Excavations and survey at Coats Hill, near Moffat, 1990-1

This report describes the results of the survey and sample excavations of small cairns, annular structures and other remains on Coats Hill, near Moffat. The difficulties of assessing the dates and functions of certain of the structures are discussed. The project formed part of the archaeological studies for the North Western Ethylene Pipeline (NWEP) Project for Shell Chemicals UK Ltd, which wholly funded the archaeological work and the publication of this report

Fostering Engagement with Cultural Heritage Through Immersive VR and Gamification

Research on the I-Ulysses project was undertaken as part of the Digital Arts Humanities program between 2011 and 2015. An industrial/academic placement also took place in the third year, with the Computer Graphics Department (GV-2) at Trinity College Dublin, with Professor John Dingliana. During this placement, the author was given access to assets in Ogre from the Inside Joycean Dublin Project, a sister-project, and was tasked with gamifying them. The project was involved in a commercialisation spinout fast track (CFTD-1), with Enterprise Ireland’s Kevin Burke, in the third year, and the involvement of the Inagh Valley Trust.Digital games provide a recognised means of engagement and education when addressing challenges in educating and immersing individuals in their own heritages, and those of other cultures. Similarly, gamification techniques, commonly expressed as the addition of game elements to an existing process, have been successfully applied to augment existing resources and programmes. The many examples of gamification or serious games focusing on cultural heritage also highlight the potential benefits of using these principles for the purposes of supporting preservation and learning. In this chapter, we present I-Ulysses, a virtual-reality game designed to engage based around the notable work Ulysses by Irish author James Joyce. The rationale for the selection of Ulysses as a basis for the game’s content and design was two-fold; firstly because of its cultural impact within Ireland, and secondly as its content appeared well-suited to exploration as a virtual reality experience. Facets of gamification are explored in I-Ulysses through key mechanics, including a focus towards virtual worlds and crowd intelligence based on real-world data, to highlight how these principles can be employed for cultural heritage preservation and knowledge transfer. Through feedback obtained from focus groups interacting with I-Ulysses, it can be seen that the gamified mechanics presented through the lens of virtual reality provide an informative and educational guide to Ulysses that would engage and appeal to a wide audience

Evaluating spring wheat cultivars for drought tolerance through yield and physiological parameters at booting and anthesis

Progress in wheat yields under drought conditions is rather a difficult task to achieve. The experiment was conducted in factorial design with 16 spring wheat cultivars grown under two irrigation regimes, non-stress and water-stress imposed at boot and anthesis growth stages. Water-stress significantly influenced the physiological and yield traits in both the growth stages, yet the reductions in most traits were pronounced at anthesis than at boot. Stomatal conductance, relative water content, leaf area (LA), seeds/spike, 1000-grain weight and grain yield/plant were the best drought tolerant indicators. On the basis of physiological and yield traits, the cultivars Moomal, Bhitai, TD-1, and Abadgar proved to be the best performing in water-stress conditions. Stomatal conductance, RWC% and LA were significantly and positively correlated with grain yield/plant. These results suggest that the stomatal conductance, relative water content and leaf area are the most important traits that should be considered while developing drought tolerant wheat genotypes.Keywords: Water stress, boot and anthesis, yield and physiological traits, wheat genotype

Integrating serious games in adaptive hypermedia applications for personalised learning experiences

Game-based approaches to learning are increasingly recognized for their potential to stimulate intrinsic motivation amongst learners. While a range of examples of effective serious games exist, creating high-fidelity content with which to populate games is resource-intensive task. To reduce this resource requirement, research is increasingly exploring means to reuse and repurpose existing games. Education has proven a popular application area for Adaptive Hypermedia (AH), as adaptation can offer enriched learning experiences. Whilst content has mainly been in the form of rich text, various efforts have been made to integrate serious games into AH. However, there is little in the way of effective integrated authoring and user modeling support. This paper explores avenues for effectively integrating serious games into AH. In particular, we consider authoring and user modeling aspects in addition to integration into run-time adaptation engines, thereby enabling authors to create AH that includes an adaptive game, thus going beyond mere selection of a suitable game and towards an approach with the capability to adapt and respond to the needs of learners and educators

Touching artefacts in an ancient world on a browser-based platform

Innovations in teaching and learning process are influenced by the rapid emergence of a knowledge society and tremendous growth in demands for highly informed and educated individuals. Various kinds of computer-based learning systems have already been integrated into conventional teaching methods. However, there is a pressing need to provide a more accessible and immersive learning environment in order to increase learners' receptiveness towards the learning process. Complete involvement of learners in their learning environment will promote better absorptions of knowledge via experiential and exploratory pedagogies. In tandem with such pedagogic approaches, this paper discusses the deployment of tactile perception to complement virtual artefacts within the domain of cultural heritage. By stimulating visual and tactile perceptions, the learners' engagement and interest can be sustained. Towards enhancing accessibility to a wider demography in a more cost-effective manner, web technologies provide a platform that is widely available for mass consumption. The development capitalises on the fact that the majority of UK households have access to computers and internet

Death and Display in the North Atlantic: The Bronze and Iron Age Human Remains from Cnip, Lewis, Outer Hebrides

YesThis paper revisits the series of disarticulated human remains discovered during the 1980s excavations of the Cnip wheelhouse complex in Lewis. Four fragments of human bone, including two worked cranial fragments, were originally dated to the 1st centuries BC/AD based on stratigraphic association. Osteoarchaeological reanalysis and AMS dating now provide a broader cultural context for these remains and indicate that at least one adult cranium was brought to the site more than a thousand years after the death of the individual to whom it had belonged

Towards a global participatory platform: Democratising open data, complexity science and collective intelligence

The FuturICT project seeks to use the power of big data, analytic models grounded in complexity science, and the collective intelligence they yield for societal benefit. Accordingly, this paper argues that these new tools should not remain the preserve of restricted government, scientific or corporate élites, but be opened up for societal engagement and critique. To democratise such assets as a public good, requires a sustainable ecosystem enabling different kinds of stakeholder in society, including but not limited to, citizens and advocacy groups, school and university students, policy analysts, scientists, software developers, journalists and politicians. Our working name for envisioning a sociotechnical infrastructure capable of engaging such a wide constituency is the Global Participatory Platform (GPP). We consider what it means to develop a GPP at the different levels of data, models and deliberation, motivating a framework for different stakeholders to find their ecological niches at different levels within the system, serving the functions of (i) sensing the environment in order to pool data, (ii) mining the resulting data for patterns in order to model the past/present/future, and (iii) sharing and contesting possible interpretations of what those models might mean, and in a policy context, possible decisions. A research objective is also to apply the concepts and tools of complexity science and social science to the project's own work. We therefore conceive the global participatory platform as a resilient, epistemic ecosystem, whose design will make it capable of self-organization and adaptation to a dynamic environment, and whose structure and contributions are themselves networks of stakeholders, challenges, issues, ideas and arguments whose structure and dynamics can be modelled and analysed. Graphical abstrac

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Background: Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT, Ryan \& Deci, 2000b); the relation of SDT with the flow experience (Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL

Regulation of two germin-like protein genes during plum fruit development

Germin-like proteins (GLPs) have several proposed roles in plant development and defence. Two novel genes (Ps-GLP1 and 2) encoding germin-like protein were isolated from plum (Prunus salicina). Their regulation was studied throughout fruit development and during ripening of early and late cultivars. These two genes exhibited similar expression patterns throughout the various stages of fruit development excluding two important stages, pit hardening (S2) and fruit ripening (S4). During fruit development until the ripening phase, the accumulation of both Ps-GLPs is related to the evolution of auxin. However, during the S2 stage only Ps-GLP1 is induced and this could putatively be in a H2O2-dependent manner. On the other hand, the diversity in the Ps-GLPs accumulation profile during the ripening process seems to be putatively due to the variability of endogenous auxin levels among the two plum cultivars, which consequently change the levels of autocatalytic ethylene available for the fruit to co-ordinate ripening. The effect of auxin on stimulating ethylene production and in regulating Ps-GLPs transcripts was also investigated. These data, supported by their localization in the extracellular matrix, suggest that auxin is somehow involved in the regulation of both transcripts throughout fruit development and ripening