Applied morphological processing of English

We describe two newly developed computational tools for morphological processing: a program for analysis of English inflectional morphology, and a morphological generator, automatically derived from the analyser. The tools are fast, being based on finite-state techniques, have wide coverage, incorporating data from various corpora and machine readable dictionaries, and are robust, in that they are able to deal effectively with unknown words. The tools are freely available. We evaluate the accuracy and speed of both tools and discuss a number of practical applications in which they have been put to use

SMILE: the creation of space for interaction through blended digital technology

Interactive Learning Environments at Sussex University is a course in which students are given mobile devices (XDAs) with PDA functionality and full Internet access for the duration of the term. They are challenged to design and evaluate learning experiences, both running and evaluating learning sessions that involve a blend of technologies. Data on technology usage was collected via backups, email and web-site logging as well as video and still photography of student-led sessions. Initial analysis indicates that large amounts of technical support, solid pedagogical underpinning and a flexible approach to both delivery context and medium are essential. The project operated under the acronym SMILE – Sussex Mobile Interactive Learning Environment

Whether it's M-learing or E-learning, it must be ME learning: a case study of mobile learning in Higher Education

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Toward a user-oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers

Towards a user oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology‐enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions

Using mobile technology to create flexible learning contexts

This paper discusses the importance of learning context with a particular focus upon the educational application of mobile technologies. We suggest that one way to understand a learning context is to perceive it as a Learner Centric Ecology of Resources. These resources can be deployed variously but with a concern to promote and support different kinds of mediations, including those of the teacher and learner. Our approach is informed by sociocultural theory and is used to construct a framework for the evaluation of learning experiences that encompass various combinations of technologies, people, spaces and knowledge. The usefulness of the framework is tested through two case studies that evaluate a range of learning contexts in which mobile technologies are used to support learning. We identify the benefits and challenges that arise when introducing technology across multiple locations. An analytical technique mapped from the Ecology of Resources framework is presented and used to identify the ways in which different technologies can require learners to adopt particular roles and means of communication. We illustrate how we involve participants in the analysis of their context and highlight the extent to which apparently similar contexts vary in ways that are significant for learners. The use of the Ecology of Resources framework to evaluate a range of learning contexts has demonstrated that technology can be used to provide continuity across locations: the appropriate contextualization of activities across school and home contexts, for example. It has also provided evidence to support the use of technology to identify ways in which resources can be adapted to meet the needs of a learner

Sussing merger trees: a proposed merger tree data format

We propose a common terminology for use in describing both temporal merger trees and spatial structure trees for dark-matter halos. We specify a unified data format in HDF5 and provide example I/O routines in C, FORTRAN and PYTHON

High-precision 40Ar/39Ar dating of pleistocene tuffs and temporal anchoring of the Matuyama-Brunhes boundary

DFM thanks NERC for continued funding of the Argon Isotope Facility at SUERC and NERC Faciltiies grant IP/1626/0516. PRR thanks the Ann and Gordon Getty Foundation and the U.S. National Science Foundation (grant BCS-0715465) for support of his work. LM was funded by the Marie Curie FP7 Intra-European Fellowship Program for the duration of this project. VCS acknowledges support from the John Fell Fund, University of Oxford.High-precision 40Ar/39Ar ages for a series of proximal tuffs from the Toba super-volcano in Indonesia, and the Bishop Tuff and Lava Creek Tuff B in North America have been obtained. Core from Ocean Drilling Project Site 758 in the eastern equatorial Indian Ocean contains discrete tephra layers that we have geochemically correlated to the Young Toba Tuff (73.7 ± 0.3 ka), Middle Toba Tuff (502 ± 0.7 ka) and two eruptions (OTTA and OTTB) related to the Old Toba Tuff (792.4 ± 0.5 and 785.6 ± 0.7 ka, respectively) (40Ar/39Ar data reported as full external precision, 1 sigma). Within ODP 758 Termination IX is coincident with OTTB and hence this age tightly constrains the transition from Marine Isotope Stage 19–20 for the Indian Ocean. The core also preserves the location of the Australasian tektites, and the Matuyama-Brunhes boundary with Bayesian age-depth models used to determine the ages of these events, c. 784 ka and c. 786 ka, respectively. In North America, the Bishop Tuff (766.6 ± 0.4 ka) and Lava Creek Tuff B (627.0 ± 1.5 ka) have quantifiable stratigraphic relationships to the Matuyama-Brunhes boundary. Linear age-depth extrapolation, allowing for uncertainties associated with potential hiatuses in five different terrestrial sections, defines a geomagnetic reversal age of 789 ± 6 ka. Considering our data with respect to the previously published age data for the Matuyama-Brunhes boundary of Sagnotti et al. (2014), we suggest at the level of temporal resolution currently attainable using radioisotopic dating the last reversal of Earths geomagnetic field was isochronous. An overall Matuyama-Brunhes reversal age of 783.4 ± 0.6 ka is calculated, which allowing for inherent uncertainties in the astronomical dating approach, is indistinguishable from the LR04 stack age (780 ± 5 ka) for the geomagnetic boundary. Our high-precision age is 10 ± 2 ka older than the Matuyama-Brunhes boundary age of 773 ± 1 ka, as reported previously by Channell et al. (2010) for Atlantic Ocean records. As ODP 758 features in the LR04 marine stack, the high-precision 40Ar/39Ar ages determined here, as well as the Matuyama-Brunhes boundary age, can be used as temporally accurate and precise anchors for the Pleistocene time scale.Publisher PDFPeer reviewe

A revised northern European Turonian (Upper Cretaceous) dinoflagellate cyst biostratigraphy: Integrating palynology and carbon isotope events

Organic walled dinoflagellate cyst (dinocyst) assemblage data are presented for a new Turonian regional reference core (Bch-1) drilled at Běchary in the Bohemian Cretaceous Basin, east-central Czech Republic. The detailed stratigraphic framework for the section is summarised based on calcareous nannofossil and macrofossil biostratigraphy, regional e-log correlation, sequence stratigraphy and carbon isotope chemostratigraphy. Dinocyst results obtained for 196 samples from the 405 m long core offer the highest resolution (~ 22 kyr) stratigraphically well-constrained data set available to date for the Turonian Stage, 93.9–89.8 Ma. A dinocyst biostratigraphic framework is presented based on the evolutionary first and last occurrence, first common occurrence, and acmes of key species. Published dinocyst data from English Turonian Chalk successions in East Sussex, Berkshire, Kent and Norfolk are reviewed within a stratigraphic framework provided by macrofossil records and carbon isotope event (CIE) chemostratigraphy. Critical analysis of existing published Turonian dinocyst zonation schemes shows them to be untenable. Correlation of the English Chalk data to Bch-1 provides a basis for defining a regional dinocyst event stratigraphy with 22 datum levels, and a revised dinocyst zonation scheme constrained within a chemostratigraphic framework of 10 major CIEs. The new zones consist of a Cenomanian Litosphaeridium siphoniphorum Zone, followed by the Cauveridinium membraniphorum Zone spanning the uppermost Cenomanian to Lower Coniacian. This is subdivided into: Senoniasphaera turonica (Lower–mid-Middle Turonian); and Raetiaedinium truncigerum (mid-Middle Turonian–mid-Lower Coniacian) subzones. The Oligosphaeridium pulcherrimum Zone (Senonisphaera rotundata Subzone) characterises the Lower Coniacian. The new stratigraphy offers a basis for improved correlation and dating of Upper Cretaceous successions

Acquisition and epidemiology of antibiotic-resistant Escherichia coli in a cohort of newborn calves

Objectives: The acquisition of antibiotic-resistant commensal Escherichia coli was examined in a cohort of newborn calves. Methods: Faecal samples were collected weekly from calves over a 4 month period and screened for E. coli resistant to ampicillin, apramycin and nalidixic acid at concentrations of 16, 8 and 8 mg/L, respect-ively. E. coli viable counts were performed on samples from a subset of calves. Results: All calves acquired ampicillin- and nalidixic acid-resistant E. coli, while only 67 % acquired apramycin-resistant E. coli during the study. Sixty-seven per cent of samples were resistant to at least one of the three antibiotics. Prevalence of ampicillin and nalidixic acid resistance was high initially and declined significantly with age (P < 0.001). No temporal or age-related pattern was observed in the prevalence of apramycin resistance. Housing the cohort had a significant effect on the prevalence of nalidixic acid resist