Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue

Mental strategies are a desired focus for computational instruction in schools and have been the focus of many syllabus documents and research papers. Teachers though, have been slow to adopt such changes in their classroom planning. A possible block to adoption of this approach is their lack of knowledge about possible computation strategies and a lack of a clear organisation of a school program for this end. This paper discusses a framework for the categorisation of mental computation strategies that can support teachers to make the pedagogical shift to use of mental strategies by providing a framework for the development of school and classroom programs and provide a common language for teachers and students to discuss strategies in use

That \u2770s Show: A Realistic Depiction of Sexism

Overview: I have been a loyal viewer of the hit sitcom, That ‘70s Show, for years. In total, I have probably watched the entire series two or three times. However, it was not until recently that it struck me how sexist the show was. Upon first watching That ‘70s Show, I thought it was a surface-level sitcom celebrating the colorful and hazy 1970s. After rewatching and evaluating the stances presented in multiple episodes, however, I see that it is more representative of society’s view on women than I originally thought. I believe that both the subtle and obvious sexism in That ‘70s Show, which is shown throughout the entire series, is an accurate representation of the time period the show is based on and made in, but many of the viewers, including myself, overlook the problematic nature of the show because it is shown in a light hearted and joking manner. Author\u27s Reflection: My name is Meleah Hartnett, and I am a Media and Communication major here at St. John Fisher College. I minor in Film and TV Studies. My research paper focuses on the sexism shown in That ‘70s Show. I wrote about That ‘70s Show because it has been a favorite of my family’s for years; we actually have the box set of all of the seasons on DVD. I was rewatching it, for probably the third time, when I was deciding what I wanted my 199 research project to be, and finally caught on to the sexist undertones of the show. The process of writing this paper was more enjoyable than I anticipated it would be, probably because the majority of my research involved watching a show. A challenging aspect of the process was finding perfect moments in the show to illustrate my point. There were plenty of sexist scenes to choose from, but I wanted ones that had a punch to them. It was also very time consuming. When it came to writing, I found it difficult to focus on a few major topics. Once I started looking for issues in the show, it was hard to stop. Originally, I was going to also discuss the issue of race and racism in my paper, but my professor advised me to narrow my focus. The 199 experience has helped me grow comfortable with writing in a more structured form. I have always loved writing, but had never found it enjoyable to write in a research-based writing style. This class taught me that there could be just as much freedom and creativity in this style of writing as creative writing. The intimidation of writing in such a long form has also lessened after taking this class. Professor Styrt\u27s Reflection: Meleah was a very focused student. She grasped the course’s emphasis on how we depict other times quickly and went immediately to the topic of That ’70s Show. The most impressive element of her progress was her dogged pursuit of sources; as you can imagine, ’90s TV does not have a lot of scholarly material written on it yet, and so she had to rely extensively on primary documents mixed with her own cogent analysis. One of her main areas of work was on her counterargument, where she had to do a lot to portray the opposing voices carefully and fairly

Co-operative Labour-Management Relations in Australia

Report Presented to International Evidence: Worker-Management Institutions and Economic Performance Conference, U.S. Commission on the Future of Worker-Management Relations.Report_Hartnett_Australia.pdf: 1377 downloads, before Oct. 1, 2020

The distance modulus determined from Carmeli's cosmology fits the accelerating universe data of the high-redshift type Ia supernovae without dark matter

The velocity of the Hubble expansion has been added to General Relativity by Moshe Carmeli and this resulted in new equations of motion for the expanding universe. For the first time the observational magnitude-redshift data derived from the high-$z$ supernova teams has been analysed in the framework of the Carmeli theory and the fit to that theory is achieved without the inclusion of any dark matter. Best fits to the data yield an averaged matter density for the universe at the present epoch $\Omega_{m} \approx 0.021$, which falls well within the measured values of the baryonic matter density. And the best estimate of $\Omega_{\Lambda} + \Omega_{m} \approx 1.021$ at the present epoch. The analysis also clearly distinguishes that the Hubble expansion of the universe is speed-limited.Comment: 10 pages, includes 7 figures, revised version, paper accepted in Found. Phys. Letters 200

Finite bounded expanding white hole universe without dark matter

The solution of Einstein's field equations in Cosmological General Relativity (CGR), where the Galaxy is at the center of a finite yet bounded spherically symmetrical isotropic gravitational field, is identical with the unbounded solution. This leads to the conclusion that the Universe may be viewed as a finite expanding white hole. The fact that CGR has been successful in describing the distance modulus verses redshift data of the high-redshift type Ia supernovae means that the data cannot distinguish between unbounded models and those with finite bounded radii of at least $c \tau$. Also it is shown that the Universe is spatially flat at the current epoch and has been at all past epochs where it was matter dominated.Comment: 11 pages, revised versio

JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation

The purpose of Deliverable 3.5 is to provide guidelines to creating juxtaposed performance, particularly to advise non-drama teachers on what to do and how to manage performance in stage 3 of the JuxtaLearn process. Building on pedagogies of threshold concepts and juxtaposed learning, it explains the performance steps, orchestrating learning through participative video making and story making with peers. It provides guidance for teachers, offering resources that include suggested lesson plans and example timings. Thus, in the absence of a shared touchable with JuxtaLearn software, it suggests a practical additional and alternative to using the software of WP4 touch table

The Abertay Code Bar – unlocking access to university-generated computer games intellectual poperty

Progress report on a digital platform and dual licensing model developed to unlock access to a University repository of new and legacy computer games based Intellectual Property (IP) assets for educational and commercial use. The digital creative industries have been identified by a number of governments as a priority area in delivering sustainable economic growth. Code Bar is an innovation that allows digital products to be commercially successful beyond the end of the Dare competition or coursework submission. To be selected for Code Bar, game products must be well designed for both player and market; technically robust (i.e. operating consistently and reliably on a single/multiple platforms), and be free from ambiguity around 3rd party IP. We describe various technical, pedagogic and legal challenges in developing the digital platform, licensing model and packaging of computer games products for release through the platform. The model is extendable beyond computer games to other software products