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Intelligent Tutoring Systems authoring tools are highly complex educational software applications used to produce highly complex software applications (i.e. ITSs). How should our assumptions about the target users (authors) impact the design of authoring tools? In this article I first reflect on the factors leading to my original 1999 article on the state of the art in ITS authoring tools and consider some challenges facing authoring tool researchers today. Then, in the bulk of the paper, I propose some principled foundations for future authoring tool design, focusing on operationalizing the construct of complexity--for tool, task, and user. ITS authoring tools are major undertakings and to redeem this investment it is important to anticipate actual user needs and capacities. I propose that one way to do this is to match the complexity of tool design to the complexity of authoring tasks and the complexity capacity of users and user communities. Doing so entails estimating the complexity of the mental models that a user is expected to build in order to use a tool as intended. The goal is not so much to support the design of more powerful authoring tools as it is to design tools that meet the needs of realistic user audiences. This paper presents some exploratory ideas on how to operationalize the concept of complexity for tool, task, and user. The paper draws from the following theories and frameworks to weave this narrative: Complexity Science, Activity Theory, Epistemic Forms and Games, and adult cognitive developmental theory (Hierarchical Complexity Theory). This exploration of usability and complexity is applicable to the design of any type of complex authoring application, though the application area that motivated the exploration is ITS authoring.

This essay employs personal biography to illustrate larger questions regarding global transformations in the creative arts and tertiary education sector. With a focus on how neo-liberalism has impacted professional screen practices in Australia and those in the contemporary Academy, this paper also provides two screen-arts case studies to illustrate what poietic research forms can uniquely bring to scholarship. [ABSTRACT FROM AUTHOR]

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners' self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners' general processing depth was statistically controlled. Results were less consistent for variables capturing learners' self-monitoring, such as their judged task complexity. (Contains 3 tables and 2 figures.)

Considers claims regarding GTE (Generic Tutoring Environment) and describes how instructional strategies are represented in Eon, an authoring tool for intelligent tutoring systems. Highlights include comparisons of GTE with other formalisms; intended audiences; representing instructional expertise; tradeoffs between generality and inferencing power; knowledge types; and future directions. (Author/LRW)

This article is concerned with creative arts practices as forms of knowing, and as forms capable of expressing this knowing. Our aim here is to make sense of the factors that have driven creative artists into the university over the last three decades, and to articulate how creative practices function in the present 'research' context. We argue that, after three decades of creative arts practice aligning to university notions of 'research', something important is happening to both. We think a 'poietic turn' is underway within university research that may have profound implications for scholarship and for the sector more broadly. In making this case we consider what, historically, creative arts have brought to the university and why, and we reflect on this thing called 'research' and where it is heading. Finally, we suggest that creative arts methods and practices (that constitute this 'poietic turn') may offer important tools through which scholars can understand and respond to the forms of personal, communal, and global stewardship required for our contemporary times. [ABSTRACT FROM AUTHOR]

In 1918, in a German POW camp, German Jewish sculptor Rudolf Marcuse modelled a bronze bust of Australian Indigenous serviceman Douglas Grant. We discuss these two men's life-histories, the political impetus for creating racialized images of POWs, the early twentieth-century globalization of colonial power structures, and the capacity of a personal, arbitrary encounter to resist simple, deterministic imperatives. [ABSTRACT FROM AUTHOR]

The biography of Douglas Grant (c.1885–1951) has been publicly and popularly told in media since 1916. Interestingly, Grant's unusual life-story has consistently been deployed to serve various political agendas. This essay examines the role of popular-media biographies of Douglas Grant and the emotions embedded in them, and utilises a documentary-film production as a case study to examine relations between these emotions, activist agendas and documentary-film storytelling. Additionally, given the consistent use of tragedy as a formal narrative structure employed in tellings of Douglas Grant's story, this essay also describes how narrative structures are not culturally neutral, but are themselves emotionally suggestive cultural productions. Analysing a century of tellings of the Douglas Grant biography, this essay also offers insights into how conquest-colonial ideology is manifest in these often 'tragic' tales. As an attempt at decolonising scholarship, this essay also responds to insights by Indigenous commentators within the case-study text to reflect on Indigenous ontologies and the role of Country and Indigenous futurism as places/sites/histories of hope. [ABSTRACT FROM AUTHOR]

Infrastructure is essential to provision of public health, safety, and well-being. Yet, even critical infrastructure systems cannot be designed, constructed, and operated to be robust to the myriad of surprising hazards they are likely to be subject to. As such, there has been increasing emphasis in Federal policy on enhancing infrastructure resilience. Nonetheless, existing research on infrastructure systems often overlooks the role of individual decision-making and team dynamics under the conditions of high ambiguity and uncertainty typically associated with surprise. Although evidence suggests that human factors correlating with resilience and adaptive capacity emerge in later stages of psychological development, there is an acute need for new knowledge about the human capacity to comprehend increasing levels of complexity in the context of rapidly evolving technological, ecological, and social stress conditions. Sometimes, it is this developmental capacity for meaning-making that is the difference between adaptive and maladaptive response. Thus, without a better understanding of the human capacity to develop and assign meaning to complex systems, unquestioned misconceptions about the human role may prevail. In this work, we examine the dynamic relationships between human and technological systems from a developmental perspective. We argue that knowledge of resilient human development can improve system resilience by aligning roles and responsibilities with the developmental capacities of individuals and groups responsible for the design, operation, and management of critical infrastructures. Taking a holistic approach that draws on both psychology and resilience engineering literature facilitates construction of an integrated model that lends itself to empirical verification of future research. [ABSTRACT FROM AUTHOR]

This paper examines how the selective application of particular narrative structures and plot details has influenced the telling of two Australian Indigenous historical biographies. In particular, it describes how colonial agendas and perspectives have been mobilised through these biographies and continue to exert on the present. Specifically, this paper investigates popular historical biographies concerning the Indigenous men Woollarawarre Bennelong (c.1764–1813) and Douglas Grant (c.1885–1951) and reflects on connections between the ways they have been narratively constructed. This paper also notes that the biographies of these two men have been emplotted and encrypted in sociopolitically motivated ways. I use the term 'cryptoplot' to describe how these processes and motivations are narratively configured and disguised and to acknowledge how forms of encrypted plot are experienced as having 'truth' value. [ABSTRACT FROM AUTHOR]

In a world that (according to the World Health Organization) has approximately 450 million people suffering from some form of mental disease, there is a deep need to reenvision mental health care. Indo-Tibetan contemplative psychology is a practice-based evidence lineage tradition of between two-and-a half to nine millennia dedicated to the reduction of suffering and the full flowering of human potential. Whilst mindfulness meditation is becoming increasingly popular and effective in the reduction of mental suffering in contemporary culture and psychotherapy, the full contemplative psychology, of which mindfulness is but a foundational skill, is still relatively unknown. Therefore, there is an increasing need to understand and translate the theoretical foundations of such a psychology into a language that psychologists and educated laypersons can understand. In addition, we can explore how modern science can deepen the wisdom and adoption of such traditions. Using the theoretical perspectives of adult developmental psychology and metacognition, this project reveals the psychology of the Indo-Tibetan tradition as a sophisticated developmental psychology that, when practiced, facilitates a fundamental transformation in identity, or the basis of psychological operations, from which an individual experiences the world. Such a developmental process has the potential to eradicate the fundamental suffering caused from cognitive fusion with the basic structures of experience (body, self, thought, emotion, time, dualistic perception, and the attentionalintentional system), allowing for a transition to a fundamentally open boundless experience of identity, within which arises the experience of interconnectedness and the ensuing altruistic motivation to benefit the social good. Among contemporary adult developmental theories we believe that the STAGES model is most compatible with the principles of Indo-Tibetan Contemplative Essence Psychology. We use the STAGES model to show how eastern and western methods can inter-inform each other. This study is one brick in building the bridge between East and West, a bridge that honors the psychology of the East as being a rigorous, technical, and socially relevant psychological framework that, yet, can still evolve. [ABSTRACT FROM AUTHOR]

The STAGES developmental model is a variation of prior ego development frameworks that defines developmental levels in terms of three parameters: object of awareness (concrete, subtle, or metaware), individual vs. collective focus, and active/passive orientation. STAGES, like prior frameworks, uses a sentence completion test (SCT) assessment. Prior frameworks rely on exemplar-based scoring that is closely tied into the specific sentence stems. In contrast, STAGES scoring system is based on language properties that do not depend on the sentence stem. Thus STAGES is the first such assessment to be able to freely incorporate alternative sentence stems without the labor intensive process of discovering the full range of specific responses. Though the STAGES theory and assessment methodology easily allow for using alternative sentence stems, the validity of using alternative stems needs to be shown. In this paper we report on internal consistency studies of several "specialty protocols" which are SCT surveys with 6 to 10 of the original 36 stems replaced by stems focused on a particular specially area. Results show strong reliability scores, via the Cronbach's alpha statistic, for six specialty inventories, on: leadership and organizations, love, education, psychological reflection, climate change, and a children's SCT. [ABSTRACT FROM AUTHOR]

This project assesses psychometric aspects of the STAGES sentence completion test (SCT) using data from 740 scored surveys, and some of the analysis applies to all variations of the SCT for ego development (meaning making maturity). The goals of this research project include: (1) to apply item response theory (IRT) and Rasch analysis to determine item-level psychometric properties of the SCT that were previously unaddressed in SCT research; and (2) to further investigate suspected problems with the ogive cutoff method for aggregating item scores in the SCT and propose alternatives. The psychometric analysis includes: within-test item normality, item standard deviations, test length analysis, factor analysis, characteristics of and correlations among each item, overall test strength, and construct levels discrimination. A range of issues with the standard ogive cutoff method are described, and a new item aggregation method is then proposed. [ABSTRACT FROM AUTHOR]

Since 2014 an experiment in the delivery of 'intensive' mode and 'blended' learning and teaching in screen production has been conducted at an Australian university. It was designed to investigate if a teaching situation that more closely approximates the intensity and urgency of 'real-world' screen-production was achievable and/or desirable in a university context more accustomed to a weekly tutorial and workshop model. Implications of this restructured 'intensive' teaching model on the student experience, and staff research-time are discussed in this paper. Five years after first being implemented, the project recently won a national teaching award and has been considered a pedagogical success. This paper also considers some limits to this success within the university context. [ABSTRACT FROM AUTHOR]

There are three main magnet systems in Wendelstein 7-X (W7-X), comprising in total 85 coils arranged in 22 independent circuits fed by steady-state power supplies. The superconducting coil system creates the main magnetic field and consists of 70 coils, grouped in 7 electrical circuits with 10 coils each with an inductance of $\sim 1$ H. Each circuit is fed by one power supply with a maximum current of 20 kA and a maximum voltage of ±30 V. The second coil system is the so-called trim coil system, intended for enhanced experimental flexibility and error field corrections. It consists of five independently powered copper coils that are placed on the outer side of the cryostat. They will be operated with the currents of up to 1.95 kA. The full-scale ratings of a power supply are ±2200 A(dc) and ±230 V(dc). The third magnet system is the divertor control coil system. The ten normal conducting copper coils are situated inside the plasma vessel behind the divertor targets and are arranged in ten independent circuits. The current rating of one power supply is a dc current of up to ±2500 A, which can be modulated by an ac current of up to 625 A with the frequencies of up to 20 Hz. The commissioning of all the systems was made first by using dummy loads, and finally with the installed coils in W7-X. The final commissioning has been running since November 2014 and will be completed in Summer 2015. [ABSTRACT FROM AUTHOR]

ObjectivesCurrent guidelines for image-guided cervical cancer brachytherapy planning recommend both computed tomography (CT) and magnetic resonance imaging (MRI) for adequate visualisation of the applicator and soft tissues, respectively. MRI-only planning would be ideal as it would save time within the patient pathway and avoid the concomitant CT exposures. However, applicator visualisation on MRI is usually achieved using fluid-filled fiducial marker tubes, which can be awkward to use and suffer from unwanted air bubble artefacts. Therefore, a new fiducial-free imaging technique was developed.MethodsA dual echo time (TE) turbo spin echo sequence was used, at 1·5 T, to provide both T2-weighted images (100 ms TE) for tissue visualisation and strongly proton density-weighted images (17 ms TE) for improved applicator visualisation. In-house software was used to automatically segment the applicator in the short TE images (using Otsu's method) and transfer the information to the long TE images to provide a single fused dataset.ResultsThe method was evaluated successfully using titanium applicators in three patient cases and using a plastic applicator in a tissue-equivalent gel phantom.ConclusionsThe dual-echo technique provides a simple and efficient method for improving the visualisation of brachytherapy applicators in cervical cancer MRI images without the need for marker tubes. [ABSTRACT FROM AUTHOR]

Various approaches and interpretations of post-metaphysics are described, followed by an exploration of methods and approaches to enacting a post-metaphysical attitude toward beliefs, and in particular beliefs commonly held within the community of integral theory and practice. Integral Post-metaphysics is described in context with the larger trend of post-metaphysical thought. Along the way several concepts and themes are introduced, including the epistemic turn in reasoning, misplaced concreteness, epistemic drives, and negative capability. [ABSTRACT FROM AUTHOR]

An essay is presented on Integral Polarity Practice (IPP) as a lead process exercise on developmental lines growth. It offers the workshop Center for New Knowledge by John Kesler on IPP in Northampton, Massachusetts. The author relates his experience with the IPP workshops and other contemplative practice of practitioners.

An essay is presented on cognitive line in developmental assessment. It explores on the measurement of intuitions about wisdom, in which it includes development of heart, soul, and ego, in addition to cognition. It offers various definitions of the cognitive line and suggest about the limitations of identifying precise developmental lines independent of pre-defined tasks. It also discusses the limitations of models in relation to hierarchically structured formal developmental models.

An introduction is presented in which the editor discusses various topics within the issue including measurement in developmental psychology, the relationship between the emotions and the physiological state of the heart with physical and psychological systems.

Integrally-informed educational approaches have much in common with progressive (including reform, alternative, holistic, and transformative) approaches, and share many of the same values. One function of the integral approach is to provide an overarching model within which to coordinate different progressive methods. Though integral adds much more than that, descriptions of integral education sometimes sound like progressive educational principles recast with new terminology. This essay attempts to clarify what the integral approach adds over and above progressive educational theories. After an overview of progressive pedagogical principles, the integral approach is discussed in terms of integral as a model, a method, a community, and a developmental stage. Integral as a type of consciousness or developmental level is elaborated upon as consisting of construct-awareness, ego-awareness, relational-awareness, and system-awareness, all important to the educational process. Finally, challenges and support systems for realizing integral education are discussed. [ABSTRACT FROM AUTHOR]

Background and aim: Radio-labelled Aprotinin has been shown to bind with amyloid fibrils in vitro as well as in vivo. The aim was to test the usefulness of 99mTc-Aprotinin imaging in systemic amyloidosis. Methods: Thirty-five cases who had 99mTc-Aprotinin scans for the assessment of systemic amyloidosis were reviewed retrospectively. Eighteen had biopsy-proven amyloidosis and 17 were controls (amyloidosis was excluded by negative biopsies and non-invasive tests). Five of 18 patients with amyloidosis had final diagnosis of cardiac amyloid. Results: Physiological uptake of 99mTc-Aprotinin was noted in the urinary tract (kidneys and bladder) and in the liver of all patients and controls; and non-specific uptake of 99mTc-Aprotinin was visualised in the spleen and oro-facial structures in the majority of both groups. Myocardial 99mTc-Aprotinin uptake was noted in all five patients with final diagnosis of cardiac amyloidosis and in none of the 30 subjects who did not have cardiac amyloid. The median heart to background uptake ratio was 2.0 in cardiac amyloid patients and 1.1 in subjects without cardiac amyloid ( P = 0.0004). Single Photon Emission Tomography (SPECT) studies of the thorax confirmed that the site of uptake lay within the myocardium. In the amyloidosis group, site-specific 99mTc-Aprotinin uptake was also identified in the subcutaneous tissue of the legs and in a breast nodule shown to be positive for amyloidosis on biopsy. Conclusions: 99mTc-Aprotinin imaging may be a useful non-invasive method for the assessment of the presence and extent of extra-abdominal amyloid, particularly cardiac amyloidosis. It has little role in diagnosis of amyloidosis involving the oro-facial and abdominal structures. [ABSTRACT FROM AUTHOR]

Geophysicists, looking for new exploration tools, have studied the coupling between seismic and electromagnetic waves in the near-surface since the 1930s. Our research explores the possibility that electromagnetic-to-seismic (ES) conversion is useful at greater depths. Field tests of ES conversion over gas sands and carbonate oil reservoirs succeeded in delineating known hydrocarbon accumulations from depths up to 1500 m. This is the first observation of electromagnetic-to-seismic coupling from surface electrodes and geophones. Electrodes at the earth's surface generate electric fields at the target and digital accelerometers detect the returning seismic wave. Conversion at depth is confirmed with hydrophones placed in wells. The gas sands yielded a linear ES response, as expected for electrokinetic energy conversion, and in qualitative agreement with numerical simulations. The carbonate oil reservoirs generate nonlinear conversions; a qualitatively new observation and a new probe of rock properties. The hard-rock results suggest applications in lithologies where seismic hydrocarbon indicators are weak. With greater effort, deeper penetration should be possible. [ABSTRACT FROM AUTHOR]

MetaLinks, an authoring tool and web server for adaptive hyperbooks, is described. MetaLinks hyperbooks provide textbook-like content in a flexible manner that supports opportunistic processes of active reading and learning. Through adaptive methods a single on-line artifact can address the diverse needs of a variety of user goals and backgrounds. The system is designed to support inquiry, exploratory, or curiosity-driven learning in richly interconnected material and to ameliorate a number of usability issues that arise in such open ended learning environments. Chief among the usability issues addressed are the potential for discontinuous conceptual and narrative flow as users navigate flexibly and idiosyncratically through hyperbook content. Our goals are addressed through a number of interface features and adaptive methods including narrative smoothing, custom depth control, and thematic links. In this paper we describe the MetaLinks system, discuss a number of hyperbook design issues, and give the results of two formative evaluations of a MetaLinks Hyperbook. [ABSTRACT FROM AUTHOR]