On Basis Constructions in Finite Element Exterior Calculus

We give a systematic and self-contained account of the construction of geometrically decomposed bases and degrees of freedom in finite element exterior calculus. In particular, we elaborate upon a previously overlooked basis for one of the families of finite element spaces, which is of interest for implementations. Moreover, we give details for the construction of isomorphisms and duality pairings between finite element spaces. These structural results show, for example, how to transfer linear dependencies between canonical spanning sets, or give a new derivation of the degrees of freedom

Electroweak Precision Data - Global Higgs Analysis

The status of published and preliminary precision electroweak measurements as of winter 2002/03 is presented. The new results on the mass of the W boson as measured at LEP-2 and on atomic parity violation in Caesium are included. The experimental results are compared with the predictions of the minimal Standard Model and are used to constrain its parameters, including the mass of the Higgs boson. The agreement between measurements and expectations from theory is discussed.Comment: Invited talk presented at the Mini-Workshop "Electroweak Precision Data and the Higgs Mass" DESY Zeuthen, Germany, February 28th to March 1st, 200

Concept mapping, mind mapping argument mapping: What are the differences and do they matter?

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions

Introduction to the Special Issue on Critical Thinking in Higher Education

The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the early beginnings of universities. In a narrower sense, critical thinking has been central to higher education as a desirable attribute of graduates since at least the beginning of the twentieth century. The work of John Dewey, and others, emphasised the importance of ‘good habits of thinking’ as early as 1916. In 1945, the Harvard Committee placed emphasis on the importance of ‘thinking effectively’ as one of three desirable educational abilities in their General education in a free society. This was later endorsed in 1961 by the US-based Educational Policies Commission: ‘The purpose which runs through and strengthens all other educational purposes … is the development of the ability to think’ (Kennedy, Fisher, & Ennis, 1991, pp. 11–12). In recent times, universities have made a point of emphasising the importance of critical thinking as a ‘generic skill’ that is central to most, if not all, subjects. There is not a university today (in Australia at least) that does not proudly proclaim that their graduates will – as a result of a degree program in their institution – learn to think critically. Further, there is rarely a subject taught that does not offer the opportunity to acquire skills in critical thinking. However, where is the evidence that we teach critical thinking in higher education? Disturbingly, despite our best intentions, it appears we may be teaching very little of it

Life detection

Compact automated laboratory unit has 60 independently treatable culture chamber assemblies for metabolic studies of cultured microorganisms on the surface of Mars or other planets

Method of resolving clock synchronization error and means therefor Patent

Development of method for synchronizing clocks at several ground stations based on signals received from spacecraft or satellite

Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking

As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or foreign policy. These issues involve many arguments on all sides of difficult debates. These issues involve understanding the arguments of others and being able to make objections and provide rebuttals to objections. Students in universities deal with arguments all the time. A major purpose of a university education—regardless of subject matter—is to teach students how to read, understand, and respond to complex arguments. The ability to do this makes for highly employable, adaptable, and reflectively critical individuals. We often call the skill of marshaling arguments and assessing them “critical thinking.” All universities claim to instill the skill of critical thinking in their graduates and routinely note this in their advertising and promotional documents. This short paper outlines one way this skill can be taught