bluuebunny/crossref_metadata_2025 huggingface dataset:
Hypergraph sequences as a tool for saturation of ultrapowers
Authors: Malliaris M. E.
Published: January 2012

Let T1, T2 be countable first-order theories, Mi ⊨ Ti and any regular ultrafilter on λ ≥ ℵ0. A longstanding open problem of Keisler asks when T2 is more complex than T1, as measured by the fact that for any such λ, , if the ultrapower realizes all types over sets of size ≤ λ, then so must the ultrapower . In this paper, building on the author's prior work [12] [13] [14], we show that the relative complexity of first-order theories in Keisler's sense is reflected in the relative graph-theoretic complexity of sequences of hypergraphs associated to formulas of the theory. After reviewing prior work on Keisler's order, we present the new construction in the context of ultrapowers, give various applications to the open question of the unstable classification, and investigate the interaction between theories and regularizing sets. We show that there is a minimum unstable theory, a minimum TP2 theory, and that maximality is implied by the density of certain graph edges (between components arising from Szemerédi-regular decompositions) remaining bounded away from 0, 1. We also introduce and discuss flexible ultrafilters, a relevant class of regular ultrafilters which reflect the sensitivity of certain unstable (non low) theories to the sizes of regularizing sets, and prove that any ultrafilter which saturates the minimal TP2 theory is flexible.
Isotherms for the adsorption of Cu(II) onto lignin: Comparison of linear and non-linear methods
Authors: Brdar Mirjana , Takaci Aleksandar , Sciban Marina , Rakic Dusan
Published: January 2012

Equilibrium studies were carried out for the adsorption of Cu(II) onto Kraft
lignin as an adsorbent. The experimental data were fitted to the Freundlich,
Langmuir and Redlich-Peterson isotherms by linear and non-linear method.
Comparison of linear and non-linear regression method was given in selecting
the optimum isotherm for the experimental data. The coefficient of
correlation r2 and Chi-square test ?2 was used to select the best linear
theoretical isotherm. The best linear model is Redlich-Peterson isotherm
model, where r2=0,985 and ?2=0,02. In order to predict the error ERRSQ,
HYBRD, MPSD, ARE and EABS were used. Moreover, by minimizing these error
functions the optimal values of parameters and also the optimum isotherm was
found. The Redlich-Peterson isotherm was found to be the best representative
for adsorption of Cu(II) on the adsorbent in the cases when ERRSQ, HYBRD,
MPSD functions were used. There coefficients of determination are 0.986,
0.985, 0.984, respectively and Chi-square is 0.02 in all cases. Freundlich
isotherms which were obtained by minimization of the ERRSQ, HYBRD, MPSD, ARE
and EABS function showed very good agreement with experimental data. In all
cases the coefficients of determination are greater than 0.91. Besides, it
was observed that non-linear isotherm models were better for representation
of equilibrium data than linearized models.
The Competitive Market for Assurance Engagements on Greenhouse Gas Statements: Is There a Role for Assurers from the Accounting Profession?
Authors: Huggins Anna , Green Wendy J. , Simnett Roger
Published: January 2012

In response to current and increasing demand for assurance on greenhouse gas statements, the International Auditing and Assurance Standards Board (IAASB) released an exposure draft of a new assurance standard, ISAE 3410 “Assurance on a Greenhouse Gas Statement” (IFAC 2011), to provide comprehensive guidance on these types of greenhouse gas (GHG) assurance engagements. Internationally, approximately 50 percent of GHG statements are independently assured. The related assurance market is competitive, with the accounting profession and those outside the profession currently holding approximately equal shares. This paper highlights the characteristics of GHG assurance engagements that warrant multi-disciplinary teamwork, the unique and interdependent skill-sets that different practitioners bring to these engagements, and the market forces that create a demand for diverse providers.
Response of a Subgroup of the PCAOB's Investor Advisory Group to the PCAOB's Concept Release Concerning Reports on Audited Financial Statements and Related Amendments to PCAOB Standards
Authors: Blake Kelvin , Carcello Joseph V. , Harrison Norman J. , Head Michael J. , Roper Barbara E. , Simpson Anne , Sondhi Tony , Tarola Robert M. , Turner Lynn E. , Williams Meredith , Yerger Ann
Published: January 2012

Recently, the Public Company Accounting Oversight Board (PCAOB) released a concept release concerning possible revisions to PCAOB standards related to reports on audited financial statements and related amendments to PCAOB standards. The comment letter below, written by a subgroup of the PCAOB's Investor Advisory Group, was recently submitted to the PCAOB in response to the Board's concept release. The subgroup believes that the four most important changes to the audit report would require the auditor to: (1) discuss the auditor's assessment of the estimates and judgments made by management in preparing the financial statements and how the auditor arrived at that assessment, (2) disclose areas of high financial statement and audit risk and how the auditor addressed these risk areas, (3) discuss unusual transactions, restatements, and other significant changes in the financial statements (including the notes), and (4) discuss the quality, not just the acceptability, of the issuer's accounting practices and policies. They further assert that the disclosure of this information will improve investors' ability to make informed buy/sell decisions, which should result in higher returns to investors and improved capital allocation within society.
No Good Deed Goes Unpunished? Recent Evidence on the Effects of Identifying and Investigating Fraud Risks on Auditors' Litigation Exposure
Authors: Reffett Andrew B.
Published: January 2012

Statement on Auditing Standard No. 99 requires audit team members (staff through partner) during the planning stage of an audit to identify general and specific fraud risks they believe are potentially present within their client's organization, assess the severity of the identified risks, and modify their audit procedures accordingly. While regulators believe such actions will help auditors detect fraud, several publications contend that identifying and investigating fraud risks could, in certain circumstances, also increase auditors' litigation exposure. A recent study, “Can Identifying and Investigating Fraud Risks Increase Auditors' Liability” (Reffett 2010), provides empirical evidence that supports these concerns. This article summarizes that study by discussing its motivation, method, results, and implications. The current article then considers several important questions the aforementioned study raises regarding the effects of the current legal system on the audit process.
Growth of untreated vestibular schwannoma: a prospective study
Authors: Varughese Jobin Kotakkathu , Breivik Cathrine Nansdal , Wentzel-Larsen Tore , Lund-Johansen Morten
Published: January 2012

Object

Small vestibular schwannomas (VSs) are often conservatively managed and treated only upon growth. Growth is usually reported in mm/year, but describing the growth of a 3D structure by a single diameter has been questioned. As a result, VS growth dynamics should be further investigated. In addition, baseline clinical parameters that could predict growth would be helpful. In this prospective study the authors aimed to describe growth dynamics in a cohort of conservatively managed VSs. They also compared different growth models and evaluated the ability of baseline parameters to predict future growth.

Methods

Between 2000 and 2006, 178 consecutive patients with unilateral de novo small-sized VSs identified among the Norwegian population of 4.8 million persons were referred to a tertiary care center and were included in a study protocol of conservative management. Tumor size was defined by MR imaging–based volume estimates and was recorded along with clinical data at regular visits. Mixed-effects models were used to analyze the relationships between observations. Three growth models were compared using statistical diagnostic tests: a mm/year–based model, a cm3/year–based model, and a volume doubling time (VDT)-based model. A receiver operating characteristic curve analysis was used to determine a cutoff for the VDT-based model for distinguishing growing and nongrowing tumors.

Results

A mean growth rate corresponding to a VDT of 4.40 years (95% CI 3.49–5.95) was found. Other growth models in this study revealed mean growth rates of 0.66 mm/year (95% CI 0.47–0.86) and 0.19 cm3/year (95% CI 0.12–0.26). Volume doubling time was found to be the most realistic growth model. All baseline variables had p values > 0.09 for predicting growth.

Conclusions

Based on the actual measurements, VDT was the most correct way to describe VS growth. The authors found that a cutoff of 5.22 years provided the best value to distinguish growing from nongrowing tumors. None of the investigated baseline predictors were usable as predictors of growth.
The paramedian supracerebellar-transtentorial approach to the entire length of the mediobasal temporal region: an anatomical and clinical study
Authors: Türe Uğur , Harput Mehmet Volkan , Kaya Ahmet Hilmi , Baimedi Praveen , Firat Zeynep , Türe Hatice , Bingöl Canan Aykut
Published: January 2012

Object

The exploration of lesions in the mediobasal temporal region (MTR) has challenged generations of neurosurgeons to achieve an appropriate approach. To address this challenge, the extensive use of the paramedian supracerebellar-transtentorial (PST) approach to expose the entire length of the MTR, as well as the fusiform gyrus, was investigated.

Methods

The authors studied the microsurgical aspects of the PST approach in 20 cadaver brains and 5 cadaver heads under the operating microscope. They evaluated the features, advantages, difficulties, and limitations of the PST approach and refined the surgical technique. They then used the PST approach in 15 patients with large intrinsic MTR tumors (6 patients), tumor in the posterior fusiform gyrus with mediobasal temporal epilepsy (MTE) (1 patient), cavernous malformations in the posterior MTR including the fusiform gyrus (2 patients), or intractable MTE with hippocampal sclerosis (6 patients) from December 2007 to May 2010. Patients ranged in age from 11 to 63 years (mean 35.2 years), and in 9 patients (60%) the lesion was located on the left side.

Results

In all patients with neuroepithelial tumors or cavernous malformations, the lesions were completely and safely resected. In all patients with intractable MTE with hippocampal sclerosis, the anterior two-thirds of the parahippocampal gyrus and hippocampus, as well as the amygdala, were removed selectively through the PST approach. There was no surgical morbidity or mortality in this series. Three patients (20%) with high-grade neuroepithelial tumors underwent postoperative radiotherapy and chemotherapy but needed a second surgery for recurrence during the follow-up period. In all patients with MTE, antiepileptic medication could be decreased to a single drug at lower doses, and no seizure activity has occurred until this point.

Conclusions

The PST approach provides the surgeon precise anatomical orientation when exposing the entire length of the MTR, as well as the fusiform gyrus, for removing any lesion. This is a novel technique especially for removing tumors involving the entire MTR in a single session without damaging neighboring neural or vascular structures. This approach can also be a viable alternative for selective removal of the parahippocampal gyrus, hippocampus, and amygdala in patients with MTE due to hippocampal sclerosis.
Clinical and radiographic evaluation of posterior surgical correction for the treatment of moderate to severe post-tuberculosis kyphosis in 36 cases with a minimum 2-year follow-up
Authors: Zeng Yan , Chen Zhongqiang , Qi Qiang , Guo Zhaoqing , Li Weishi , Sun Chuiguo , White Andrew P.
Published: January 2012

Object

The object of this study was to compare the clinical and radiographic outcomes of 36 patients with posttuberculosis kyphosis who underwent one of two types of osteotomy.

Methods

Each patient underwent single-stage correction via a posterior surgical approach. A modified pedicle subtraction osteotomy (mPSO) was performed when the kyphotic deformity was less than 70° (7 cases), whereas a posterior vertebral column resection (VCR) was performed when the kyphotic deformity exceeded 70° (29 cases). Full-length standing radiographs were obtained before surgery and at follow-up visits. These images were used to measure the kyphosis angle; sagittal alignment of the lumbar, thoracic, and cervical regions; and sagittal balance of the spine. Back pain was rated using the visual analog scale (VAS), and neurological function was classified based on the American Spinal Injury Association (ASIA) grading system. Each patient's overall satisfaction with surgical treatment was measured with the Patient Satisfaction Index. For purposes of comparison, patients were studied in 2 groups based on the region of their kyphotic apex. Half of the cohort had apical kyphosis in the lower thoracic spine or thoracolumbar junction (TL group). Using both radiographic and clinical assessments, the authors compared this group with the other half of the patients who had apical kyphosis in the upper to mid thoracic spine (MT group).

Results

The cohort included 15 males and 21 females, with an average age of 34 years at the time of surgery. The minimum follow-up was 24 months, and the mean follow-up was 31 months. Following surgery, kyphosis across the treated segments was reduced by an average of 60°. Lumbar lordosis also improved by an average of 24°, and thoracic kyphosis improved by an average of 20°. Both back pain and neurological function improved after surgical treatment. There was a 67% improvement in VAS scores, and 13 of the 36 patients had improvement in their ASIA grade. The 2 surgical procedures used for deformity correction (mPSO and VCR) demonstrated comparable radiographic and clinical results. Note, however, that differences were found in both radiographic and clinical outcomes in comparing patients who had lower thoracic or thoracolumbar (TL group) versus upper to midthoracic (MT group) apical kyphosis.

Conclusions

Posterior tubercular kyphosis can be effectively improved through corrective surgery, and deformity correction can be accompanied by improvement in clinical symptoms. When appropriately selected, both the mPSO and the VCR can be expected to yield satisfactory reduction of post-tuberculosis kyphotic deformities. Differences in radiographic and clinical outcomes should be anticipated, however, when treating such deformities in different regions of the spine.
Bioethics in Bangladesh
Authors: Begum Hasna
Published: January 2012

DOI: http://dx.doi.org/10.3329/bioethics.v1i1.9521 Bangladesh Journal of Bioethics 2010; 1(1):2
Ethical Issues in Social Research
Authors: Mia Ahmadulla
Published: January 2012

DOI: http://dx.doi.org/10.3329/bioethics.v1i1.9522 Bangladesh Journal of Bioethics 2010; 1(1):3
The Goals of Bioethics Education
Authors: Macer Darryl
Published: January 2012

DOI: http://dx.doi.org/10.3329/bioethics.v1i1.9523 Bangladesh Journal of Bioethics 2010; 1(1):3
Ethics of Energy Technologies
Authors: Macer Darryl
Published: January 2012

DOI: http://dx.doi.org/10.3329/bioethics.v1i1.9526 Bangladesh Journal of Bioethics 2010; 1(1):5
Gender Equity and Economic Empowerment: Women and Ethical/Religious Family Law in Bangladesh
Authors: Monsoor Taslima
Published: January 2012

DOI: http://dx.doi.org/10.3329/bioethics.v1i1.9532 Bangladesh Journal of Bioethics 2010; 1(1):9
Biological Complexities in Radiation Carcinogenesis and Cancer Radiotherapy: Impact of New Biological Paradigms
Authors: Mozdarani Hossein
Published: January 2012

Although radiation carcinogenesis has been shown both experimentally and epidemiologically, the use of ionizing radiation is also one of the major modalities in cancer treatment. Various known cellular and molecular events are involved in carcinogenesis. Apart from the known phenomena, there could be implications for carcinogenesis and cancer prevention due to other biological processes such as the bystander effect, the abscopal effect, intrinsic radiosensitivity and radioadaptation. Bystander effects have consequences for mutation initiated cancer paradigms of radiation carcinogenesis, which provide the mechanistic justification for low-dose risk estimates. The abscopal effect is potentially important for tumor control and is mediated through cytokines and/or the immune system (mainly cell-mediated immunity). It results from loss of growth and stimulatory and/or immunosuppressive factors from the tumor. Intrinsic radiosensitivity is a feature of some cancer prone chromosomal breakage syndromes such as ataxia telangectiasia. Radiosensitivity is manifested as higher chromosomal aberrations and DNA repair impairment is now known as a good biomarker for breast cancer screening and prediction of prognosis. However, it is not yet known whether this effect is good or bad for those receiving radiation or radiomimetic agents for treatment. Radiation hormesis is another major concern for carcinogenesis. This process which protects cells from higher doses of radiation or radio mimic chemicals, may lead to the escape of cells from mitotic death or apoptosis and put cells with a lower amount of damage into the process of cancer induction. Therefore, any of these biological phenomena could have impact on another process giving rise to genome instability of cells which are not in the field of radiation but still receiving a lower amount of radiation. For prevention of radiation induced carcinogenesis or risk assessment as well as for successful radiation therapy, all these phenomena should be taken into account.
microRNA Response to Listeria monocytogenes Infection in Epithelial Cells
Authors: Izar Benjamin , Mannala Gopala Krishna , Mraheil Mobarak Abu , Chakraborty Trinad , Hain Torsten
Published: January 2012

microRNAs represent a family of very small non-coding RNAs that control several physiologic and pathologic processes, including host immune response and cancer by antagonizing a number of target mRNAs. There is limited knowledge about cell expression and the regulatory role of microRNAs following bacterial infections. We investigated whether infection with a Gram-positive bacterium leads to altered expression of microRNAs involved in the host cell response in epithelial cells. Caco-2 cells were infected with Listeria monocytogenes EGD-e, a mutant strain (∆inlAB or ∆hly) or incubated with purified listeriolysin (LLO). Total RNA was isolated and microRNA and target gene expression was compared to the expression in non-infected cells using microRNA microarrays and qRT-PCR. We identified and validated five microRNAs (miR-146b, miR-16, let-7a1, miR-145 and miR-155) that were significantly deregulated following listerial infection. We show that expression patterns of particular microRNAs strongly depend on pathogen localization and the presence of bacterial effector proteins. Strikingly, miR-155 which was shown to have an important role in inflammatory responses during infection was induced by wild-type bacteria, by LLO-deficient bacteria and following incubation with purified LLO. It was downregulated following ∆inlAB infection indicating a new potent role for internalins in listerial pathogenicity and miRNA regulation. Concurrently, we observed differences in target transcript expression of the investigated miRNAs. We provide first evidence that L. monocytogenes infection leads to deregulation of a set of microRNAs with important roles in host response. Distinct microRNA expression depends on both LLO and pathogen localization.
Targeting Protective Autophagy Exacerbates UV-Triggered Apoptotic Cell Death
Authors: Chen Li-Hsin , Chu Pei-Ming , Lee Yi-Jang , Tu Pang-Hsien , Chi Chin-Wen , Lee Hsin-Chen , Chiou Shih-Hwa
Published: January 2012

Autophagy is activated by various stresses, including DNA damage, and previous studies of DNA damage-induced autophagy have focused on the response to chemotherapeutic drugs, ionizing radiation, and reactive oxygen species. In this study, we investigated the biological significance of autophagic response to ultraviolet (UV) irradiation in A549 and H1299 cells. Our results indicated that UV induces on-rate autophagic flux in these cells. Autophagy inhibition resulting from the knockdown of beclin-1 and Atg5 reduced cell viability and enhanced apoptosis. Moreover, we found that ATR phosphorylation was accompanied by microtubule-associated protein 1 light chain 3B II (LC3B-II) expression during the early phases following UV irradiation, which is a well-established inducer of ATR. Knocking down ATR further attenuated the reduction in LC3B-II at early stages in response to UV treatment. Despite the potential role of ATR in autophagic response, reduced ATR expression does not affect autophagy induction during late phases (24 and 48 h after UV treatment). The result is consistent with the reduced ATR phosphorylation at the same time points and suggests that autophagic response at this stage is activated via a distinct pathway. In conclusion, this study demonstrated that autophagy acts as a cytoprotective mechanism against UV-induced apoptosis and that autophagy induction accompanied with apoptosis at late stages is independent of ATR activation.
Pre-Processing of Point-Data from Contact and Optical 3D Digitization Sensors
Authors: Budak Igor , Vukelić Djordje , Bračun Drago , Hodolič Janko , Soković Mirko
Published: January 2012

Contemporary 3D digitization systems employed by reverse engineering (RE) feature ever-growing scanning speeds with the ability to generate large quantity of points in a unit of time. Although advantageous for the quality and efficiency of RE modelling, the huge number of point datas can turn into a serious practical problem, later on, when the CAD model is generated. In addition, 3D digitization processes are very often plagued by measuring errors, which can be attributed to the very nature of measuring systems, various characteristics of the digitized objects and subjective errors by the operator, which also contribute to problems in the CAD model generation process. This paper presents an integral system for the pre-processing of point data, i.e., filtering, smoothing and reduction, based on a cross-sectional RE approach. In the course of the proposed system development, major emphasis was placed on the module for point data reduction, which was designed according to a novel approach with integrated deviation analysis and fuzzy logic reasoning. The developed system was verified through its application on three case studies, on point data from objects of versatile geometries obtained by contact and laser 3D digitization systems. The obtained results demonstrate the effectiveness of the system.
Comparing distance education and conventional education: observations from a comparative study of post-registration nurses
Authors: Duffy Tim , Gilbert Iain , Kennedy David , Kwong Poon Wai
Published: January 2012

This retrospective study presents a comparison of assessment results achieved by distancelearning students and classroom-based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom-based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) undertook their studies by means of conventional classroom-based education, the second (in Hong Kong) by supported distance learning with face-to-face contact in the form of tutorials, and the third (in a geographically dispersed group in the United Kingdom and other countries) by supported distance learning with no face-to-face contact. The results obtained by these three groups of students were analysed. Because of the differences in the size of the groups, the Kruskal- Wallis 1- Way Anova test was applied to validate the face value findings. The authors include findings from the literature comparing distance education with conventional education and from cross-cultural studies to present their data in context. Analysis of the assessment results showed that students from all three groups were successful in their studies, but the students studying by distance learning obtained significantly higher end-of-module results than their classroom-based colleagues. This latter finding reflects the conclusion that other investigators have reached In their discussion the authors identify educational, cultural and personal factors that may help to explain their findings. A limitation in the study is that it concerns only one module in the degree programme. The research now moves on to comparing students who have undertaken the whole degree programme by the means describedDOI:10.1080/0968776020100110
A program to help students of life sciences prepare a research protocol
Authors: Wise Alan
Published: January 2012

This paper describes a Web-based program that has been written in JavaScript to help honours-level students to design a protocol for their research project. It consists of several screens which contain text-input boxes and options, that students can select to determine what statistical test is appropriate. On each page students can obtain information concerning the particular step in the procedure for defining the research protocol. Some links to useful pages on the Internet are also provided. After the student has navigated the screens, the program writes a protocol outline, depending on the information entered by the student. The program was introduced to fourth-stage students of Nutrition and Dietetics at the beginning of the Research Project module. Students were asked to complete an anonymous questionnaire containing attitude statements after they had discussed the protocol with their supervisors. Students generally rated the usefulness of the Internet links highly and considered the program to be user-friendly, clearly laid out and visually appealing. Most students agreed that the program helped to clarify what is needed for the protocol, provoked them to think of aspects of the project, the importance of which they might have failed to realize early enough, and helped them to ask appropriate questions of their supervisors.DOI:10.1080/0968776020100111
Inclusion and online learning opportunities: designing for accessibility
Authors: Pearson Elaine J. , Koppi Tony
Published: January 2012

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students.DOI:10.1080/0968776020100203
Intuitive expertise in ICT graduate supervision
Authors: Jameson Jill
Published: January 2012

Intuitive expertise in the application of advanced interdisciplinary facilitation is the subject of this personal reflection on the graduate supervisory style of Professor David Squires in computers in education. This single-case reflective study examines the characteristics of effective supervision observed during masters and doctoral supervision at King's College in the years 1990-9. Interdisciplinarity in ICT graduate studies particularly requires a fluency of supervisory expertise in enabling supervisees to combine multiple complex perspectives from a number of fields of knowledge. Intuitive combinatory aspects of supervision are highlighted in this reflection on the role carried out by an academic expert in facilitating student success. This is examined from a perspective incorporating affective as well as intellectual elements, informed by characteristics identified in professional sports and performing arts coaching/mentoring. Key characteristics comprising a model of intuitive expertise in ICT graduate supervision were outlined. The resultant portrait aims to complement existing literature on graduate supervision, with reference to the field of ICTI computers in education relating to student hypermedia composition.DOI:10.1080/0968776020100308
A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education
Authors: Nicol David , Coen Michael
Published: January 2012

Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed DOI:10.1080/0968776030110205
Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials
Authors: De Freitas Sara , Roberts Gerald P.
Published: January 2012

This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face-to-face and distance learners against similar data from previous years where e-learning materials were not used in order to test whether e-learning materials can support the same quality and quantity of teaching and learning for both face-to-face and distance learners. The results for this cohort of learners demonstrate that: (i) distance e-learners score as well and sometimes better than face-to-face learners; (ii) face-to-face student numbers have increased; (iii) overall, student retention and student attendance have been maintained; (iv) final examination results have been maintained or in some cases improved; (v) lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved.DOI:10.1080/0968776030110307
Building communities for the exchange of learning objects: theoretical foundations and requirements
Authors: Koper Rob , Pannekeet Kees , Hendriks Maaike , Hummel Hans
Published: January 2012

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments.DOI: 10.1080/0968776042000211502
What are the affordances of information and communication technologies?
Authors: Conole Grainne , Dyke Martin
Published: January 2012

The paper examines the notion that Information and Communication Technologies (ICT) have affordances that epitomize the features of our late modern age (Giddens, 1991) and explores whether these affordances (Salomon, 1993, p. 51) can be used to facilitate particular approaches to educational practice. It argues that a clear articulation of these affordances would enable us to understand how these technologies can be most effectively used to support learning and teaching. We believe that any one affordance can be considered to have both positive and negative connotations and the paper draws on social and educational theory to provide an initial taxonomy of these affordances.DOI: 10.1080/0968776042000216183
Implementation of computer assisted assessment: lessons from the literature
Authors: Sim Gavin , Holifield Phil , Brown Martin
Published: January 2012

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation.DOI: 10.1080/0968776042000259546
inPractice: a practical nursing package for clinical decisions
Authors: Ip Barry , Cavanna Annlouise , Corbett Beverley
Published: January 2012

This paper examines the recent development of a computer-assisted learning program—in Practice— at the School of Health Science, in the University of Wales Swansea. The project, which began in 2001, was developed in close collaboration with The Meningitis Trust, the aim being to produce a software package to increase nursing students’ knowledge of meningitis-related illnesses, and to enhance their decision-making and problem-solving skills by using lifelike scenarios. It incorporates two multimedia meningitis modules incorporating the use of text, film, and sound, in which students are presented with information about the illness (symptoms, treatment etc.), and are required to use their knowledge to make decisions at various key points. A general discussion of decision-making theories and CAL design principles is presented, which has provided a foundation for the main design aspects of the package. This is followed by an outline of how the program was created to promote students’ application of knowledge and their decision-making and problemsolving skills. Results from an evaluation questionnaire are presented. Consideration is also given as to how the program can be extended.DOI: 10.1080/0968776042000339808
A model for the identification of challenges to blended learning
Authors: Draffan E. A. , Rainger Peter
Published: January 2012

A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving ‘thinking’ towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability.DOI: 10.1080/09687760500479787
Holistic approaches to e-learning accessibility
Authors: Phipps Lawrie , Kelly Brian
Published: January 2012

The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing resources for students with disabilities, there is a need to consider pedagogic and contextual issues as well. A holistic framework is therefore proposed and described, which in addition to accessibility issues takes into account learner needs, learning outcomes, local factors, infrastructure, usability and quality assurance. The practical application and implementation of this framework is discussed and illustrated through the use of examples and case studies.DOI: 10.1080/09687760500479860
Creative solutions to making the technology work: three case studies of dyslexic writers in higher education
Authors: Price Geraldine A.
Published: January 2012

Research into the behaviours manifested by the dyslexic condition has often focused upon younger dyslexic pupils and the lower-order skill difficulty in decoding and encoding. A surge in interest in the writing process has shifted the focus to higher-order skills, and a growing body of research is emerging within the higher education context (Hughes & Suritsky, 1994; McNaughton et al., 1997; Hatcher, 2001; Singleton & Aisbett, 2001; Farmer et al., 2002). Students are expected to be ‘expert’ writers, and the mark of a good student is the ability to use writing as a tool for thinking. Drawing upon data from semi-structured interviews with undergraduate and postgraduate dyslexic students and their real-time writing logs, three case studies are presented and used to explore creative ways of using technology to manage dyslexia. The students demonstrate how they use different types of software to overcome writing anxiety, ‘fear of the blank page’ syndrome and issues of plagiarism. The experiences of the students within the case studies demonstrate that often simple software can provide the best solutions, and that students combine features from software programs in creative ways to compensate for weaknesses in their cognitive profile.DOI: 10.1080/09687760500479894
The adventures of Miranda in the brave new world: learning in a Web 2.0 millennium
Authors: Barnes Cameron , Tynan Belinda
Published: January 2012

This paper looks at the implications of Web 2.0 technologies for university teaching and learning. The latest generation of undergraduates already live in a Web 2.0 world. They have new service expectations and are increasingly dissatisfied with teacher-centred pedagogies. To attract and retain these students, universities will need to rethink their operations. New social technologies mean that universities have the chance to create a new generation of student-centred learning environments, to realize the idea of a University 2.0. The following discussion draws upon a fictional character in order to capture the possible futures of such a brave new world.DOI: 10.1080/09687760701673568
Embedding accessibility and usability: considerations for e-learning research and development projects
Authors: Cooper Martyn , Colwell Chetz , Jelfs Anne
Published: January 2012

This paper makes the case that if e-learning research and development projects are to be successfully adopted in real-world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project. As such, accessibility and usability issues need to be made explicit in project documentation, along with allocation of appropriate resources and time. We argue that accessibility and usability are intrinsically inter-linked. An integrated accessibility and usability evaluation methodology that we have developed is presented and discussed. The paper draws on a series of mini-case studies from e-learning projects undertaken over the past 10 years at the Open University.DOI: 10.1080/09687760701673659
Exploratory evaluation of audio email technology in formative assessment feedback
Authors: Macgregor George , Spiers Alex , Taylor Chris
Published: January 2012

Formative assessment generates feedback on students’ performance, therebyaccelerating and improving student learning. Anecdotal evidence gathered by anumber of evaluations has hypothesised that audio feedback may be capable ofenhancing student learning more than other approaches. In this paper we report onthe preliminary findings of a quasi-experimental study employing qualitativetechniques for triangulation, conducted to evaluate the efficacy of formative audiofeedback on student learning. We focus on the delivery of ‘voice emails’ toundergraduate students (n = 24) and evaluate the efficacy of such feedback informative assessment and ergo students’ learning, as well as achieving a betterunderstanding of students’ feedback behaviour post-delivery. The results indicatethat audio feedback better conforms to existing models of ‘quality’ formativefeedback, can enhance the student learning experience and can be more efficientin feedback delivery. Despite this, and high levels of feedback re-use by studentparticipants, the audio treatment group underperformed in learning tasks whencompared with the control group. Differences between the groups were notstatistically significant and analyses of individual and mean learning gains acrossthe treatment group provide little indication of improvements in learning.
Talking with pictures: exploring the possibilities of iconic communication
Authors: Beardon Colin , Dormann Claire , Mealing Stuart , Yazdani Masoud
Published: January 2012

As multimedia computing becomes the order of the day, so there is a greater need to understand and to come to terms with the problems of visual presentation. This paper deals with iconic languages as a means of communicating ideas and concepts without words. Two example systems, developed respectively at the universities of Exeter and Brighton, are described. Both embody basic principles of the iconic communication which,, though not unique to learning technology, is forming an increasingly important part of user-interfaces, including those in the area computer-assisted learning.DOI:10.1080/0968776930010104
Visualization of database structures for information retrieval
Authors: Pejtersen Annelise Mark , Jensen Grete Lisbjerg , Jensen Henrik , Weber Steen
Published: January 2012

This paper describes the Book House system, which is designed to support children's information retrieval in libraries as part of their education. It is a shareware program available on CD-ROM or floppy disks, and comprises functionality for database searching as well as for classifying and storing book information in the database. The system concept is based on an understanding of children's domain structures and their capabilities for categorization of information needs in connection with their activities in schools, in school libraries or in public libraries. These structures are visualized in the interface by using metaphors and multimedia technology. Through the use of text, images and animation, the Book House encourages children - even at a very early age - to learn by doing in an enjoyable way, which plays on their previous experiences with computer games. Both words and pictures can be used for searching; this makes the system suitable for all age groups. Even children who have not yet learned to read properly can, by selecting pictures, search for and find those books they would like to have read aloud. Thus, at the very beginning of their school life, they can learn to search for books on their own. For the library community, such a system will provide an extended service which will increase the number of children's own searches and also improve the relevance, quality and utilization of the book collections in the libraries. A market research report on the need for an annual indexing service for books in the Book House format is in preparation by the Danish Library Centre A/S.DOI:10.1080/0968776940020206
The use of computers as substitute tutors for marketing students
Authors: Catterall Miriam , Ibbotson Patrick
Published: January 2012

The importance of feedback in the learning process is self-evident and well documented (Rowntree, 1987; Brown & Knight, 1994). Students tend to place high value on the feedback they obtain from teaching staff through the assessment process. Assessment can consume as many staff hours as teaching (Gibbs & Jenkins, 1992). With increasing class sizes, teaching staff are encouraged to find ways to reduce the demands the assessment process places on their time. Peer and computer-marked assignments can help in this respect.DOI:10.1080/0968776950030114
Comparison of the cost-effectiveness of a computer-assisted learning program with a tutored demonstration to teach intestinal motility to medical students
Authors: Leathard H. L. , Dwehurst D. G.
Published: January 2012

The computer-assisted learning program Intestinal Motility was produced to help preclinical medical students to understand the variety of ways in which drugs or endogenous mediators can alter intestinal muscle movements and thereby influence propulsion of luminal contents. It simulates experiments actually carried out on a rat colon preparation, but the principles apply equally well to the small intestine and to the stomach and oesophagus of rat or other species. It can be used alone as a learning aid or can be used to support practical class teaching.DOI:10.1080/0968776950030119
Social psychology: new directions in computer-based learning
Authors: Allinson Lesley J.
Published: January 2012

Perhaps surprisingly, psychology has been a discipline eager to capitalize on the application of computers for teaching. Traditionally, this has been for statistical calculations, and the presentation of experimental stimuli and the automatic collection of timed events (e.g., reaction times, choice-decision times). Here, the traditional capabilities of computers are being exploited - namely, their accurate temporal sequencing, graphical performance, and, above all, their number crunching. As such, they have been powerful and essential tools for those involved in the more psychophysical or cognitive areas of psychology. Computer-based learning (CBL) remains very much a preserve of these more formal domains. The arrival of hypermedia has opened the way for CBL to be exploited within the less formal domains of psychology; but the level of interactivity is usually very restricted, and the constrained presentational styles means that even this technological progression fails to meet the contextual richness needed in the teaching of much of the behavioural sciences. The advent of multimedia has for the first time provided the potential to explore, within the normal undergraduate learning environment, real behaviour using the observational techniques that form the basic methodology of the practising social psychologist.DOI:10.1080/0968776960040103
Resource-based learning strategies: implications for students and institutions
Authors: Ryan Malcolm , Wells Julian , Freeman Alan , Hallam George
Published: January 2012

In its strategic plan, the University of Greenwich envisages a significant shift to resource-based learning (RBL). Enterprise in Higher Education (EHE) has funded five pilot RBL projects during the past year, including one in introductory economics. The project was managed by three lecturers in the School of Social Sciences, supported by an Academic Development Officer. Learning outcomes were completely revised, and a range of assessment strategies, including computer-based tests, was identified. A resources guide was produced which identified the materials and activities that would enable students to achieve the learning outcomes. A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities.DOI:10.1080/0968776960040114