A generalized topological recursion for arbitrary ramification

The Eynard-Orantin topological recursion relies on the geometry of a Riemann surface S and two meromorphic functions x and y on S. To formulate the recursion, one must assume that x has only simple ramification points. In this paper we propose a generalized topological recursion that is valid for x with arbitrary ramification. We justify our proposal by studying degenerations of Riemann surfaces. We check in various examples that our generalized recursion is compatible with invariance of the free energies under the transformation (x,y) -> (y,x), where either x or y (or both) have higher order ramification, and that it satisfies some of the most important properties of the original recursion. Along the way, we show that invariance under (x,y) -> (y,x) is in fact more subtle than expected; we show that there exists a number of counter examples, already in the case of the original Eynard-Orantin recursion, that deserve further study.Comment: 26 pages, 2 figure

Mobile Learning in Nursing Practice Education: Applying Koole's FRAME Model

We report here on an exploratory formative evaluation of a project to integrate mobile learning into a Western Canadian college nursing program. Third-year students used Hewlett Packard iPAQ mobile devices for five weeks in a practice education course in April—May, 2007. Koole's (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model provided our definition of mobile learning and was used to organize our presentation of the results of the study. Participants reported positively on the usability of the mobile devices, finding them easy to learn, readily portable, and the screen size sufficient for mobile specific programs. However, they had difficulty with the wireless connectivity and, despite an initial orientation, did not have time to fully learn the devices in the context of a busy course. As a result, it is not clear if students can effectively use the social technology provided by such devices or if mobile learning can support interaction between instructors and learners in this context. The use of mobile devices in nursing practice education is feasible, but further investigation is needed on the use of m-learning for communication and interactive purposes

A Longitudinal Investigation of Literacy Achievement and Development in the First Three Years of School

This paper describes a longitudinal study of literacy development in the early years of schooling. Monitoring the development of children’s literacy learning in the early years of school poses challenges for educational researchers, including the need for appropriate strategies for identifying the full range of literacy knowledge and skills demonstrated by young learners. The seven-year national ACER Longitudinal Literacy and Numeracy Study (LLANS) followed the growth in literacy of a single cohort of students across the years of primary school (Meiers, Khoo et al, 2006). A key research question in this study was: “What is the nature of literacy development amongst Australian school children?” The study created an opportunity to develop achievement scales describing growth in literacy and numeracy from the very first year of schooling

Using Mobile Learning to Enhance the Quality of Nursing Practice Education

In this chapter, we first review the research literature pertaining to the use of mobile devices in nursing education and assess the potential of mobile learning (m-learning) for nursing practice education experiences in rural higher education settings. While there are a number of definitions of m-learning, we adopted Koole’s (2005) FRAME model, which describes it as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction, and use it as a framework to assess this literature. Second, we report on the results of one-on-one trials conducted during the first stage of a two stage, exploratory evaluation study of a project to integrate mobile learning into the Bachelor of Science Nursing curriculum in a Western Canadian college program. Fourth year Nursing students and instructors used Hewlett Packard iPAQ PDAs for a two week period around campus and the local community. The iPAQs provided both WiFi and GPRS wireless capability and were loaded with selected software, including MS Office Mobile, nursing decision-making and drug reference programs. Our participants reported on a variety of benefits and barriers to the use of these devices in nursing practice education

N’djili/Kinshasa (1952-2012): Local Spirit, Pentecostal Spirit and Spiritual Warfare. Trans-local Translations!

A trans-local ethnographic approach between N’djili/Kinshasa and different locations abroad provides access to a trans-historical approach of social transformations initiated through the prism of the "Spirit of Pentecost", diffracting the space into a multitude of "places" of belonging. It also raises awareness of a dual challenge of deterritorialization - in terms of exiting localism and ethnicity - and reterritorialisation in terms of anchors, very localized but interconnected. From local spirituality to the Spirit of Pentecost and Spiritual Warfare against territorial spirits, the aim of this contribution is to show a process of trans-localization, fighting to cross the borders of territoriality and ethno-nationality. The Spirit of Pentecost appears to give a good opportunity trying to leave territory, ethnicity, and discriminations due to corporeality

A Longitudinal Study of Growth in Literacy and Numeracy in the Primary School Years

This paper reports on a seven-year longitudinal study. In 1998 an extensive investigation of the nature of growth in literacy and numeracy across the years of primary school was established at ACER as a national longitudinal study. It was intended that scales of developing literacy and numeracy achievement would be developed within this study, making it possible to show growth from the first year at school until the end of primary school