bluuebunny/crossref_metadata_2025 huggingface dataset:
Ambient Learning Conceptual Framework for Bridging Digital Divide in Higher Education
Authors: Mwendia Simon Nyaga , Wagacha Peter Waiganjo , Oboko Robert
Published: October 2015

According to ITU (2012), digital divide is the difference between countries in terms of levels of ICT development. This difference remains significant. In 2011, the ICT Development Index (IDI) value of developed countries (6.52) was twice as high as that of developing countries (3.24). The need to link the digital divide for universal broadband Internet access is within the key international development goals, which include World Summit on the Information Society (WSIS) goals and Millennium Development Goals (MDGs). Ambient learning is the next generation of M-learning (Bick, Kummer, Pawlowski, & Veith, 2007), which allows flexible content access by considering learner's current situation and learning context (Kofod-Petersen, et al., 2008). However, ambient learning has not yet attained a state of common understanding (Winker, Scharf, Hahn, & Herczeg, 2011) and is not widely used or adopted (Bick, et al., 2007). This chapter presents a theoretical conceptual framework to foster creativity for innovative ambient learning applications, which can be used to bridge the digital gap between universities in developed and developing countries.
Student Development of E-Workbooks
Authors: Chan Selena , Fisher Katrina , Sauer Peter
Published: October 2015

The project reported in this chapter is based on the combination, inter-relationships and synergies of four pedagogical approaches to improve student engagement with learning. These approaches are mobile learning; constructivist learning, with contemporary emphasis in the form of connectivism; situated learning of skills in purpose-built workrooms and workshops mirroring ‘real-world' practice environments; and multimodal and multi-literate user interactivity. In the project, the interactions of the above four pedagogical approaches, led to the development of ‘situated-technology-enhanced learning' (STEL). Situated-technology enhanced learning is enabled through the deployment of net tablets in the form of ipad2s and Android operating system tablets and a selection of mobile apps. Of importance is the use of net tablets to encourage students to create their own E-textbooks or E-workbooks. These E-workbooks are collated by collecting and annotating photos, videos, and notes of students' progressive skills and knowledge learning as practical learning and theory-based learning activities occur in specialised workshops/workrooms. This project evaluated how to best deploy situated-technology enhanced learning to increase student engagement in learning; encourage teaching and learning activities based on student-centred and student-generated learning approaches; and develop teaching staff and student capability in using technology to support student learning. The overarching theme arising from the study was the need to enable students and staff to utilise technology for learning. An outcome of this project is the derivation of guidelines, achieved through the project's participative action research approach, to assist other vocational educational institutions to introduce net tablets into trades-based learning spaces.
Culture Aware M-Learning Classification Framework for African Countries
Authors: Mwendia Simon Nyaga , Wagacha Peter Waiganjo , Oboko Robert
Published: October 2015

African countries are currently experiencing proliferation of mobile phone subscriptions but no prevalence of personal computers or electricity (Parker, 2011). It is estimated that, by the end of 2015 in Sub-Saharan Africa, the percentage of people with mobile network access will surpass that of access to electricity in homes (Rao, 2011). This phenomenon is also experienced in learning institutions, particularly universities, where almost every student owns a mobile phone (Kashorda & Waema, 2009). Although there is a great potential for Mobile Learning (M-Learning) in education, the formal integration of M-Learning in the education systems is in its infancy since there is limited number of M-Learning projects in the region. This is in contrast with the rapid increase and integration of mobile phones in the daily lives of the population in the region (Isaacs, 2012). According to Olaniran (2009), online learning needs to be culturally aware and investigate the dimensions of cultural variability as well as its influence on learning within global education. In an attempt to address this need, this chapter focuses on the African region in describing dimensions of cultural variability and proposes four categories for M-Learning projects as well as their influences on dimensions of cultural variability.
Framework to Enhance the Mobile User Experience of Goal Orientated Interactions
Authors: Botha Adéle
Published: October 2015

Practitioners and interaction designers cannot design, much less control, the Mobile User Experience. They can, however, design for an enhanced Mobile User Experience. This chapter aims to advance the understanding of Mobile User Experience in goal-orientated interactions by identifying the components that would inform the interaction. These identified components are underpinned by Mobile User Experience factors and the impact they will have on the interaction. Together these components and Mobile User Experience factors contribute towards the initial development of a theoretical understanding that, through a subsequent guided exploration, led to the development of a coherent framework that would enable the appropriate development of services and technology for the enhancement of the Mobile User Experience in goal orientated interactions.
Developing Assistive Interventions
Authors: Langrial Sitwat
Published: October 2015

Digital interventions have received a great deal of attention from researchers and scholars. Development, implementation, and evaluation of behavior change, and assistive technologies for improved living are being increasingly studied. Assistive technologies in particular have opened up venues for technological advancements for supported living for people with mental and physical disabilities. This chapter is conceptual in nature and discusses the emergence of digital interventions for improved living. Further advancement of a relatively new research field of Persuasive Technology is discussed that is largely related to supporting healthy living. The aim of the chapter is to review early digital interventions and emergence of behavior change and assistive technologies. It highlights potential benefits that could be realized through the use of carefully designed behavior change and assistive technologies. In addition, several key challenges, promises, and pitfalls are briefly outlined. Presented knowledge would help researchers and practitioners in abstracting, designing, and evaluating assistive technologies.
Problem with Multi-Video Format M-Learning Applications
Authors: Adeyeye Michael O. , Musa Adebola G. , Botha Adéle
Published: October 2015

The browser war is far from over, and the HTML5  tag has not improved video access despite its promises to work without specifying a plug-in. This chapter discusses m-learning with respect to video. It outlines the m-learning paradigm in conjunction with the technical aspects of video display in browsers, when varying media formats are used. The  tag used in this work renders videos from two sources with different MIME types. Feeds from the video sources, namely YouTube and UCT Matterhorn, are pulled by a Website that acts as a content aggregator. The content aggregator presents the various user-generated contents and lectures from the two repositories to both lecturers and students as a single source. By leveraging on HTML5, CSS3, and JavaScript, the application should render uniform video display and gather comments among various students, who use various personal mobile devices. Results show that a uniform display cannot be achieved when developing an application for personal mobile devices.
Efficient Low-Power Compact Hardware Units for Real-Time Image Processing
Authors: Mhaidat Khaldoon M. , Alali Mohammad I. , Aljarrah Inad A.
Published: October 2015

This paper presents efficient low-power compact hardware designs for common image processing functions including the median filter, smoothing filter, motion blurring, emboss filter, sharpening, Sobel, Roberts, and Canny edge detection. The designs were described in Verilog HDL. Xilinx ISE design suite was used for code simulation, synthesis, implementation, and chip programming. The designs were all evaluated in terms of speed, area (number of LUTs and registers), and power consumption. Post placement and routing (Post-PAR) results show that they need very small area and consume very little power while achieving good frame per second rate even for HDTV high resolution frames. This makes them suitable for real-time applications with stringent area and power budgets.
Assistive Technology as Instructional Supports for Response to Intervention
Authors: Curtis Mary G.
Published: October 2015

This chapter examines current technology that may be used to enhance the learning process. Although technology changes rapidly on a near-daily basis, the hardware and software discussed here are currently available and being used to assist teachers in their presentations and to assist students in their learning. Assistive technology provides a unique manner in which to give students instructional supports in the classroom. From introducing new concepts to providing interactive repetition to alternative modes of assessment, technology has changed the modern-day classroom. Middle school and high school teachers clearly focus on their specific content area, but they may have trouble assisting students who exhibit learning problems. The technology in this chapter has been chosen specifically to satisfy that purpose.
Probability and Statistics Apps for Mobile Devices
Authors: Edwards Howard P
Published: October 2015

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.
Global MedAid
Authors: Colley Joanna , Bradley Claire , Stead Geoff , Wakelin Jessica
Published: October 2015

This paper outlines an m-learning solution, ‘Global MedAid', which aims to provide learning resources and tools for personnel in various roles in disaster or emergency situations. It outlines the development process and presents the design considerations and solutions for developing a cross-platform application combining a wide range of media types for on-line and off-line use, depending on whether or not there is access to a data signal. The design process took into account current mobile health and related applications, addressing the ways in which both educational resources and performance support tools could be combined and accessed in the field. The paper also shows how partners and users have been involved in the design process and in the evolution of the app. The resulting Proof of Concept has been evaluated with over a hundred users across 21 countries, and initial findings show that users thought it was both useful and effective.
Symbolic-Based Monitoring for Embedded Applications
Authors: Mouttappa Pramila , Maag Stephane , Cavalli Ana
Published: October 2015

Testing embedded systems to find errors and to validate that the implemented system as per the specifications and requirements has become an important part of the system design. The research community has proposed several formal approaches these last years, but most of them only consider the control portion of the protocol, neglecting the data portions, or are confronted with an overloaded amount of data values to consider. In this chapter, the authors present a novel approach to model protocol properties of embedded application in terms of Input-Output Symbolic Transition Systems (IOSTS) and show how they can be tested on real execution traces taking into account the data and control portions. These properties can be designed to test the conformance of a protocol as well as security aspects. A parametric trace slicing approach is presented to match trace and property. This chapter is illustrated by an application to a set of real execution traces extracted from a real automotive Bluetooth framework with functional and security properties.
Mobile Devices as Effective Language Training Tools of Digital Era
Authors: Viswanathan Revathi
Published: October 2015

Students of this digital era are proficient users of various gadgets, and it is the responsibility of language teachers to tap that expertise for facilitating learning beyond the classroom. Teachers can offer training to enhance students' language skills with the help of mobile devices through which modules could be shared. It helps students to get adequate practice in using the language skills. A short study was conducted recently by the author with a few engineering students who received training in business English through mobile devices. This chapter explores the current study. It must be stated that this study was a continuation of the pilot study conducted, in which students were encouraged to record and share their presentations through mobile devices.
The Case for Mobile Devices as Assistive Learning Technologies
Authors: McKnight Lorna
Published: October 2015

Mobile devices are often promoted by the media as being able to offer great benefits for users with special educational needs by supporting and enabling learning. However, there is a strong call from the research community for more evidence-based solutions in the field of Assistive Technologies (AT), so there is a need to carefully consider evidence from existing research. This paper presents results from a large-scale interdisciplinary literature review on assistive technologies, exploring the case for using mobile devices as learning support tools. The review suggests that research findings support this, showing benefits through app availability, portability, sensing and multi-touch capabilities, and their use as mainstream and personal devices. However, cautions can also be found, including needing to consider individuals' specific needs and desires and the constraints and practices of the educational contexts they are situated in.
From Image to XML
Authors: Keefer Robert , Bourbakis Nikolaos
Published: October 2015

Page layout analysis and the creation of an XML document from a document image are useful for many applications including the preservation of archived documents, robust electronic access to printed documents, and access to print materials by the visually impaired. In this paper, the authors describe a document image process pipeline comprised of techniques for the identification of article headings and the related body text, the aggregation of the body text with the headings, and the creation of an XML document. The pipeline was developed to support multiple document images captured by the head-mounted cameras of a reading device for the visually impaired. Both automatic and manual adaptations of the pipeline processed a sample of 25 newspaper document images. By comparing the automatic and manual processes, we show that overall our approach generates high-quality XML encoded documents for use in further processing, such as a text-to-speech for the visually impaired.
Using Handheld Applications to Improve the Transitions of Students with Autism Spectrum Disorders
Authors: Ben-Avie Michael , Newton Deborah , Reichow Brian
Published: October 2015

While the knowledge that has been gained from previous studies has accelerated the understanding of the difficulties facing individuals with Autism Spectrum Disorders (ASDs), there is concern regarding the speed with which and the overall lack of translation of research into interventions that make differences in the everyday lives of individuals with ASDs (Gresham, et al., 2001; Volkmar, et al., 2004; Volkmar, Reichow, & Doehring, 2011). For example, the symptoms of ASDs can greatly impair an individual's ability to navigate independently through everyday events. Translating this knowledge into instructional practice requires, then, the design of methods for easing students' transitions within the school, home, and community. While research has validated the use of low-tech visual supports (e.g., National Autism Center, 2009), little has been done to analyze the utility and appropriateness of high-tech assistive technology, such as those interventions administered through smartphones, tablets, and other handheld devices, which are devices that are being used more frequently in education settings (Gray et al., 2010). This chapter presents the results of federally funded research to determine whether the use of iPrompts—a software application for iOS and Android-based smartphones and tablet computers—assists teachers and other educational professionals as they help students with ASD transition from one activity to the next or from one setting to another.
Promoting Environmental Control, Social Interaction, and Leisure/Academy Engagement Among People with Severe/Profound Multiple Disabilities Through Assistive Technology
Authors: De Pace Claudia , Stasolla Fabrizio
Published: October 2015

When the authors talk about Assistive Technology (AT) they refer to all technological solutions that allow persons with multiple disabilities and profound cognitive disability to overcome their isolation and passivity to move around their environment, communicate with others, and to be involved developmentally in appropriate activities that they would be unable to do without this technology. There is an increasing range of AT available and the purpose of this contribution is to provide an overview of different aspects of daily living AT that enables people with multiple disabilities to interact independently with their preferred stimuli. The aim of this chapter is to provide an outline of technological resources used in rehabilitation research with persons with severe/profound and multiple disabilities and discuss the use of such resources. We focus on particular rehabilitation programs that involve the use of technological devices within the framework of conventional behavioral intervention for the acquisition and the maintenance of specific responses.
Post-Secondary Students Using the iPad to Learn English
Authors: Gitsaki Christina , Robby Matthew A.
Published: October 2015

The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
Chinese Students' Perceptions of Using Mobile Devices for English Learning
Authors: Zou Bin , Yan Xinxin
Published: October 2015

The advance of mobile technology has turned portable, handheld devices into an integral part of students' daily life, and also paved the way for the rise of mobile assisted language learning. This study focused on how Chinese students perceive the use of using mobile devices for English practice in and out of class, in order to see whether they are interested in mobile-assisted language learning (MALL) and how they construct the technology with regard to English learning. One hundred and one students from eighteen universities in mainland China participated in this study. All of them completed an anonymous questionnaire and 20 randomly selected students were interviewed. The results illuminate a strong motivation among students for learning English via mobiles, and diverse types of m-learning activities were discovered. The results also revealed that students' attitudes toward mobile learning can be impacted by their regions or more specifically their surroundings.
Chances for and Limitations of Brain-Computer Interface use in Elderly People
Authors: Mikołajewska Emilia , Mikołajewski Dariusz , Komendziński Tomasz , Dreszer-Drogorób Joanna , Lewandowska Monika , Wolak Tomasz
Published: October 2015

Recent demographic prognoses show tendencies toward a significant increase in the number of elderly people, especially in developed countries. This makes geriatric therapy, rehabilitation, and care difficult, especially with maintaining as long as possible the highest quality of life and independence in activities of daily living. Lack of specialized personnel and financial shortages may cause increased application of Assistive Technology (AT) and associated control devices. The most advanced current devices for diagnosis, communication, and control purposes are perceived Brain-Computer Interfaces (BCIs). BCIs use brain-derived bioelectrical signals as an input to enable diagnosis, communication, and/or control (e.g. neuroprostheses, medical robots, wheelchairs, whole integrated environments) without any movement. BCIs are regarded as novel solutions offering another breakthrough in everyday life, care, therapy, and rehabilitation in patients with severe sensory and neuropsychological deficits. However, particular issues in the area of BCIs use in elderly people should be emphasized, including influence of neurodegenerative disorders accompanied with secondary changes resulting from other medical problems (e.g. heart diseases, hypertension, diabetes mellitus, and osteoporosis), co-occurence of various drug therapies, etc. This chapter investigates the extent to which the available opportunities are being exploited, including both chances and limitations, medical, technical, psychological, societal, ethical, and legal issues.
Teacher Development, Support, and Training with Mobile Technologies
Authors: Wilson Nance S. , Zygouris-Coe Vassiliki (Vicky) I. , Cardullo Victoria M.
Published: October 2015

Preparing teachers to integrate iPads into the classroom requires designing professional development that supports teacher knowledge development as well as the development of a teacher as metacognitive. In this chapter, the authors describe training and support that builds teachers' development of a Metacognitive Technological Pedagogical Framework (M-TPACK) for integrating iPads. The professional development emphasizes the metacognitive teacher with positive dispositions towards technology integration as a key factor in ensuring that teachers implement knowledge of content, technology, pedagogy, and students. Finally, this chapter presents authentic and relevant examples for teacher development with mobile technologies.
ESEIG Mobile
Authors: Queirós Ricardo , Pinto Mário
Published: October 2015

In recent years, mobile learning has emerged as an educational approach to decrease the limitation of learning location and adapt the teaching-learning process to all type of students. However, the large number and variety of Web-enabled devices poses challenges for Web content creators who want to automatic get the delivery context and adapt the content to mobile devices. This paper studies several approaches to adapt the learning content to mobile phones. It presents an architecture for deliver uniform m-Learning content to students in a higher School. The system development is organized in two phases: firstly enabling the educational content to mobile devices and then adapting it to all the heterogeneous mobile platforms. With this approach, Web authors will not need to create specialized pages for each kind of device, since the content is automatically transformed to adapt to any mobile device capabilities from WAP to XHTML MP-compliant devices.
The Benefits and Challenges of Mobile and Ubiquitous Technology in Education
Authors: Cardullo Victoria M. , Zygouris-Coe Vassiliki (Vicky) I. , Wilson Nance S.
Published: October 2015

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.
Benefits and Challenges of Mobile Learning in Education
Authors: Vishwakarma Abha
Published: October 2015

Advances in technologies have changed the process of learning, not just in formal educational settings but continuing education as well. Mobile learning is a part of a new learning landscape and offers the opportunity for a spontaneous, personal, informal, and situated learning. With the use of mobile technology in education, online learning communities can incorporate students from different backgrounds with vastly diverse learning styles into an educational setting. This chapter analyses the opportunities mobile learning presents and the impact mobile devices have had on teaching and learning practices and the barriers and challenges to support competitive educational experiences.
Mobile Devices in Higher Education Classrooms
Authors: Santos Ieda M.
Published: October 2015

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.
Learning and Teaching With Mobile Devices
Authors: Grimus Margarete , Ebner Martin
Published: October 2015

While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
The Changing Face of Assistive Technology
Authors: Stachowiak James R.
Published: October 2015

Computer-based Assistive Technology (AT) has had a powerful effect on people with disabilities in the areas of reading, writing, communicating, and accessing information. One of the roadblocks for use has always been the expense of AT. Advancements in computing and mobile technology, however, are making some technology more readily available, accessible, and cost effective for people with disabilities. Computer operating systems, for example, now contain features to magnify screens for reading and in the entering of text. The mobile movement of smartphones, e-readers, and tablets has also been changing the way people with disabilities access information. The capabilities of these devices combined with the immediate availability, affordability, and ease of use, has been making the world more accessible for people with disabilities, and with mobile devices increasingly becoming a necessity for most, this trend is anticipated to only continue.
The Experience of Cancer and Asthma in the Pediatric Patient
Authors: Fellus Youcef M. , Fellus Ilan A.
Published: October 2015

This chapter describes a family physician's perspective of two chronic diseases. The purpose of the chapter is to share some of the insights of a family doctor in treating children's chronic diseases, specifically pediatric cancer and asthma. The physician's experience spans over 36 years of practice in three countries: France, Israel, and Canada—three first-world countries whose medical systems are continually adapting new protocols of practice based on findings and recommendations from rigorous theoretical and empirical research. A short review of these two diseases and their prevalence among children is provided. Recommendations for schools and teachers who work with children who have chronic diseases are discussed.
Type 1 Diabetes Mellitus in the Inclusive School Setting
Authors: Hoffman Joseph Charles , Osipoff Jennifer N.
Published: October 2015

This chapter will provide readers with a general overview of the pathophysiology and treatment of type one diabetes mellitus. Signs and symptoms of potential diabetic emergencies will be highlighted allowing educators to better care for their students with this disease. Laws protecting this group of students will be reviewed. The different types of education and medical plans available for these students. Lastly, the authors present a comprehensive literature review highlighting the possible neurocognitive effects of this disease.
Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms
Authors: Graham Dustin , Killoran Isabel , Parekh Gillian
Published: October 2015

Many governments, organizations, and school boards have recently committed to focusing their attention on children's Mental Health and Emotional Well-being (MHEW) (e.g., Kidger, Gunnell, Biddle, Campbell, & Donovan, 2010; Mental Health Commission of Canada, 2013; Ontario Ministry of Education, 2013b). Although often left out of the conversation, teachers play a critical role in supporting and fostering children's MHEW. The purpose of this chapter is threefold: (1) to introduce educators to a critical mental health literacy (CMHL) approach, (2) to identify the teacher's role in supporting MHEW in inclusive classrooms, and (3) to support educators in their efforts to provide inclusive classrooms that accommodate all needs, including MHEW, through the introduction of mindfulness and critical media literacy.
Parents as Advocates for Children with IBD at School
Authors: Gordon Maria
Published: October 2015

Inflammatory Bowel Disease (IBD) is an “invisible” chronic illness, which is largely internal without significant observable external symptoms. Children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as side effects from the medications. As a result, they necessitate special accommodations while they are in school. The Quebec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. A case study conducted by Gordon (2013) with five families that participated in individual, semi-structured interviews revealed that families with a child with IBD functioned relatively well. These outcomes are contrary to the literature on families of children with disabilities. However, in Quebec public schools, parents and their children experienced teachers who lacked awareness of IBD and who provided insufficient classroom support. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child's behalf. This chapter will present the parents' school experiences and conclude with practical recommendations for teachers and families.
Parent Involvement in the Education of Children with Chronic Diseases
Authors: Tekin Ali Kemal
Published: October 2015

Through parent involvement, children with chronic diseases have a lot of gains with respect to their achievement, cognitive skills, behavior, and motivation. However, although involving parents is not a new issue in the education of children, there are potential challenges while implementing parent involvement in the education of children with chronic diseases. Teachers and parents need clues and directions to figure out how to work together in order to achieve a common goal. Therefore, this chapter aims to provide information about (1) the background and benefits of parent involvement focusing on the education of children with chronic diseases, (2) the challenges encountered by parents and practitioners through this process, and (3) the solutions for those potential challenges. Lastly, recommendations for successful strategies for successful parental involvement are discussed.
The Educational Rights of Students with Chronic Disease
Authors: Gibbon Thomas C. , Cline Jenifer , Schwilk Christopher L. , Hosfelt Patricia D. , Bateman David F.
Published: October 2015

Effective implementation of services for students with chronic disease in any school district relies on a solid understanding of the rules and regulations governing the educational rights of those with disabilities. This chapter enumerates the history of the educational rights of students with disabilities, describes the key laws as promulgated by the federal government, provides a definition of a disability based on these laws, possible categories of special education services and the qualification process for 504 or special education services. This chapter discusses the consideration for education in the least restrictive environment, and key components in the development of both IEP's and Section 504 plans, issues related to providing a free appropriate public education, and the Family and Educational Rights Privacy Act. It concludes with a discussion of working with related services personnel. The two main ways students with chronic disease receive services is under IDEA in the category of Other Health Impaired or under Section 504 of the Rehabilitation Act.
Using Children's Literature to Support Social-Emotional Growth in the Classroom
Authors: Maich Kimberly , Belcher Christina , Sider Steve , Johnson Naomi
Published: October 2015

Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.
The Present and Future Opportunities of the Rare Cancer Network: An International Consortium for Advancement of Oncologic Care
Authors:   The Rare Cancer Network
Published: October 2015

To date, the Rare Cancer Network (RCN) has initiated more than 90 studies and 54 peer-reviewed publications were produced as a result. The Second International Symposium of the Rare Cancer Network recently took place in Istanbul, Turkey on April 17-18, 2015, and update was given on multiple currently ongoing projects, while also giving room for new proposals which will shape the direction of future studies for the group. This companion issue of the RCN Proceedings summarized the findings of this meeting, while also serving as a call for fresh projects and papers which will continue to energize the group and advance the oncologic science. A brief introduction to the principles, history, and vision of the RCN was also included. To review, the academic year of 2014-15 marked an enormous success for the international members of the RCN, with the generation of 8 fully published papers and more than 12 newly proposed topics. By the collective efforts of all RCN members, in the future, we look forward to the upcoming opportunities in continuing to advance the standard of chemo- and radiotherapeutic oncologic care for selected rare tumor topics. The studies of these rare cancers often do not allow the design and execution of prospectively enrolled trials; however, these uncommon malignancies do impact the humankind and add to its suffering globally in significant ways.
The pilot evaluation for the National Evaluation System in South Africa – A diagnostic review of early childhood development
Authors: Davids Margot , Samuels Marie-Louise , September Roseline , Moeng Tshimi L. , Richter Linda , Mabogoane Thabo W. , Goldman Ian , Buthelezi Thabani
Published: October 2015

Policymaking in many instances does not follow proper diagnosis of a problem using evidence to justify why particular decisions have been taken. This article describes findings of a diagnostic review of existing challenges facing early childhood development (ECD) in South Africa. The review is part of the government’s attempt to use information to drive policy in strategic areas. It is part of the role that the Presidency is seeking to play in ensuring government programmes are evaluated to ensure that money that is spent is spent on programmes that have an impact and that there is value for money. This article summarises the key findings of the diagnostic review that was conducted of policy, services and coordination.The results reveal that a broader definition of ECD programmes is needed to cover all aspects of children’s development, growth and health, from conception to the foundation phase of schooling. Many elements of comprehensive ECD support and services are already in place and some are performing well. However, there are important gaps. Key ECD strategies for the future are identified. The diagnostic evaluation used a variety of methods, including desktop analysis, interviews and data analysis. Issues emerged around how to link the evaluation with other processes in the involved departments. A particular challenge was how to handle the transition to implementation of the findings, as responsibility shifted from the steering committee to the departments. The process worked well despite past challenges with coordination across government.
Implementation evaluation of the business process services incentive programme
Authors: Mashalaba Nonceba , Wyatt Alyna , Mathe Jabu , Singh Reshni
Published: October 2015

The paper describes the implementation evaluation of the business process services (BPS) incentive programme undertaken by the Department of Trade and Industry (the dti) and the Department of Performance Monitoring and Evaluation (DPME) as part of the 2012/2013 National Evaluation Plan. The evaluation started on 31 October 2012 and the final report was approved on 17 May 2013. The evaluation covers the period from the inception of the programme in January 2011 to December 2012. The BPS incentive programme was implemented to stimulate the business process sector which contributes to economic growth largely through employment creation. The main objectives of the programme are to attract investment and create employment opportunities through offshoring activities. Twenty-six indicators across the five Development Assistance Community (DAC) evaluation criteria were developed. A multi-method approach was undertaken to collect data for each of the indicators. The key findings relate to the operation of the programme and a number of suggestions were made as to how to strengthen it. Overall 3807 jobs have been created through the BPS programme during the period under review. Estimated total investment provided by firms is approximately R2.7 billion. Amongst others, the study recommended that the design of the programme be reviewed and extended, potentially to a five-year period in order to maintain the competitiveness of South Africa as a business process off shoring destination. It is essential to address the skills shortage to ensure the growth and sustainability of the South African BPS industry and finally the uptake of the incentive programme.
A reflection on the partnership between government and South African Monitoring and Evaluation Association
Authors: Beney Terrence , Mathe Jabulani , Ntakumba Stanley , Basson Ray , Naidu Victor , Leslie Mike
Published: October 2015

Established in 2005, the South African Monitoring and Evaluation Association (SAMEA) is celebrating its tenth anniversary as a voluntary organisation for professional evaluation (VOPE). This VOPE occupies a special space in South African society as an independent and credible voice of monitoring and evaluation practitioners, drawing its membership from individuals working for government, academia, civil society, consultancies, donor agencies and private sector foundations, including students and the international community. As the biggest user of evaluations, government has become a natural partner for SAMEA since its first conferences organised in partnership with the Public Service Commission. The establishment of the Department of Performance (now Planning,) Monitoring and Evaluation (DPME) in the Presidency of South Africa in 2010 created new impetus for the institutionalisation of evaluation in government through the establishment of the National Evaluation System (NES). In 2012, DPME entered into a formal partnership with SAMEA to enhance monitoring and evaluation (M&E) capacity and continuous professional development. Working with the PSC and the DPME as well as other key partners like universities and development agencies, the role of SAMEA has been enhanced via the establishment of provincial associations, direct input to the development of government policy, evaluation standards, competencies and training – and co-hosting of high-profile conferences and workshops. The partnership between SAMEA and the government of South Africa is extremely useful for ensuring evaluation capacity development and institutionalisation of the practice in government and society. There have been tensions, especially as government’s role in evaluation has strengthened. However, the significance of the partnership between SAMEA and the DPME has gained international interest and appreciation because of its structured nature, mutual respect, collaboration on capacity development and practical implementation of innovative projects.
Сложность реализации симметрических булевых функций схемами в базисе антицепных функций
Authors: Podolskaya Olga Viktorovna
Published: October 2015

Изучается сложность реализации булевых функций схемами из функциональных элементов в бесконечном базисе, состоящем из всех характеристических функций антицепей на булевом кубе. Установлено точное значение сложности реализации произвольной симметрической функции схемами в этом базисе. В частности, для функций четности и голосования от $n$ переменных при всех натуральных $n\geq1$ получены точные значения сложности: $\lfloor \frac{n+1}{2} \rfloor$ и $\lfloor \frac{n}{2} \rfloor +1$ соответственно. Установлено, что наибольшая сложность булевых функций от $n$ переменных при реализации схемами в этом базисе по порядку роста равна $n$. Работа выполнена при поддержке Российского фонда фундаментальных исследований, проект 14-01-00598.
Распознавание вкраплений в двоичную цепь Маркова
Authors: Kharin Yurii Semenovich , Vecherko Egor V
Published: October 2015

Рассматриваются возникающие в стеганографии задачи обнаружения вкраплений и статистического оценивания позиций, в которые вкраплены биты сообщения. В качестве моделей контейнера используются двоичные стационарные цепи Маркова как с известными, так и неизвестными матрицами переходных вероятностей. Построены статистические критерии, позволяющие выявить факт наличия вкраплений, основанные на статистиках серий и статистике отношения правдоподобия. Найдена асимптотическая мощность статистических критериев, основанных на статистиках серий, для семейства контигуальных альтернатив. Разработан алгоритм статистического оценивания позиций, в которые вкраплены биты сообщения, имеющий полиномиальную сложность. Представлены результаты компьютерных экспериментов.
О бесповторных преобразованиях случайных величин над конечными полями
Authors: Yashunskii Aleksei Dmitrievich
Published: October 2015

Рассматриваются преобразования независимых случайных величин над конечным полем бесповторными формулами. Строятся подмножества распределений случайных величин, которые сохраняются бесповторными преобразованиями. Кроме того, строится семейство распределений, которые могут быть сколь угодно точно приближены бесповторным преобразованием независимых одинаково распределенных случайных величин, распределение которых не имеет нулевых компонент.