bluuebunny/crossref_metadata_2025 huggingface dataset:
Web 2.0 and Social Media Connecting Learners in Self-Paced Study: Practitioners’ Perspectives | Le Web 2.0 et les médias sociaux reliant les apprenants dans l’étude à leur rythme : points de vue de praticiens
Authors: Thiessen Janice
Published: October 2016

Distance learners determine the time and place for their studies—those engaged in self-paced study may also choose the rate at which they proceed through their courses. However, it is difficult to incorporate purposeful learner-learner interaction into self-paced study. A multiple-case study included three open universities with in-house design and development of self-paced undergraduate courses. Data was gathered from in-depth interviews with course developers (academics and learning/teaching specialists), self-paced course materials, and institutional documents. This article reports on the ways in which these course designers and developers are making use of Web 2.0 and network-based approaches to encourage open, social forms of learner-learner interaction in self-paced courses. Les apprenants à distance déterminent à quel moment et à quel endroit ils étudient. Ceux qui étudient selon leur propre rythme peuvent aussi choisir la vitesse à laquelle ils progressent dans leurs cours. Il est toutefois difficile d’intégrer une interaction significative entre les apprenants dans les études adaptées au rythme de l’élève. Une étude de cas multiples a été menée auprès de trois universités ouvertes qui conçoivent et développent à l’interne des cours de premier cycle selon le rythme de l’apprenant. Des données ont été recueillies à partir d’entrevues approfondies avec les développeurs de cours (professeurs universitaires et spécialistes pédagogiques), du matériel des cours selon le rythme de l’apprenant et de documents provenant des établissements. Cet article rapporte les façons dont ces concepteurs et développeurs de cours utilisent le Web 2.0 et les approches en réseau pour favoriser des formes ouvertes et sociales d’interactions entre les apprenants dans les cours que ceux-ci suivent selon leur propre rythme.
Investigating How Digital Technologies Can Support a Triad-Approach for Student Assessment in Higher Education / Étude des technologies numériques comme appuis à l’évaluation tripartite des étudiants universitaires
Authors: Vaughan Norm
Published: October 2016

The purpose of this research study was to investigate if and how digital technologies could be used to support a triad-approach for student assessment in higher education. This triad-approach consisted of self-reflection, peer feedback, and instructor assessment practices in a pre-service teacher education course at a Canadian university. Through online surveys, journal postings, and post-course interviews the study participants indicated that digital technologies could be used to effectively support such a triad-approach only if students were more actively involved in the assessment process and the course instructor placed a greater emphasis on formative assessment practices. Le but de cette recherche était d’étudier dans quelle mesure les technologies numériques pouvaient être utilisées pour soutenir une approche triadique de l’évaluation des étudiants universitaires. Cette approche tripartite consistait dans l’autoréflexion, la rétroaction par les pairs et les pratiques d’évaluation de l’enseignant dans un cours de formation des futurs enseignants au sein d’une université canadienne. À l’aide de sondages en ligne, d’annonces de journaux et d’entrevues post-formation, les participants à l’étude ont indiqué que les technologies numériques pouvaient être utilisées pour soutenir efficacement une telle approche triadique, à condition que les étudiants soient impliqués plus activement dans le processus d’évaluation et que l’enseignant mette davantage l’accent sur les pratiques d’évaluation formative.
Self-Regulated Inquiry with Networked Resources
Authors: Nesbit John C. , Winne Philip H.
Published: October 2016

Abstract. In the context of continued growth in the accessibility of information through the internet, recent advances in theories of self-regulated learning present an opportunity to reexamine how learners work with networked resources in constructivist approaches such as problem-based learning, project-based learning, and collaborative problem solving. We present a Resource Inquiry model consisting of five stages: (1) Set resource inquiry goals, (2) Plan for resource study, (3) Search and select resources, (4) Study and assess new knowledge, and (5) Critique and recommend resources. Our model informs designers of online tools about how to support learners' cognitive and metacognitive strategies when learning activities involve interacting with networked resources.
A framework for identifying and promoting metacognitive knowledge and control in online discussants
Authors: Murphy Elizabeth
Published: October 2016

The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992) qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.
Creating Learning Objects to Enhance the Educational Experiences of American Sign Language Learners: An Instructional Development Report
Authors: Conceição Simone , Lehman Rosemary M.
Published: October 2016

Little attention has been given to involving the deaf community in distance teaching and learning or in designing courses that relate to their language and culture. This article reports on the design and development of video-based learning objects created to enhance the educational experiences of American Sign Language (ASL) hearing participants in a distance learning course and, following the course, the creation of several new applications for use of the learning objects. The learning objects were initially created for the web, as a course component for review and rehearsal. The value of the web application, as reported by course participants, led us to consider ways in which the learning objects could be used in a variety of delivery formats: CD-ROM, web-based knowledge repository, and handheld device. The process to create the learning objects, the new applications, and lessons learned are described.
Preservice teachers’ preparedness to integrate computer technology into the curriculum
Authors: Magliaro Jelena , Ezeife Anthony N.
Published: October 2016

For Canada to compete effectively in the digital world, beginning teachers need to play an important role in integrating computer technology into the curriculum. Equipment and connectivity do not guarantee successful or productive use of computers in the classroom, but the combination of the teaching style and technology use has the potential to change education. In this research, the computer self-efficacy beliefs of 210 preservice teachers after their first practice teaching placements were examined. First, the quantitative component of the study involved the use of Computer User Self-Efficacy (CUSE) scale where students’ previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have statistically significant effects on computer self-efficacy. Second, the qualitative data indicated that society and school were the most positive factors that influenced preservice teachers’ attitudes towards computers, while the family had the highest percentage of negative influence. Findings reveal that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores. Résumé: Pour que le Canada puisse entrer en compétition dans le monde numérique, les nouveaux enseignants devront jouer un rôle important d’intégration des technologies informatiques dans le curriculum. Les équipements et la connectivité ne garantissent pas une utilisation gagnante ou productive de l’ordinateur en salle de classe, mais la combinaison de styles d’enseignement et d’usages de la technologie a le potentiel de changer l’éducation. Dans cette étude, les croyances d’auto-efficacité à l’ordinateur de 210 futurs enseignants après leur première affectation ont été examinées. Premièrement, la partie quantitative de l’étude impliquait l’utilisation de l’échelle du Computer User Self-efficacy (CUSE) qui a montré un effet statistiquement significatif des études de premier cycle des étudiants, du domaine dans lequel ils sont certifiés pour pratiquer, de l’expérience et de la familiarité avec des logiciels sur l’auto-efficacité avec les ordinateurs. Deuxièmement, les données qualitatives indiquent que la société et l’école sont les facteurs les plus positifs qui influencent l’attitude des futurs enseignants par rapport aux ordinateurs, alors que la famille a l’influence négative la plus forte. Les résultats ont montré que malgré le fait que les futurs enseignants n’avaient complété que deux mois de leur programme, ceux qui présentaient un score CUSE élevé étaient plus enclins à intégrer les ordinateurs dans leurs leçons que ceux qui avaient obtenu un score plus faible.
The value of eJournals to support ePortfolio development for assessment in teacher education
Authors: Crichton Susan , Kopp Gail
Published: October 2016

This paper presents findings from a two-year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-oriented, inquiry-based teacher preparation program. Participants consisted of five cohorts of pre-service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation. Résumé : Cet article présente les résultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios électroniques comme outil d’évaluation au sein d’un programme de préparation des enseignants axé sur la recherche et la pratique d’une durée de deux ans. Les participants se composaient de cinq cohortes d’étudiants en enseignement non encore sur le marché du travail ainsi que de cinq instructeurs; les données brutes qui ont été analysées proviennent d’entretiens, de groupes de discussion, d’artefacts et de réunions de projet. L’originalité de ce travail réside dans l’importance attachée à la création d’un journal électronique pour accompagner le portfolio. Sur la base de nos conclusions dans cette étude de recherche appliquée, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio électronique, la comparaison du processus et du produit, l’utilisation de modèles, les logiciels sociaux et la documentation.
Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension / Définir des lignes directrices fondées sur des données empiriques pour les technologies d’apprentissage avancé qui favorisent la compr
Authors: Poitras Eric , Trevors Gregory
Published: October 2016

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical data were gathered in a mixed-methods explanatory sequential design that examined the reading comprehension strategies used by an expert social scientist while reading a professional-level text. Process data were collected through a concurrent think-aloud protocol and coded according to reading comprehension processes. We combined both quantitative and qualitative analyses to identify, describe, and explain patterns in the expert’s use of reading strategies. Our findings indicate that highly-skilled reading is characterized by critiquing text information, relating information to prior knowledge, and evaluating one’s own understanding of text information. Findings are used to inform the design of worked-examples and a pedagogical agent embedded within the Highly-Skilled Reading Tutor. Le type de planification, de réalisation et l’analyse qui caractérise une recherche d’avant-garde nécessite des professionnels en mesure d’effectuer des lectures hautement spécialisées. La présente étude dresse un rapport sur l’élaboration d’un milieu d’apprentissage informatisé conçu pour favoriser l’acquisition de stratégies de compréhension en lecture permettant d’assurer la transmission des connaissances spécialisées en sciences sociales. La collecte de données empiriques s’est effectuée suivant une conception séquentielle explicative fondée sur une méthode mixte, qui étudiait les stratégies de compréhension de lecture utilisées par un expert en sciences sociales lors de sa lecture d’un texte de calibre professionnel. La collecte des données sur le processus s’est effectuée suivant un protocole concurrent de réflexion à haute voix, et les données ont été codées conformément aux processus de compréhension de la lecture. Nous avons combiné les analyses quantitatives et qualitatives afin d’identifier, décrire et expliquer les tendances de cet expert dans l’utilisation des stratégies de lecture. Nos résultats indiquent que la lecture hautement spécialisée se caractérise par la critique des informations présentées dans le texte, la mise en relation des informations présentées et des connaissances antérieures et l’autoévaluation de la compréhension de ces informations. Les résultats obtenus sont utilisés pour formuler des exemples façonnés et créer un agent pédagogique intégré au Tuteur de lecture hautement spécialisée.
Human-Computer Interaction: A Review of the Research on its Affective and Social Aspects
Authors: Deaudelin Colette , Dussault Marc , Brodeur Monique
Published: October 2016

Prevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking).
Necessary conditions to implement innovation in remote networked schools: The stakeholders’ perceptions
Authors: Turcotte Sandrine , Hamel Christine
Published: October 2016

Remote Networked Schools (RNS) is an initiative by the Quebec Ministry of Education, Leisure and Sports (MELS) to investigate solutions that the use of information and communication technologies (ICT) can offer for the preservation of small rural schools in Quebec, Canada. The implementation of RNS mobilized then – as it still does now – the local capacity for innovation of all the stakeholders involved in this networking effort to improve learning. Building on Donald P. Ely’s work (1990; 1999), this paper presents the results of an investigation of the RNS educational stakeholders’ perceptions of the importance of the conditions that facilitate the implementation of educational technology innovations for the success of RNS in their locations. Les conditions nécessaires à l’implantation de l’innovation de l'École éloignée en réseau: la perception des intervenants Résumé: L’École éloignée en réseau est une initiative du Ministère de l’Éducation, du Loisir et du Sport du Québec (MELS), qui a comme objectif d’explorer ce que l’usage des technologies de l’information et de la communication (TIC) peut offrir pour la sauvegarde des petites écoles rurales au Québec, Canada. L'implantation de l’École éloignée en réseau a mobilisé (et continue aujourd’hui) la capacité locale, pour l’innovation, de tous les intervenants impliqués dans cet effort de mise en réseau pour améliorer l’apprentissage. Partant des recherches de Donald P. Ely (1990; 1999), ce texte présente les résultats d’une étude sur la perception des intervenants impliqués dans l’École éloignée en réseau, quant à l’importance des conditions facilitant l’implantation d’innovations technologiques afin que cela soit un succès dans leur communauté.
Ubiquitous technology integration in Canadian public schools: Year one study
Authors: Sclater Jennifer , Sicoly Fiore , Abrami Philip , Wade C. Anne
Published: October 2016

The current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary and 270 secondary students from the experimental school board and also from 330 students in the control school board. In addition, questionnaire data were collected from 60 elementary school teachers and 51 secondary school teachers. Finally, interviews were conducted with 72 students and 20 teachers. Potentially the most interesting finding was the difference in achievement scores between the experimental and control boards. Secondary students from the experimental board had higher scores on the CAT-3 reading test and indicated making six times more frequent use of computer technology in their English classes, suggesting a possible treatment effect. In contrast, math scores were higher at the control board where neither board indicated high levels of computer use. Nevertheless, these findings must be interpreted with some caution until the threats to validity of selection bias are more clearly overcome.
Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty / Concevoir pour favoriser la participation active à l’apprentissage dans les communautés éloignées : récits d’Au nord du soixantième parallèle
Authors: Doering Aaron , Henrickson Jeni
Published: October 2016

There are multiple challenges to designing learning experiences for schools in remote communities, including technology and infrastructure limitations, high teacher and administrator turnover, and conflicting interests between local culture and school curricula. In this paper, we offer a brief history of educational initiatives in remote Arctic communities, focusing on: 1) the importance of traditional knowledge, 2) the role of Indigenous culture in school learning materials and activities, and 3) how and why technology might be used to enhance and preserve traditional knowledge, language, and culture. We share implementation examples of one design model, adventure learning, that has successfully engaged learners worldwide in remote and urban communities alike. We conclude by presenting design principles for engaging learners in remote communities through a focus on reflective presence, interaction, educator support, and simplicity of design. These principles are illustrated with a narrative centered on the design of a new online learning environment titled North of Sixty°. Concevoir des expériences d’apprentissage pour les écoles de communautés éloignées comporte de multiples défis, relatifs notamment aux limites liées à la technologie et aux infrastructures, au haut taux de roulement des enseignants et administrateurs et aux intérêts conflictuels entre la culture locale et le programme scolaire. Dans cet article, nous offrons un bref historique des initiatives éducatives dans les communautés arctiques éloignées, en mettant l’accent sur : 1) l’importance du savoir traditionnel, 2) le rôle de la culture autochtone dans le matériel et les activités d’apprentissage scolaire, et 3) les raisons et les façons d’utiliser la technologie pour renforcer et préserver les connaissances, la langue et la culture traditionnelles. Nous partageons des exemples de mise en œuvre d’un modèle de conception, l’apprentissage par l’aventure, qui a réussi à faire activement participer des apprenants de partout au monde, tant dans les communautés éloignées qu’urbaines. Nous concluons en présentant des principes de design pour la participation active des apprenants dans les communautés éloignées en mettant l’accent sur la présence réflective, l’interaction, le soutien à l’éducateur et la simplicité. Ces principes sont illustrés par un récit centré sur la conception d’un nouvel environnement d’apprentissage en ligne intitulé Au nord du soixantième parallèle.
Evaluating the Viability of Mobile Learning to Enhance Management Training
Authors: Macdonald Iain , Chiu Jason
Published: October 2016

A qualitative research project was conducted to test the viability of augmenting an e-learning program for workplace learners using mobile content delivered through smart phones. Ten learners taking a six week web-based e-learning course were given smart phones which enabled them to access approximately 70% of the course content, in addition to having access to the full course via a standard e-learning website. Mobile content was provided in a variety of forms, including text, audio and video files, a mobile multiple-choice quiz website, and links to streaming videos. Study participants who were regular users of mobile phones found the mobile learning materials to be user-friendly, offering increased convenience and flexibility. Use of the mobile content tended to increase as learners spent more time in their day away from locations where Internet-linked computers could be found. Video was found to be the most effective means of presenting content, followed by audio and text. The most promising role of mobile learning appears to be to augment rather than replace e-learning or blended learning.
Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis
Authors: Morrison Dirk
Published: October 2016

Abstract. This paper examined a particular online learning activity, embedded within a computer supported collaborative learning (CSCL) environment incorporated as part of the larger context of participation in a unique national agricultural leadership development program. Process outcomes such as a high level of collaboration and active peer facilitation as well as demonstration by participants of a variety of holistic thinking skills were observed via a transcript analysis of online interactions. This led to speculations that the particular design features embedded within the context of the online collaborative issues analysis project (IAP), were thought to clearly reflect a constructivist approach. Methods to confirm this included evaluating the learning activity in light of nine characteristics of an authentic task in CSCL environments, and using activity theory as a conceptual framework with which to further examine the extent to which the IAP reflected the values and principles of a constructivist online learning environment.
Cliquer, glisser, dactylographier ou sélectionner dans un menu déroulant : manipulations préférées des étudiants universitaires
 Click, slide, type or select in a pop-up menu: Favourite manipulations of French-as-a-second-language university students
Authors: Sarma Nandini , Weinberg Alysse , Peters Martine
Published: October 2016

Résumé:Cet article présente les résultats d`une recherche sur les préférences d’étudiants universitaires de français langue seconde en ce qui a trait aux différentes manipulations faites lors d’activités de grammaire informatisées. Dans un contexte d’activités à choix multiples, les étudiants ont indiqué leurs préférences envers les quatre manipulations proposées (cliquer, glisser, sélectionner dans un menu déroulant et dactylographier). Nos résultats, appuyés des commentaires des étudiants, démontrent en général que leurs préférences reflètent les caractéristiques des « enfants-roi » qui préfèrent des activités ludiques, faciles et rapides qui nécessitent peu d’investissement de leur part et ont un impact direct sur leurs notes. Abstract This article presents the results of a study on the preferences of French-as-a second-language university students towards different manipulations used in computerized grammar activities. Students indicated their preferences for the four manipulations offered (click, scroll-down menu, drag-and-drop, keyboard entry) while doing multiple-choice activities. Our results, backed up by student comments, show that their preferences reflect the traits of the “spoiled child” who prefers activities that are fun, easy and fast and that will have a direct impact on grades.
Animating inquiry-based teaching in grade-school classrooms
Authors: Kinash Shelly
Published: October 2016

This paper describes interpretive empirical research with five teachers who: a) articulate their pedagogy as defined by an inquiry-based stance, b) use digital technologies within their teaching, and c) engaged in online and/or face-to-face professional development with the Galileo Educational Network (GENA). Four questions guided the inquiry: what does inquiry mean to teachers; what is it like to be an inquiry-based teacher; what supports teachers in fostering inquiry, and; what is the relative impact of the three models of supports offered through GENA – face-to-face only, online only, and combination face-to-face and online. Analysis revealed that meaningful and regular connection with GENA staff serving an animation role superseded the support model; it did not matter whether the supports were provided at a distance or face-to-face. Recommendations derived from the experiences of the five teachers inform the professional supports necessary to nurture teachers’ inquiry-based stance and approaches. Résumé: Cet article décrit une étude empirique interprétative réalisée avec cinq enseignants qui a) articulent leur pédagogie autour de l’investigation, b) utilisent des technologies numériques pour enseigner, et c) se sont impliqués dans du développement professionnel en ligne ou en face à face avec le Galileo Educational Network (GENA). Quatre questions ont guidé l’enquête : que veut dire investiguer pour les enseignants, que veut dire être un enseignant utilisant l’investigation, qu’est-ce qui soutient les enseignants dans leur encouragement de l’investigation, et, quel est l’impact relatif des trois modèles de soutien offerts par l’équipe de GENA, face à face, en ligne et une combinaison face à face et en ligne. L’analyse a révélé qu’un lien significatif et régulier avec l’équipe de GENA, qui joue un rôle d’animation, remplace le modèle de soutien. Il importait peu que le soutien soit offert à distance ou en face à face. Des recommandations découlant des expériences des cinq enseignants nous informent du soutien nécessaire pour encourager les enseignants utilisant des approches par investigation.
A novel anaesthetic technique for complex revision thyroplasty: the sedated, phonating patient
Authors: Malouf Jacqueline , Hasan Wael , Menon Poornima , Gaffney Robert
Published: October 2016

Thyroplasty surgery challenges both anaesthetic and ear, nose and throat (ENT) practice; ideal surgical conditions demand intra‐operative vocal cord assessment of the phonating patient.

The activity of the thyro‐arytenoid muscle is mimicked by placing an implant lateral to the defective vocal cord to medialise the mid‐membranous vocal cord. The awake patient method has the advantage of providing visual confirmation of vocal cord closure and immediate assessment of voice quality.

We describe the provision of these surgical conditions during revision thyroplasty in a sedated spontaneously breathing, ASA physical status 3 patient with central obesity using a continuous infusion of remifentanil, dexmedetomidine and propofol. In our routine practice we limit depth of sedation to minimise patient disorientation and airway compromise. This newer combined sedation technique proved to be mutually beneficial from both anaesthetic and surgical perspectives.

We further propose a novel technique for maintaining ideal airway conditions for thyroplasty surgery using THRIVE (Transnasal Humidified Rapid‐Insufflation Ventilatory Exchange) high flow nasal oxygen.
Accidental uvulectomy after removal of a nasogastric tube
Authors: Helmich Elmar , Hoogen F.J.A. Van den , Koetsveld A.C. , Mühling J.
Published: October 2016

The formation of a knot in a gastric tube is a rare event, but it can lead to complications. We describe a case in which an accidental uvulectomy occurred after retraction of a nasogastric feeding tube with an overhand knot in it. This knot probably formed in the pharynx of the patient and entangled the uvula on removal. This complication might have been avoided if the gastric tube was placed under direct vision or if it was removed more carefully. We recommend measuring the required tube length in order to prevent looping and knotting in the stomach.
Delayed, persistent, serotonin syndrome and ileus with multiple organ failure after 'Spice' ingestion
Authors: Khpal Muska , Manning Gregory
Published: October 2016

Synthetic Cannabinoids (SCs) are primarily used for their psychedelic effects, however little is known about their immediate or long‐term physiological and psychosocial consequences. Case reports have suggested that the physical effects of SCs are short lived, whereas the psychological aspects may persist. We present a case of serotonin syndrome and severe ileus that occurred three weeks following 'Spice' ingestion and persisted for a further three weeks. This is the first case report of this unusual presentation.
Management of a challenging airway in a child with muscular dystrophy and post‐tonsillectomy haemorrhage
Authors: Pocknall Caroline , Seth Neena
Published: October 2016

A 7‐year‐old male with congenital muscular dystrophy and a known difficult airway, presented to hospital in the early hours of the morning with severe secondary post‐tonsillectomy bleeding requiring urgent surgery. After initial fluid resuscitation in the emergency department, he was transferred to the anaesthetic room. Gaseous induction of anaesthesia was commenced and tracheal intubation achieved using a glidescopeTM after conventional laryngoscopy had failed. Haemostasis was achieved by the surgeons and the child was transferred to the paediatric intensive care unit post‐operatively.

We discuss the dilemmas regarding the use of volatile agents for induction and maintenance of anaesthesia in a child with muscular dystrophy, and the choice of intubation technique based on a limited history but known airway concerns. The case report also highlights the problems associated with the transition from paper based patient records to electronic records at our institution.
Social purchasing and the influence of social networking: a conceptual view
Authors: Assensoh-Kodua Akwesi
Published: October 2016

Internet has enabled businesses to offer their merchandise through web-based applications, of which recent phenomenon includes online social networks (OSNs). This paper studies the influence of OSNs through the lens of perceived trust (PT), social norm (SN), user satisfaction (US) and perceived behavioral control (PBC) to find out how these influence participants of OSNs continuance buying intention. A model of IS continuance intention of web-based application was developed to test the above factors. The results show that trust in OSN is based mainly on the degree of the social relations that users have with their vendors, because they are members on the network, on top of their experiences of web service use. US was influenced by PBC, while US also influenced SN and PT with PT exhibiting a strong relationship with SN.
Keywords: continuance intention, OSN, participants, purchasing. JEL Classification: Z13, G21, M10, M31, D11, D12
The market efficiency of the Tanzania stock market
Authors: Njuguna Josephine
Published: October 2016

The purpose of this article is to examine the efficiency of the Tanzania stock market. The study attempts to answer whether the Tanzania stock market is weak-form efficient. The study applies a battery of tests: the serial correlation test, unit root tests, runs test and the variance ratio test using daily and weekly data with a sample spanning from November 2006 to August 2015 for the Dar es Salaam Stock Exchange (DSE) all share index and from January 2009 to August 2015 for the DSE share index. Overall, the results of the market efficiency are mixed. The serial correlation test, unit root test and the runs test do not support weak-form efficiency, while the more robust variance ratio test supports weak-form efficiency for the DSE. The main contribution of the study is that the market efficiency of the Tanzania stock market has increased over the sample period.
Keywords: adaptive market hypothesis, efficiency market hypothesis, serial correlations test, unit root test, runs test, variance ratio test, Dar es Salaam Stock Exchange. JEL Classification: G14, G15
The nature of credit risk information disclosed in the risk and capital reports of the top-5 South African banks
Authors: Moloi Tankiso
Published: October 2016

This paper used the Credit Risk Disclosure Measurement Tool (CRDMT) constructed on the basis of six main areas, namely, banks own description of credit risk (i.e., as it applies to the banks operations), banks strategy of reducing credit risk exposure (i.e., objectives of credit management), banks approach to credit modelling or the internal rating system, banks approach and the manner in which they assess their exposure to credit risk, banks credit risk mitigation strategies employed (i.e., collateral and other credit enhancements), and banks approach to the valuation of pledged collateral and other credit enhancements to assess the information disclosed on the risk and capital management reports of the top-5 South African banks. Results demonstrated that the top-5 South African banks were fairly in line with the main six credit risk areas that would result in an informative risk and capital management report, as proposed by the CRMDT. It was observed that there were, however, pockets of information that could be improved to enhance these risk and capital management reports, particularly the credit risk information made available to public. These areas included the information relating to banks credit risk mitigation strategies employed and banks strategy of reducing credit risk exposure, as well as the information relating to banks approach to the valuation of pledged collateral and other credit enhancements. These areas were noted for their partial or non-disclosure of information.
Keywords: banks, credit risk, Credit Risk Disclosure Measurement Tool (CRDMT), disclosure analysis and risk and capital reports. JEL Classification: G21, G32
Características de la avifauna en un fragmento de bosque húmedo premontano afectado por ruido vehicular
Authors: Sánchez-Guzmán Jessica Nathalia , Losada-Prado Sergio
Published: October 2016

La contaminación acústica producida por las carreteras representa uno de los factores que afecta en mayor medida la presencia, densidad y diversidad de la avifauna. En este estudio se evaluó la asociación entre el ruido vehicular, el número de especies de aves canoras y el número de detecciones en un fragmento de bosque ripario con alta influencia urbana. Se realizaron muestreos mensuales entre septiembre y noviembre de 2014 de 6:00 a 9:00 a. m. en un fragmento de bosque húmedo premontano dentro de la Universidad del Tolima. Las aves vocalizadoras se grabaron durante diez min/hora y se registró el valor máximo de ruido (dB) obtenido en dos minutos. Los cantos se analizaron empleando Audacity® y la determinación de las especies se realizó consultando a expertos y confrontando con bases de datos. Se identificaron cantos de 43 especies principalmente de la familia Thraupidae y Tyrannidae. Se registraron diferencias significativas en el número de especies (F3,47 = 4,38; p = 0,025) y el número de detecciones (F3,47 = 4,51; p = 0,02) entre meses, y en el número de especies (F3,1 = 3,14; p = 0,05) y el número de detecciones (F3,1 = 6,03; p = 0,004) entre horas. No hubo diferencias significativas en las variables en relación a la intensidad del ruido vehicular, ni en los valores de ruido en los meses y horas muestreadas. Finalmente, se evidenció un aumento en el número de detecciones a medida que se genera la transición del periodo seco al lluvioso, por lo cual se recomienda realizar estudios de este tipo a escala temporal anual.
Diversidad de Coleópteros en un bosque alto andino del municipio de Santa Rosa de Viterbo (Boyacá)
Authors: Bohórquez Salazar Humberto , Buitrago Burgos Sandra Mireya , Cristancho Chinome Jaime Ricardo , Robles Piñeros Jairo , Mendieta Milena Paola , Gutiérrez Gómez Gloria Leonor
Published: October 2016

Este artículo presenta los resultados de un estudio desarrollado en el municipio de Santa Rosa de Viterbo, ubicado a 2750 msnm, en un relicto de bosque húmedo montano bajo (bh-M). Dicho estudio tuvo como finalidad identificar la diversidad y riqueza de entomofauna referida al orden Coleóptera, en los predios de la Escuela de Policía Rafael Reyes (ESREY). Es importante señalar que este es el primer estudio de este tipo realizado en la zona.
El bosque mesófilo de montaña, veinte años de investigación ecológica ¿qué hemos hecho y hacia dónde vamos?
Authors: Williams-Linera Guadalupe
Published: October 2016

El bosque mesófilo de montaña (BMM) es un tema de actualidad y, pareciera que con larga tradición de investigación ecológica pero el BMM, desde un punto de vista ecológico, ha empezado a estudiarse intensamente en los últimos 20 años con un impresionante desarrollo y despunte en varias áreas solamente en los últimos 10 años. El objetivo del presente artículo es presentar una revisión de 1995 a 2014 de varios temas de investigación para tener una retrospectiva, una visión actual y un vislumbre de hacia dónde se dirigen los estudios futuros de ecología del bosque mesófilo de montaña de México y particularmente en el bosque de Veracruz. Los temas más estudiados en el BMM están relacionados con biodiversidad y perturbaciones. En la última década se han consolidado temas prácticos que aparentemente tuvieron que esperar a que las condiciones de perturbación y destrucción del bosque los impulsaran, como son la restauración ecológica y los servicios ecosistémicos. Los temas a futuro deben relacionar la resiliencia del bosque, procesos y componentes ante los efectos del cambio climático.
Estrés por sequía en Lupinus elegans procedentes de diferentes altitudes
Authors: Soto-Correa José Carmen , Sáenz-Romero Cuauhtémoc , Horacio Horacio , Lindig-Cisneros Roberto
Published: October 2016

Drought stress in provenances of Lupinus elegans from different altitudesThe response of plants to altitudinal gradients depends on several factors and might differ among life strategies. Understanding these responses is highly relevant for management of forest species, particularly under climate change scenarios. We explored the response to drought of different provenances of Lupinus elegans, obtained from an altitudinal gradient. This species is a shrub that acts as a nurse plant in temperate forests in its geographical range. Seeds were collected from five natural provenances across an altitudinal gradient (2312 m to 2885 m a.s.l.). A common-garden experiment was conducted with four drought treatments (irrigation at every 3, 7, 15 and 21 days) in a shade-house located at 1972 m a.s.l. All provenances presented reduced heights and numbers of leaves with increased drought intensity, regardless of site of origin. Survival among provenances presented an altitudinal pattern, where those belonging to higher sites exhibited greater survival. Provenances from lower altitudes, coming from drier and warmer sites, exhibited poorer survival against drought stress. Overall, our results indicate that there are differences among provenances, but since this species is a short lived perennial (five years on average), it is more sensitive to microclimate than to conditions determined for large scale patterns such as altitudinal gradients. This should be considered for management practices such as ecological restoration.
Influencia de la complejidad estructural del dosel en la reflectancia de datos Landsat TM
Authors: Palestina René Alberto , Equihua Miguel , Pérez-Maqueo Octavio Miguel
Published: October 2016

La relación entre datos de instrumentos de percepción remota y datos de inventario de bosque, en particular de la complejidad estructural de los elementos leñosos del dosel es un asunto pobremente entendido no obstante su importancia en ecología, silvicultura y manejo de recursos. En el presente trabajo se evaluó por medio de técnicas multivariadas (biplot) y Modelos Lineales Generalizados (MLG), la influencia de los diferentes estratos leñosos del dosel de cuatro variables de estructura (altura, DAP, diámetro de copa y densidad de individuos) sobre la reflectancia de datos Landsat TM en tres tipos de bosque en el Parque Nacional Cofre de Perote. Los resultados biplot indican diferencias relacionadas con el tipo de bosque y la expresión métrica de los atributos estructurales. MLG indican que la reflectancia total es dependiente de la complejidad estructural del dosel, del tipo de bosque con ciertas limitaciones derivadas de la sensitividad de los sensores. Las bandas Landsat 1-3, 5-7 mostraron una más clara relación con atributos de la complejidad forestal, en particular para bosque de Pinus hartwegii y bosque mixto, al parecer las dimensiones estructurales del bosque y limitaciones en la sensitividad de los sensores Landsat impiden explicar la reflectancia a partir de la complejidad en el bosque de A. religiosa.
Utilización de imágenes de satélite en el manejo forestal del noreste de México
Authors: Ancira-Sánchez Lucio , Treviño Garza Eduardo Javier
Published: October 2016

Este trabajo presenta una alternativa metodológica para la generación de información usada en la planificación de las actividades forestales. Se tomó como sitio de experimentación un predio forestal ubicado al sur del estado Nuevo León. Las metodologías se basaron en el empleo de imágenes de satélite de alta resolución las cuales han sido validadas utilizando los materiales tradicionales (fotografías aéreas) que sirvieron para describir la distribución de los recursos forestales del área y para hacer una comparación en cuanto a la calidad de la información obtenida de estos dos materiales. Estos materiales fueron procesados con el apoyo de equipo y software especializado que se encuentra en el Laboratorio de Percepción Remota y Sistemas de Información Geográfica de la Facultad de Ciencias Forestales de la UANL. Se realizó una comparación de la rodalización efectuada sobre la ortofoto y en la imagen de satélite, con cubrimiento para el área de estudio, encontrando que la efectuada sobre la imagen de satélite presentó calidad suficiente para identificar mejor la composición de especies y la estructura de edades. El uso de imágenes de satélite de alta resolución para la elaboración de la cartografía forestal ofrece ventajas sobre las ortofotos, en especial por la resolución espectral, que facilita en algunos casos la rodalización, presentan la posibilidad de obtenerse repetidamente, se pueden procesar digitalmente y obtener otras variables como los índices de vegetación.
Cambios de cobertura/uso del suelo en una porción de la Zona de Transición Mexicana de Montaña
Authors: Camacho-Sanabria José Manuel , Juan Pérez José Isabel , Pineda Jaimes Noel Bonfilio , Cadena Vargas Edel Gilberto , Bravo Peña Luis Carlos , Marcela Marcela
Published: October 2016

La Porción Surponiente del Estado de México (PSEM) se ubica en la Zona de Transición Mexicana de Montaña. Las comunidades forestales que predominan en este territorio son bosques de pino (Pinus spp.), encino (Quercus spp.), mixtos (Pinus spp. - Quercus spp. y Quercus spp. - Pinus spp.), mesófilo de montaña y tropical caducifolio, los cuales están siendo modificados por la influencia de procesos antropogénicos. Este estudio presenta el análisis de los cambios de cobertura y uso del suelo ocurridos entre 1989 y 2009 en la PSEM, a través de la interpretación de imágenes de satélite (Landsat TM), que en complemento con la aplicación del algoritmo máxima verosimilitud permitieron la construcción de mapas temáticos de uso de suelo y vegetación, los cuales fueron evaluados para conocer su confiabilidad temática. A partir de la sobreposición de estos mapas se elaboró una matriz de cambios que comprende la superficie de las coberturas y usos del suelo para cada año y con base en esta se determinaron las tasas de cambio. Los resultados obtenidos demuestran que la cobertura del bosque disminuyó considerablemente, es decir, se eliminaron 19 262 ha, las cuales fueron ocupadas por las categorías cuerpos de agua (105 ha), agropecuario (19 113 ha), asentamientos humanos (39 ha) y agricultura tecnificada controlada (5 ha). La superficie deforestada es resultado del establecimiento y la práctica de actividades relacionadas con la agricultura y ganadería.