393 research outputs found

    Escaping Boredom in the Classroom. Breakouts, Breakout Boxes and Escape Rooms. Armie, M. and Membrive, V. (Eds.) (2022). Cambridge Scholars Publishing, Newcastle Upon Tyne, 338 pages. ISBN: 978-1-5275-7775-6

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    In this book review, the volume Escaping Boredom in the Classroom. Breakouts, Breakout Boxes and Escape Room written by Armie and Membrive has been reviewed. This is a new publication of significance for both teaching practitioners and researchers who hold an interest in pedagogical innovation and would like to become more immersed in gamification in foreign language teaching. In this book review, the volume Escaping Boredom in the Classroom. Breakouts, Breakout Boxes and Escape Room written by Armie and Membrive has been reviewed. This is a new publication of significance for both teaching practitioners and researchers who hold an interest in pedagogical innovation and would like to become more immersed in gamification in foreign language teaching.

    The cosmological constant and dimensional reduction

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    A brief history of the cosmological constant is given and its role in present day theories is discussed along with an indication of why it is a problem in physics today. A discussion of the papers by Visser and Squires on the use of the cosmological constant for dimensional reduction is given and in the case of Squires' paper, an exact treatment of the bound states problem is given in 3-dimensions and some headway is made in the more general N-dimensional case. Some preliminary work on the nonlocallity problem is also presented along with a brief discussion on the concept of nonlocallity. In conjunction with this work a computer program, written in the computer language REDUCE, was developed to work out curvature components and associated variables

    The Allen Telescope Array Twenty-centimeter Survey -- A 700-Square-Degree, Multi-Epoch Radio Dataset -- II: Individual Epoch Transient Statistics

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    We present our second paper on the Allen Telescope Array Twenty-centimeter Survey (ATATS), a multi-epoch, ~700 sq. deg. radio image and catalog at 1.4 GHz. The survey is designed to detect rare, bright transients as well as to commission the ATA's wide-field survey capabilities. ATATS explores the challenges of multi-epoch transient and variable source surveys in the domain of dynamic range limits and changing (u,v) coverage. Here we present images made using data from the individual epochs, as well as a revised image combining data from all ATATS epochs. The combined image has RMS noise 3.96 mJy / beam, with a circular beam of 150 arcsec FWHM. The catalog, generated using a false detection rate algorithm, contains 4984 sources, and is >90% complete to 37.9 mJy. The catalogs generated from snapshot images of the individual epochs contain between 1170 and 2019 sources over the 564 sq. deg. area in common to all epochs. The 90% completeness limits of the single epoch catalogs range from 98.6 to 232 mJy. We compare the catalog generated from the combined image to those from individual epochs, and from the NRAO VLA Sky Survey (NVSS), a legacy survey at the same frequency. We are able to place new constraints on the transient population: fewer than 6e-4 transients / sq. deg., for transients brighter than 350 mJy with characteristic timescales of minutes to days. This strongly rules out an astronomical origin for the ~1 Jy sources reported by Matsumura et al. (2009), based on their stated rate of 3.1e-3 / sq. deg.Comment: 28 pages, 12 figures, ApJ accepte

    Young people living in the YMCA

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    This article presents interim findings and reflections from a case study of multiply excluded homeless people in Stoke-on-Trent. The article focuses on the experiences reported by a group of twelve such people living in the YMCA hostel. From the interviews, a large number of thematic structures were identified, of which only a few are outlined here, due to restrictions on the article length. The article concludes that the YMCA has had an important impact on their lives, mostly for the better, but the nature of this impact is complex and far from being fully understood

    The Engagement of Metacognition During Critical Literacy Discourse by Young Talented Readers

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    While little empirical research has focused on talented readers, so too is little known about the relationship between metacognition and critical literacy. This mixed method qualitative study addresses both of these gaps in the research literature. One premise inspiring this study has been the declining performance of Australia's top-end reading scores in international assessments over the past decade. A recent media release by the Australian Council for Educational Research (ACER) highlighted this disturbing trend from the Program for International Student Assessment (PISA) conducted every three years by the Organisation for Economic Cooperation and Development (OECD) with the finding that 'Australia's overall performance declined by 13 score points from 2000 to 2009. The decline (in reading) is primarily among higher achieving students' (Masters, 2010, online). In 2004 a review of the literature on talented readers by Reis et al. found much of it to be primarily anecdotal in nature with little research showing how to challenge and meet the learning needs of this group. With a better understanding needed of the self-systems that enable advanced reading skills clearly needed, this study used observations to explore the metacognitive processes adopted by young talented readers during critical literacy activities as compared with their typical peers. This study had a dual focus. First, to find out if critical literacy requires the employment of metacognitive strategies for successful analysis, understanding and critiquing of texts; and second, to discover if young talented readers are more adept at employing metacognition than their same-age peers, when interacting with critical literacy discourse
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