The CAT(0) dimension of 3-generator Artin groups

The three generator Artin groups A(m,n.2) are known to be have CAT(O) dimension strictly greater than two if both m and n are odd [BC]. In Chapter 1 we introduce the notions of CAT(O) dimension and three generator Artingroups.In Chapter 2 we show that if one of m or n is even, then the three generator Artin group has CAT(O) dimension two.In Chapter 3 we extend work by Noel Brady and John Crisp [BC] to enlarge the subclass of groups A(m.n.2) known to have CAT(O) dimension three.In Chapter 4 we classify the structure of a canonical cell complex which the group A(m,n,2) acts on for the case where m is even, greater or equal to six and not divisible by four and n is prime, greater or equal to five.Finally, in Chapter 5 we use the results of Chapter 4 to exhibit classes of rank four Artin groups with CAT(O) dimension two. and a class of rank six Artin groups with CAT(O) dimension two

Amen to the Break - Spotify Playlist Vinyl Cover Project

In this assignment, I decided to create a Spotify playlist with songs in the Liquid DnB/Ambient Jungle genres, and using the depressive breakcore visual aesthetic that is popular online. The name Amen to the Break refers to the Amen Break which is a popular drum beat sample used in many songs in the DnB and Jungle music genres. The illustration is meant to portray the chaotic yet brain-numbing effect that the harsh and fast yet soothing music has on the listener which can put them in a trance-like state.https://digitalcommons.kennesaw.edu/illustrationstudents/1028/thumbnail.jp

Correlation of p-doping in CVD Graphene with Substrate Surface Charges

Correlations between the level of p-doping exhibited in large area chemical vapour deposition (CVD) graphene field effect transistor structures (gFETs) and residual charges created by a variety of surface treatments to the silicon dioxide (SiO(2)) substrates prior to CVD graphene transfer are measured. Beginning with graphene on untreated thermal oxidised silicon, a minimum conductivity (σ(min)) occurring at gate voltage V(g) = 15 V (Dirac Point) is measured. It was found that more aggressive treatments (O(2) plasma and UV Ozone treatments) further increase the gate voltage of the Dirac point up to 65 V, corresponding to a significant increase of the level of p-doping displayed in the graphene. An electrowetting model describing the measured relationship between the contact angle (θ) of a water droplet applied to the treated substrate/graphene surface and an effective gate voltage from a surface charge density is proposed to describe biasing of V(g) at σ(min) and was found to fit the measurements with multiplication of a correction factor, allowing effective non-destructive approximation of substrate added charge carrier density using contact angle measurements

Notes on collecting at flowers and blossoms

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The Internet explosion, digital media principles and implications to communicate effectively in the digital space

© 2018, © The Author(s) 2018. Being literate has traditionally meant being able to read and write using the media of the day. In the 21st century, being literate requires additional skills such as competence with digital media creation. Until recently, those who could afford and use equipment and applications to produce digital media content were typically developers and technicians. With the development of prosumer electronics, in conjunction with the use of mobile devices and tablets, a shift has occurred in the accessibility of these tools, becoming more affordable for the general population. Video sharing services, social software and Web 2.0 applications have made it possible to host a digital media ecosystem on the Internet, and this has led to the proliferation of User-Generated Content. These technological advances have changed how we communicate, socialise and learn. Effective communication using digital media is underpinned by a set of design principles which most students are not likely to be aware. This paper built on two previous papers on the Digital Media Literacy Framework and the Taxonomy of Digital Media types for teaching and learning. It argues the importance of digital media principles to develop effective communication in the digital space. Students now require knowledge of these principles, in conjunction with conceptual and functional skills, for effective communication in the digital space

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

© 2019 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure - six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies