bluuebunny/crossref_metadata_2025 huggingface dataset:
Quelques préalables théorico-cliniques à la conceptualisation lacanienne des suppléances
Authors: Galiana-Mingot Éléonore
Published: August 2012

Cette présentation approfondie des travaux d’Helene Deutsch et de Moritz Katan met en lumière l’étayage que les entités théorico-cliniques de « comme si » et de « prépsychose », respectivement élaborées par ces auteurs, semblent avoir fourni à la conceptualisation ultérieure, par Lacan, de la notion de « suppléance » : en l’occurrence, les diagnostics de psychose que la première n’a pas manqué de poser derrière des tableaux cliniques « d’apparence normale » et le repérage subséquent par le second, chez des sujets non déclenchés, de tentatives prépsychotiques de « suppléer » à l’absence de triangulation œdipienne. L’appréhension des structures psychotiques non déclenchées ouvre en particulier la question du rôle des identifications (non introjectives) chez des sujets parvenant à maintenir stable un édifice psychique pourtant fragile, pendant une période parfois considérablement longue et/ou en dépit d’une conjoncture propice au déclenchement. La mise en correspondance des notions de « comme si », prépsychose, compensation et suppléance (en l’occurrence imaginaire) contribue, au-delà du dégagement de points de recouvrement et de divergences théoriques, à l’esquisse de perspectives thérapeutiques. Ces dernières visent à aider le sujet à échafauder un dispositif lui permettant d’enrayer le déploiement de sa psychose.
Le Zeibekiko Long pour Nikos
Authors: Kousouri Marina
Published: August 2012

Après avoir retracé la progression méthodologique de notre recherche, nous nous rendrons sur la scène du crime afin de comprendre le passage « par » l’acte à une parole évitée par le sujet, et ainsi montrer que le crime, dans sa pathogénie, prend valeur de parole « pleine ». Notre esprit clinique, héritier de l’anthropologie psychanalytique, ne se satisfait pas des méthodes psychologiques appliqués à la justice pénale ; il ne s’agit pas pour nous de recenser les événements traumatiques de la vie de Koemtzis afin de mesurer sa responsabilité légale ou de prévenir une récidive. Nous nous proposons de « lire » le sujet Koemtzis à la lumière de sa propre histoire, telle qu’il l’a reconstruite, et qui reflète en même temps l’histoire collective d’une majorité des Grecs. Il n’existe pour nous qu’une seule question pertinente : d’où vient la nécessité de tuer ?
Du déplacement au sentiment d'exil
Authors: Payan Ségolène
Published: August 2012

À son aurore, le vingt et unième siècle se caractérise par les flux migratoires qui l’animent. L’une des caractéristiques des sociétés contemporaines est, en effet, l’augmentation de la mobilité géographique des individus. Ces déplacements ne se réalisent pas sans répercussions individuelles et collectives. Le regard du déplacé change. Son mode de vie est questionné, ses aspirations également. Tout son être peut être ébranlé par la découverte d’un ailleurs. Cet article a pour but de dresser un état des lieux des motifs et du vécu de certaines figures du déplacement. Au travers de la prise en considération des aspects sociologiques, psychologiques et métapsychologiques des phénomènes migratoires, l’interface entre psychisme et culture sera interrogé. Abdelkader, Abdoul Aziz, Mamadou, et tant d’autres ont dû quitter leur pays d’origine. Les récits de Victor, Hanna et Sigmund se révèlent riches d’enseignements. Enfin, les mythes se sont également saisis des questions relatives au déplacement. Œdipe et Ulysse constituent des figures emblématiques du déplacement et de l’exil. Tous les « déplacés » ne sont cependant pas des exilés. L’exil me paraît constituer un « échec du déplacement », et c’est ce que je vais tenter d’expliquer.
Le chevalier Herluin et la fondation de l'abbaye du Bec : un dossier complexe entre tentation érémitique et normalisation cénobitique
Authors: Foulon Jean-Hervé
Published: August 2012

Résumé L’abbaye du Bec est considérée comme une des abbayes bénédictines les plus célèbres du Moyen Âge. L’image véhiculée par les sources narratives du xii e  siècle, ainsi que les hypothèses des érudits de l’époque moderne donnent en effet à penser qu’un monastère bien constitué est fondé en 1034 par le chevalier Herluin. Toutefois, un examen attentif des sources oblige à distinguer entre la réalité historique où prévaut un goût nettement prononcé du fondateur pour la vie érémitique et un processus postérieur de réécriture des débuts de la fondation. Au xii e  siècle, les moines du Bec entendirent occulter ces origines érémitiques, devenues suspectes dans le contexte de concurrence avec le nouveau monachisme, et exalter le primat d’une vie cénobitique. Dans ce cadre, il a été nécessaire de réviser la chronologie des événements traditionnellement admise. L’enquête aboutit à majorer l’importance de l’étape érémitique dans la vie d’Herluin, à travers un refus précoce d’embrasser le cadre normatif bénédictin, mais éclaire aussi l’adolescence du Conquérant. Le projet d’Herluin d’une vie more Patrum ne put déboucher sur une forme institutionnelle viable. Dans un contexte de sédition des lignées richardides, la confirmation des biens par le duc Guillaume, lors de la seconde dédicace en février 1046 ou 1047, traduit une volonté de fidélisation de l’abbaye. L’arrivée contemporaine du savant Lanfranc et la nouvelle protection ducale assurèrent la prospérité du Bec, remédiant aux difficultés de son gouvernement abbatial, mais suscitèrent sa régularisation bénédictine.
Temps de travail et fêtes religieuses au XVIII e siècle
Authors: Grenier Jean-Yves
Published: August 2012

Résumé La suppression d’un grand nombre de jours de fêtes religieuses entre le milieu du xvii e  siècle et la fin du xviii e  siècle a permis une forte augmentation du temps de travail. Cet article s’efforce d’en comprendre les raisons. Est-ce la conséquence du désir des populations de travailler plus pour consommer plus, comme le soutiennent les historiens de la consumer revolution  ? Est-ce une évolution du calendrier encouragée et conduite par les élites éclairées acquises à l’utilitarisme de l’économie politique ? Ou doit-on au contraire y voir d’abord un phénomène de nature religieuse, voulu et organisé par l’Église et la papauté ?
Michel Crozier et le CSO, un entrepreneur sociologique de la réforme de l'État (début des années 1950-fin des années 1970)
Authors: Chaubet François
Published: August 2012

Résumé L’histoire des sciences sociales après 1945 en Europe, et tout particulièrement de la sociologie, fut en partie une tentative de concilier recherche scientifique et activité de conseil ou de proposition auprès des pouvoirs politiques et administratifs. Michel Crozier, aidé par le groupe de chercheurs qu’il rassembla autour de lui au cso , exerça, entre le début des années 1960 et le début des années 1980, une très forte influence intellectuelle et médiatique au sein de l’univers des petits milieux « modernisateurs », préconisant des réformes politiques importantes dans le monde français. L’argumentaire scientifique élaboré collectivement par Crozier et ses collaborateurs sur le fonctionnement de diverses administrations françaises et sur les rapports entre pouvoir politico-administratif central et pouvoirs locaux fut en effet l’une des plus grandes réussites de la science politique et sociologique hexagonale de l’après-guerre. Mais, dans la volonté de passer du constat scientifique à l’application politique, l’expert que voulut être Michel Crozier connut des déconvenues. Il échoua quand il voulut se transformer en conseiller du prince auprès de Jacques Chaban-Delmas ou d’un Valéry Giscard d’Estaing. En revanche, dans un rôle plus modeste et plus patient, d’expert porteur de propositions et d’idées, son rôle est indéniable dans le succès de l’idée de décentralisation au début des années quatre-vingt. La figure de Michel Crozier paraît ainsi décisive pour comprendre le passage, à partir du milieu des années 1960, du grand théoricien sociologue (Durkheim) à celle du chercheur qui mêle recherche fondamentale et interventions auprès des acteurs économiques et administratifs. L’étude n’en montre pas moins le décalage entre d’un côté le savoir et l’immense compétence de chercheur et les logiques politiques profondes qui lui échappent en grande partie et qui le laissèrent frustré et mélancolique, à l’image d’ailleurs de beaucoup de ses collègues sociologues dans cette génération.
Manage Projects Smarter: Picking Tools for Small and Medium-Sized Enterprises
Authors: Quade Stefanie , Habermann Frank , Birkenkrahe Marcus
Published: August 2012

Small and medium-sized enterprises (SMEs) are increasingly dealing with international projects and distributed (sometimes even virtual) teams. Consequently, they are looking for project management (PM) tools which fit their respective needs regarding communication and collaboration. Unfortunately, the majority of the PM software available in the market seems to be oversized for this purpose. Instead most project managers are requesting smart solutions that allow quick implementation without any significant organisational or technical change.

Within the research project InterComp SME 2.0 we combine theoretical research and real business to develop hands-on solutions for SMEs. This paper describes an effective approach for a â??PM Toolboxâ? that allows finding the right project tool for a specific project need. The toolbox has been developed in due consideration of user stories gained from business practice, a more detailed SME business survey, a theoretical PM meta model and a market of PM tools.

Since the business survey revealed that the readiness to use and test a â??toolboxâ? is highly dependent on the type of user and his or her technical background, we designed the system based on use cases and user typology. As a result, we suggest a framework of open, freely available, easy-to-install, single and multi purpose PM software tools which can be selected solely on a need basis. With this free platform we want to guide practitioners through the tool jungle with the potential to grow into a lively community.
ELabMate: A Tool for Delivering Programming Courses Effectively
Authors: Ahmed Rihab Eltayeb
Published: August 2012

In the Sudan, at the university level, mastering one of the current programming languages is typically required in order for a student to graduate from computer science majors. In Sudan University of Science and Technology (SUST), Traditional teaching methods of introductory programming courses involve lectures and practical sessions where students and teachers meet and discuss. Other resources are devoted to the courses including free lab sessions and tutorials with supporting staff and teaching assistants. Learning management systems and page-turning courses are available, complemented by a mass of online information, little of which is structured or written to help students learn successfully. To help students in the learning process, more training and practice on lab problems with a guided help is needed in addition to the normal sessions. As a result finding the middle ground between studentâ??s needs and the limited staff and time schedules is challenging. In this context we propose the development of an e-learning tool (ELabMate) to provide assistance to students and teachers. The two main potential users of the tool would be students and teachers with a dedicated interface for each, other administrative users can be found with respect to the academic rules drawing attention to the active role of every part involved in the learning process. The goal is to help students learn programming concepts based on assisting and engaging them in their learning process in a way that improves their performance. The tool real innovation is not being a text editor, but the ability to monitor students while writing their code and to provide hints the way the instructors do.
E-Learning and Comprehensive School and Kindergarten Development
Authors: Hansen Line , Hansen Ole , Guttorm Andersen Pia
Published: August 2012

The content of this article includes experiences and results of a comprehensive development project for schools and kindergartens in Denmark. The project includes all pedagogical professionals within the organization and contains a professional development sequence based on - among other things e-learning where pedagogical professionals collaboratively develop their common and individual practices. The article takes a look at both the challenges and potentials that have surfaced using e-learning as part of the framework for both professional and organizational development. In addition, the article proposes how the experience gathered from this existing project can be used as springboard to design new professional development projects where e-learning becomes an important element of competency development for pedagogical professionals in schools and kindergartens closely related to practice.
Autumn Migration of Mississippi Flyway Mallards as Determined by Satellite Telemetry
Authors: Krementz David G. , Asante Kwasi , Naylor Luke W.
Published: August 2012

We used satellite telemetry to study autumn migration timing, routes, stopover duration, and final destinations of mallards Anas platyrhynchos captured the previous spring in Arkansas from 2004 to 2007. Of those mallards that still had functioning transmitters on September 15 (n  =  55), the average date when autumn migration began was October 23 (SE  =  2.62 d; range  =  September 17–December 7). For those mallards that stopped for >1 d during migration, the average stopover length was 15.4 d (SE  =  1.47 d). Ten mallards migrated nonstop to wintering sites. The eastern Dakotas were a heavily utilized stopover area. The total distance migrated per mallard averaged 1,407 km (SE  =  89.55 km; range  =  142–2,947 km). The average time spent on migration per individual between September 15 and December 15 was 27 d (SE  =  2.88 d; range  =  2–84 d). The state where most mallards were located on December 15 was Missouri (11) followed by Arkansas (8), while 5 mallards were still in Canada, and only 8 of 43 females and 0 of 10 males were present in Arkansas. The eastern Dakotas are a heavily utilized migration stopover for midcontinent mallards that may require more attention for migration habitat management. The reasons for so few mallards, especially male mallards, returning to Arkansas the following year deserves further research.
The Value of TAM Antecedents in Global IS Development and Research
Authors: Anderson Chad S. , Al-Gahtani Said , Hubona Geoffrey
Published: August 2012

Theoretical models are often conceived and tested in western countries. However, culture influences theoretical models, and the importance of evaluating models in non-western cultures has grown with the accelerating pace of globalization. The technology acceptance model (TAM) is no exception, and more TAM research is being conducted in non-western countries. TAM constructs of perceived usefulness and perceived ease of use are difficult to act on, which has led to several studies that identified valid antecedents to these constructs that make the model more practically actionable. These antecedents were conceived and tested in a western country but have yet to be evaluated in the context of a non-western country. In this paper, the authors evaluate these antecedents in Saudi Arabia and find that they function in the specific context of general computer use by Saudi knowledge workers.
Developers, Decision Makers, Strategists or Just End-Users? Redefining End-User Computing for the 21st Century
Authors: Barker Sandra , Fiedler Brenton
Published: August 2012

The acceleration of technology in business since the 1980s suggests that traditional management techniques, systems, and strategies employed in a business environment should be challenged. As a consequence of this acceleration, end-user computing (EUC) and end-user development (EUD) have also grown. Definitions of EUC developed in the 1980s continue to be used by contemporary researchers without regard to the changing technological environment, user experience, and user needs. Therefore, the authors challenge traditional definitions of EUC developed and used by researchers to ascertain whether they meet the needs of management for the 21st century. There is a conflict among traditional definitions that has not been addressed since the early 1990s (Downey & Bartczak, 2005). In this regard, the authors proffer that the management strategies for end-user (EU) systems development in the 21st century should suggest a different and proactive role for users. This paper summarises key traditional definitions from the literature and evaluates their consonance with the technology and business system environment. The impetus for researchers to rethink the traditional definition of EUC is provided through a real world management project involving the development of a university staff workload database that investigated the role of end-users in system enhancement and development.
Exploring the Dimensions and Effects of Computer Software Similarities in Computer Skills Transfer
Authors: Li Yuan , Chang Kuo-Chung
Published: August 2012

Computer software similarities play important roles in users’ skills transfer from one application to another. Despite common software attributes recognized in extant literature, a systematic understanding of the components and structure of software similarities has not been fully developed. To address the issue, a Delphi study was conducted to explore the underlying dimensions of software similarities. Inputs gathered from 20 experienced Information Systems instructors show that Computer Software Similarity is a multi-dimensional construct made up of interface similarity, function similarity, and syntax similarity. Each dimension consists of software attributes that users perceive to be transferable in learning new applications. A field study was carried out to test the impact of the construct. Results from a survey on students’ learning two software applications confirm the expectation that Computer Software Similarity facilitates the students’ skills transfer between the applications. These studies provide a basis to better design training programs for improved training performance.
Construct Validity Assessment in IS Research
Authors: Tojib Dewi Rooslani , Sugianto Ly-Fie
Published: August 2012

Valid and reliable measures are critical to theory development as they facilitate theory testing in empirical research. Efforts in scale development have been put on ensuring aspects of validity. In this paper, the authors address a specific topic of construct validity assessment in scale development. Using data from the five leading IS journals between 1989-2008, in this paper, the authors determine if and how the field has advanced in construct validity assessment. Findings suggest that the proportion of studies reporting construct validity had increased and Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), and Multi-Trait Multi-Method (MTMM) were the three most common methods of construct validity assessment. The authors also apply a popular method from psychology and exemplify how the correlation analysis technique can be used to measure construct validity.
Gender Differences in E-Learning
Authors: Johnson Richard D.
Published: August 2012

Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women’s communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.
Participation in ICT-Enabled Meetings
Authors: Chudoba Katherine M. , Watson-Manheim Mary Beth , Crowston Kevin , Lee Chei Sian
Published: August 2012

Meetings are a common occurrence in contemporary organizations. The authors’ exploratory study at Intel, an innovative global technology company, suggests that meetings are evolving beyond their familiar definition as the pervasive use of information and communication technologies (ICTs) changes work practices associated with meetings. Drawing on data gathered from interviews prompted by entries in the employees’ electronic calendar system, the authors examine the multiple ways in which meetings build and reflect work in the organization and derive propositions to guide future research. Specifically, the authors identify four aspects of meetings that reflect work in the 21st century: meetings are integral to work in team-centered organizations, tension between group and personal objectives, discontinuities, and ICT support for fragmented work environment.
Understanding User Dissatisfaction
Authors: Klaus Tim
Published: August 2012

This paper examines the role of fairness and how it shapes a user’s view in IT-enabled change. Drawing from several fairness theories, components of fairness are identified and examined in two studies. The first study examines the role of fairness through user interviews and finds that all five components of fairness are considered by users in enterprise system implementations. The second study operationalizes and analyzes the components of fairness through a questionnaire distributed to users. This second study finds that fairness is comprised of all five components that were proposed and a significant relationship exists with user dissatisfaction. The two studies lead to a new theoretical perspective and provide practical implications regarding the role of fairness in IT-enabled change and their strategic implications.
Characterizing Data Discovery and End-User Computing Needs in Clinical Translational Science
Authors: Chilana Parmit K. , Fishman Elishema , Geraghty Estella M. , Tarczy-Hornoch Peter , Wolf Fredric M. , Anderson Nick R.
Published: August 2012

In this paper, the authors present the results of a qualitative case-study seeking to characterize data discovery needs and barriers of principal investigators and research support staff in clinical translational science. Several implications for designing and implementing translational research systems have emerged through the authors’ analysis. The results also illustrate the benefits of forming early partnerships with scientists to better understand their workflow processes and end-user computing practices in accessing data for research. The authors use this user-centered, iterative development approach to guide the implementation and extension of i2b2, a system they have adapted to support cross-institutional aggregate anonymized clinical data querying. With ongoing evaluation, the goal is to maximize the utility and extension of this system and develop an interface that appropriately fits the swiftly evolving needs of clinical translational scientists.
Theoretical Foundations and Epistemological Insights of the Community of Inquiry
Authors: Garrison D. Randy
Published: August 2012

This chapter discusses the epistemological assumptions and theoretical foundations of the Community of Inquiry (CoI) framework. Specifically, it addresses the central concepts of community, collaboration, constructivism, inquiry, discourse, metacognition, co-regulation, and motivation. The primary goal is to reinforce the CoI’s theoretical coherence and enhance its practical utility in providing direction to the study and practice of e-learning in a range of education contexts.
Metacognitive Development within the Community of Inquiry
Authors: Akyol Zehra
Published: August 2012

This chapter focuses on metacognition in relation to learning and cognition and discusses the potential of the Community of Inquiry (CoI) Framework to guide metacognitive development in online and blended learning environments. The commonality between metacognition and the community of inquiry is the interplay between internal knowledge construction and collaborative learning activities. In this regard, the CoI framework provides a model of cognition that operationalizes inquiry with the potential to contextualize and understand metacognition in an online learning environment. The metacognitive construct developed using the CoI framework as a theoretical lens is introduced, and the strategies and activities to support metacognition in a community of inquiry are provided.
A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses
Authors: Sheridan Kathleen , Kelly Melissa A. , Bentz David T.
Published: August 2012

The purpose of the study presented in this chapter was to examine students’ perceptions of the importance of various indicators of teaching presence for their success in online courses. A cross-sectional survey design was used to identify the indicators that students perceived to be most important and to determine whether there were potential differences between graduate students and undergraduate students in terms of the students’ perceptions. Although the indicators that students rated as most important were similar for both groups of students, there were statistically significant differences for a few of the indicators. Students’ comments suggested additional indicators and provided insights about the importance of dispositions in online courses.
Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning
Authors: Saint-Jacques Annie
Published: August 2012

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its innovative application to synchronous online learning which has to date received little attention in the literature. This chapter reports on effective ways to engage graduate students attending virtual seminars in real time, based on the findings of a qualitative doctoral study that took place in five Francophone and Anglophone North American universities. The crucial role of the faculty member as the facilitator of a rich and ongoing dialogue in the classroom has yet to be identified with, and embraced by faculty, but students are generally satisfied with their virtual graduate seminars.
Coaching for Cognitive Presence
Authors: Stein David S. , Wanstreet Constance E.
Published: August 2012

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements of the Co-Active Coaching Model has resulted in a guide for coaching interventions and discussion outcomes. The approach separates the discussion process coach’s role from that of the course instructor and complements the instructional work of the class. Learners have an opportunity to improve their performance in a voluntary advising relationship that promotes action, learning, and accountability.
Strategies and Principles to Develop Cognitive Presence in Online Discussions
Authors: Hosler Kim A. , Arend Bridget D.
Published: August 2012

The chapter is designed to provide online instructors with strategies and techniques for fostering greater cognitive presence in asynchronous online discussion forums. Online discussions, moderated and facilitated by instructors and students, are a staple in online learning environments and provide powerful mechanisms for engaging students in dialogue. However, oftentimes dialogues stall out at the initial inquiry stage, and deeper, critical thinking is neglected. Realizing the foundational nature of discussion forum activities, the authors present ways in which instructors can nurture cognitive presence and foster deeper lines of thinking in online discussions. The chapter outlines the four stages of cognitive presence while offering strategies and question prompts to engender cognitive presence in online discussions. A quick reference guide is included as a discussion aid, suggesting ways to recognize the stages of cognitive presence as well as providing question prompts for engendering greater cognitive presence and critical thinking.
Cooperative and Collaborative Strategies in Blended and Online Learning Environments
Authors: Nickel Christine E. , Overbaugh Richard C.
Published: August 2012

This chapter presents the results of a study that investigated the differential effects of cooperative versus collaborative instructional strategies and blended versus fully online delivery methods on various aspects of academic community. Measures include the Community of Inquiry (CoI) Survey instrument, individual and group achievement, student satisfaction with process and product, and their value of community. The treatment was a group-work module in a university foundations-level instructional technology course (n=134). Results suggest that cooperative and collaborative strategies in online and blended environments are equally effective in regard to individual achievement, but that blended cooperative learners perform significantly poorer on group projects. Students were equally satisfied with their groups’ process and solution and the group activity did not significantly change students’ value of connectedness. Students did not differ according to their perceptions of social presence and cognitive presence, but significant differences were found in perceptions of teaching presence. The course module design highlights the essential elements typical of design strategy based on typical instructional design processes, while using the Community of Inquiry as a theoretical framework that enables “operationalization” of the instructional design process. The design emphasized teaching and cognitive presence but not social presence.
Application of CoI to Design CSCL for EFL Online Asynchronous Discussion
Authors: Goda Yoshiko , Yamada Masanori
Published: August 2012

This chapter provides suggestions on how to apply the Community of Inquiry (CoI) framework to design computer-supported collaborative learning (CSCL) for English as foreign language (EFL) learning. Online asynchronous discussion was the focus. A case study (five discussion activities with 42 students at a university in Japan) was used to investigate the relationships between a CoI and (1) EFL learners’ participation level, (2) their satisfaction with online discussion, (3) their perceived contributions to the discussion groups, (4) English proficiency as a foreign language, and (5) their interactions during the discussion. Suggestions were developed based on the study results: (1) students must be supported to establish open communication of social presence (SP) for productive participation, (2) teaching presence (TP) and cognitive presence (CP) indicated students’ satisfaction, (3) the design and organization of TP and the open communication of SP should be considered for student contributions to a learning community, (4) The CSCL activities may provide opportunities to practice English for all level students, and (5) students need help to establish SP first and then shift their focus to academic purposes. The results and discussion lead to the importance of the careful design of CSCL, including problem identification for assigned activities.
The Case for the Community of Inquiry (CoI) Influencing Student Retention
Authors: Meyer Katrina A.
Published: August 2012

This chapter reviews the research on the CoI framework and student retention and relates the CoI framework to existing retention theories developed for the pre-Internet world and for online learning. The ability of the CoI framework to improve student retention is discussed as well as the relative impact the framework may have on retention, given other influences on retention as captured by several retention theories. A theoretical link between the CoI framework and retention is proposed, through the intermediary of student learning.
Teaching in an Online Community of Inquiry
Authors: Cleveland-Innes Martha
Published: August 2012

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of instructional practices previously unavailable in either distance or face-to-face higher education. A principled approach to teaching allows faculty to stay on track of teaching requirements, regardless of delivery mode. These principles may support new teaching practices, but, if adopted, will also change the way the role of faculty is configured and executed in the higher education context.
Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses
Authors: Amemado Dodzi J.-A.
Published: August 2012

This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all of them having university-teaching backgrounds. The study concerned the ramifications to teaching requirements as university education shifts into the digital era. The research was predicated upon the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000). In the light of this theoretical framework, the results demonstrated the importance of the elements of the framework: teaching presence, cognitive presence, and social presence. Interestingly, in the responses collected, the frequency of some indicators over others, such as information exchange, discussion, and collaboration, led to the conclusion that some categories, such as group cohesion, should be given a greater consideration in the CoI framework and, therefore, should be given more weight toward the pedagogical requirements for online/blended teaching and learning.
Executive Dysfunction in Parkinson’s Disease
Authors: Kamei Satoshi
Published: August 2012

Executive dysfunction (ExD) constitutes a core feature of the cognitive impairment in Parkinson’s disease (PD). ExD in non-demented PD was evaluated using the Behavioral Assessment of the Dysexecutive Syndrome (BADS), which provided for the first time a broad assessment of ExD in PD patients. ExD in non-demented PD patients are predisposed to a greater severity of PD, particularly in impairments in activities of daily living. Patients with non-demented PD exhibited a wide range of ExD symptoms. All components of ExD were correlated with severity of PD, but correlation patterns differed across components. The first quantitative EEG evaluation of the differences between PD with and without ExD was also described. PD with ExD exhibited an increase in slow wave activity and a decrease in alpha and fast wave activities in frontal pole and frontal locations. These findings suggest that the ExD in PD is caused by frontal dysfunction.
Crossmodal Interactions in Visual Competition
Authors: Takahashi Kohske , Watanabe Katsumi
Published: August 2012

Visual competition is one of the long-standing mysteries in vision science. The image that arises from a person’s visual awareness of a constant visual input can spontaneously and stochastically changed between two or more possible interpretations. Visual competition is largely defined by the actual visual experience. However, recent studies have suggested that the process of resolving visual ambiguity is not limited to the domain of vision. Rather, the process is likely susceptible to various types of nonvisual modulation (e.g., auditory and haptic/tactile). Here, the authors review the recent studies that investigate the crossmodal interactions found in visual competition. These current studies highlight the significant crossmodal effects in visual competition, including the bias toward visual interpretations that are congruent with other modalities and the temporal synchronization of the transition between two (or more) visual interpretations with nonvisual events. These nonvisual modulations of visual competition reveal that visual perception is built upon several levels of crossmodal synchronization.
Cognitive Functions and Neuronal Mechanisms of Tactile Working Memory
Authors: Yu Yinghua , Yang Jiajia , Wu Jinglong
Published: August 2012

The concept of tactile working memory indicated that the system can actively maintain (maintenance) and flexibly manipulate (manipulation) tactile information received from the body surface. The cognitive processes consisted of providing for the interim integration, processing, disposal, and retrieval of information. In this review, we combined psychophysical and neurophysiological experiments to highlight some of the most important characteristics and the neural substrates of tactile working memory. In particular, these studies have addressed how neural codes are related to perception and working memory in tactile modality. Tactile information is stored by segregated neural networks that include not only the prefrontal and parietal cortex, but also the somatosensory areas where relatively early stages of perceptual processing are carried out and past and current sensory information are combined to drive higher cortical areas.
The Crossmodal between the Visual and Tactile for Motion Perception
Authors: Guo Min , Yu Yinghua , Yang Jiajia , Wu Jinglong
Published: August 2012

To perceive our world, we make full use of multiple sources of sensory information derived from different modalities which include five basic sensory systems; visual, auditory, tactile, olfactory, and gustatory. In the real world, we normally simultaneously acquire information from different sensory receptors. Therefore, multisensory integration in the brain plays an important role in performance and perception. This review focuses on the crossmodal between the visual and tactile. Many previous studies have indicated that visual information effects tactile perception and in return, tactile perception is also active in the MT, the main visual motion information processing area. However, few studies have explored how information of the crossmodal between the visual and tactile is processed. Here, the authors highlight the processing mechanism of the crossmodal in the brain. They show that integration between the visual and tactile has two stages: combination and integration.
Differences in Analysis Methods of the Human Uncinate Fasciculus Using Diffusion Tensor MRI
Authors: Sato Tetsuo , Minato Kotaro
Published: August 2012

The human uncinate fasciculus is an important cortico-cortical white matter pathway that directly connects the frontal and temporal lobes, but its exact functional role is not yet known. Using diffusion tensor Magnetic Resonance Imaging (MRI), the uncinate fasciculus can be extracted and its volume calculated. DTI metrics such as fractional anisotropy for the uncinate fasciculus can also be analyzed, but there are currently three different methods for this analysis. DTI reports on the uncinate fasciculus are conducted using region of interest, voxel-based, and fiber tracking deterministic approaches. Due to these differences in analysis methods, prior studies report conflicting levels of uncinate asymmetry measured with diffusion anisotropy. Here, the authors briefly introduce these three different methods for measuring uncinate asymmetry values and compare the results. This result can lead to a better understanding of the role of the uncinate fasciculus in future behavioral and clinical studies.
Visual-Tactile Bottom-Up and Top-Down Attention
Authors: Wu Qiong , Li Chunlin , Takahashi Satoshi , Wu Jinglong
Published: August 2012

In recent years, there have been many studies on attention. These studies have found that there are two distinct kinds of neural networks employed for visual attention and tactile attention, respectively. This review summarizes the processing mechanism of these attention-related brain networks. One type is the top-down attention related brain structure, which includes the IPs/SPL (intraparietal sulcus/superior parietal lobule)-FEF (frontal eye field). The other is the bottom-up attention related brain structure, which includes the TPJ (temporoparietal junction)-VFC (ventral frontal cortex). Regarding research into tactile attention, in conclusion, the authors found that tactile attention had a similar neural network to that of visual attention in that there was top-down attention to the relevant IPs-FEF and bottom-up attention to the relevant TPJ-VFC.
Functional Role of the Left Ventral Occipito-Temporal Cortex in Reading
Authors: Qi Geqi , Wu Jinglong
Published: August 2012

The sensitivity of the left ventral occipito-temporal (vOT) cortex to visual word processing has triggered a considerable debate about the functional role of this region in reading. The debate rests largely on the issue whether this particular region is specifically dedicated to reading and the extraction of invariant visual word form. A lot of studies have been conducted to provide evidences supporting or against the functional specialization of this region. However, the trend is showing that the different functional properties proposed by the two kinds of view are not in conflict with each other, but instead show different sides of the same fact. Here, the authors focus on two questions: firstly, where do the two views conflict, and secondly, how do they fit with each other on a larger framework of functional organization in object vision pathway? This review evaluates findings from the two sides of the debate for a broader understanding of the functional role of the left vOT cortex.
The Quantitative EEG Change in Parkinson’s Disease
Authors: Morita Akihiko
Published: August 2012

In this study, the author presents results regarding the quantitative EEG (qEEG) in Parkinson’s disease (PD). This study is the first to assess the distribution of a qEEG change in a large number of PD patients. Based on the pathological changes observed in PD, PD patients present significantly diffuse slowing in their qEEG compared with normal control subjects. Moreover, slowing of the qEEG in each electrode corresponded significantly with the progression of PD and cognitive impairment. This finding is consistent with Braak’s findings in PD (Braak, H. et al., 2004).
Multimodal Neuroimaging to Visualize Human Visual Processing
Authors: Iwaki Sunao
Published: August 2012

Each non-invasive neuroimaging modality has its own inherent limitations resulting from temporal and special inaccuracies due to the nature of information that can be measured. While functional magnetic resonance imaging (fMRI) techniques provide excellent spatial resolution, (up to sub-millimeter resolution), their temporal resolution is limited by the hemodynamic time constant. Conversely, magnetoencephalography (MEG) and electroencephalography (EEG), which measure temporal changes in neural current directly, have temporal resolution of approximately a few milliseconds. However, their spatial accuracy is limited by the non-unique nature of the problem of estimating the spatial distribution of neural currents from the measurement of voltage (EEG) or magnetic field (MEG) distributions from outside of the brain. In this chapter, recent developments in multimodal neuroimaging are introduced to allow for the reconstruction of human brain dynamics with high spatial accuracy without compromising temporal resolution. Specifically, the author describes a technique to combine data from MEG, MRI, and fMRI to visualize human visual processing while perceiving a three-dimensional (3-D) shape.
Feedback-Related Negativity and its Clinical Implications
Authors: Yamaguchi Shuhei , Onoda Keiichi , Abe Satoshi
Published: August 2012

Appropriate processing of feedback information is critical for human executive functions that guide goal-oriented behavior. Feedback-related negativity (FRN) measurements are feedback signals that are recorded through the scalp and convey unpredicted bad/negative information. This study attempts to characterize FRN in the context of individual psychological disposition, specifically impulsivity. The results show that non-planning individuals produce smaller FRN signals than planning individuals when performing both monetary (experiment 1) and non-monetary (experiment 2) gambling tasks, suggesting that impulsive individuals are prone to make risky choices and to show less evaluation processing and lower negative feedback. Furthermore, the clinical utility of FRN measurements was examined with regard to assessing frontal lobe functions in patients with brain lesions. Reductions in FRN amplitudes in response to go-nogo tasks were associated with impaired inhibition responses. These findings suggest that FRN measurements are useful for electrophysiological assessments of patients with impaired inhibitory control.
Evaluation of Olfactory Impairment in Parkinson’s Disease Using Near-Infrared Spectroscopy
Authors: Masayuki Karaki , Eiji Kobayashi , Tetsuo Touge , Nozomu Mori
Published: August 2012

Hyposmia, psychiatric disorders, and cognitive problems are common non-motor manifestations of Parkinson’s disease (PD), but how they are related to the progression of PD remains unclear. Olfactory dysfunction, which is a common non-motor symptom of Parkinson’s disease, is considered to be an early manifestation of this disease. The aim of this study is to investigate the usefulness of near-infrared spectroscopy (NIRS) in measuring olfaction in PD patients and to establish the cortical basis of olfactory function in PD patients. This study was conducted on 9 healthy normosmic volunteers and 24 patients with PD. The authors employed a 22-channel NIRS device with eight light-incident fibers and seven light-detection fibers and placed fibers every 2.5 cm on the forehead of volunteers. Isovaleric acid was used as the odor stimulant. The authors measured the changes in total hemoglobin (tHb) concentration from baseline values and compared the results obtained from healthy normosmic volunteers with those from PD patients. PD patients had higher scores in the subjective olfactory test and smaller changes in tHb concentrations compared with normal volunteers. In particular, no changes in tHb concentration were detected in patients with the awareness of the sense of smell disorder.
Evaluation of Cognitive Function in Migraine Patients
Authors: Watanabe Yuka , Tanaka Hideaki , Hirata Koichi
Published: August 2012

Cognitive impairments are observed in a portion of patients with migraines, but the underlying mechanisms for this impairment are not known. Event-related potentials (ERPs) have been recorded to clarify the mechanism, and the ERPs suggest that migraineurs exhibit exacerbated attention, executive dysfunction, and lack of habituation. Many factors, such as migraine phase, subtype, illness severity and duration, and preventive medicine use, are directly and indirectly involved in the cognitive function of migraine patients. Few reports have systematically considered these factors during the evaluation of cognitive function in migraine patients. In addition, the neuroanatomical basis for these cognitive dysfunctions is not clear. Recently, spatiotemporal analyses of ERPs using multichannel EEG recording have been developed, which might aid in the clarification of the relationships between cognitive dysfunction and the underlying neuropathological mechanisms. The relationships between the cortical electrical activity distribution of ERP components using standardized low-resolution brain electromagnetic tomography (sLORETA) and pathogenic factors were clarified in this study.