In a previous paper we developed error bounds on differences between solutions of binary tomography problems restricted to projection models where the corresponding matrix has constant column sums. In this paper, we present a series of computable bounds that can be used with any projection model. In fact, th

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

This paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study the impact of teacher gender and ethnicity on students’ evaluations of teaching exploiting within course variation in an empirical model with course-year fixed effects. We document a negative effect of being a female teacher on student evaluations of teaching, which amounts to roughly one fourth of the sample standard deviation of teaching scores. Overall women are 11 percentage points less likely to attain the teaching evaluation cut-off for promotion to associate professor. The effect is robust to a host of co-variates such as course leadership, teacher experience and research quality. There is no evidence of a corresponding ethnicity effect. Our results point to an important gender bias and indicate that the use of teaching evaluations in hiring and promotion decisions may put female lectures at a disadvantage

The phase relation between sunspot numbers and soft X-ray flares

To better understand long-term flare activity, we present a statistical study on soft X-ray flares from May 1976 to May 2008. It is found that the smoothed monthly peak fluxes of C-class, M-class, and X-class flares have a very noticeable time lag of 13, 8, and 8 months in cycle 21 respectively with respect to the smoothed monthly sunspot numbers. There is no time lag between the sunspot numbers and M-class flares in cycle 22. However, there is a one-month time lag for C-class flares and a one-month time lead for X-class flares with regard to sunspot numbers in cycle 22. For cycle 23, the smoothed monthly peak fluxes of C-class, M-class, and X-class flares have a very noticeable time lag of one month, 5 months, and 21 months respectively with respect to sunspot numbers. If we take the three types of flares together, the smoothed monthly peak fluxes of soft X-ray flares have a time lag of 9 months in cycle 21, no time lag in cycle 22 and a characteristic time lag of 5 months in cycle 23 with respect to the smoothed monthly sunspot numbers. Furthermore, the correlation coefficients of the smoothed monthly peak fluxes of M-class and X-class flares and the smoothed monthly sunspot numbers are higher in cycle 22 than those in cycles 21 and 23. The correlation coefficients between the three kinds of soft X-ray flares in cycle 22 are higher than those in cycles 21 and 23. These findings may be instructive in predicting C-class, M-class, and X-class flares regarding sunspot numbers in the next cycle and the physical processes of energy storage and dissipation in the corona.Comment: 8 pages, 3 figures, Accepted for publication in Astrophysics & Space Scienc

Bilingualism alters children’s frontal lobe functioning for attentional control

Bilingualism is a typical linguistic experience, yet relatively little is known about its impact on children’s cognitive and brain development. Theories of bilingualism suggest that early dualâ language acquisition can improve children’s cognitive abilities, specifically those relying on frontal lobe functioning. While behavioral findings present much conflicting evidence, little is known about its effects on children’s frontal lobe development. Using functional nearâ infrared spectroscopy (fNIRS), the findings suggest that Spanishâ English bilingual children (n = 13, ages 7â 13) had greater activation in left prefrontal cortex during a nonâ verbal attentional control task relative to ageâ matched English monolinguals. In contrast, monolinguals (n = 14) showed greater right prefrontal activation than bilinguals. The present findings suggest that early bilingualism yields significant changes to the functional organization of children’s prefrontal cortex for attentional control and carry implications for understanding how early life experiences impact cognition and brain development.This fNIRS study investigated the impact of bilingual exposure on children’s brain organization for attentional control (N = 27, ages 7â 13). During a nonâ verbal attention task, bilinguals showed greater left frontal lobe activation than monolinguals. Monolinguals showed greater right frontal lobe activation than bilinguals. The findings suggest that bilingualism affects the functionality of children’s left prefrontal cortex for attentional control.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/1/desc12377-sup-0001-FigS1.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/2/desc12377.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/3/desc12377_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/4/desc12377-sup-0003-SupInfo.pd

Variational Monte Carlo study of the ground state properties and vacancy formation energy of solid para-H2 using a shadow wave function

A Shadow Wave Function (SWF) is employed along with Variational Monte Carlo techniques to describe the ground state properties of solid molecular para-hydrogen. The study has been extended to densities below the equilibrium value, to obtain a parameterization of the SWF useful for the description of inhomogeneous phases. We also present an estimate of the vacancy formation energy as a function of the density, and discuss the importance of relaxation effects near the vacant site

The First VERITAS Telescope

The first atmospheric Cherenkov telescope of VERITAS (the Very Energetic Radiation Imaging Telescope Array System) has been in operation since February 2005. We present here a technical description of the instrument and a summary of its performance. The calibration methods are described, along with the results of Monte Carlo simulations of the telescope and comparisons between real and simulated data. The analysis of TeV $\gamma$-ray observations of the Crab Nebula, including the reconstructed energy spectrum, is shown to give results consistent with earlier measurements. The telescope is operating as expected and has met or exceeded all design specifications.Comment: Accepted by Astroparticle Physic