bluuebunny/crossref_metadata_2025 huggingface dataset:
“Standard-Setting Instruments Promoting Multilingualism”: Launch of the United Nations International Year of Mother Languages—UNESCO, Paris, February 21, 2008
Authors: Blake Janet
Published: December 2008

UNESCO launched the United Nations (UN) International Year of Languages on February 21, 2008, International Mother Language Day, with an information workshop entitled “Standard-setting Instruments Promoting Multilingualism.” UNESCO is the lead agency for carrying out activities related to the international year in view of its extensive work in the area of promoting multilingualism (in education and cyberspace, for example), safeguarding endangered languages, and supporting indigenous languages linked with traditional ecological knowledge and environmental sustainability. The international year is accompanied by the slogan “languages matter!” and this reflects the wider context within which it and its related activities have been conceived.
Distribution of euphausiid larvae along the coast of East Antarctica in the Dumont d'Urville Sea (139–145°E) during summer 2004
Authors: Vallet Carole , Koubbi Philippe , Sultan Emmanuelle , Goffart Anne , Swadling Kerrie M. , Wright Simon W.
Published: December 2008

The distribution of euphausiid larvae along the coast of Terre Adélie, Antarctica, was assessed using oblique tows of a double-framed bongo net at 38 stations during summer 2004. Larvae of Euphausia crystallorophias and Thysanoessa macrura were observed. For E. crystallorophias larvae, the calyptopis I stage was dominant along the coast, while the most commonly observed stage of T. macrura was the furcilia. The distribution of E. crystallorophias larvae were correlated with abiotic factors, including depth and sea surface salinity, whereas those of T. macrura larvae were correlated with biotic factors, especially chlorophyll a and nitrate. Developmental stages of both species increased in age from west to east in the survey area, with younger developmental stages (metanauplius and calyptopis I) in the western part of the region and older stages (calyptopis II and III and furcilia I to VI) in the eastern part near the Mertz Glacier Tongue (MGT). It is suggested that these patterns could be linked with the water circulation and wind: near the MGT gyres could concentrate all developmental stages of both species near the coast, while katabatic winds near Dumont d'Urville will promote larval advection seawards, with younger stages near the coast and older stages further offshore.
Trans-fatty acids and cancer: the evidence reviewed
Authors: Thompson Abby K. , Shaw Danielle I. , Minihane Anne M. , Williams Christine M.
Published: December 2008

The present review comes from the authors of the recent Scientific Advisory Committee on Nutrition (SACN) review Update on Trans Fatty Acids and Health, and focuses on assessing the strength of the evidence for a link between trans-fatty acid (trans-FA) intake and cancer. It evaluates a range of human ecological, case–control and prospective studies with trans-FA exposure assessed using either dietary assessment methods or trans-FA levels in tissues. Relevant animal studies are also presented in order to elucidate potential mechanisms. It concludes that there is weak and inconsistent evidence for a relationship between trans-FA and breast or colorectal cancer. Evidence for an association between trans-FA and prostate cancer is limited, but a recent large case–control study has shown a strong interaction between risk and trans-FA intake for the RNASEL QQ/RQ genotype that is present in about 35 % of the population. This potential association requires further investigation. The single study on non-Hodgkin's lymphoma reported a strong positive association, but only used a single assessment of dietary trans-FA made at the start of the study in 1980, and the significant changes in trans-FA intakes between then and the end of follow-up in 1994 limit the reliability of this observation. There is insufficient evidence to allow any differentiation between the effects of trans-FA from animal or vegetable origin on cancer risk.
Grape products and cardiovascular disease risk factors
Authors: Pérez-Jiménez Jara , Saura-Calixto Fulgencio
Published: December 2008

Manyin vivotrials have evaluated the effects of grape products on different CVD risk factors. Most published studies have dealt with some specific aspects of mechanisms of grape flavonoid action or have focused only on one product, such as wine. The aim of the present paper is to review trials dealing with grape products and CVD published during the last 13 years (seventy-five trials). Polyphenols, alcohol and dietary fibre are the main constituents of the tested products. In animal and human studies, grape products have been shown to produce hypotensive, hypolipidaemic and anti-atherosclerotic effects, and also to improve antioxidant status as measured in terms of plasma antioxidant capacity, oxidation biomarkers, antioxidant compounds or antioxidant enzymes. Differences in the design of the studies and in the composition of the tested products (not always provided) could explain the different results of these studies.
Neuroendocrine and physiological regulation of intake with particular reference to domesticated ruminant animals
Authors: Roche John R. , Blache Dominique , Kay Jane K. , Miller Dale R. , Sheahan Angela J. , Miller David W.
Published: December 2008

The central nervous system undertakes the homeostatic role of sensing nutrient intake and body reserves, integrating the information, and regulating energy intake and/or energy expenditure. Few tasks regulated by the brain hold greater survival value, particularly important in farmed ruminant species, where the demands of pregnancy, lactation and/or growth are not easily met by often bulky plant-based and sometimes nutrient-sparse diets. Information regarding metabolic state can be transmitted to the appetite control centres of the brain by a diverse array of signals, such as stimulation of the vagus nerve, or metabolic ‘feedback’ factors derived from the pituitary gland, adipose tissue, stomach/abomasum, intestine, pancreas and/or muscle. These signals act directly on the neurons located in the arcuate nucleus of the medio-basal hypothalamus, a key integration, and hunger (orexigenic) and satiety (anorexigenic) control centre of the brain. Interest in human obesity and associated disorders has fuelled considerable research effort in this area, resulting in increased understanding of chronic and acute factors influencing feed intake. In recent years, research has demonstrated that these results have relevance to animal production, with genetic selection for production found to affect orexigenic hormones, feeding found to reduce the concentration of acute controllers of orexigenic signals, and exogenous administration of orexigenic hormones (i.e. growth hormone or ghrelin) reportedly increasing DM intake in ruminant animals as well as single-stomached species. The current state of knowledge on factors influencing the hypothalamic orexigenic and anorexigenic control centres is reviewed, particularly as it relates to domesticated ruminant animals, and potential avenues for future research are identified.
Resistance to CALL: degrees of student reluctance to use CALL and ICT
Authors: Gillespie John , McKee Jane
Published: December 2008

This paper examines the range of different factors which in our experience contribute to student resistance to the use of computers for language learning. These problems relate to aspects of the computing environment, social and psychological factors and issues relating to the curriculum and teaching methods. We have made basic suggestions about ways of overcoming these resistances. However our principal finding is that the most effective and coherent way of fostering student adoption of CALL is to develop a computer based learning environment, which draws on the success of communications software and the Internet, based on the computer conferencing program First Class.
ICT and language skills: an integrated course
Authors: Koet Ton
Published: December 2008

Language learning should be enhanced by information and communication technology (ICT). This article describe a foundation-year curriculum for future language teachers. In this curriculum the training in the use of information and communication technology tools was integrated with language learning and language teaching methodology. A learning environment ‘Professional Skills’ is described as well as the database applications ‘Wordbook’ and ‘Reading file’. Data of a summative evaluation are presented.
A computer-mediated curriculum in the EFL academic writing class
Authors: Levine Adina , Ferenz Orna , Reves Thea
Published: December 2008

The purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:

1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?

2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?

3. What are the benefits gained from a computer-assisted portfolio assessment?

The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.
Call in UK Higher Education: A Preliminary Survey by the CTI Centre for Modern Languages
Authors: Powell Brian
Published: December 2008

Since the principal objectives of the CTI Centre for Modem Languages (CTICML) and of the other CTI Centres are to increase awareness of the potential of computers and other forms of IT in teaching and learning and to stimulate their actual use, it seemed a reasonable first step after the establishment of the CTICML in April 1989 to try to establish the current range of attitudes and practices in the field of lan- guages in higher education in the United Kingdom. We considered that this would both help us to gain a view of what had to be done and give us one yard- stick against which to measure the effect which our activities over the next few years will have had.
CD-ROMs and the Language Learner
Authors: Chesters G , McNab A
Published: December 2008

This paper sets CD-ROM technology in the context of the new language learning pedagogy based on the communicative approach. It establishes a typology of language-related CD-ROM products, suggests ways of exploiting characteristic CD-ROM facilities and identifies fruitful new areas of development. It also looks at the logistics of CD-ROM use in an academic environment.
Computer assisted language learning for two-byte languages: the case of Chinese
Authors: Nordenhake Magnus , Greatrex Roger
Published: December 2008

The teaching of the Chinese language in Sweden, and indeed the whole of Scandinavia, has always suffered from an absence of suitable teaching materials. Hitherto, there has not existed any teaching course specifically adapted to the needs of Swedish students, with the result that teachers have been forced to use English-language courses produced in the United States or England, or text-books printed in Mainland China or Taiwan
Looking up in anger: translation practice in the CALL lab
Authors: Talbot George
Published: December 2008

Final-year translation teaching in the Italian department at the University of Hull involves modules using a computer-based methodology from Italian into English. These modules are taught using Translt-TIGER and TransLit-TIGER, in the forms in which they are commercially available. The aim of our courses is to use technology in order to enhance the quality of training in translation. The modules are conceived of as a move beyond traditional practice towards a type of teaching model which may be more relevant to best practices in the translation profession. Indeed it may well hasten more students beyond the noise of interlanguage to the quiddities of idiom.
Fully integrated CALL: mission accomplished
Authors: McCarthy Brian
Published: December 2008

It is not bold to predict that in many countries it will soon be no morepossible for education systems to be computer-free than it already is for transport systems to be motor-vehicle-free. The technology simply has too much to offer in too many areas for people to ignore it or to be content todo without it. It is therefore in the interest of any community of learnersand teachers that very careful thought be given to the integration of computers into the education process if they are to avoid situations in the classroom that are informatic equivalents of traffic jams, exhaust pollution, lunatic drivers, and road fatalities. On the road, mayhem and casualties are minimised by such things as road rules, town planning, speed limits, vehicle inspection, sign-posting, traffic lights, speed cameras and random breath testing.
Teletext for CALL
Authors: Duggan Tony
Published: December 2008

Mindful of how much time is needed to produce satisfactory texts for standard CALL authoring packages, it is surprising that an abundant source of free, first-class, totally authentic and up-to-date raw material still remains largely untapped for supplementing course material and for self-access language learning.
CALScribe: a multimedia template ideal for CALL development
Authors: Kitts Sally-Ann , Whittlestone Kim
Published: December 2008

In spite of the increasing availability of highquality CALL material, it is a fact upported by Laurillardet al.'s (1993) survey of academics' use of courseware materials that many lecturers in higher education are more often put off rather than attracted by the completeness of the material available. They would prefer to have more control over both the orm and content of the CALL material they intro-duce into their own courses, courses hich are usually of their own design, sometimes based on research interests and which ave evolved from several years' refinement and fine tuning. The recent appearance of pecialised authoring templates such asThe Poetry Shell(Timbrell 1994), designed for tudying poems of up to 20,000 characters in length, and several authorable products from he TELL Consortium including an authoring shell for the translation packageTranslt-TIGER(Thompsonet al1997), seems to indicate a continuing, if not expanding role for institution-based CAL development.
CALL meets software engineering: towards a multimedia conceptual dictionary
Authors: Singleton James , Keane John , Nkwenti-Azeh Blaise
Published: December 2008

The role of the conceptual dictionary in CALL to enable both active learning and passive referencing is becoming well-established. The motivation for this work comes from the analysis of an existing conceptual dictionary that, whilst exhibiting many strengths, proved difficult to extend with multimedia capabilities. The focus of this paper is the design and development of a conceptual dictionary, incorporating a multimedia framework, by making use of established techniques from software engineering and computer science. The analysis, data design and interface design for the new system are discussed. A prototype system has been developed using Delphi and Paradox running on Windows 95.
The Text Analysis Program: Developing students' analytical skills
Authors: Gillespie John H , McKee Jane
Published: December 2008

This program is designed for improving student learning skills both in class and in independent learning mode in a number of areas: textual analysis, résumé work and vocabulary extension. It is not a concordance program, although it has some elements of a concordance, but seeks to provide a computerenhanced working environment for the pedagogy of textual study for advanced language learners. Unlike other text-based programs, which mainly deal with text enhancement, concordancing and the provision of exhaustive linguistic analysis of stylistic features, TAP (Text Analysis) is concerned to provide students with a pathway that will enable them to generate their own analysis of any text studied within the program.
Hermes and the tower of Babel
Authors: Davis Leslie
Published: December 2008

The object of this paper is to outline the current thinking of the European Commission, or more accurately of DGXIII in Luxembourg, on the subject of that fascinating point of intersection between language and technology. An initial presentation of background issues will serve as a platform on which to analyse the direction the Commission's policy on linguistic research might take in the 4th Framework Programme (1994–98). Finally some suggestions will be made of ways in which language teachers, and researchers in the field of CALL, could try to become involved in the R+D activities of the Framework Programme (in the short/medium term) and, perhaps more importantly, influence the scientific content of future European Community research programmes.
Categorisation of learner performance data for CALL design
Authors: Laurillard Diana , Manning Patricia
Published: December 2008

Variable and frequently inadequate grammatical competence among language learners is well-documented in school examiners' reports. Aside from curriculum requirements this has a deleterious effect on the acquisition of fluent and generative second (and third) language competence, both productive and receptive, and makes the task for learners much more onerous than it need be. We look to computer assisted learning for help, because of its ability to handle rule-governed domains such as grammar. For once there is a pleasing synergy between what learners need, and what computers can offer. Fluency in foreign languages has improved greatly since the introduction of the ‘communicative method’, so there is less need for computers to address this kind of problem, which is fortunate as they are quite unable to help with feedback on productive performance, or to act as a realistic interlocutor.
Concordancing and the teaching of ab initio Italian language for specific purposes
Authors: Polezzi L
Published: December 2008

For the last few years an experimental course in ab initio Italian Language for postgraduate students of Renaissance Studies has been run at the University of Warwick. This paper examines the role of concordance programs in assisting the design and implementation of the course. In the light of growing request for Languages for Specific Purposes (LSP), it is argued that the concordancer provides suitable answers to the need to introduce students to subject specific language from an early stage.
Virtual language learning: potential and practice
Authors: Felix Uschi
Published: December 2008

How realistic is it to achieve good quality language learning and teaching using technology? This paper looks at the advantages and disadvantages of using CD-ROMs and Web-based materials in the quest for providing meaningful interactive language learning strategies to students. It will demonstrate that the advantages outweigh the disadvantages, at least in terms of pedagogy, and that there is no need to reject technology despite difficulties and frustrations because the latest developments in technology, especially on the WWW, have significantly increased the potential for even more authentic interaction in the classroom. Illustrations from our Vietnamese course are included.
Breaking down the distance barriers
Authors: Fox Matthew
Published: December 2008

Has the time come to re-evaluate the role of the teacher in technology-enhanced language learning (TELL)? Studies into Computer Assisted Language Learning (CALL) and TELL have tended to focus on issues relating to learner/computer interaction or learner/learner interaction mediated via the computer (eg Warschauer 1996: 7–26). Relatively little research has been undertaken to try and understand how technology can best be used for language acquisition (cf. Matthews 1994: 35–401aor Zähner 1995: 34–481b) particularly at a distance, to improve both the effectiveness of the learning and the learner's enjoyment of it. Indeed those studies which have been undertaken have tended to be inconclusive (cf. Pedersen 1987). This paper attempts to begin to redress the balance by focusing on teaching and learning issues related to technology mediated distance language acquisition, with particular emphasis on the role of the teacher. The findings in this paper are based on the pilot phase of the Language Learning Network, a project to design, deliver and evaluate a technology mediated-vocational distance language course. With distance learning, as with classroom-based courses, communication with and support from the tutor is considered paramount. The project has established models for regular synchronous and asynchronous contact with tutors, provided in the context of time and budgetary constraints. Having validated the courses for accreditation and wider distribution on a commercial and part-time studies basis, much attention has been paid to the questions of learner support, assessment and quality assurance.
Learning to learn a language – at home and on the Web
Authors: Goodfellow Robin , Lamy Marie-Noëlle
Published: December 2008

This paper reports on work at the Open University's Centre for Modern Languages (CML) and Institute of Educational Technology (IET), on the use of technology to support language learners working at home and in virtual groups via the Internet. We describe the Lexica On-Line project, which created a learning environment for Open University students of French, incorporating computer-based lexical tools to De used at home, an on-line discussion forum, and guided access to the Francophone Web. We report on some of the outcomes of this project, and discuss the effectiveness of such a configuration for the promotion of reflective language-learning practices.
Les outils de TALN dans SAFRAN
Authors: Hamel Marie-Josée
Published: December 2008

Le projet SAFRAN a pour objectif le développement d'une interface dédiée à I'enseignement du français assisté par ordinateur, interface dans laquelle sont intégrés progressivement des outils de traitement automatique des langues naturelles. Ces outils, dans le cadre du projet SAFRAN, sont I'analyseur syntaxique et le synthétiseur vocal FIPSvox, le dictionnaire électronique conceptuel FR-Tool et le conjugueur FLEX, lls permettent I'accès à des ressources linguistiques riches et variées, favorisent I'expérimentation et enfin, offrent un support au diagnostic. Notre article fait le compte-rendu de deux années d'activités scientifiques pour lesquelles nos efforts ont porté sur le développement d'un module sur I'enseignement de la phonétique du français qui intègre les outils de TALN mentionnŕs supra.
Two conceptions of learning and their implications for CALL at the tertiary level
Authors: Levy Mike
Published: December 2008

Though it may not be expressed explicitly, any CALL design reflects a particular conception of teaching and learning. A broad division may be made between learning that focuses on the individual learner, and learning that emphasises social interaction. The first orientation is represented by the work of Piaget, whose conception of learning is individualistic, whereas Vygotsky is the prime example of a theoretician who has focused on social factors. The two perspectives imply widely differing classroom practices, research agendas and techniques. This paper will detail the theoretical underpinnings of the two approaches, and will explore their implications as they relate to research and practice in CALL, with a particular focus on the tertiary level.
Designing, implementing and evaluating a project in tandem language learning via e-mail
Authors: Little David , Ushioda Ema
Published: December 2008

Tandem language learning is based on a partnership between two people, each of whom is learning the other's language. Successful tandem partnerships observe the principle of reciprocity (“tandem learners support one another equally’) and the principle of learner autonomy (“tandem partners are responsible for their own learning”) (Little and Brammerts 1996: 1 Off.). This paper begins by exploring some of the theoretical implications of tandem language learning in general and tandem language learning via e-mail in particular. It then reports on the pilot phase of an e-mail tandem project involving Irish university students learning German and German university students learning English.
Translation and information technology: The Translator's Workbench
Authors: Ahmad Khurshid , Rogers Margaret
Published: December 2008

In the world of the 1990s, linguistic and traditional discipline boundaries are breaking down. Consequently, many companies and organisations are faced with considerable communication problems, including a growing need for translation. It has recently been estimated, for instance, that the number of pages translated in Western Europe in 1986 was 100 million; by 1987 this was said to have increased to 160 million. A number of factors have contributed to this growth in demand. Product cycles are shorter, requiring more frequent updating of documentation; documentation has become more complex, concomitant with the increasing complexity of technology; companies have begun to realise that multilingual markets are generally bigger than monolingual ones; and large companies are
themselves often transnational.
Teaching and Language Corpora(TALC)
Authors: McEnery Tony , Wilson Andrew
Published: December 2008

In choosing a title for this paper, we have consciously copied the name of the series of biannual conferences, started at Lancaster in 1994, which aim to bring together those who have an interest in the application of corpora to the teaching of language and linguistics. Already, those conferences have set in train a series of publications – conference proceedings (Wilson and McEnery, 1994; Botley, Glass, McEnery and Wilson, 1996), a general selection of papers (Wichmann, Knowles, McEnery and Fligelstone, 1997) and a collection of papers related to multilingual copora (Botley, McEnery and Wilson, 1997). The aim of this paper is to summarize the progress to date in the field of teaching and language corpora, both as a general introduction and as a gateway to the more comprehensive literature which is developing. As such, this paper owes a considerable debt to all of the participants at the past two conferences.
Do-it-yourself multimedia
Authors: Brett Paul
Published: December 2008

This paper describes how teachers without specialist computing skills can create their own computer delivered multimedia learning applications using a word processor and digital information from a variety of sources. These home-made multimedia applications can exploit video, sound clips, animations, photos, and graphics. Examples of such DIY multimedia learning materials are shown, their method of creation described and possible benefits of their use for CALL and self-access put forward.
Project MERLIN: A learning environment of the future
Authors: Marsh Debra , Arnold Imogen , Ellis Nicolette , Halliwell Julian , Hodgins Clare , Malcom Steve
Published: December 2008

In September 1995 the Language Institute at the University of Hull and British Telecommunications plc began working together on a major research project with the aim developing an environment to support distance teaching and learning. Project MERLIN is exploring the latest commincations techologies to support interaction and collaboration between groups of remote learners, and between these learneers and their tutor. These technologies include: computer conferencing, dynamic HTML and the integration of specifically designed database and telephone-conferencing facilities with the World Wide Web interface.
The challenge – back to basics or brave new world?
Authors: Goodfellow Robin , Metcalfe Peter
Published: December 2008

When we decided to put this issue together, we called for contributions from CALL researchers and practitioners who were ‘‥concerned with the teaching of grammar in the post-communicative world…’. We were aware of the contentious nature of such a description – it suggests that the communicative approach is not, perhaps, a complete answer to the question of how to teach languages. Amongst the correspondence we entered into, subsequently, were some exchanges with colleagues who believed we were advocating a retrogressive step. It is only comparatively recently, they pointed out, that language learners have been freed from the shackles of piece-meal learning, drilling, correction and self-monitoring, and allowed to focus on ‘the challenge of communication’
RECALL: individual language tutoring through intelligent error diagnosis
Authors: Krüger Anja , Hamilton Simon
Published: December 2008

RECALL aims at providing intelligent error feedback to learners' input in a role-play scenario. This is achieved by integrating three intelligent modules into into system: a Diagnosis Module which analyses the learners' input, a Learner Module which reocrds errors made by the learner, and a Tutoring Module which provides exercises and offers feedback. In this paper the functionality of the RECALL system is described and the approach to error classification as well as the actual implementation of this approach is discussed. A pedagogical perspective on the navigational and teaching capabilities of RECALL are considered.
Creating a virtual language lab: an EFL experience at National Taiwan Ocean University
Authors: Chen Hao-Jan Howard
Published: December 2008

English listening ability has become increasingly important. Traditionally, the training of listening skills is mainly provided via tape-based language laboratories. However, the tape-based laboratory cannot cope with the rapid development of digital learning media. In addition, it fails to provide students with convenient access because of its limited space and opening hours. The faculty at National Taiwan Ocean University takes advantage of new Web technologies such as RealMedia and JavaScript to create a virtual language lab in the hope of helping students develop listening skills. This paper will discuss various problems and solutions in setting up a virtual language lab. It is expected that our experience will be useful for other language professionals.
Proposal for an online language course
Authors: Curtis Susan A , Duchastel Joanne , Radic Nebojsa
Published: December 2008

This paper takes the form of a proposal for a computer mediated language course delivered at a distance and administered jointly by two different institutions, the universities of British Columbia (UBC) and Auckland (UA). It examines the possible institutional context(s), the target group, gives a course description with a list of learning objectives, curriculum topics, a description of the course's epistemology, design, development plan, delivery methods and student support, and offers a justification for the development of the course. In conclusion, the paper looks into the possible strengths of such a course as well as the challenges of implementation.
Exploring the concept of distance for language learning
Authors: Esch E. M.
Published: December 2008

In this paper, it will be argued that the complexity of the language learning phenomenon has been overshadowed by the technical and organisational issues raised by the increase of physical distance between learners and teachers.
Second language acquisition and the computer: variation in second language acquisition
Authors: Zähner Christopher
Published: December 2008

In this paper I will argue that learner variation in second language acquisition poses a potentially serious problem for the successful design and application of CALL and ICALL software'. Whereas a teacher is able to use direct and immediate feedback from students to adapt to different learning styles, rates of progress and acquisition paths, the possibilities of computer software are much more limited.
Förderung mathematischen Problemlösens anhand eines Selbstregulationstrainings
Authors: Otto Barbara , Perels Franziska , Schmitz Bernhard
Published: December 2008

Die Zielsetzung des hier vorgestellten Trainings ist es, die mathematische Problemlösekompetenz von Schülern der dritten und vierten Grundschulklassen zu erhöhen. Basierend auf dem Selbstregulationsmodell nach Schmitz (2001) liegt dem Trainingsansatz eine Kombination von fachspezifischen mathematischen Problemlösestrategien mit fächerübergreifenden, selbstregulatorischen Lernmethoden zugrunde. Insgesamt 177 Grundschüler mit einem durchschnittlichen Alter von 8.76 Jahren nahmen an der Untersuchung teil, wobei jeweils zwei Klassen der dritten und vierten Jahrgangsstufen als Experimental- und als Kontrollgruppen dienten. Die Studie basiert auf einem Prätest-Posttest-Kontrollgruppen-Design mit Wartekontrollgruppe. Das Training wurde im wöchentlichen Abstand durchgeführt und bestand aus zwei Projekttagen, die jeweils 270 Minuten umfassten. Um die Wirkung des Trainings zu überprüfen, wurden ein Fragebogen zur Erfassung der Selbstregulations- und Problemlösekompetenz für Schüler und ein mathematischer Problemlösetest verwendet. Es konnte bezüglich der Problemlösekompetenz bei der Experimentalgruppe ein signifikanter Anstieg im Einsatz der Strategien «Selektion» und «Zerlegung» gezeigt werden. Hinsichtlich der Selbstregulationskompetenz konnten jedoch wider Erwarten kaum Veränderungen durch das Training erzielt werden.
Hausaufgabenqualität im Französischunterricht
Authors: Schnyder Inge , Niggli Alois , Trautwein Ulrich
Published: December 2008

In dem vorliegenden Beitrag wird eine konzeptuelle Fundierung von Hausaufgabenqualität erarbeitet und zwischen verschiedenen Perspektiven (Schüler, Lehrer, Beobachter) bei der Beurteilung von Hausaufgaben unterschieden. Im empirischen Teil der Studie wurden 1382 Schülerinnen und Schüler aus drei Schweizer Kantonen zu Beginn und am Ende der achten Jahrgangsstufe mit Hilfe von Leistungstests und Fragebögen untersucht. Zudem wurden die Lehrpersonen der Schülerinnen und Schüler befragt. Insgesamt 59 Lehrpersonen machten Angaben über ihre Hausaufgabenpraxis und gaben eine Bewertung ihrer Hausaufgaben; die Lehrkräfte protokollierten außerdem über mehrere Tage die von ihnen erteilten Hausaufgaben, die anschließend von Experten bewertet wurden. Die von Schülerinnen und Schülern sowie von Experten beurteilte Qualität stand in einem positiven Zusammenhang mit der Entwicklung von Schulleistung, Hausaufgabensorgfalt und der Bewertung der Nützlichkeit der Hausaufgaben. Die von den Lehrpersonen eingeschätzte Qualität der Hausaufgaben stand dagegen in keiner statistisch signifikanten Beziehung mit den Outcomevariablen.
Förderung des Leseverständnisses von Schülern der 7. Klasse
Authors: Spörer Nadine , Seuring Vanessa , Schünemann Nina , Brunstein Joachim C.
Published: December 2008

In dieser Studie wurde untersucht, wie das Leseverständnis von Schülern der 7. Klasse mit Hilfe peer-gestützten Lernens (PALS, Fuchs & Fuchs, 2001 ) gefördert werden kann. Die Stichprobe bestand aus 74 Schülern, die einer von drei Bedingungen zugewiesen wurden: (a) Training in deutscher Sprache mit deutschen Materialien, (b) Training in englischer Sprache mit englischen Materialien oder (c) Kontrollbedingung ohne Training. Die Evaluation erfolgte durch standardisierte und selbst konstruierte Leseverständnistests sowie mittels Prozessdaten, die während des Trainings erhoben wurden. Schüler beider Bedingungen erreichten beim Posttest und beim Follow-up (6 Wochen nach Abschluss des Trainings) höhere Leistungen im Leseverständnis als Schüler der Kontrollgruppe. Zudem erzielten Schüler der Bedingung Deutsch bessere Werte als Schüler der Bedingung Englisch. Während des Trainings verbesserten sich Schüler beider Bedingungen insbesondere im flüssigen Lesen und im Zusammenfassen von Textabschnitten. Abschließend werden Modifizierungen des Trainings in der Fremdsprache zur Steigerung der Effektivität diskutiert.
Die Erfassung wissenschaftsbezogener Überzeugungen in der gymnasialen Oberstufe und im Studium
Authors: Trautwein Ulrich , Lüdtke Oliver
Published: December 2008

Die vorliegende Untersuchung stellt eine erweiterte Validierung des «Fragebogens zur Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen» (FREE) dar. In drei Teilstudien mit Abiturienten (N = 1723), Studierenden (N = 99) sowie Schülerinnen und Schülern der Klassenstufen 9 bis 12 (N = 212) erwies sich die interne Konsistenz des FREE als befriedigend bis ausreichend. Die Interkorrelationen des FREE mit anderen Instrumenten zur Erfassung wissenschaftsbezogener Überzeugungen fielen erwartungskonform aus. Zudem war der FREE in Hinblick auf schul- bzw. studienrelevante Outcome-Variablen prädiktiv. Gleichzeitig zeigten sich aber auch statistisch signifikante und in ihrer Größe bedeutungsvolle Zusammenhänge mit akademischen Selbstkonzepten sowie Persönlichkeitsvariablen, wobei hier in erster Linie die Korrelationen mit dem verbalen Selbstkonzept sowie mit der Dimension der Offenheit nach der Fünf-Faktoren-Konzeption zu nennen sind. Abschließend konnten Anhaltspunkte dafür gefunden werden, dass das auf der Basis des FREE ermittelte Entwicklungsniveau nicht völlig unabhängig von der verwendeten Instruktion ist.
Zur Veränderung der Schulfreude von Klasse 4 bis 7
Authors: van Ophuysen Stefanie
Published: December 2008

Um die Veränderung der affektiven Einstellung zur Schule im Kontext des Grundschulübergangs zu analysieren, wurden Schülerdaten (N = 1228) im Längsschnitt mittels Fragebogen erhoben. Die erste Erhebung fand am Ende des vierten Schuljahres in der Grundschule statt. Fünf Termine folgten an allen Formen der weiterführenden Schule jeweils am Anfang und am Ende der weiteren Schuljahre. Mittels hierarchischer linearer Modellierung wurde der zeitliche Entwicklungsverlauf unter besonderer Berücksichtigung des Einflusses der Sommerferien und des Grundschulübergangs analysiert. Weiterhin wurde überprüft, ob es systematische Unterschiede zwischen den Verläufen in Abhängigkeit von Geschlecht, Migrationshintergrund und Schulform gibt, und ob schulformspezifische Unterschiede im Entwicklungsverlauf ggf..durch das Fähigkeitsselbstkonzept mediiert sind. Entgegen der Erwartungen ist keine Verschlechterung der affektiven Einstellung zur Schule über den relevanten Zeitraum hinweg nachweisbar. Allerdings zeigen die Daten, dass die Schulfreude jeweils am Ende des Schuljahres geringer ausgeprägt ist als am Anfang. Der Wechsel zur weiterführenden Schule verstärkt diesen Erholungseffekt. Darüber hinaus sind systematische Unterschiede in den Entwicklungsverläufen bei Kindern an unterschiedlichen weiterführenden Schulformen nachweisbar. Eine Mediierung über das Fähigkeitsselbstkonzept kann nur bedingt festgestellt werden.
Combining altimeter and subsurface float data to estimate the time‐averaged circulation in the upper ocean
Authors: Willis Josh K. , Fu Lee‐Lueng
Published: December 2008

A new technique is presented for estimating time‐averaged, upper ocean geostrophic velocity from a combination of altimeter data and subsurface float data. The technique makes uses of the strong relationship between sea‐surface height anomaly and anomalous velocity at depth to reduce mesoscale eddy variability in subsurface float displacements. The technique is demonstrated on a region in the North Atlantic that was well sampled by Argo floats. The 2004 through 2006 time‐averaged density field was estimated from the surface to 2000 db by combining altimeter and hydrographic data from the floats. In addition, a reference velocity field was estimated at 1000 db based on a combination of altimeter data and subsurface float displacements. The reference velocity field was combined with geostrophic shear based on the density field to produce a three‐dimensional estimate of geostrophic velocity from the surface to 2000 db. The Gulf Stream transport in the upper 2000 db is estimated to be 76 Sv at 73°W. In addition, an estimate of the 3‐year average dynamic height at the surface was computed by combining the 1000‐db reference dynamic height and the time‐averaged density field.
Crustal thickness variations along the Southeast Indian Ridge (100°–116°E) from 2‐D body wave tomography
Authors: Holmes R. Chadwick , Tolstoy Maya , Cochran James R. , Floyd Jacqueline S.
Published: December 2008

Axial morphology along the Southeast Indian Ridge (SEIR) systematically changes from an axial high to a deep rift valley at a nearly uniform intermediate spreading rate between 100°–116°E, west of the Australian‐Antarctic Discordance (AAD). Basalt geochemistry has a consistent Indian–mid‐ocean ridge basalt (MORB) type isotopic signature, so changes in axial topography are attributed to variations in both mantle temperature and melt supply. Wide‐angle seismic refraction lines were shot to four ocean bottom hydrophones within SEIR segments P1, P2, S1, and T, where each segment is characterized by a different morphology. We constructed 2‐D crustal velocity models by jointly inverting hand‐picked P wave refraction (Pg) and Moho reflection (PmP) traveltime data using a top‐down, minimum‐structure methodology. The results show a 1.5 km eastward decrease in crustal thickness across the study area, with segment averages ranging from 6.1 km at P1 to 4.6 km at T. Melt generation models require a ∼30°C decrease in mantle temperature toward the AAD to account for the crustal thickness trend. Significant changes in axial morphology accompany small‐scale variations in crustal thickness, consistent with models of crustal accretion where ridge topography is determined by a balance between mantle temperature, melt supply, and cooling from hydrothermal circulation. Layer 3 thins by 3.0 km as layer 2 thickens by 1.4 km between segments P1 and T, reflecting the eastward decrease in melt supply and increase in melt lens depth. The trade‐off in seismic layers may be explained by models relating the increase in overburden pressure on a deepening melt lens to the volume of magma erupted into the upper crust rather than cooling at depth to form new lower crustal material.
Total volatile flux from Mount Etna
Authors: Aiuppa A. , Giudice G. , Gurrieri S. , Liuzzo M. , Burton M. , Caltabiano T. , McGonigle A. J. S. , Salerno G. , Shinohara H. , Valenza M.
Published: December 2008

The Total Volatile (TV) flux from Mount Etna volcano has been characterised for the first time, by summing the simultaneously‐evaluated fluxes of the three main volcanogenic volatiles: H2O, CO2 and SO2. SO2 flux was determined by routine DOAS traverse measurements, while H2O and CO2 were evaluated by scaling MultiGAS‐sensed H2O/SO2 and CO2/SO2 plume ratios to the UV‐sensed SO2 flux. The time‐averaged TV flux from Etna is evaluated at ∼21,000 t·day−1, with a large fraction accounted for by H2O (∼13,000 t·day−1). H2O dominates (≥70%) the volatile budget during syn‐eruptive degassing, while CO2 and H2O contribute equally to the TV flux during passive degassing. The CO2 flux was observed to be particularly high prior to the 2006 eruption, suggesting that this parameter is a good candidate for eruption prediction at basaltic volcanoes.
Thermospheric density in the Earth's magnetic cusp as observed by the Streak mission
Authors: Clemmons J. H. , Hecht J. H. , Salem D. R. , Strickland D. J.
Published: December 2008

Measurements of neutral gas density in the thermosphere at the base of the Earth's south magnetic cusp from the Streak mission are reported and discussed. In contrast to recent reports of enhanced density in the cusp, these measurements show the density to be depleted relative to the surrounding region. The difference is interpreted as an altitude effect. This observation and interpretation lead to new constraints on the physical mechanisms that could explain cusp upwelling and are inconsistent with a Joule heating mechanism. A mechanism based on heating by soft cusp particle precipitation is put forth, and model calculations are used to show how it explains the relative depletions observed by Streak as well as the enhancements at higher altitudes reported previously.
Climate‐driven shifts in quantity and seasonality of river discharge over the past 1000 years from the hydrographic apex of North America
Authors: Wolfe Brent B. , Hall Roland I. , Edwards Thomas W. D. , Jarvis Suzanne R. , Sinnatamby R. Niloshini , Yi Yi , Johnston John W.
Published: December 2008

Runoff generated from high elevations is the primary source of freshwater for western North America, yet this critical resource is managed on the basis of short instrumental records that capture an insufficient range of climatic conditions. Here we probe the effects of climate change over the past ∼1000 years on river discharge in the upper Mackenzie River system based on paleoenvironmental information from the Peace‐Athabasca Delta. The delta landscape responds to hydroclimatic changes with marked variability, while Lake Athabasca level appears to directly monitor overall water availability. The latter fluctuated systematically over the past millennium, with the highest levels occurring in concert with maximum glacier extent during the Little Ice Age, and the lowest during the 11th century, prior to medieval glacier expansion. Recent climate‐driven hydrological change appears to be on a trajectory to even lower levels as high‐elevation snow and glacier meltwater contributions both continue to decline.
Paraboloid model of Mercury's magnetosphere
Authors: Alexeev I. I. , Belenkaya E. S. , Yu. Bobrovnikov S. , Slavin J. A. , Sarantos M.
Published: December 2008

A new “Paraboloidal” model of Mercury's magnetospheric magnetic field based upon the earlier terrestrial model and using similar techniques is developed. The model describes the field of Mercury's dipole, which is considered to be offset from the planet's center; the magnetopause currents driven by the solar wind; and the tail current system including the cross‐tail currents and their closure currents at the magnetopause. The effect of the interplanetary magnetic field (IMF) is modeled as a partial penetration of the IMF into the magnetosphere. The goals of the present work are (1) to develop an easily usable, yet robust model of Mercury's magnetospheric magnetic field and (2) to produce an improved “unified” determination of Mercury's magnetic dipole moment which fits the measurements taken during both Mariner 10's first and third flybys. This new model of Mercury's magnetosphere is described and used to determine a best Mercury magnetic dipole moment of 192 nT RM3, from the two Mariner 10 flybys, a value which is intermediate between the various estimates produced by previous models. The best fit to the Mariner 10 measurements gives the dipole offset 0.18 RM above the equatorial plane. The new Paraboloidal model is used to predict the configuration of this miniature magnetosphere under average and extreme solar wind conditions.