Description:
Objectives: To assess the utility and functionality of the X-Patch® as a measurement tool to study head impact exposure in Australian Football. Accuracy, precision, reliability and validity were examined. Designs: Laboratory tests and prospective observational study. Methods: Laboratory tests on X-Patch® were undertaken using an instrumented Hybrid III head and neck and linear impactor. Differences between X-Patch® and reference data were analysed. Australian Football players wore the X-Patch® devices and games were video-recorded. Video recordings were analysed qualitatively for head impact events and these were correlated with X-Patch® head acceleration events. Wearability of the X-Patch® was assessed using the Comfort Rating Scale for Wearable Computers. Results: Laboratory head impacts, performed at multiple impact sites and velocities, identified significant correlations between headform-measured and device-measured kinematic parameters (p < 0.05 for all). On average, the X-Patch®-recorded peak linear acceleration (PLA) was 17% greater than the reference PLA, 28% less for peak rotational acceleration (PRA) and 101% greater for the Head Injury Criterion (HIC). For video analysis, 118 head acceleration events (HAE) were included with PLA ≥30 g across 53 players. Video recordings of X-Patch®-measured HAEs (PLA ≥30 g) determined that 31.4% were direct head impacts, 9.3% were indirect impacts, 44.1% were unknown or unclear and 15.3% were neither direct nor indirect head impacts. The X-Patch® system was deemed wearable by 95–100% of respondents. Conclusions: This study reinforces evidence that use of the current X-Patch® devices should be limited to research only and in conjunction with video analysis.
Description:
Mammography is a proven way of detecting breast cancer at an early stage. Various feature extraction techniques such as histograms, co-occurrence matrix, local binary patterns, Gabor filters, wavelet transforms are used for analysing mammograms. The novel pixel N-gram feature extraction technique has been inspired from the character N-gram concept of text retrieval. In this paper, we have compared the novel N-gram feature extraction technique with the co-occurrence matrix feature extraction technique. The experiments were conducted on the benchmark miniMIAS mammography database. Classification of mammograms into normal and abnormal category using N-gram features showed promising results with greater classification accuracy, sensitivity and specificity compared to classification using co-occurrence matrix features. Moreover, N-gram features computation are found to be considerably faster than co-occurrence matrix feature computation
Description:
Integrating a powerful instrument such as CAS into teaching and learning mathematics requires changes to many aspects of the classroom, which teachers will make from the base of their prior teaching styles and their beliefs about mathematics and how it should be taught. The paper describes the different ways in which two pioneering Australian teachers adapted their teaching to use CAS. One teacher used CAS with the primary goal of increasing understanding but restricted students’ use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasising timesaving routines by hand and with CAS. Through these case studies we comment on the following issues related to teaching with CAS: different ways of organising the classroom, variety in approaches to teaching the use of CAS, the increased range of methods for solving problems and for teaching, the contrast between using of graphics calculators and CAS, the challenge of finding the place of by-hand skills and CAS use, and the curriculum and assessment changes required in schools.
Description:
Integrating a powerful instrument such as CAS into teaching and learning mathematics requires changes to many aspects of the classroom, which teachers will make from the base of their prior teaching styles and their beliefs about mathematics and how it should be taught. The paper describes the different ways in which two pioneering Australian teachers adapted their teaching to use CAS. One teacher used CAS with the primary goal of increasing understanding but restricted students’ use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasising timesaving routines by hand and with CAS. Through these case studies we comment on the following issues related to teaching with CAS: different ways of organising the classroom, variety in approaches to teaching the use of CAS, the increased range of methods for solving problems and for teaching, the contrast between using of graphics calculators and CAS, the challenge of finding the place of by-hand skills and CAS use, and the curriculum and assessment changes required in schools.
Description:
The capacity of wireless ad hoc networks can be increased by using multiple radio channels. But due to interference the capacity is still not fully utilized. This is caused by the limited number of available radio channels. The interference problem can be reduced using directional beams instead of omni-directional beams. This paper presents a novel cross-layer approach to use multiple radio channels with directional antennas. We are using three different radio channels. Each node has three fixed directional beams having fixed beamwidth and with different radio frequency. Two nodes can communicate when both the sending and receiving beams are pointing towards each other using the same frequency channel. In this study the directions of beams cannot be changed dynamically. A modified version of Ad hoc On-demand Distance Vector (AODV) routing protocol has been used. Simulation results show that our approach outperforms other methods using three different radio channels with omni-directional antennas
Description:
Multidimensional self-concept measurements have provided a vehicle for a comprehensive investigation of the relationship between participation in sport and the range of self-concept in children. The purpose of this study was to examine the differences in levels of social, academic, physical and global self-concepts between participants and non-participants in extra-curricular sport. The research further investigated children’s self-concept in relation to their time commitment and the level of competition. A total of 1,499 4th- to 6th-grade students participated in the research. The Self-Description Questionnaire I (SDQ-I) and the Participation in Extra-Curricular Sport Activity Questionnaire were utilised in this study. Results indicated that children who participated in extra-curricular sport activities had significantly higher levels of self-concept than their non-participating counterparts in their total self-concept as well as in all the social, academic and physical sub-scales, except for reading. Furthermore, children who competed in sport at the municipal level had a significantly higher physical ability self-concept, but a lower reading self-concept than that of the children who competed locally. There was also a trend that children’s physical ability self-concept improved with an increase in their participation hours up to 13–15 hours per week and a less significant tendency that showed the reading self-concept scores decreasing with the increase in participation hours.
Description:
1st March-1st June 2017 He never owned a car or had a driver's license, preferring to walk or hitch-hike or use public transport so he could study his surroundings. He observed footpaths, power-lines, houses and the parks where he slept with other homeless people, in fine detail, later recalling it at will for a painting. Image: Leon De Montignie Imaginary Street (I never had a car). Acrylic on canvas, Courtesy the artist
Description:
1st March-1st June 2017 He never owned a car or had a driver's license, preferring to walk or hitch-hike or use public transport so he could study his surroundings. He observed footpaths, power-lines, houses and the parks where he slept with other homeless people, in fine detail, later recalling it at will for a painting. Image: Leon De Montignie Imaginary Street (I never had a car). Acrylic on canvas, Courtesy the artist
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John Calvert built these hop kilns in 1881. The bricks were made on the property and the timber milled on the spot. The roof is shingles and the louvres are wooden.
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Item held by Centre for Gippsland Studies, Federation University Australia.
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Record generated from title list.
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John Calvert and the hop pickers - POT 19
Description:
John Calvert built these hop kilns in 1881. The bricks were made on the property and the timber milled on the spot. The roof is shingles and the louvres are wooden.
Description:
Item held by Centre for Gippsland Studies, Federation University Australia.
Description:
Record generated from title list.
Description:
John Calvert and the hop pickers - POT 19
Description:
The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades.
Description:
The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades.