bluuebunny/crossref_metadata_2025 huggingface dataset:
Efficient algorithms for rigid body integration using optimized splitting methods and exact free rotational motion
Authors: van Zon Ramses , Omelyan Igor P. , Schofield Jeremy
Published: April 2008

The goal of this note on Hamiltonian splitting methods, an established technique to derive stable and accurate integration schemes in molecular dynamics, is to comment on the best combination of optimized splitting and gradient methods that avoids splitting the kinetic propagator.
Response of an emulsion of leaky dielectric drops immersed in a simple shear flow: Drops more conductive than the suspending fluid
Authors: Fernández Arturo
Published: April 2008

Direct numerical simulation is used to examine the rheological properties of an emulsion of leaky dielectric fluids when an electric field is applied to the system. The emulsion consisting of neutrally buoyant drops is immersed in a simple shear flow where an electric potential difference is applied between the plates. It is assumed that drops are more conductive than the suspending fluid and that the electrical conductivity ratio between the drops and the suspending fluid, R=σi∕σo, is larger than the dielectric permittivity ratio, S=εo∕εi. If a single leaky dielectric drop is immersed in an electric field, this combination of properties leads to a viscous fluid motion from the equator to the poles. The response of an emulsion depends on the competition between the electrical forces and the fluid shear. This relation is quantified by the Mason number, Mn=(3λ+2)μγ̇∕6(λ+1)ε0β2E∞2. The significance of drop deformability is measured through the electric capillary number, Ce=ε0β2E∞2a∕γ. The microstructure and properties of an emulsion depend mainly on Mn, Ce, and R. An emulsion immersed in an electric field exhibits three different regimes for increasing Mn. When the electrical forces are substantially larger than the fluid shear, Mn<0.02, the drops aggregate in structures oriented parallel to the electric field that dictate the response of the system. At intermediate shear rates, 0.02<Mn<0.2, the competition between the electrical forces and the fluid shear results in a continuous rearrangement of the aggregated structures. When the shear rate is increased further, Mn>0.2, the aggregated structures are broken up, and the effect of the electrical interaction weakens. The application of an electric field leads electrorheological emulsions to exhibit an increase in their effective viscosity for the range of properties examined here, 0.001<Mn<10.0. However, this variation is strongly nonlinear and depends on the microstructure of the emulsion. The deformation and aggregation of the drops caused by the electric field also modifies the elastic properties of the systems. When the strength of the electrical forces is larger than that of the viscous forces, Mn<O(1), the electrorheological emulsions exhibit negative values for the first normal stress difference. The electric field causes the drops to deform into a prolate shape in the direction parallel to the electric field. The prolate deformation leads to stronger interfacial stresses in the direction normal to the applied shear, which results in negative values of the first normal stress difference. The dependency of the microstructure and rheological properties on the drop deformability, the electrical conductivity ratio, and the drop volumetric fraction is also discussed. Results for emulsions with a drop volumetric fraction of up to 0.56 are presented.
Effect of interaction shape on the condensed toroid of the semiflexible chain
Authors: Ishimoto Y. , Kikuchi N.
Published: April 2008

We investigate how different microscopic interactions between semiflexible chain segments can qualitatively alter the physical properties of the condensed toroid. We propose a general form of the Hamiltonian of the toroid and discuss its analytic properties. For different interactions, the theory predicts different scaling behaviors of the mean toroidal and cross sectional radii, rc and rcross, as functions of the contour length L: (rc,rcross)∼Lν(Nc), with ν=(15,25) for the van der Waals-type, ν=(−13,23) for the Coulomb-type, and ν=(−1,1) for the delta-function-type attractions in the asymptotic limit. For the toroids with finite winding number Nc=100–400, we find ν≃0 for the Yukawa interaction with screening parameter κ=0.5–1.0 and ν=0.1–0.13 for the van der Waals-type interactions. These findings could provide a possible explanation for the experimentally well known observation ν≃0 of the condensed DNA toroids. Conformational transitions are also discussed.
Spin reorientation in the vicinity of the edge of ultrathin magnetic films and nanowires
Authors: Polyakova T. , Kisielewski M. , Maziewski A. , Zablotskii V.
Published: April 2008

The thickness-driven spin reorientation phase transition (RPT) in uniaxial semi-infinite ultrathin films and nanowires is studied both by micromagnetic simulations and analytically. A significant influence of the sample edges on magnetization states was found near the RPT from perpendicular to in-plane magnetization. It is shown that when the sample thickness exceeds the RPT thickness, the effective anisotropy constant peaks at the sample edge and decays over the characteristic distance L* from the edge. As a consequence, in the edge area of width L*, an out-of-plane domain phase still exists even when the sample thickness becomes significantly larger than the critical RPT thickness. The obtained results are illustrated for 1.9–2.2nm thick cobalt nanowires.
Linear and nonlinear optical absorption coefficients and refractive index changes in spherical quantum dots: Effects of impurities, electric field, size, and optical intensity
Authors: Karabulut İbrahim , Baskoutas Sotirios
Published: April 2008

In the present work, the case of a spherical quantum dot with parabolic confinement subjected to an external electric field with the presence of an impurity, the linear and third-order nonlinear optical absorption coefficients as well as refractive index changes have been calculated. The numerical method we are using for the calculation of the energy levels and the corresponding wave functions is the potential morphing method in the effective mass approximation. As our results indicate an increase of the electric field and/or the position of the impurity and/or the quantum dot radius redshifts the peak positions of the total absorption coefficient and total refractive index changes. Additionally, an increase of the position of the impurity and/or the quantum dot radius decreases the total absorption coefficient and increases the total refractive index changes. An increase also of the electric field decreases the total absorption coefficient but does not significantly affect the peak values of the total refractive index changes. Finally, an increase of the optical intensity considerably changes the total absorption coefficient as well as the total refractive index changes.
Origin of electrically heterogeneous microstructure in CuO from scanning tunneling spectroscopy study
Authors: Sarkar Sudipta , Jana Pradip Kumar , Chaudhuri B. K.
Published: April 2008

We report electronic structure of the grains and grain boundaries (GBs) of the high permittivity (κ∼104) ceramic CuO from scanning tunneling spectroscopy (STS) studies. The p-type semiconducting character of the CuO grains and insulating behavior of the corresponding GBs, observed from STS studies, have been explained. This type of electrically inhomogeneous microstructure leads to the formation of barrier layer capacitance elements in CuO and, hence, provides an explanation of the colossal-κ response exhibited by CuO.
An Experimental Contribution to the Problem of Apparent Reality
Authors: Phemister Margaret R.
Published: April 2008

Certain two-dimensional figures acquire a character of relief and reality when oriented obliquely to the observer and viewed monocularly. The experiments were made with two types of figure—a simple straight line, and more complex patterns of lines. The results indicate that the character of reality gradually increases as the experimental conditions become more favourable. The conditions found to be most favourable are dissimilarities of size, brightness, microstructure, shape, perspective clues, between figure and ground.

When the segregating factors are operating, the figure becomes independent of the paper and takes up its own orientation in space. In the case of the simple line, this orientation may be frontal, but more usually the orientation of the background is taken into account, the resulting structural organization being that of a “needle” projecting from the background. The reality is greatest when the orientation of the background is such that the “needle” appears to be perpendicular to the ground. The complex figures used in the experiments were perspective designs of parallelepipeds. Again, the oblique position of the design associated with the greatest degree of reality of the tridimensional object is that which permits the figure to be seen as projecting perpendicularly from its background.
Learning and Understanding
Authors: Vernon M. D.
Published: April 2008

Short texts containing rather difficult pieces of logical argument were presented, sometimes with illustrative graphs and sometimes without, to girls from the sixth form of a grammar school. They were required to study these, and recall afterwards what they were about. It was found that frequently there was a comparatively accurate recall of many of the individual items of the texts, but that certain essential points in the argument were omitted. Thus learning of detail could occur when there was no general understanding of the meaning. The effect of the illustrative graphs was to make the recalls even less coherent.
The Direction of Movement of Machine Controls
Authors: Mitchell M. J. H. , Vince M. A.
Published: April 2008

Experiments are described in which the relation between the direction of movement of a control and display was varied in order to determine what relationships are likely to cause least confusion to the operator of a machine. Two different types of task were used: a task consisting of intermittent stimuli whose rate of presentation could be varied, and a continuous pursuit task.

It is found that accuracy of performance varies with the degree of remoteness of the directional relationship from those met in everyday life, with the complexity of the task, with the ability of the subject, and there is some indication that under certain Conditions it may vary with the breadth of his attention. Awareness of the response aspect of the situation in these simple sensori-motor tasks, it is suggested, although necessary in the early stages of learning, may be associated in the later stages with confusion and error.
Changes with Age and with Exclusion of Vision in Performance at an Aiming Task
Authors: Szafran J.
Published: April 2008

Forty industrial workers between 20 and 60 years of age took part in the experiment. Each sat facing a display in an enclosure. His task was to locate targets with a pointer, under two conditons: when he was able to make whatever use he chose of direct vision, and wearing a pair of red goggles through which only the diplay could be seen.

On the average, those over 40 years of age took more time than younger subjects over those portions of the task which were concerned with the initiation of a fresh action. When unable to make use of vision the older had far greater difficulty in locating the targets and attempted to supplement tactile and kinesthetic cues by making postural adjustments, turning their heads and often their bodies in the direction of the target at which they were aiming. These findings are discussed in relation to an earlier observation of the greater tendency for older people to look at what they are doing.
A Study of Position Habits Induced by Reward and “Frustration”
Authors: Russell Roger W. , Pretty Robert G. F.
Published: April 2008

Predictions from Maier's theory of “frustration”-instigated behaviour have been tested in an experimental situation differing significantly from that in which the theory was propounded yet containing the central element of “frustration”—the insoluble problem.

A water discrimination unit was employed in which the performance of rats would be observed during attacks on insoluble problems, position problems or symbol problems.

Two groups, each containing ten Wistar albino rats, served as subjects. The research design consisted of the following phases: preliminary training, development of position responses, exposure to a symbol-reward problem with 50 per cent, punishment and exposure to a symbol-reward problem with 100 per cent, punishment. The design differed for the two groups only at the phase in which the position responses were established. During this phase one group was exposed to a position-reward problem and the other to an insoluble problem.

Position responses were established as frequently under position-“frustration” (position stereotypes) as under position-reward (position habits) conditions. Position stereotypes were more rigid—more resistant to extinction—than position habits under conditions of 50 per cent, punishment. Position stereotypes were as readily extinguished under 100 per cent, punishment as were position habits under 30 per cent, punishment.

The first two observations conform to predictions made from Maier's theory. The third does not. That is to say, not all situations containing the basic elements of “frustration” give rise to stereotyped behaviour patterns which are as rigid or “fixated” as Maier's theory would predict. It is a reasonable hypothesis that the characteristics of stereotyped responses established in certain “frustration” situations may be described adequately in terms of conventional learning principles without the necessity of resorting to a distinction between “goal-motivated” and “frustration-instigated” behaviour.
The Influence of Age, Sex, and Specialized Training on the Vertical-Horizontal Illusion
Authors: Fraisse P. , Vautrey P.
Published: April 2008

With the aim of investigating the perceptual processes responsible for perceptual illusions, we have studied the influence of age, sex and specialized training on two forms of the vertical-horizontal illusion. In Figure A, the vertical is a short distance away from the horizontal; in Figure B, the vertical meets the horizontal segment at its mid-point. Both figures were presented in brief (0.2 second) and long (1.0 second) tachistoscopic exposure, and in unlimited exposure.

When time is unlimited. Illusion A increases up to 9–10 years and then remains constant and Illusion B decreases as a function of age and chiefly as a function of the degree of scientific training. The illusions are stronger in tachistoscopic perception than under conditions of umlimited exposure. Both illusions also increase in tachistoscopic perception with age except for science students. Under condition of unlimited time, women have stronger illusions than men. This difference does not occur in tachistoscopic perception.

These results may be interpreted in terms of the interaction of three processes: interaction among the elements of a figure (field effects); perceptual activity which makes possible the passing from syncretism or multiplicity to organized perception; and the activity of measuring the elements relatively to each other. This latter activity develops with cultural level and especially with scientific training. It is more effective with men than with women, due, it is suggested, to the spatial factor being higher in men.
Sexual Exhaustion and Recovery in the Male Rat
Authors: Beach Frank A. , Jordan Lisbeth
Published: April 2008

Twelve male rats were left with receptive females and allowed to copulate and ejaculate until they reached a criterion of “sexual exhaustion” They were then retested after 1, 3, 6 and 15 days of sexual inactivity. Following these observations males were tested once each day or once every other day and allowed to achieve a single ejaculation.

In the course of a period of unlimited access to the receptive female males usually need approximately 10 intromissions to produce the initial ejaculation, but successive ejaculations are produced by fewer and fewer intromissions. The time to recover from the effects of an ejaculation increases progressively as exhaustion is approached.

Very few animals copulate when tested 24 hours after sexual exhaustion. Considerably more recovery is evident in tests conducted after a 3-day rest, but it is not complete and rats are not capable of achieving as many ejaculations as they tend to achieve after longer periods of inactivity. As measured by ejaculation-frequency, the curve of sexual recovery is negatively accelerated and probably reaches asymptote after 7 to 10 days of rest.

Various other measures in addition to ejaculation-frequency support this conclusion. Males allowed to ejaculate once each day or every other day are somewhat less responsive than fully rested animals, but do not show any progressive loss in sexual excitability or capacity.

A working hypothesis is proposed to explain most of the findings. It postulates the existence of an Arousal Mechanism which is distinct from a Copulatory Mechanism. The ways in which these hypothetical mechanisms are affected by sexual performance and sexual rest arc discussed.
Distortions in Immediate Memory
Authors: Brown J.
Published: April 2008

A series of five pairs of abstract geometrical figures were presented to each subject. Unknown to the subjects, the members of each pair were identical. The second member was presented 10 seconds after the first member and the subject then judged whether a specified feature of the figure had changed in one of two possible directions. One group of 32 subjects were not told which feature of the figure would be critical until presentation of the second member: a further group of 32 subjects were given this information before presentation of the first member. Subjects in both groups were significantly consistent with one another in some of their judgements, thus indicating that distortions in remembering had occurred. It is argued that memory distortions of this type (for which previous evidence has been unsatisfactory) are of particular interest since, unlike other memory changes, they are difficult to ascribe to the constructive or inferential character of recognition and recall.
Non-Random Sequences in Visual Threshold Experiments
Authors: Howarth C. I. , Bulmer M. G.
Published: April 2008

Responses (i.e. “seen” or “not seen”) to a repeated stimulus of constant intensity are shown to be grouped in runs of the same response. It is suggested that there are only two possible explanations of this non-randomness: spontaneous fluctuations of threshold and the direct influence of a response on succeeding responses. Experiments designed to distinguish between these two explanations have shown that the latter is the more important and that a response affects directly, though with diminishing intensity, the three immediately following responses.
The class V myosin motor protein, Myo2, plays a major role in mitochondrial motility in Saccharomyces cerevisiae
Authors: Altmann Katrin , Frank Martina , Neumann Daniel , Jakobs Stefan , Westermann Benedikt
Published: April 2008

The actin cytoskeleton is essential for polarized, bud-directed movement of cellular membranes in Saccharomyces cerevisiae and thus ensures accurate inheritance of organelles during cell division. Also, mitochondrial distribution and inheritance depend on the actin cytoskeleton, though the precise molecular mechanisms are unknown. Here, we establish the class V myosin motor protein, Myo2, as an important mediator of mitochondrial motility in budding yeast. We found that mutants with abnormal expression levels of Myo2 or its associated light chain, Mlc1, exhibit aberrant mitochondrial morphology and loss of mitochondrial DNA. Specific mutations in the globular tail of Myo2 lead to aggregation of mitochondria in the mother cell. Isolated mitochondria lacking functional Myo2 are severely impaired in their capacity to bind to actin filaments in vitro. Time-resolved fluorescence microscopy revealed a block of bud-directed anterograde mitochondrial movement in cargo binding–defective myo2 mutant cells. We conclude that Myo2 plays an important and direct role for mitochondrial motility and inheritance in budding yeast.
Child Trafficking and Formalisation: The Case of International Adoption from Ecuador
Authors: Leifsen Esben
Published: April 2008

Child trafficking activity often draws on formal administrative and legal resources. Formalisation implies considerable cooperation between public functionaries, lawyers and external actors. I argue that child rights advocates are forceful policy formulators who tend to ignore the public‐external link because they focus on the external profit‐seeking actors. The danger of this focus is a continuing production of inadequate policies, regulations and laws which are weak instruments in the control of a serious social and moral problem. I exemplify this by cases of irregularities in international adoption from Ecuador from the 1990s onwards.1
Functional analysis of JAK3 mutations in transient myeloproliferative disorder and acute megakaryoblastic leukaemia accompanying Down syndrome
Authors: Sato Tomohiko , Toki Tsutomu , Kanezaki Rika , Xu Gang , Terui Kiminori , Kanegane Hirokazu , Miura Masayoshi , Adachi Souichi , Migita Masahiro , Morinaga Shingo , Nakano Takahide , Endo Mikiya , Kojima Seiji , Kiyoi Hitoshi , Mano Hiroyuki , Ito Etsuro
Published: April 2008

JAK3 mutations have been reported in transient myeloproliferative disorder (TMD) as well as in acute megakaryoblastic leukaemia of Down syndrome (DS‐AMKL). However, functional consequences of the JAK3 mutations in TMD patients remain undetermined. To further understand how JAK3 mutations are involved in the development and/or progression of leukaemia in Down syndrome, additional TMD patients and the DS‐AMKL cell line MGS were screened for JAK3 mutations, and we examined whether each JAK3 mutation is an activating mutation. JAK3 mutations were not detected in 10 TMD samples that had not previously been studied. Together with our previous report we detected JAK3 mutations in one in 11 TMD patients. Furthermore, this study showed for the first time that a TMD patient‐derived JAK3 mutation (JAK3I87T), as well as two novel JAK3 mutations (JAK3Q501H and JAK3R657Q) identified in an MGS cell line, were activating mutations. Treatment of MGS cells and Ba/F3 cells expressing the JAK3 mutants with JAK3 inhibitors significantly decreased their growth and viability. These results suggest that the JAK3 activating mutation is an early event during leukaemogenesis in Down syndrome, and they provide proof‐of‐principle evidence that JAK3 inhibitors would have therapeutic effects on TMD and DS‐AMKL patients carrying activating JAK3 mutations.
Cell proliferation, apoptosis and mitochondrial damage in rat B50 neuronal cells after cisplatin treatment
Authors: Bottone M. G. , Soldani C. , Veneroni P. , Avella D. , Pisu M. , Bernocchi G.
Published: April 2008

Abstract.  Objectives: Cisplatin (cisPt) is used as a chemotherapeutic agent for the treatment of a variety of human tumours; more recently, it has been demonstrated that tumour cell exposure to cisPt ultimately results in apoptosis, but the mechanism by which nuclear cisPt/DNA generates the cytoplasmic cascade of events involved has not been clarified. We have investigated the effects of cisPt on proliferation in the neuronal cell line B50, with particular attention being given to understand whether mitochondria are a target of cisPt and their involvement in the apoptotic process. Materials and methods: Rat neuronal B50 cells were used to investigate the mechanisms of cisPt‐induced cytotoxicity; this line has been used as a model system for neurotoxicity in vivo. Results: Changes in proliferation, induction of apoptosis, activation of caspase‐3 and DNA fragmentation were observed in the cells, as well as morphological and biochemical alterations of mithocondria. Activation of caspase‐9 confirmed that mitochondria are a target of cisPt. Conclusion: CisPt exerts cytotoxic effects in the neuronal B50 cell line via a caspase‐dependent pathway with mitochondria being central relay stations.
Long‐term administration of IgG2a anti‐NK1.1 monoclonal antibody ameliorates lupus‐like disease in NZB/W mice in spite of an early worsening induced by an IgG2a‐dependent BAFF/BLyS production
Authors: Postól Edilberto , Meyer André , Cardillo Fabíola , De Alencar Raquel , Pessina Daniel , Nihei Jorge , Mariano Mário , Mengel José
Published: April 2008

The role of natural killer (NK) T cells in the development of lupus‐like disease in mice is still controversial. We treated NZB/W mice with anti‐NK1.1 monoclonal antibodies (mAbs) and our results revealed that administration of either an irrelevant immunoglobulin G2a (IgG2a) mAb or an IgG2a anti‐NK1.1 mAb increased the production of anti‐dsDNA antibodies in young NZB/W mice. However, the continuous administration of an anti‐NK1.1 mAb protected aged NZB/W mice from glomerular injury, leading to prolonged survival and stabilization of the proteinuria. Conversely, the administration of the control IgG2a mAb led to an aggravation of the lupus‐like disease. Augmented titres of anti‐dsDNA in NZB/W mice, upon IgG2a administration, correlated with the production of BAFF/BLyS by dendritic, B and T cells. Treatment with an anti‐NK1.1 mAb reduced the levels of interleukin‐16, produced by T cells, in spleen cell culture supernatants from aged NZB/W. Adoptive transfer of NK T cells from aged to young NZB/W accelerated the production of anti‐dsDNA in recipient NZB/W mice, suggesting that NK T cells from aged NZB/W are endowed with a B‐cell helper activity. In vitro studies, using purified NK T cells from aged NZB/W, showed that these cells provided helper B‐cell activity for the production of anti‐dsDNA. We concluded that NK T cells are involved in the progression of lupus‐like disease in mature NZB/W mice and that immunoglobulin of the IgG2a isotype has an enhancing effect on antibody synthesis due to the induction of BAFF/BLyS, and therefore have a deleterious effect in the NZB/W mouse physiology.
Information technology in education THE CONTRIBUTION OF THE ECONOMIC AND SOCIAL RESEARCH COUNCIL (ESRC)*
Authors: Kender M.
Published: April 2008

The Education and Human Development Committee of the Economic and Social Research Council (UK) has recently appointed a Coordinator for the development of its activities in Information Technology and Education. This article describes the origins and history of the initiative and sets out the initial plans for its future development.
An investigation into the use of CAL and the dialogue strategy in a tutorial context
Authors: Beynon A.L.
Published: April 2008

This article describes the use of CAL and the dialogue strategy as a basis for tutorial work. The sample (11 = 164) consists of staff, teachers and students in a College of Education. It is an attitudinal study and serves to emphasize the importance in certain subject areas of an open‐ended approach based on an analysis of the knowledge structure inherent in the discipline itself. It emphasizes the need for models using different levels of teaching, as well as different approaches according to individual learning needs. Such models should be pursued regardless of the constraints imposed by the limitations of computer languages currently available. Reference is made to logic programming (PROLOG) and its relevance for this area of work, as well as the authoring language PLOT for tutorial programs.
An introduction to expert systems
Authors: Peyton C.
Published: April 2008

The paper considers the features of expert systems which make them of educational interest, and discusses issues of knowledge representation through rule sets, and how such systems can be used to give explanation and advice. Working systems are outlined in Medicine, Geology and Computing. Some limitations of expert systems are noted and their future potential assessed.
Children and turtles
Authors: Stewart E.
Published: April 2008

This paper describes a study of the reactions to Logo and turtles by children at a Devon infant school. The study was aimed at observing the reactions, made by a selected group of 6‐and‐year‐olds, to a version of the programming language Logo and to the turtle. It is aimed to give the reader an insight into the thinking behind the actions made and decisions taken by the children, in order that the value of the turtle as a teaching aid may be judged.
The management of computing resources in schools*
Authors: Esterson Derek
Published: April 2008

The paper begins with a review of current uses of microcomputers in secondary, primary and special schools and an examination of present and probable administrative uses of the technology in schools. Without entering into pedagogical arguments (and research is needed to provide ammunition for these), the uses which the author considers feasible are indicated, given the resources available, coming down firmly in favour of group rather than individual work in most circumstances. By way of illustration, details are given of some representative applications of computers in the classroom, and a comprehensive picture may be obtained by following up the references and footnotes. The problems of the management of resources are dealt with under three headings: ‘physical security of the equipment’— safeguards may lead to restricted use; ‘management of the hardware and software’— the resources required are considerable and whole‐school policies are needed under the aegis of senior management; ‘in‐service training’– a continuing programme is needed at a number of levels.
Organizing for Innovation: A comparative commentary on two Government Programmes
Authors: Hubbard G.
Published: April 2008

Abstract The two Government funded programmes in the field of computers in education, the National Development Programme in Computer Assisted Learning and the Microelectronics Education Programme, are examined comparatively, in relation to their organization, aims, operation and achievements. The lessons for future governmental activity in educational development are pointed out.
CAL in‐service and the visual arts
Authors: Gardner J. R.
Published: April 2008

Abstract This paper reports on the design and development of a series of in‐service courses on the application of CAL in the Art classroom. These courses culminated in a 1‐week summer school which was designed to allow the teacher participants to evaluate the relevance and likely impact of the new technology in Art teaching. The course was almost entirely participant driven; a feature which was partly contrived to produce frank evaluation reports and partly necessitated by the fact that there were no teacher educators or CAL practitioners available who were working in the field of Art CAL. The participants were invited to select applications areas which interested them and then to assess the educational value of the packages in these areas. The paper includes a synopsis of the findings of the teachers involved.
Escape or Run?
Authors: Gibbons L.
Published: April 2008

Abstract This paper reports an investigation of development of expertise in Computer Aided Learning by teachers with no previous experience of computers. Through interviews with teachers to ascertain attitudes and to learn how experience had been gained, visiting a school to track its six computers, and recording first experiences of using different types of program in the classroom, some factors which may impede or promote the development of CAL are identified and some suggestions for initiation procedures made.
Using databases in history teaching
Authors: Knight P. , Timmins G.
Published: April 2008

Abstract In recent years, considerable interest has been shown in the classroom use of historical databases. Several database programs for microcomputers have become available, and as far as history teaching is concerned, they appear to have been mainly used for the analysis of mid‐nineteenth century census schedules. At the same time, it is not clear that the curricular issues concerning the use of these programs has been fully explored. The purpose of this article is to raise these issues and to relate them to the use of several database programs currently used in classroom history teaching.
Research needs in CAL
Authors: Ridgway J.
Published: April 2008

Abstract The demise of MEP, and the arrival of MeSU as its successor, naturally provoke thoughts about the directions that future research and development for IT in education should take. This paper explores current research styles, and argues that the problems of developing and disseminating CAL appropriate to the production of desirable educational outcomes in class are unlikely to be solved by current approaches. Successful innovation requires more than enthusiastic teachers, careful laboratory studies, and a collection of regional information offices. There are urgent research needs for more studies of CAL in representative classrooms, and for studies of the implications of the socio‐administrative structure of schools on the accessibility of computing resources. On a larger scale, work is needed that links CAL to major on‐going curriculum development programmes, such as new GCSE curricula.
The effective teacher and computers
Authors: Katterns R. , Haigh N.
Published: April 2008

Abstract Effective teachers sensitively and flexibly control those conditions of learning that can be arranged, try to influence or at least take into account less manageable conditions, and recognize that their teaching effectiveness depends also on inquiry into their own patterns of thought and action. Computers do not ‘think’ this way. Nor do they respond sensitively to changing conditions and subtle student cues that signal a need to use a different teaching approach. Computers, therefore, cannot replace the teacher, but are a useful tool to help arrange the conditions of learning in certain teaching situations. These situations are discussed in the light of what we know about effective teaching.
Teaching A level physics through microcomputer dynamic modelling: Teaching methods
Authors: Wong D.
Published: April 2008

Abstract  This paper describes the DYNAMIC MODELLING SYSTEM (DMS) computer program, some features of microcomputer dynamic models and the teaching of A level Physics through these models. The technique of dynamic modelling is interesting because it allows computer models of a given physical system to be written in mathematically different ways, and because models of different systems may be shown to be structurally very similar. Teaching through dynamic modelling allows active student participation in learning, and classroom examples of this are described. Some conjectures are made as to how dynamic modelling gives rise to the phenomena observed in the classroom.
CAL innovation as viewed by purchasers of computer software in secondary schools
Authors: Griffin J. A.
Published: April 2008

Abstract The use of computers in secondary schools has increased over recent years, but there is still a large number of teachers who do not make use of computers in their teaching. There are problems and challenges associated with the implementation of any innovation; the nature of computer technology and the way it has been introduced to schools have resulted in the creation of further, specific questions and difficulties.

This paper includes an examination of the issues relating to the introduction of computers through an investigation of teachers who have bought educational computer software and from a study of related literature. These issues have been examined within an attempt to discover patterns in relation to the use of educational software, and to derive strategies which may be used in encouraging wider use of computers in secondary education.
The use of problem solving skills in computer‐aided instruction: an evaluation
Authors: Safrit M.J. , Ennis C.D. , Nagle F.J.
Published: April 2008

Abstract When computer programs are designed to elicit problem solving skills by the user, this basic premise should be tested in an objective manner. The Health and Fitness Assessment program was evaluated as an interactive program with a substantial emphasis on the problem solving process. A method of analysis known as protocol analysis was used to demonstrate that 72% of the interpretive statements made by users verified the use of higher level mental functions to interact with the computer. Other evaluative data aided in improving the design of the program.
Pupils' choices in learning with computers
Authors: Robson E.H. , Steward A.P. , Whitfield G.E.
Published: April 2008

An increasing proportion of education and training will require learners to make decisions about their own learning. One way in which schoolchildren can be prepared for this is by experience with computer programs which allow learner control. A term‐long trial was conducted with 14–15 year old schoolchildren learning mathematics from such programs. The choices adopted by these pupils are studied and some results are reported. We introduce two measures that may allow a characterization of choices made by individual pupils.
Desktop publishing in education
Authors: Hall W. , Layman J.
Published: April 2008

Abstract The term ‘desktop publishing’ has received much media coverage in recent months in both the commercial and educational press. School‐based ‘desktop publishing’ packages are at the moment poor imitations of full‐specification systems. This paper discusses the state of desktop publishing in education today and demonstrates the weaknesses of the systems available for use in the classroom. The skills required for desktop publishing are interrelated in a complex way and cannot be presented in a hierarchical fashion. A model of the functional processes involved is suggested in the paper and analysed in terms of the skills required.
Introductory analysis in the Social Sciences using small‐scale databases
Authors: Welford R.
Published: April 2008

Abstract This article examines the use of small‐scale databases in introductory Social Science courses at degree level. It suggests that databases can act as an introduction to both statistical practice and investigative learning, but only if supported by considerations of methodology. The results of a research project where students used a specially written database are reported. This indicates that there are both strengths and weaknesses in the use of databases, but it is suggested that these weaknesses can be overcome to a large extent by carefully considering what we expect students to be able to do with statistics. The use of generic databases and spreadsheets as methods of handling data is also discussed.
Computer oriented attitudes as a function of risk‐taking among Israeli elementary school teachers
Authors: Offir B. , Katz Y. J.
Published: April 2008

Abstract  This study examines the relationship between the level of risk‐taking among Israeli elementary school teachers and their attitude towards the use of computers within the framework of Computer‐Assisted Instruction (CAI). The teachers in the research sample responded to two questionnaires‐risk‐taking questionnaire and attitude towards computers questionnaire. One factor‐risktaking behaviour‐was yielded from the first questionnaire and one factor‐computer related attitude‐was yielded from the second.

An analysis of the data obtained in the study indicates that teachers who are high‐level risk‐takers are more positive towards the use of computers in their teaching activities than medium‐level risktakers who in turn have a more positive attitude towards computer use within the framework of CAI than low‐level risk‐takers.
‘Why wasn't I taught this stuff years ago?’ Using a computer to assess and improve study skills*
Authors: Clark N. J.
Published: April 2008

Abstract  The development of nine computer presented questionnaires for use in diagnosing the study skills and associated attitudes and intentions of senior secondary and tertiary students is outlined and a trial in which six of the questionnaires were used with 129 first year college business degree students is described. The departmental impact of the research is mentioned and details are given of plans for further development and use of the questionnaires.
Computer conferencing, students' rhetorical stance and the demands ofacademic discourse*
Authors: Durham M.
Published: April 2008

Abstract  Computer conferencing allows educators to establish an immediate and intense writing environment that can help students develop their sense of rhetorical stance, i.e., audience awareness, voice and argument. Conference participants establish a discourse etiquette within the group process, and become aware of its impact on written communication. Through experiencing their rhetorical stance within the conference (and having the group communication thoughtfully mediated), students can become aware of communication issues in technology, be more sensitive about the effect of their own written communication, and perhaps be able to transfer this learning to the more formal modes traditional in academia.
Computer‐based tutoring of visual concepts: from novice to expert
Authors: Sharples M.
Published: April 2008

Abstract Computer‐based tutoring of visual concepts is a largely unexplored area. The ability to classify images, to identify features and to describe abnormalities is a necessary part of training in many professions, such as radiology, anatomy, botany and geology. To a lesser level it is important for developing everyday skills such as identifying birds, trees, rocks, and flowers. The aim of this paper is to show how computers might be used in visual concept teaching, to store and display large stocks of exemplar images, to carry out a tutorial dialogue with the learner, and to provide learning aids such as concept maps, feature spaces, and structural models. The paper describes well‐established methods for teaching visual concepts and indicates how computers can supplement the human teacher in tutoring students with differing levels of expertise.
The use of hierarchical problem solving subroutines in the solution of exercise science problems
Authors: Ennis C. D. , Safrit M. J.
Published: April 2008

Abstract Hierarchical problem solving strategies employed in solving science problems were examined in this study. Hypothesis testing was used as the theoretical base for the study of differences in problem solving within a computer simulation framework. Undergraduate and graduate students in exercise science were asked to solve a series of problems associated with physiological assessment and exercise prescription formulation. Protocol analysis and the Pitt coding system were used to analyse verbal data, and group differences were examined statistically. Both graduates and under‐graduates responded correctly to a substantial portion of the questions. However, graduates displayed the ability to define and delineate the problem better than undergraduates. Both groups used all six problem solving strategies, although the graduates often provided a significantly greater number of responses within subroutines of the strategy. Although the graduates appeared to be more efficient problem solvers, they did not consistently exhibit the ability to extract and summarize critical patterns typically associated with expertise.
Young children's active and passive graphing
Authors: Pratt D.
Published: April 2008

Abstract This paper reports on the graphing work of children, aged 8 and 9 years, who have immediate and continuous access to portable computers across the whole curriculum. They have been using their computers to generate graphs and charts from experimental data. The unit of analysis is a learning sequence in which the progress of a small group of children on a specific coherent task was recorded over a period of several weeks. The paper describes two such learning sequences to illustrate two types of graphing, which can occur in computer‐rich environments. In one sequence, the children collected data after which they explored the graphing facilities on the computer whereas in the other learning sequence graphing is used iteratively as an integral part of the ongoing task.
Investigating verbal interactions when primary chidren use computers
Authors: Wild M.
Published: April 2008

Abstract This paper is based upon some early results of a research project currently underway at Edith Cowan University to investigate the nature of young children's interactions centred on and around the use of new technologies for learning. The research focused on children working in dyads on a single computer‐based language task; the software used was chosen to facilitate children's talk. This paper reports a number of findings, including the difficulties of predicting the quality of children's interactions at the computer; the likely significance of a wide range of factors that influence children's interactions; and, the lack of patterns in children's interactions over time. From the analysis of the data, two categorisations are given which might be useful to guide further research into the nature of children's interactions using the computer. The first categorisation is a checklist of verbal interaction types, and the second, a checklist for metacognitive components in children's interactions.
Identification of a localized mucosal immune response in rainbow trout, Oncorhynchus mykiss (Walbaum), following immunization with a protein‐hapten antigen
Authors: Swan C M , Lindstrom N M , Cain K D
Published: April 2008

The ability of rainbow trout, Oncorhynchus mykiss (RBT), to produce a localized mucosal immune response was investigated following intraperitoneal (i.p.) or peranal (p.a.) immunization with a protein‐hapten carrier, fluorescein isothiocyanate conjugated to keyhole limpet haemocyanin (FITC/KLH). Antibody levels in serum, mucus, tissue culture supernatant from blood and spleen leucocytes, and excised skin, intestine and gill tissues were determined by ELISA. Significantly, elevated antigen‐specific antibodies were elicited in both serum and mucus of fish immunized i.p. Mucosal antibody responses, in general, paralleled serum responses over time. Leucocytes isolated from spleen and blood of i.p. immunized fish at week 10 produced significantly elevated antibody levels against FITC when cultured in vitro. Excised skin, intestine and gill tissues from these fish also exhibited significantly elevated antibody responses indicating localized production in the mucosa from tissue‐specific B cells. A localized mucosal immune response was elicited only after i.p. and not p.a. immunization, suggesting that systemically stimulated B cells migrate to mucosal tissues where they produce antibodies locally.