Search

Your search keyword '"Connolly, Thomas"' showing total 1,011 results
Start Over Author "Connolly, Thomas"

Refine your results

more »

more »

more »

more »

more »

more »
1,011 results on '"Connolly, Thomas"'

301. Regional impact of submarine canyons during seasonal upwelling

Author

Connolly, Thomas P., Hickey, Barbara M., Connolly, Thomas P., and Hickey, Barbara M.

Abstract

Author Posting. © American Geophysical Union, 2014. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Journal of Geophysical Research: Oceans 119 (2014): 953-975, doi:10.1002/2013JC009452., A numerical model of the northern California Current System along the coasts of Washington and British Columbia is used to quantify the impact of submarine canyons on upwelling from the continental slope onto the shelf. Comparisons with an extensive set of observations show that the model adequately represents the seasonal development of near-bottom density, as well as along-shelf currents that are critical in governing shelf-slope exchange. Additional model runs with simplified coastlines and bathymetry are used to isolate the effects of submarine canyons. Near submarine canyons, equatorward flow over the outer shelf is correlated with dense water at canyon heads and subsequent formation of closed cyclonic eddies, which are both associated with cross-shelf ageostrophic forces. Lagrangian particles tracked from the slope to midshelf show that canyons are associated with upwelling from depths of ∼140–260 m. Source depths for upwelling are shallower than 150 m at locations away from canyons and in a model run with bathymetry that is uniform in the along-shelf direction. Water upwelled through canyons is more likely to be found near the bottom over the shelf. Onshore fluxes of relatively saline water through submarine canyons are large enough to increase volume-averaged salinity over the shelf by 0.1–0.2 psu during the early part of the upwelling season. The nitrate input from the slope to the Washington shelf associated with canyons is estimated to be 30–60% of that upwelled to the euphotic zone by local wind-driven upwelling., This work was part of T. Connolly’s graduate research at University of Washington and was supported by grants from the Coastal Ocean Program of the National Oceanic and Atmospheric Administration (NOAA) (NA17OP2789, NA09NOS4780180) and the National Science Foundation (NSF) (OCE0234587, OCE0942675) as part of the ECOHAB PNW and PNWTOX projects., 2014-08-12

Published
2014

302. The development of models for identifying and promoting best practice in e-learning and virtual campuses

Author

Stansfield, Mark, Connolly, Thomas, Cartelli, Antonio, Jimoyiannis, Athanassios, Magalhães, Hugo, Maillet, Katherine, School of Computing, University of the West of Scotland (UWS), Faculty of Humanities, University of Cassino, Dept of Social & Educational Policy, University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_MISCELLANEOUS
Abstract

International audience; This roundtable reports on the work of a European Commission DG Education and Culture cofinanced project "PBP-VC Promoting Best Practice in Virtual Campuses" which is aimed at providing a deeper understanding of the key issues and success factors underlying the implementation of virtual campuses. A tentative model of issues underpinning best practice in virtual campuses which covers organisational, pedagogical, technological and student-related issues derived from an investigation into existing EACEA co-financed virtual campus initiatives within Europe will be outlined. The project is working towards developing a practical framework to help guide the process of creating best practice in virtual campuses, as well as raising awareness of issues and approaches to creating sustainable virtual campuses.

Published
2008

303. Dissemination of the VCSE model for virtual mobility

Author

Stansfield, Mark, Connolly, Thomas, Cartelli, Antonio, Jimoyiannis, Athanassios, Magalhães, Hugo, Maillet, Katherine, University of the West of Scotland (UWS), University of Cassino and Southern Lazio [Cassino], University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

International audience; The Virtual Campus for a Sustainable Europe is a network of European universities experienced in e-learning and education for sustainable development who believe in the wealth of opportunities for learners and teachers engaged in e-learning across disciplinary and cultural boundaries. The VCSE shares high quality, inter-disciplinary and trans-disciplinary e-courses on sustainability issues for university students.

Published
2008

304. Virtual campuses : a new paradigm in eLearning widening learning participation

Author

Jimoyiannis, Athanassios, Stansfield, Mark, Connolly, Thomas, Cartelli, Antonio, Magalhães, Hugo, Maillet, Katherine, Koulaidis, Vasilis, University of Peloponnese, University of the West of Scotland (UWS), University of Cassino and Southern Lazio [Cassino], Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

International audience; The paper presents the results of the analysis of the difficulties evidenced by the students while approaching some scientific disciplines (the ones the author has been teaching or involved with) and shows various kinds of these problems usually known as preconceptions, misconceptions or mental schemes in students' learning. The work describes then the strategies adopted to help students in overcoming their difficulties by using specific strategies built up with the help of the constructivistic paradigm. It analyzes soon after the experiences made by the author while using Web techniques to support his teaching activity and proposes the model of a special Web site where e-commerce techniques have been adopted. The paper ends with the description of the monitoring process of students' knowledge one can carry out with the above site by using the Data Base it's interfaced with and gives an outline of the possible knowledge paradigms this instrument leads to.

Published
2008

305. Promoting and implementing best practice in virtual campuses and e-learning

Author

Stansfield, Mark, Jimoyiannis, Athanassios, Magalhães, Hugo, Connolly, Thomas, Cartelli, Antonio, Maillet, Katherine, University of the West of Scotland (UWS), University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), University of Cassino and Southern Lazio [Cassino], Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education
Abstract

International audience; Interactively explore issues relating to key success factors, best practices within context of e-learning and virtual campuses. Introduce models and a framework aimed at identifying and promoting best practice. Hearing about and learning from your own experiences and work, and getting feedback and comments to issues explored in workshop.

Published
2008

306. Identifying and promoting best practice in virtual campuses and e-learning

Author

Cartelli, Antonio, Maillet, Katherine, Stansfield, Mark, Connolly, Thomas, Jimoyiannis, Athanassios, Magalhães, Hugo, Toland, James, Faculty of Humanities, University of Cassino, Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), School of Computing, University of the West of Scotland (UWS), Dept of Social & Educational Policy, University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
[SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_MISCELLANEOUS
Abstract

International audience; This roundtable reports on the work of a European Commission DG Education and Culture cofinanced project "PBP-VC Promoting Best Practice in Virtual Campuses" which is aimed at providing a deeper understanding of the key issues and success factors underlying the implementation of virtual campuses. A tentative model of issues underpinning best practice in virtual campuses which covers organisational, pedagogical, technological and student-related issues derived from an investigation into existing EACEA co- financed virtual campus initiatives within Europe will be outlined. The project is working towards developing a practical framework to help guide the process of creating best practice in virtual campuses, as well as raising awareness of issues and approaches to creating sustainable virtual campuses.

Published
2008

307. Towards a framework for identifying and evaluating best practice in e-learning and virtual campuses

Author

Cartelli, Antonio, Maillet, Katherine, Stansfield, Mark, Connolly, Thomas, Jimoyiannis, Athanassios, Magalhães, Hugo, Toland, James, University of Cassino and Southern Lazio [Cassino], Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), University of the West of Scotland (UWS), University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_MISCELLANEOUS
Abstract

International audience; This roundtable reports on the work of a European Commission DG Education and Culture cofinanced project "PBP-VC Promoting Best Practice in Virtual Campuses" which is aimed at providing a deeper understanding of the key issues and success factors underlying the implementation of virtual campuses. A tentative model of issues underpinning best practice in virtual campuses which covers organisational, pedagogical, technological and student-related issues derived from an investigation into existing EACEA co-financed virtual campus initiatives within Europe will be outlined. The project is working towards developing a practical framework to help guide the process of creating best practice in virtual campuses, as well as raising awareness of issues and approaches to creating sustainable virtual campuses.

Published
2008

308. Genus Envy: Nationalities, Identities, and the Performing Body of Work

Author

Connolly, Thomas F. and Connolly, Thomas F.

Subjects
Culture in literature, Identity (Psychology) in literature, Drama--Social aspects, Theater and society, Nationalism and literature, Drama--History and criticism--Theory, etc
Abstract

Spanning across playwrights, performers, critics, and theatrical commemorations, this book raises controversy about familiar figures and brings attention to neglected ones. Thomas F. Connolly opens his book with a provocative essay subtitled'Notional Culture.'The first sentence:'Postmodernism makes others of us all,'introduces Connolly's confrontational approach to the study of culture. The introduction takes readers from Montaigne's'Cannibals'to Madison Avenue'gangsta'wannabes, while explicating the impulses behind formal classification that have driven intellectual pursuits from the Early Modern Period through postmodernism. The chapter on Eugene O'Neill argues that his colossal status as the'greatest American playwright'has been imposed upon him and reduces his stature as a world playwright. Connolly is the major scholar of American drama critics and the essay on John Mason Brown has been called'a fascinating and important piece'by leading theatre historian David Savran. Other chapters on major European performers: Noël Coward, Micheál Mac Liammóir, Alexander Moissi and Viennese theatrical culture, offer analysis of self-creation, the superficiality of national identity, and the ways governments use performers. Genus Envy is an important book for all theatre, cultural studies, and literature collections.

Published
2010

309. The Design and Development of the YOUTH@WORK game.

Author

Boyle, Elizabeth, Allan, Graham, Moffett, Janet, Connolly, Thomas, Lawrie, Joanne, Wilson, Nicholas, Oudi, Hamid, Badii, Atta, Einarsdóttir, Sif, Hummel, Hans, and Graur, Aurel

Subjects
VOCATIONAL guidance information systems, EDUCATIONAL games, VOCATIONAL interests, VIDEO game development, CORE competencies, CAREER education administration, EDUCATIONAL outcomes, HOLLAND'S theory of vocational choice
Abstract

Choosing a career is one of the most important decisions that a young person makes, and it is increasingly recognised that having a better understanding of careers and career management skills can help to improve the attainment of young people by reducing the risk of dropping out of school early and leading to more positive career outcomes. The Youth@Work game addresses this by supporting young people between the ages of 13-19 years in career planning. The main benefit of using a game-based approach in this area is that a game provides an active and engaging approach to supporting young people in making these complex and difficult decisions. The current paper describes a case study of the design and development of a game, the Youth@work game, to support career planning, from the initial ideas to the working game and explains how theories of theories of career development and choice were used to specify learning outcomes in the game.We will describe how the career competences required for the game were identified and operationalised and how these were implemented as learning outcomes in the game. The two main theoretical frameworks that were used to characterize the desired learning outcomes for the game were: (a) the Skills Development Scotland (SDS) model of career competences and (b) Holland’s model of vocational interests. The SDS model provided a useful organisational framework for the game and both models helped to specify the varied activities in the different zones of the game. The scoring system and feedback are described as well as difficulties that emerged in game design and development as these can provide valuable lessons about general issues that arise in designing games for learning. [ABSTRACT FROM AUTHOR]

Published
2016

310. A Framework for Games-Based Construction Learning: A Text-Based Programming Languages Approach.

Author

França Batista, André Luiz, Peres Angotti, José Andre, and Connolly, Thomas

Subjects
COMPUTER science education, VIDEO game development, EDUCATIONAL games, PROGRAMMING languages, NONFORMAL education, EFFECTIVE teaching
Abstract

Computer programming is a challenge for students and a major reason why people avoid Computer Science courses. Investigating alternative teaching methods is essential to encourage students to learn and understand the concepts of programming. The use of games in learning and training is advocated and supported by many researchers due to its motivational and attractive features. This study focuses on an approach that supports the use of learning methodologies based on constructionist activities. Therefore, a pedagogical framework is proposed to guide lecturers who teach programming on how to integrate games-based learning to present coding concepts in the context of familiar real-world applications like computer games development. The framework is supported by motivational and attractive game features in conjunction with the authentic and meaningful aspects of constructionist activities for Games-Based Construction Learning (GBCL). This paper summarises and presents a framework model based on a literature review and a panel of experts, with a view to performing a two-stage process to validate this framework. The paper discusses the design and validation of the framework and proposes actions regarding its implementation. [ABSTRACT FROM AUTHOR]

Published
2016

311. Evaluation of a 3D Simulated Practice Learning Environment.

Author

Connolly, Thomas M., Farrier, Stephen, Lawrie, Joanne, Wilson, Nick, Boyle, Liz, Chaudy, Yaelle, Soflano, Mario, Fitzpatrick, Evelyn, Tsvetkova, Nina, Motiečienė, Roberta, Jankunaite, Dovile, and Di Concetto, Francesca

Subjects
SIMULATED environment (Teaching method), CLASSROOM environment, JOB skills, MEDICAL education, SOCIAL services
Abstract

The importance of health and social services is increasing as European society grows older and unemployment and relocation across Europe increases. This growing demand for services is creating unprecedented pressures on health and social care systems. Despite differences in political approaches and institutional frameworks, health and social services across Europe face similar challenges in adjusting to demographic ageing, societal change, rising expectations and consumerism, changing employment and family patterns, evolving technological opportunities and funding issues. A key part of the sector deals with vulnerable people. Education and training plays a pivotal role in developing those who work with vulnerable people and, more generally, the social services sector. In many parts of Europe, the sector has a strong emphasis on learning and assessing skills for job roles in real practice environments (“practice learning”). In some qualifications, practice learning can be almost 40% of the total learning time. There are also on-going demands for practice learning with new qualified professionals and professionals as part of CPD. There are clear logistical challenges in arranging practice opportunities where trainees are able to learn the core skills of the job and receive high quality support, supervision and assessment of their practice from suitably qualified mentors/practice assessors. Furthermore, finding sufficient numbers of such placements has been a challenge for the last 30 years. However, there are also other challenges; e.g. risks associated with work-based learning and the safety and well-being of service users in giving trainees access to their lives. This paper discusses the development of a 3D simulated practice learning environment that focuses on supporting people who work with young children. The paper then presents the findings from a large-scale teacher training programme for the game that was run across various European countries with 120 participants. [ABSTRACT FROM AUTHOR]

Published
2016

312. A framework for promoting best practice in virtual campuses : initial lessons from the PBP-VC Project

Author

Stansfield, Mark, Connolly, Thomas, Cartelli, Antonio, Jimoyiannis, Athanassios, Magalhães, Hugo, Maillet, Katherine, School of Computing, University of the West of Scotland (UWS), Faculty of Humanities, University of Cassino, Dept of Social & Educational Policy, University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), Institut Mines-Télécom [Paris] (IMT), and Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque

Subjects
Virtualization, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education
Abstract

International audience; Despite a significant growth in the development of virtual campuses (VCs) across the EU in recent years, the findings from a European Commission DG Education and Culture workshop in 2005 on VCs highlighted a number of concerns relating to VC projects and initiatives across the EU. It was felt that many VCs suffered from a low profile resulting in little support at senior levels, thus hampering their development, as well as having very little contact and interoperability with each other. If eLearning and VC initiatives are to be sustainable within the European Union, then it is vital that stakeholders understand how new models of teaching and learning transform the institution and how they can be used to enhance the flexibility and inclusiveness of the European education system. This paper reports on the work of a European Commission DG Education and Culture co-financed project PBP-VC Promoting Best Practice in Virtual Campuses which is aimed at providing a deeper understanding of the key issues and critical success factors underlying the implementation of VCs. The paper will outline a tentative model of issues underpinning best practice in VCs derived from an initial literature based investigation of existing VC initiatives within Europe. In addition, the project is working towards developing a practical framework to help guide the process of creating best practice in VCs, as well as raising awareness of issues and approaches to creating sustainable VCs.

Published
2007

313. Towards the development of a framework for promoting best practice in virtual campuses

Author

Connolly, Thomas, Stansfield, Mark, Cartelli, Antonio, Jimoyiannis, Athanassios, Magalhães, Hugo, Maillet, Katherine, Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque, University of the West of Scotland (UWS), University of Cassino and Southern Lazio [Cassino], University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), and Institut Mines-Télécom [Paris] (IMT)

Subjects
[SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, Virtual campuses, Best practice, E-learning
Abstract

International audience; Despite a significant growth in the development of virtual campuses (VCs) across the EU in recent years, the findings from a European Commission DG Education and Culture workshop in 2005 on VCs highlighted a number of concerns relating to VC projects and initiatives across the EU. It was felt that many VCs suffered from a low profile resulting in little support at senior levels, thus hampering their development, as well as having very little contact and interoperability with each other. If eLearning and VC initiatives are to be sustainable within the European Union, then it is vital that stakeholders understand how new models of teaching and learning transform the institution and how they can be used to enhance the flexibility and inclusiveness of the European education system. This paper reports on the work of a European Commission DG Education and Culture co-financed project PBP-VC Promoting Best Practice in Virtual Campuses which is aimed at providing a deeper understanding of the key issues and critical success factors underlying the implementation of VCs. The paper will outline a tentative model of issues underpinning best practice in VCs derived from an initial literature based investigation of existing VC initiatives within Europe. In addition, the project is working towards developing a practical framework to help guide the process of creating best practice in VCs, as well as raising awareness of issues and approaches to creating sustainable VCs.

Published
2007

314. The promoting best practice in virtual campuses (PBP-VC) project : towards new strategies for higher education

Author

Cartelli, Antonio, Stansfield, Mark, Connolly, Thomas, Jimoyiannis, Athanassios, Magalhães, Hugo, Maillet, Katherine, Télécom SudParis & Institut Mines-Télécom Business School, Médiathèque, Faculty of Humanities, University of Cassino, School of Computing, University of the West of Scotland (UWS), Dept of Social & Educational Policy, University of Peloponnese, Sociedade Portuguesa de Inovação (SPI), Département Langues et Sciences Humaines (LSH), Télécom Ecole de Management (TEM)-Institut Mines-Télécom [Paris] (IMT)-Institut Mines-Télécom Business School (IMT-BS), and Institut Mines-Télécom [Paris] (IMT)

Subjects
[SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, ComputingMilieux_MISCELLANEOUS
Abstract

International audience; It is a 2 year EACEA co-financed project (March 2007 -February 2009) It aims at providing a deeper understanding of key issues and critical success factors underlying implementation of Virtual Campuses (VCs)

Published
2007

315. TRANSFORMING Human Resources

Author

CONNOLLY, THOMAS R., MARDIS, WALTER, and DOWN, JAMES W.

Subjects
Human resource planning -- Management, Human resource management -- Management, Human resource departments -- Management, Business, general, Company business management, Management
Abstract

It was nearly a decade ago that several management visionaries began promoting a new direction for the human resources function. They argued that, as business made the transition from an [...]

Published
1997

319. Netting in the Northern and Western Great Basin.

Author

CONNOLLY, THOMAS J., KALLENBACH, ELIZABETH A., BARKER, PAT, and McCABE, SUSAN J.

Abstract

Differences between the northern and western Great Basin have long been recognized, based on technological attributes such as lithic procurement networks and distinctive basketry traditions. A detailed look at knotted-net manufacture in the northern and western Great Basin is presented using archaeological samples from Nevada and Oregon museum collections, and drawing upon the ethnographic record to inform our analysis of net types and their uses. Metrics were recorded for 89 nets and net fragments to identify any apparent differences in construction and to investigate whether distinctive patterns in net-making might also distinguish these areas. Recorded metrics do indeed show a statistically significant difference in net construction between the northern and western Great Basin. Direct AMS dates are reported for sixteen of the sampled nets. [ABSTRACT FROM AUTHOR]

Published
2017

343. Teaching Business Intelligence With a Business Simulation Game.

Author

Poonnawat, Waranya, Lehmann, Peter, and Connolly, Thomas

Subjects
BUSINESS intelligence, SIMULATION games in education, SIMULATION methods in education, EDUCATIONAL games, DECISION making, EDUCATION
Abstract

The term "Business Intelligence" (BI) has evolved from Management Information Systems to Decision Support Systems since the mid-1960s. Today, modern decision making methodologies and technologies are referred to under the term "Business Intelligence". The main purpose of this technology is to improve both the efficiency of users' decision making and the effectiveness of decisions. Decision support technology has been implemented and researched in industry and academia for more than half a century, however, challenges in teaching of this field still remain such as access to suitable data sets, finding interesting business cases, and providing realistic and meaningful experiences. Interestingly, the top rank of CIO global technological priorities is still Business Intelligence and Business Analytics, but the skills gap is significantly wide and negatively impacts on business. Moreover, it is not only the BI skills that are needed but also the 21st Century skills, such as, communication, social skills, creativity, critical thinking, problem solving, productivity, and risk taking - as suggested by the European Community to meet the requirements from the job market. This situation drives BI instructors to improve their teaching strategies or to have considered alternative methods to educate their students. Business Simulation Games are recognized as an effective educational method to enable students to learn how to make decisions and manage the business process in a modern enterprise, link abstract concepts to real world problems, and improve quantitative skills. Additionally, a game is a future technology trend that will be able to support developing new skills, because game characteristics can contribute and sustain 21st Century skills. Therefore, the "BI Academy" (BIA) project at the Stuttgart Media University in collaboration with the University of the West of Scotland has developed a business simulation game, called BI game. It is anticipated that using the BI game can help instructors to overcome the limitations and challenges in teaching BI, support students to improve their BI skills and 21st Century skills through the learning process, help students to get a better understanding of how to use BI tools to support decision making, and can leverage students' BI maturity level. This paper first presents the status of Business Intelligence in academia, the conceptual framework being used as the basis for game design, the technical framework supporting the game operation, and the organisational format of the BI game which provides a closed-loop learning environment. The paper then describes the preliminary results of students' self-assessment, which shows that most of the students assessed themselves as having quite good 21st Century skills but quite low BI skills. Finally, the paper will provide directions for future research. [ABSTRACT FROM AUTHOR]

Published
2015

344. Oregon Archaeology

Author

Aikens, C. Melvin, Connolly, Thomas J., Jenkins, Dennis L., Aikens, C. Melvin, Connolly, Thomas J., and Jenkins, Dennis L.

Published
2012

345. Clovis age Western stemmed projectile points and human coprolites at the Paisley Caves

Author

Jenkins, Dennis L., Davis, Loren G., Stafford jr., Thomas, Campos, Paula, Hockett, Bryan, Jones, George T., Cummings, Linda Scott, Yost, Chad, Connolly, Thomas J., Yohe II, Robert M., Gibbons, Summer C., Raghavan, Maanasa, Rasmussen, Morten, Paijmans, Johanna L. A., Hofreiter, Michael, Kemp, Brian M., Barta, Jody Lynn, Monroe, Cara, Gilbert, Tom, Willerslev, Eske, Jenkins, Dennis L., Davis, Loren G., Stafford jr., Thomas, Campos, Paula, Hockett, Bryan, Jones, George T., Cummings, Linda Scott, Yost, Chad, Connolly, Thomas J., Yohe II, Robert M., Gibbons, Summer C., Raghavan, Maanasa, Rasmussen, Morten, Paijmans, Johanna L. A., Hofreiter, Michael, Kemp, Brian M., Barta, Jody Lynn, Monroe, Cara, Gilbert, Tom, and Willerslev, Eske

Abstract

The Paisley Caves in Oregon record the oldest directly dated human remains (DNA) in the Western Hemisphere. More than 100 high-precision radiocarbon dates show that deposits containing artifacts and coprolites ranging in age from 12,450 to 2295 C years ago are well stratified. Western Stemmed projectile points were recovered in deposits dated to 11,070 to 11,340 C years ago, a time contemporaneous with or preceding the Clovis technology. There is no evidence of diagnostic Clovis technology at the site. These two distinct technologies were parallel developments, not the product of a unilinear technological evolution. "Blind testing" analysis of coprolites by an independent laboratory confirms the presence of human DNA in specimens of pre-Clovis age. The colonization of the Americas involved multiple technologically divergent, and possibly genetically divergent, founding groups.

Published
2012

346. From Function to Fashion : Footwear through Time

Author

Lanker, Brian, Connolly, Thomas J., Hlaváček, Petr, Moore, Kenny, Lanker, Brian, Connolly, Thomas J., Hlaváček, Petr, and Moore, Kenny

Abstract

History of shoeing and development of protection requirements. The role of footwear as a product with a high social status. Actual trends in assessment of current footwear.

Published
2011

347. Rapid Quantification of Energy Absorption and Dissipation Metrics for PPE Padding Materials

Author

TEXAS UNIV AT SAN ANTONIO, Connolly, Thomas J., Cruz, Gabriel, TEXAS UNIV AT SAN ANTONIO, Connolly, Thomas J., and Cruz, Gabriel

Abstract

The use of energy-absorbing/dissipating materials in personnel helmets to reduce the effects of blast pressures can have unanticipated adverse effects. The presence and/or configuration of these materials can focus energy in such a way that it can cause unforeseen traumatic brain injuries. The purpose of this research is to develop a innovative modeling and simulation approach for rapidly quantifying metrics that characterize the energy absorption/dissipation capacity of candidate materials to be used in retrofitted helmets and other personnel protective equipment (PPE.) Metrics such as the saturation point of the material with respect to maximum blast loads, and the ratio of the total blast energy to the energy that is transmitted to the victim, are used to rate two candidate materials. Quantification of these metrics is accomplished using dynamic modeling and simulation technique, facilitated by impedance-based bond graphs. These models include novel elements whose constitutive laws are defined by fractional derivatives, which capture frequency-dependent viscoelastic and viscoinertial properties of energy absorbing/dissipating materials. Input forces caused by blast pressures, determined from computational fluid dynamics (CFD) analysis and simulation of common blast sources encountered in current conflicts, are used to generate the externally applied force inputs for material modeling simulations., The original document contains color images.

Published
2010

348. John Barrymore: A Bio-bibliography

Author

Connolly, Thomas F.

Subjects
John Barrymore: A Bio-Bibliography (Book) -- Book reviews, Books -- Book reviews, Arts, visual and performing
Published
1996

349. Recurrence of Intravenous Talc Granulomatosis following Single Lung Transplantation

Author

Cook, Richard C, Fradet, Guy, English, John C, Soos, John, Müller, Nestor L, Connolly, Thomas P, and Levy, Robert D

Subjects
surgical procedures, operative, Article Subject
Abstract

Advanced pulmonary disease is an unusual consequence of the intravenous injection of oral medications, usually developing over a period of several years. A number of patients with this condition have undergone lung transplantation for respiratory failure. However, a history of drug abuse is often considered to be a contraindication to transplantation in the context of limited donor resources. A patient with pulmonary talc granulomatosis secondary to intravenous methylphenidate injection who underwent successful lung transplantation and subsequently presented with recurrence of the underlying disease in the transplanted lung 18 months after transplantation is reported.

Published
1998
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results