bluuebunny/crossref_metadata_2025 huggingface dataset:
Stacking the Senate, Changing the Nation: Republican Rotten Boroughs, Statehood Politics, and American Political Development
Authors: Stewart Charles , Weingast Barry R.
Published: December 2008

Info the 1870s, Republican Leaders were preoccupied with the danger that a Southern re-entry into the political system might produce an overthrow of their coalition at the polls and a restoration of the Jacksonian coalition to its former dominance. Nor was this a chimera: the success of the Republican revolution in national policy-making had been predicated upon enormous artificial majorities that were produced in a Congress in which the Southern states were not represented. Indeed, the Republican fears were partially realized after 1872. Southern “Redemption” and the persistence of traditional Northern support for the Democrats resulted in a unique period of partisan deadlock which lasted from 1874 until Republican capture of all branches of the federal government in 1896.
Urban Constituencies, Regimes, and Policy Innovation in the Progressive Era: An Analysis of Boston, Chicago, New York City, and San Francisco
Authors: Ethington Philip J.
Published: December 2008

Perhaps no single aspect of the American polity has been more analyzed, discussed, cited for evidence in grand theories of American political development, and yet less understood than the role of the urban voter in the regime formation and policy innovation of the Progressive era (circa 1890–1920). One century of prolific urban political analysis has produced an abundance of evidence, theory, and keen insight, yet we still have nothing like a systematic survey of urban voting behavior using reliable multivariate methods in more than a few elections or comparatively across several cities simultaneously. As a consequence, we have built for the urban voter a city of theoretical models without an adequate empirical infrastructure.
Presidential Mandates in the Nineteenth Century: Conceptual Change and Institutional Development
Authors: Ellis Richard J. , Kirk Stephen
Published: December 2008

A central paradox of the modern American presidency is that citizens regularly call for strong presidential leadership while at the same time their political culture predisposes them to be reluctant followers.1 One of the ways contemporary presidents resolve this paradox is by invoking an electoral mandate. By persuading others that he possesses a mandate from the voters to pursue a particular policy agenda, a president can disguise his leadership under the pretense of simply carrying out “the will of the people.” The presidential mandate thus enables presidents to lead while seeming to follow, to exercise power over people under the guise of empowering the people.
Building a Democratic Majority: The Progressive Party Vote and the Federal Trade Commission
Authors: James Scott C.
Published: December 2008

On 30 May 1914, Theodore Roosevelt fired the opening shots of the midterm elections against the party of Woodrow Wilson. Roosevelt framed the off-year elections as a referendum on the failures of the New Freedom, the Democrats' three-pronged program to curb the power of the trusts. Rather than bringing monopolies to heal, the former president asserted, Democratic policy had simply driven the economy into recession. “[T]he Democratic party,” Roosevelt explained on another occasion “has been engaged in what is fundamentally an effort to restore the unlimited competition of two generations back and to subject this to only an ineffective and weak government control”. To all, Roosevelt's counsel was constant: the prudent course of citizens that fall was to register a vote for social and industrial progress, to support the Progressive party candidate for Congress.
A Government Based on Representations
Authors: Hemberger Suzette
Published: December 2008

In the course of the debates over the ratification of the U.S. Constitution, no one disputed that the people were sovereign, but how this sovereignty was to be embodied proved quite controversial. The post-Revolutionary generation faced the challenge of creating a republican form of government from an oppositional popular politics. Federalists responded by claiming for their Constitution, and for the national government it created, a monopoly on the legitimate representation of the people. They championed the official over the popular and invoked the idea of the nation to authorize this transfer of authority. It was a transfer that would not go unchallenged, and, as a result, the constitutional politics of the early republic repeatedly posed the question of whether popular sovereignty could survive the transformation of thedemosinto a nation.
The Transformation of New Deal Liberalism: A Response to Michael Brown, Kenneth Finegold, and David Plotke
Authors: Brinkley Alan
Published: December 2008

I wish, first, to thank Michael Brown, Kenneth Finegold, and David Plotke for their thoughtful and provocative responses to my book. Historians and political scientists, even those who work on similar issues, exchange views far too seldom. This discussion, therefore, offers an opportunity to consider not only reactions to my book, but also some of the connections (and differences) between our two disciplines.
The Diversionary Thesis and the Dialectic of Imperialism: Charles A. Beard's Theory of American Foreign Policy Revisited
Authors: Barrow Clyde W.
Published: December 2008

In 1916, Charles A. Beard was denouncing Germany as “a danger to civilization” and calling for American participation in World War I on the side of the Entente Allies. Like John Dewey and other social-democrats, Beard saw the Great War as an opportunity to advance the interests of the European working class by breaking “the union of the Hohenzollern military caste and the German masses whose radical leaders are Social Democrats”. Even after the Versailles Treaty, Beard continued to embrace the Wilsonian theme that the Great War had been fought to make the world safe for democracy. However, by the mid–1980s, he was staunchly opposed to war with Germany and Japan, had come to embrace the revisionist history of World War I, and even testified before Congress against the Lend-Lease Act. Thus, intellectual historians agree that somewhere between the end of World War I and the 1930s, Beard shifted from internationalism to isolationism and, indeed, a few critics have referred to him as a pacifist in his later years. Within the umbrella of this consensus, debates among biographers, intellectual and diplomatic historians, have come to center largely on identifying the timing and the reasons for Beard's “conversion” to isolationism. Not coincidentally, during the 1960s and 1970s, Beard's writings on foreign policy and diplomatic history enjoyed a resurgence among many on the New Left who were constructing their own revisionist history critical of America's political and military involvement in various Third World countries. Today, Beard's views are still cited in international relations and history textbooks as an example of isolationist theory in American foreign policy.
The Political Origins of Unemployment Insurance in Five American States
Authors: Amenta Edwin , Clemens Elisabeth S. , Olsen Jefren , Parikh Sunita , Skocpol Theda
Published: December 2008

The last decade has been a time of rapid development in comparative social scientific research on modern welfare states—or more concretely, research on social insurance, pensions, and public assistance policies. Synchronic studies, using highly aggregated measures to make causal inferences about policy developments in all the nations of the world, have declined in favor of longitudinal comparative studies of up to eighteen advanced industrial capitalist democracies. Concomitant with this shift, analytic interest has moved away from industrialization and urbanization and toward more political explanatory variables—including class power and class alliances, the structures of political regimes, political parties, and party systems, and the activities of administrators and policy intellectuals.
Two Years Federal Act on the International Transfer of Cultural Property in Switzerland (Bern, Switzerland, May 31, 2007)
Authors: Siehr Kurt
Published: December 2008

On June 1, 2005, the Swiss Cultural Property Transfer Act (CPTA) of 2003 entered into force. This statute implements for Switzerland the 1970 UNESCO Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property. According to article 7 of the CPTA—along the line followed by the United States in their implementation statute—bilateral agreements must be stipulated with contracting states of the convention so these states will be protected in Switzerland with respect to the items mentioned in these agreements. Yves Fischer and Benno Widmer of the Federal Office for Culture explained the CPTA and the Ordinance on Cultural Property Transfer (CPTO) and mentioned that with Peru and Greece agreements have already been achieved and that agreements with Italy, Egypt, and Mexico are in preparation. Marc-André Renold, director of the Geneva-based Institute of Art and Law, presided the session when question were put to the Federal Office at the end of the conference.
International Law Association, Committee on Cultural Heritage Law (London, England, May 17–18, 2007)
Authors: Schönenberger Beat
Published: December 2008

The Committee on Cultural Heritage Law of the International Law Association (ILA) held an interim meeting in London on May 17–18, 2007. After completing the work on the Principles for Cooperation in the Mutual Protection and Transfer of Cultural Material on the occasion of the Seventy-Second Conference in Toronto 2006, the committee has now two projects on its agenda. The first one is concerned with a study of the concept of safe havens for temporary deposit of cultural material rescued from circumstances of armed conflict and other serious threats; the second study deals with the relationship between international trade law and cultural heritage law.
First Heidelberg Day of Art Law (Heidelberg, Germany, September 8, 2007)
Authors: Engelhardt Sophie
Published: December 2008

On September 8, 2007, the Heidelberg Institut für Kunst und Recht (IFKUR, Institute of Art and Law) hosted guests interested in art and law from all over Germany, Switzerland, and Austria. More than 100 participants attended the institute's First Heidelberg Day of Art Law on “The Artist's Law—The Art of Law (Des Künstlers Rechte—Die Kunst des Rechts).” The conference was held in the Heidelberg Town Hall's ballroom. The first part of the day was dedicated to various legal aspects of the freedom of art, and the second part was devoted to legal challenges concerning the exploitation of artistic works.
Legal Problems of Restitution of Cultural Objects (Vienna, Austria, October 12, 2007)
Authors: Kemle Nicolai
Published: December 2008

The Austrian Federal Ministry of Unterricht, Kunst und Kultur in Vienna offered the perfect frame for the symposium “Rechtsfragen der Restitution von Kulturgut” on October 12, 2007. Under the direction of Gerte Reichelt, member of the Institut für Kunst und Recht (IFKUR) advisory board, the Ludwig Boltzmann Institut für Europarecht dedicated this day for the UNESCO convention in 1970 and the UNIDROIT convention in 1995.
Report on the 16th ICOMOS General Assembly: September 29–October 4, 2008, Quebec, Canada
Authors: Naeem Anila
Published: December 2008

The 16th General Assembly of the International Council on Monuments and Sites (ICOMOS) was held in Quebec, Canada, from September 29 to October 4, 2008. The events included the scientific, advisory, and executive committee meetings; Young Professional's Forum; a Scientific Symposium; and the General Assembly meeting including elections for the new executive committee. According to the ICOMOS official report, 853 participants from 77 different countries attended the event.
Dairy product consumption and the metabolic syndrome
Authors: van Meijl Leonie E. C. , Vrolix Ruth , Mensink Ronald P.
Published: December 2008

The metabolic syndrome is an important risk factor for type 2 diabetes mellitus and CVD. Epidemiological studies have now suggested protective effects of dairy product consumption on the development of this syndrome. Here we review the physiological effects and possible mechanisms involved of three main dairy constituents (Ca, protein, fat) on important components of the metabolic syndrome. Ca supplements improve the serum lipoprotein profile, particularly by decreasing serum total and LDL-cholesterol concentrations. They also lower systolic and diastolic blood pressure. Insufficient evidence exists for a significant role of Ca supplements or dairy in body-weight management. Effects of Ca may be related to intestinal binding to fatty acids or bile acids, or to changes in intracellular Ca metabolism by suppressing calciotropic hormones. Dietary proteins may increase satiety in both the short and longer term, which may result in a reduced energy intake. They have also been reported to improve the serum lipoprotein profile as compared with carbohydrates. Dairy proteins are precursors of angiotensin-I-converting enzyme-inhibitory peptides, which may lower blood pressure. Such effects, however, have inconsistently been reported in human studies. Finally, conjugated linoleic acid, which effectively lowers body weight in animals, has no such effect in humans in the quantities provided by dairy products. To reduce the intake of SFA, the consumption of low-fat instead of high-fat dairy products is recommended. In conclusion, more research is warranted to better understand the physiological effects and the mechanisms involved of dairy products in the prevention and treatment of the metabolic syndrome.
Obesity and inflammation: the effects of weight loss
Authors: Forsythe L. Kirsty , Wallace Julie M. W. , Livingstone M. Barbara E.
Published: December 2008

Following the discovery of TNF-α and leptin as secretory products of adipocytes in the early 1990s, subsequent obesity research focused on the new functional role of adipose tissue, as an active endocrine organ. Many more inflammatory peptides have been linked to adiposity, which ultimately characterised obesity as a state of low-grade systemic inflammation, or ‘metaflammation’ which may link obesity to its co-morbidities. The aim of the present review is to examine the effects of weight loss on inflammation in overweight and obese, but otherwise healthy, populations. Studies were broadly classified into four types (diet, physical activity, diet and physical activity combined, and surgical interventions) and discussed according to the method used to induce weight loss. All studies measured at least one obesity-related inflammatory marker (ORIM). The overall finding from the present review is that weight loss does improve inflammation in terms of both the inflammatory (C-reactive protein, TNF-α, IL-6 and leptin) and anti-inflammatory (adiponectin) ORIM. Within this, the greatest improvements in ORIM are observed in studies achieving a weight loss of at least 10 %. However, a number of methodological issues have been identified as potential limitations within the literature including the sex and age of subjects, sample size, study duration and the assessment of body composition. In conclusion, although a period of weight lossper seis capable of reversing the unfavourable inflammatory profile evident in the obese state, further studies are required to determine the time needed, in which a reduced weight is maintained, in order to benefit from improved inflammatory status long term.
On the politics of CALL
Authors: Chesters Graham
Published: December 2008

This paper argues that CALL practitioners need to remain constantly aware of the political context in which they operate, so that they can the better exploit opportunities to win funding, gain status for their activities and generally succeed more often in the prime aim of enhancing the practice of language learning. It seeks to situate EUROCALL's own activity as an organisation at an important point of convergence in the global context. It concludes with some quasi political advice both for individuals and for the organisation as a whole.
Why change authors into programmers?
Authors: Bangs Paul , Shield Lesley
Published: December 2008

Experience in developing multimedia programs has found that reliance on commercial developers does not always produce suitable material in terms of pedagogic quality, whereas training content writers as programmers is costly. This paper examines attempts to solve this and illustrates important recent initiatives. The Open University is developing flexible activity-type shells which are content independent. This is matched by an object-oriented approach to the program itself for maximum re-usability. The MALTED project addresses the problem by providing sophisticated authoring tools, but also sets up an asset base to make available re-usable language resources, helping to avoid re-invention of too many wheels.
Laying the foundations: designing a computing course for language students
Authors: Jones Christopher
Published: December 2008

This paper looks at the design of a computing course for modern languages students. The goals of this course are to raise the level of IT skills with which modern languages students typically enter higher education; to ensure that students gain the maximum benefit and enjoyment from their programme of study; and to equip students with valuable transferable skills appropriate for a modern languages graduate of the twenty-first century. The rationable behind the key decisions affecting the design of the course is explained and practical suggestions for teaching the major topics are given. Particular attention is given to the sensitive issue of assessment which can have a powerful influence on student motivation.
Evolution des attitudes et des représentations dans l'apprentissage des langues dans un environnement multimédia
Authors: Rézeau Joseph
Published: December 2008

Dans le domaine de l'apprentissage, les attitudes et les représentations des apprenants jouent un rôle fondamental. La recherche exposée dans cet article met en évidence des différences sensibles de profil d'apprentissage chez des étudiants linguistes et non-linguistes. Elle montre également que les représentations de I'apprentissage des langues et celles des Technologies de l'Information et de la Communication (TIC) chez ces deux populations sont bel et bien des représentations sociales, qui montrent un remarquable recouvrement entre les deux domaines étudiés. Enfin, une étude longitudinale d'un échantillon de la population étudiée montre que les profils d'apprentissage et les représentations sont susceptibles d'évolution. La question reste posée de I'influence de I'environment multimédia d'apprentissage de la langue sur cette évolution constatée.
The ‘all-inclusive’ tutor – excluding learner autonomy?
Authors: Ritter Markus , Kallenbach Christiane , Pankhurst James
Published: December 2008

A multimedia learning environment would appear to benefit from an intelligent tutoring system that draws on didactic expertise, knowledge of the program structure, and knowledge of the learner's previous activities. On the other hand, one may argue against a tutor because of the damaging effects on learner autonomy: the tutor may hamper genuine learning by taking the learner by the hand, whereas what the learner needs is to have sufficient space to move freely through material in an explorative rather than an executive mode, generating her own queries and finding her own solutions. It is argued that tutoring may be a necessary stage on the road to autonomy.
LEVERAGE: Reciprocal peer tutoring over broadband networks
Authors: Wong Jan , Fauverge Agnès
Published: December 2008

This paper reports on the experimental use of a broadband computer network hypermedia environment for language learning (French, English and Spanish). Using Web-based resources, students engage in a collaborative task over a network which offers high quality video-conferencing, application sharing and access to authentic multimedia resources. One of the main aims was to establish the practicalities of providing learners of languages with opportunities to engage in reciprocal peer tutoring. After outlining the pedagogical assumptions, and describing the set-up of the network-based learning environment, the trials are analysed, and the effectiveness of network-based language learning in supporting collaborative learning is discussed.
Calico Computer Use Suvey
Authors: Otto Frank R
Published: December 2008

The CALICO Journal serves as the chief means of information distribution for the Computer Assisted Language Learning & Instruction Consortium and is published quarterly. The following extract is reprinted from CALICO Journal, December 1989, with the land permission of the editor. Although the information gathered is not always directly comparable with that in our own survey, it does provide an interesting view of computers and language learning in the USA.
EL INDEPENDIENTE DATABASE: An Index of the Madrid Daily El Independiente
Authors: Soria Jesús
Published: December 2008

This database, containing information about articles in the Madrid daily El Independiente, fills a major vacuum in Spanish information sources. It started off as a personal tool to help the author update information on specific topics and prepare teaching materials. It is now used both by staff and students of Spanish at Newcastle Polytechnic for a variety of purposes. The purpose of this contribution is to offer Spanish colleagues a brief insight into the system and its possible use.
The Learning Latin Computer Package (LLCP)
Authors: Cairns Francis
Published: December 2008

LLCP - the acronym covers the Learning Latin Computer Package and the Learning Latin Computer Project - started as a Computers in Teaching Initiative project under my direction in April 1986. Its aim was to create PC software to support Latin parsing and metaphrasing exercises based on the course book Learning Latin: an Introductory Course for Adults by John Randall et al, which was published to coincide with the project. Learning Latin is unique among Latin courses in a number of ways: it uses only real Latin, that is, Latin by classical Latin-speaking authors, it is in essence intelligence-based rather than rote-memory based, and it was designed to lead to computer assistance. Learning Latin is aimed primarily at beginners; but it can and does function also as a rapid revision course for students who have already studied and gained qualifications in Latin al secondary or high school.
Where do we go from here - and who is leading the way?
Authors: Garrett Nina
Published: December 2008

The effort to develop CALL can be thought of as progressing through three eras. In the first era, the technology itself led the way; constraints on hardware and software dictated the pedagogical uses to which we could put the machinery. In the second era - where we still find ourselves - language teaching leads the way. In the third era - the golden age of CALL - it will be language learning which motivates and controls the development of the whole effort, but we are not there yet. (I shall discuss in more detail why I believe that current developments in ‘learner-centred’ and ‘learner-controlled’ activities on the computer do not as yet really qualify as computer-assisted language learning.)
Decision-making on Information Technology in UK University Modern Language Departments
Authors: Whitehouse Diane
Published: December 2008

In an era in which universities are being encouraged to see the need for strategy development in general, and information systems strategy development in particular, this paper explores some of the influences upon decision-making about information technology in UK university Modern Language departments. Findings from a series of interviews with Modern Language department heads and departmental computing representatives are discussed.
Installing a multimedia laboratory: Some lessons to be learned
Authors: Smith Mike
Published: December 2008

The Horwood Language Centre at the University of Melbourne has recently installed a large Macintosh multimedia laboratory, dedicated to the learning of languages. This has proved an enormously popular facility, both for teachers and students. After only four months of operation, booking requests by teachers for the second semester of 1993 have exceeded capacity by one and a half times; students often queue to use the machines when the laboratory is open for self access.

When the Language Centre began assembling the original submission to the University for funding for the laboratory, Centre staff were still relatively inexperienced in the design and installation of CALL laboratories, and the decision was taken to make extensive use of experts in FT and multimedia presentation within Melbourne University. However, despite this expert assistance, a number of unexpected problems presented themselves, some of which were potentially disastrous to the project.

As a result, the Language Centre has learned a number of valuable lessons about CALL laboratory design. This paper presents some of the more important of these lessons, in the hope that they will be of assistance to any other institutions who may be contemplating the installation of a CALL laboratory in the near future.
The use of pictorial narratives in multimedia systems for foreign language learning: Jean de l'Ours
Authors: Kolstrup Søren
Published: December 2008

The Jean de I'Ours project explores the use of pictures and authentic (non pedagogical) language in foreign language learning/teaching. This project is based on the assumption that pictures can be used in a cognitive way, that they are more than mere entertainment, and that pictures used for communication in language teaching/learning should be more than mere pictograms.
The educational potential of computer conferencing
Authors: Pincas Anita
Published: December 2008

Computer conferencing is a mode of communication in which participants send text messages between each others' computers which are all linked to a host computer via telephone lines. It is different from email in that it uses software that allows genuine group interaction. It is used for administrative purposes, for information exchange, for informal group interaction, and for distance education in which it can be combined with other media, e.g. face-to-face, satellite broadcasting, videoconferencing, ordinary correspondence, telephone contact, etc. The great benefit of computer conferencing for distance education is that it can be accessed at any time that is convenient to participants, since it need not be used for synchronous conferencing and the relevant files remain open to users for 24 hours of every day. It thus brings learners into frequent contact with each other as well as with their tutors and obviates, to a large extent, the need for cumbersome distance materials.
CALL software design: moving from the notional to the concrete
Authors: McCarthy Brian
Published: December 2008

Research articles on CALL frequently proceed from the general to the specific. The general can take the form of a survey of the literature, a theory or theories of language teaching, learning or acquisition, or a summarised appraisal of a number of pieces of software; the specific is usually a collection of examples from a variety of sources to illustrate a principle. The merits of such an approach are widely recognised and are in no way disputed by the present writer. It is easy, however, for lack of attention to detail to leave the reader with many unanswered questions: Wouldn't it be alright to include/omit a given feature if… or if…? How did they come up with that technique? Why did/didn't they present the information this way? Exactly who was this designed for? How and when was it intended to be used? What constraints were they working under? In this article we have chosen to proceed in the opposite direction and trace the processes involved in developing one piece of software.
Approaches to vocabulary learning: Data from a CALL interaction
Authors: Goodfellow Robin , Powell Colin
Published: December 2008

This article reports on aspects of an investigation into learners' approaches to vocabulary learning that was carried out as part of an experimental project integrating CALL into an ESL (English as a Second Language)/computer training course. Data from two of the learners is presented, and contrasting ‘deep’ and ‘surface’ approaches are identified. The link between approach and learning outcome is demonstrated. The importance of qualitative analysis of learning processes, and the possible contribution of CALL to this kind of analysis, is discussed.
Learning languages: Implications for student modelling in ICALL
Authors: Bull Susan
Published: December 2008

Many factors affect the learning of a foreign language. When designing computer assisted language learning software it is usually not sufficient to think only about creating an exercise in the language, but students should be modelled in order to allow the program to take account of individuals' beliefs and learning. However, student models are criticised for various reasons, the most common of which include: 1. Modelling the learner places a great burden on the system, as it has sole responsibility for the creation of an accurate student model. 2. Student models are inadequate because it is not possible to model all aspects of a student's knowledge and learning. This paper describes the student model of an intelligent computer assisted language learning (ICALL) system which strives to overcome problems of traditional student models by taking into account issues important in the field of second language acquisition, and research in collaborative approaches to learning.
Approaches to multimedia audio in language learning
Authors: Foot Charles
Published: December 2008

This paper explores the impact of multimedia audio delivery and recording as a tool in language learning, in comparison with traditional technology. It traces the development of the field, and the experience of MLS Ltd. Two general approaches have evolved: Language Practice and Interactive Communication. These are described, with examples and observations on each type. The paper concludes with feedback and lessons learned from field studies, and pointers to potential future developments.
Three visits to Montevidisco: Spanish enrichment with interactive videodisc
Authors: Bush Charles D
Published: December 2008

Montevidisco is an interactive videodisc application intended for intermediate Spanish students. It combines language enrichment with elements of role-playing games as the student plays the role of someone visiting a hypothetical city in Mexico, interacting with native Spanish speakers in native situations via videodisc. The concept originated at Brigham Young University in the early eighties, with the video filming done at that time. More recently, the BYU Humanities Research Center has adapted the original material to run on standard microcomputer platforms.

There are three implementations of Montevidisco in various stages of development. The first is a side-by-side version that uses a HyperCard stack on a Macintosh to control a separate videodisc player and monitor. The second version uses a video overlay configuration with ToolBook and Windows on an IBM platform. Both of these versions are 'finished' to the extent that they are being used in intermediate Spanish classes at BYU and elsewhere. General marketing arrangements are expected to be finalized this summer. The most recent implementation uses QuickTime on a Macintosh to display digitized video directly from the computer's hard disk.

This paper begins with an explanation of the general features of Montevidisco that are common to all three implementations. It outlines some of the design considerations faced and explains how the choice of metaphor influenced those decisions. Some questions that have been raised during the testing and review process are also addressed. The paper then categorizes the significant differences between the three implementations and discusses the technological and pedagogical reasons for them. It concludes with a status report on the QuickTime version and gives an assessment of this new digital video technology in an instructional environment.
Computer assisted pronunciation, phonemics, phonetics learning: problems, products and prospects
Authors: Koet Ton
Published: December 2008

In this paper the application of the techniques of Computer Assisted Language Learning to aspects of pronunciation will be considered. The problems of such application will be discussed and will be seen to be serious; some products will be described; the prospects for future applications will be viewed and will be seen to be far from bleak. Although the paper addresses the situation in The Netherlands, it is hoped that it will be relevant for practitioners in other countries.
MetaText: developing a translation tool
Authors: Gillespie John H , Murray Roger
Published: December 2008

The article outlines the context of CALL development at the University of Ulster, and explains the basic concept of the Meta-Text program as an interactive notebook/workstation which is used for the teaching and learning of translation skills, but which may be linked to other exercises.

It gives an account of its various prototypes as it has developed over the last five years. Extensive details of the formal evaluation of prototype 3 (version 2.1) are included. A description of the functionality of the most recent version (3.0) is given and the planned future enhancements of the program are outlined.

On the basis of this incremental development, a set of software design principles are adduced, with particular emphasis being placed on the interaction of developers and users in that process. An assessment of the program is given, based on its formal and informal evaluation thus far. It is felt that the program gives instruction in key intellectual skills and, through its interactive and creative functionality, encourages the kind of judgement essential for specialist linguists. Its encouragement of the consultation of data and its capacity to accumulate linguistic material are also felt to be significant, as is its flexibility of use with different types of student. Although basically a selfstudy tool, it has considerable potential for various forms of tutorial use.

It is anticipated that further development and evaluation will bring to light other valuable uses for the program.
Exploratory teaching of grammar rules and CALL
Authors: Manning Patricia
Published: December 2008

Manning argued that exploratory teaching is well suited to learning with computers, as it increases the learners' autonomy and motivation. The main thrust of this paper is to evaluate the merits of exploratory teaching of grammatical rules as opposed to the more traditional explicit or implicit approaches. It provides a brief description of tests carried out on a group of learners of French in the UK, working on gender agreement rules, using a specifically designed CALL program and presents and analyses the results of the testing, which favour the Exploratory approach.
Formes Cachées: a computer game with a French natural language interface
Authors: Ward Robert
Published: December 2008

Formes Cachées is a visuo-spatial puzzle in the form of a computer game. Users participate in the game by means of a natural language interface through which they ask questions and give instructions. Solving the puzzle therefore involves using language in a purposeful way as a tool rather than as subject matter. This article describes a French version of the game. In its current form the game would be mainly of novelty value in foreign language teaching, but its techniques could be used in creating software to cover a more extensive range of language.

The software, which runs under Microsoft Windows in 800 x 600 SVGA, may be downloaded from the CT1 Modern Languages World Wide Web server, http://www.hull.ac.uk/cti/software.htm
Authoring tools: a comparative study
Authors: Tippett Sandy , Cook Bridget
Published: December 2008

This article will demonstrate the methodology behind the way in which two quite different tools were used to complement each other. By using a variety of authentic source materials, and carefully integrating this material into a second year French course, the authors believe they have provided a rich source of material which other universities might well be able to exploit. The article will explain the advantages and disadvantages of some aspects of each of the tools, talk about the difficulty of overcoming common problems such as giving good feedback, adequately exploiting authentic material, and finish by presenting the results of their work on evaluating this material with students. Based on a case study in the Centre for Applied Language Studies at the University of Dundee, the article looks at the problems involved in producing CALL material using two separate authoring packages. It explores the exploitation of authentic material in a multimedia environment, looks at the advantages and disadvantages of the tools used by providing a comparative evaluation, and discusses the complex problems faced by teachers in developing CALL and integrating it into their courses.
Language learning using multimedia conferencing: the ReLaTe project
Authors: Matthews Elizabeth
Published: December 2008

The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.
The influence of audio support on the effectiveness of CALL
Authors: Greifnieder Ute
Published: December 2008

The paper presents the results of an evaluation study conducted in the context of a project called “Computer assisted Learning of German as a Foreign Language” for children of non-German mother tongue, undertaken in Hesse, Germany. The study aimed at finding out whether the integration of an audio component enhances the effectiveness of learning (remembering) vocabulary with CALL materials. LeseWelt, a computerised vocabulary development game for children, was used for the experiment. It is available in two different manners of presentation: visual only and visual plus acoustic. The paper briefly presents the two versions of the program, then describes the design of the experiment and reports the results.
Realism and reality in CALL software
Authors: McCarthy Brian
Published: December 2008

This article is not intended to be either an exposition of a theory of software design or an author's review of his own software. It presents a set of reflections on pedagogical, linguistic and design considerations that emerged in the process of producing a real, innovative and classroomfriendly piece of CALL software within the limitations imposed by a HyperCard environment and by the desire to create something that could be readily transported on floppy disk and would run on virutally anyone's Macintosh.
German language learning via email: a case study
Authors: St John Elke , Cash David
Published: December 2008

This paper demonstrates how, via email exchange, a learner's German improved over a period of almost six months. The circumstances leading to the experience reported in this paper were purely accidental. The activity described below worked well with a learner of German at intermediate level; however, it could be carried out with any language at any level. Because email is essentially text-based, albeit conversational, the paper focuses on written German.
E-mail in modern language development
Authors: Austin Roger , Mendlick Florian
Published: December 2008

Although there is now a growing volume of literature on the role of electronic mail in schools, relatively little has been published about the specific value to modern language teachers of using such technology. In the few cases where projects have been described, it is claimed that such links are ‘valuable’ (NCET, 1991), with an implication that school age students are able to go beyond ‘mere transactional language’ to develop ‘more creative use of language’. This paper describes a language project which began from the premise that for teachers to embark on e-mail, with its additional costs, new approaches to classroom learning and training requirements, it would be essential to establish what realistic learning improvements might be expected. To look closely at the ‘cost-benefit’ ratio was felt to be particularly important in the context of increasingly tight budgetary control in schools.
The language learner and the software designer
Authors: Myles Susan , Davies Graham
Published: December 2008

When Susan presented this paper at EUROCALL 97 she was extremely ill. As Susan's PhD supervisor, I knew only too well what she was going through when she mounted the rostrum and nervously organised her notes, but I could not have imagined that in two short months her life would come to an end. Such was Susan's courage in her struggle against cancer that she gave few outward indications of her suffering and only looked to the future, continuing to teach, to research and to give her attention to her home and family.

My last conversation with Susan centred on this paper and the trials she was about to conduct with her students in the new academic year. The paper is published here with the minimum of editing. It stands as a tribute to Susan's research but represents only a short summary of the vast amount of data that she had collected so meticulously, and it only hints at the interesting findings that were beginning to emerge. It is likely, however, that the mass of notes that Susan has left behind will yield further results.

Susan is greatly missed by her colleagues and students at Middlesex University and by all her friends and family.
Why integrate? Reactions to Télé-Textes Author 2, a CALL multimedia package
Authors: Murray Liam
Published: December 2008

As one branch of CALL research moves further into the analysis of software integration into second language courses, this paper deals with many of the issues involved in the successful integration of a piece of multimedia software into a language curriculum designed for non-specialist advanced undergraduate students of French. After discussing the background and context of the research, the paper describes the software used and the surrounding integration aspects as well as the future use and development of the software as adequate courseware and research material.
Using the Internet to teach English for academic purposes
Authors: Nesi Hilary
Published: December 2008

The paper describes how networked self-access EAP materials have been developed at Warwick University since 1992. The current package of materials (The CELTE Self-Access Centre) can be freely accessed from the World Wide Web, and aims to provide some basic training in Information Technology alongside more conventional language and study skills activities. Problems of development and distribution are discussed, including the resistance of those EAP practitioners who have little experience of the Internet in an educational context, and the unwillingness of users to interact with unknown task setters.
Networking CD-ROMS: The Aston Experience
Authors: Hooton Tim
Published: December 2008

Several Modern Languages departments and Directors of Language Centres have approached the CTI Centre for Modern Languages for advice on networking CD-ROMs. Tim Hooton of Aston University has dealt with many of these queries on our behalf, and it is hoped that this article will prove useful to others who may be considering this issue.
The role of IT in English for Academic Purposes: a survey of provison on presessional courses at British universities
Authors: Jarvis Huw
Published: December 2008

This paper examines the relationship between Information Technology (IT) and an English for Academic Purposes (EAP) course. This relationship is examined in the context of pre-sessional summer courses at British Universities. The paper provides a rationale for the inclusion of an IT component on an EAP course, and considers why a number of IT areas are not yet being fully exploited by EAP units at British Universities.
Bridging the gap: grammar as hypertext
Authors: McBride Nicole , Seago Karen
Published: December 2008

We argue that grammar is an important element of language learning and that adult learners need a combination of exposure and cognitive learning processes. We addres the pragmatics of reource driven grammar teaching and identify grammar as suitable for independent study if computer based. With reference to a hypertext grammar package developed at the University of North London, we argue that the interactivity of hypertext-based grammar bridges the gap between embedded grammar teaching and theoretical explanation of language. Which allow an intuitive gateway to grammar learning.
Astcovea: grammar in context
Authors: Corness Patrick , Courtney Kathy , Matthews Sarah
Published: December 2008

The genesis of the ASTCOVEA project for French and German grammar learning under Phase 2 of TLIP is explained and the paper goes on to describe the design and structure of the system, showing representative screen shots and giving an example of how the system may be used to explore a particular grammar point in German. The point is mode, in condusion, that the ASTCOVEA approach can readily be adopted for other languages, including EFL, without major new programming.
Web support for distance learning in the field of translation
Authors: Connell Tim
Published: December 2008

Distance learning courses have been developed at City University over the last eight years. Language Plus, a semi-distance scheme was designed around the MBA programmes, which have little timetable space to spare (Connell & Pollard 1993). At the request of the Institute of Linguists, special syllabuses and examinations were devised for the Background Studies module of the Instite of Linguists, special syllabuses and examinations were devised for the Background Studies module of the Institute's ELIC Diploma in 1991. It was also a means of satisfying demand from students located elsewhere in Britain or abroad wishing to prepare for this particular module, but for whom no local course was available.
Implementing institutional change for languages: online collaborative learning environments at Coventry University
Authors: Orsini-Jones Marina
Published: December 2008

This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996, Orsini-Jones 1999), to other areas of Italian Studies, to languages other than Italian and to the rest of the university. This paper will show how the model was disseminated to the teaching of EFL and Italian translation studies via the use of the Web. The paper will finally consider a few issues relating to the impact of the implementation of C&IT change in Languages.