The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technologyrich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another's attention. In particular, we demonstrate how participants' explicit responsiveness to indexical and multimodal resources achieves this object

Bringing static code to life: The instructional work of animating computer programs with the body

In this preliminary report, we propose a previously unidentified role that instructors’ gestures may play in helping students evaluate existing computer code. We find that instructors use gesture to animate processes encoded in the static inscriptions of computer programs in order to make invisible, dynamic phenomena perceptible to students. Our findings contribute to a better understanding of the embodied instructional work of teaching programming

Enskilment in the digital age: The interactional work of learning to debug

We present a detailed account of the interactional work between a programming instructor and a middle school student that leads to the resolution of an elusive error in the student’s code. By tracing the fine details of how this resolution came to be, we demonstrate how learning to debug in face-to-face interactions resembles a process of enskilment

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device

Performance of the CMS Cathode Strip Chambers with Cosmic Rays

The Cathode Strip Chambers (CSCs) constitute the primary muon tracking device in the CMS endcaps. Their performance has been evaluated using data taken during a cosmic ray run in fall 2008. Measured noise levels are low, with the number of noisy channels well below 1%. Coordinate resolution was measured for all types of chambers, and fall in the range 47 microns to 243 microns. The efficiencies for local charged track triggers, for hit and for segments reconstruction were measured, and are above 99%. The timing resolution per layer is approximately 5 ns

Behavioural Risk Factors in Mid-Life Associated with Successful Ageing, Disability, Dementia and Frailty in Later Life: A Rapid Systematic Review.

BACKGROUND: Smoking, alcohol consumption, poor diet and low levels of physical activity significantly contribute to the burden of illness in developed countries. Whilst the links between specific and multiple risk behaviours and individual chronic conditions are well documented, the impact of these behaviours in mid-life across a range of later life outcomes has yet to be comprehensively assessed. This review aimed to provide an overview of behavioural risk factors in mid-life that are associated with successful ageing and the primary prevention or delay of disability, dementia, frailty and non-communicable chronic conditions. METHODS: A literature search was conducted to identify cohort studies published in English since 2000 up to Dec 2014. Multivariate analyses and a minimum follow-up of five years were required for inclusion. Two reviewers screened titles, abstracts and papers independently. Studies were assessed for quality. Evidence was synthesised by mid-life behavioural risk for a range of late life outcomes. FINDINGS: This search located 10,338 individual references, of which 164 are included in this review. Follow-up data ranged from five years to 36 years. Outcomes include dementia, frailty, disability and cardiovascular disease. There is consistent evidence of beneficial associations between mid-life physical activity, healthy ageing and disease outcomes. Across all populations studied there is consistent evidence that mid-life smoking has a detrimental effect on health. Evidence specific to alcohol consumption was mixed. Limited, but supportive, evidence was available relating specifically to mid-life diet, leisure and social activities or health inequalities. CONCLUSIONS: There is consistent evidence of associations between mid-life behaviours and a range of late life outcomes. The promotion of physical activity, healthy diet and smoking cessation in all mid-life populations should be encouraged for successful ageing and the prevention of disability and chronic disease.This work was funded by the National Institute for Health and Care Excellence (NICE), invitation to tender reference DDER 42013, and supported by the National Institute for Health Research School for Public Health Research. The scope of the work was defined by NICE and the protocol was agreed with NICE prior to the start of work. The funders had no role in data analysis, preparation of the manuscript or decision to publish.This is the final version of the article. It first appeared from PLOS via http://dx.doi.org/10.1371/journal.pone.014440