Thinking, Interthinking, and Technological Tools

Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge

Automation of technological preparation of metal working on heavy machine tools

The programs for selection of the cutting tools construction and cutting regimes are working in unrestricted surroundings elaborate of addition SharpDevelop in language C#. By the appendix of Cosmos of the program SolidWorks the areas of plate break-age and tensions distributing arising up in it at the different values of cutting force are certain. Based on the conducted researches of durability the rational structural parameters of collapsible chisels, in particular, thickness of plate are grounded that provides the increase of efficiency of treatment of details a hard-alloy instrument on the heavy machine tool

New trends in education: the use of ICT in different ways

In the 21st century and due to the exponential growth of the Internet and Information and Communication Technologies (ICT), people live in a technological age, in all areas and in all contexts, we have daily contact with technology, with access to Information. This dynamic requires a constant update of the services and technological tools that change the method that we study, work, communicate and socialize on an unprecedented scale. These constant changes force everyone, regardless of age, gender or profession, to possess a range of functional and critical thinking skills, such as information literacy, media literacy and technological literacy. The evolution of technologies, forces the promoters of education, to always be aware of the changes that society is introducing outside the classroom. Today, students don't have the same pattern as before, regardless of age, they are very active and are no longer the same introverted child who studied a few years ago in the classroom. According to this, students are eager for different forms of motivation inside and outside the classroom, they need the learning and teaching process to move along with changes in society and ICT. To ensure the success of today's students, it is important to provide them with the technological skills to make the correct use of ICTs, to perform tasks essential to their learning process, such as researching and selecting information, creating content, information sharing, use of collaboration tools or environment simulation tools. The main objective of this chapter is to show how ICT tools that can be used in educational environments to help students, helping them develop key skills in their training process, is also relevant to show how these tools can help teachers achieve these goals in daily activities with their students

Averting Robot Eyes

Home robots will cause privacy harms. At the same time, they can provide beneficial services—as long as consumers trust them. This Essay evaluates potential technological solutions that could help home robots keep their promises, avert their eyes, and otherwise mitigate privacy harms. Our goals are to inform regulators of robot-related privacy harms and the available technological tools for mitigating them, and to spur technologists to employ existing tools and develop new ones by articulating principles for avoiding privacy harms. We posit that home robots will raise privacy problems of three basic types: (1) data privacy problems; (2) boundary management problems; and (3) social/relational problems. Technological design can ward off, if not fully prevent, a number of these harms. We propose five principles for home robots and privacy design: data minimization, purpose specifications, use limitations, honest anthropomorphism, and dynamic feedback and participation. We review current research into privacy-sensitive robotics, evaluating what technological solutions are feasible and where the harder problems lie. We close by contemplating legal frameworks that might encourage the implementation of such design, while also recognizing the potential costs of regulation at these early stages of the technology

Automation of technological preparation of metal working on heavy machine tools

The programs for selection of the cutting tools construction and cutting regimes are working in unrestricted surroundings elaborate of addition SharpDevelop in language C#. By the appendix of Cosmos of the program SolidWorks the areas of plate break-age and tensions distributing arising up in it at the different values of cutting force are certain. Based on the conducted researches of durability the rational structural parameters of collapsible chisels, in particular, thickness of plate are grounded that provides the increase of efficiency of treatment of details a hard-alloy instrument on the heavy machine tool

Robot Models of Mental Disorders

Alongside technological tools to support wellbeing and treatment of mental disorders, models of these disorders can also be invaluable tools to understand, support and improve these conditions. Robots can provide ecologically valid models that take into account embodiment-, interaction-, and context-related elements. Focusing on Obsessive-Compulsive spectrum disorders, in this paper we discuss some of the potential contributions of robot models and relate them to other models used in psychology and psychiatry, particularly animal models. We also present some initial recommendations for their meaningful design and rigorous use.Final Accepted Versio

Just Because You Can Tweet, It Doesn't Mean You Should.

This chapter seeks to examine the relationship between teaching, learning and new technology. In recent years there has been a significant increase in the amount of technological tools available to the teacher. These tools have facilitated new practices such as writing wikis, blogs, texting, social networking and now tweeting. These developments have taken place alongside the introduction of virtual learning environments (VLE). VLEs often attempt to replicate aspects of other social media, however it seems that both teachers and learners are supplementing their activities with tools that sit outside of these institutionally sanctioned environments. This chapter will explore a perceived gap in expectation and reality for both teachers and learners. The chapter further proposes to frame a larger debate on deterministic practices in HE with the question: Is there a 'technological push' or 'technological pull' policy being introduced in Higher Education, and what implications does that have for learning

Video résumés portrayed: findings and challenges

Recent technological developments and the increased use of internet-based applications have resulted in the emergence of so-called video résumés. This chapter first presents the characteristics of video résumés as a selection instrument by comparing the instrument with other, related selection tools, like the job interview. The chapter proceeds with a review of existing research on video résumés and ends with an agenda for future research

Interoperable geographically distributed astronomical infrastructures: technical solutions

The increase of astronomical data produced by a new generation of observational tools poses the need to distribute data and to bring computation close to the data. Trying to answer this need, we set up a federated data and computing infrastructure involving an international cloud facility, EGI federated, and a set of services implementing IVOA standards and recommendations for authentication, data sharing and resource access. In this paper we describe technical problems faced, specifically we show the designing, technological and architectural solutions adopted. We depict our technological overall solution to bring data close to computation resources. Besides the adopted solutions, we propose some points for an open discussion on authentication and authorization mechanisms.Comment: 4 pages, 1 figure, submitted to Astronomical Society of the Pacific (ASP