bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Thesaurus‐Linked Science Question‐Banking System
Authors: Johnson Sandra , Maher Brian 
Published: October 2006

AbstractA computerized question‐banking system has been developed for use in the APU national assessment in science programme. Search‐relevant information for approximately 3000 science questions is currently machine‐stored; among this information for each question is a set of key terms (up to 30 characters each). Test selection and general browse facilities are available in addition to the usual bank management routines. The power of the browse procedure has lately been dramatically increased by linking a thesaurus‐access option into the system; this allows total flexibility in the assignment of key terms to individual questions while minimizing the possibility of relevant questions being missed in a search involving key term criteria. This paper outlines the implementation and potential uses of the thesaurus‐linked browse procedure.
Developing POPTRAN, a population modelling package
Authors: Henderson Euan , Kinzett Steve , Lockwood Fred 
Published: October 2006

AbstractCollaboration between subject matter specialists, computer programmers and educational technologists has resulted in the production of POPTRAN, a computer assisted learning package designed to teach the basic concepts of population studies. Its evaluation in developing countries, with both naive and specialist users, and subsequent revision, has produced a package of both academic quality and teaching effectiveness.
How Nigerian teachers select instructional materials
Authors: Ibe‐Bassey George S 
Published: October 2006

AbstractInstructional systems designers and developers have assumed idealized models and theories about the selection and use of materials for instruction. Such models and theories are based on what teachers should do instead of recognizing what teachers are doing when they select materials for instructions. This study examined how teachers select instructional materials for instruction. When making decisions for selecting and using materials teachers were influenced by the content of lessons taught, and by their professional training, rather than by the stating of behavioural objectives. An integrated instructional design should include a consideration of the mental and intuitive efforts of teachers, and of the qualities of materials during not after the need assessment.
Distance education and the World Bank
Authors: Hawkridge David 
Published: October 2006

AbstractThis article is based on a study undertaken for the Education and Training Department at the World Bank which reviewed 32 Bank projects 1963–1985 that included education via broadcasting (television and/or radio) and by correspondence. It is clear that Bank investments in distance education were most beneficial when the borrowing country and the Bank agreed on the educational objectives of the distance education component. It is also clear that distance education was most effective when it was sharply focussed on improving the quality of teaching available, when it was used to offer non‐formal education to students who were without teachers and classrooms, and/ or when it met social demands and answered urgent needs for formation of human capital through education and training.
Educational technology's metaphors
Authors: Karovsky Penelope 
Published: October 2006

AbstractThis article starts from an assumption that the essence of technology is a realm of discovery. Within this realm, humanity and the tools of technology are engaged in a dialogue. The author challenges the objectivism of technical rationality which fragments this dialogue and replaces people's creativity with rigorous, but often useless, propositions. It suggests that, at least in the field of education, it is time to break away from technical rationality and its accompanying focus on mastery of information.The author looks at some of educational technology's metaphors and discusses how they reflect determinism and consumerism. She explores an alternative approach, the musical metaphor (Hlynka & Nelson, 1986), which encourages both rigour and creativity. She concludes with an appeal to researchers in the field of educational technology to grapple with new metaphors to help us cope with the exponential growth of information. She further suggests that educational technology need not be limited by the legacy of positivism, but can ally itself with communications technologies and the fine arts.
Evaluating new technology: the case of the Interactive Video in Schools (IVIS) programme
Authors: Morris Nigel , Davies Richard , Beattie Catherine 
Published: October 2006

AbstractThe Interactive Video in Schools (IVIS) programme was evaluated by a team from the Centre for Applied Research in Education. This article is based upon the final report which they prepared for the Department of Trade and Industry and the programme management. It provides a brief description of the programme and its eight projects, followed by an overview of the educational potential of interactive video as evidenced by the programme, a classification of the interactions made available by the IVIS packages, and some consideration of interactive video and educational improvement. The article closes with some of the lessons that emerged from IVIS on how to introduce, support, and evaluate comparable programmes.
The effect of quality and clarity on the recall of photographic illustrations
Authors: Golden Anthony R 
Published: October 2006

AbstractThis study investigated the combined effects of the quality and clarity of a photographic illustration as factors influencing a viewer's recall of the content of the photography. The stylistic elements of lighting, image quality, degree of detail, image sharpness and perspective were manipulated in order to control the overall quality and clarity of the image. Photographs designated high signal noise ratio (S/N) had high overall quality and clarity. Photographs designated low S/N had minimum acceptable quality and clarity. Eighteen high and low S/N photographs of agricultural produce were shown randomly to 204 first‐year communication students in four groups. The subjects were also identified according to their preferred information processing modality— visual, aural or visual and aural. Five days after the presentation of the photographs, the subjects were asked to list the content of as many photographs as they could remember.
Modes, media and methods: the search for educational effectiveness
Authors: Spencer Ken 
Published: October 2006

AbstractThe educational effectiveness of illustrations, visual‐based instructional media, programmed learning, computer assisted learning, audio‐tutorial instruction, organization of groups, and mastery learning strategies, are discussed. Attention is drawn to those aspects which produce educationally significant improvements in student performance. It is suggested that this research, which clearly indicates a variety of ways in which levels of attainment can be greatly enhanced, is being ignored in new curriculum developments. The author concludes that the improvements sought by educationists and politicians will not be achieved until the knowledge gained from many years of research is acted upon.
A practical approach to student‐centred learning
Authors: Edwards Robert , Sutton Alan 
Published: October 2006

AbstractCoauthor Edwards has developed and delivered an undergraduate first year course in which students were encouraged to take more responsibility for their own learning. The techniques used included giving students responsibility for:

setting their own objectives, and working at their own pace
making self‐assessments of their own work, and the marks to be awarded for it
arranging their own visits, individually or in small groups, to public or private organisations
liaising with external lecturers, and agreeing the content of their lectures with them
keeping their own diaries of work plans and achievements
arranging and moderating their own computer‐based electronic conference.

Coauthor Sutton was invited to be an external observer of the operation of the course. He met the students in large and small groups on several occasions; observed the processes involved in self‐assessment; and used two questionnaires to help elicit the students’ feelings about the course. This article discusses the course, its content, the learning methods used, the students’ reactions, and the results obtained.
Post‐questioning, concept mapping and feedback: a distance education field experiment
Authors: Bernard Robert M , Naidu Som 
Published: October 2006

AbstractThis study was designed to assess the instructional potential of two learning strategies—post‐questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post‐questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education.
Learning through collaborative computer simulations
Authors: Laurillard Diana 
Published: October 2006

AbstractThe author argues that computer‐based simulations can help students to enhance their conceptual and intuitive understanding of theoretical concepts. Intuitive understanding of scientific concepts goes beyond conceptual understanding; attaining a sense of familiarity with ideas that cannot be directly experienced requires opportunities for student‐directed activities and feedback on those activities in an environment that simulates the theory concerned. Computer‐based simulations can offer these characteristics, but they still do not always achieve the intended enhancement in intuitive understanding. The author discusses evaluation studies of particular science simulations in order to draw conclusions about the design and implementation characteristics that contribute to the success of an educational simulation.
Unchaining the slaves: discovery learning is not being told
Authors: Markle Susan M 
Published: October 2006

AbstractThe emotional and intellectual advantages claimed for teaching by discovery have a long history, but actual designs for instructional environments in which discovery learning is facilitated are still all too rare. Contrary to many people's assumptions, the Socratic dialogues show no evidence of discovery‐based learning, nor are they even examples of good questioning technique. Those who work with hypertext need to give deep thought to what it means to discover while being told.
Notebook computers as note‐takers for handicapped students
Authors: James Veronica , Hammersley Michael 
Published: October 2006

AbstractThis article is based on a study undertaken as an extension of our Phones for the Deaf programme. In the original programme, PC computers, linked by modems and null‐modems, have been used very successfully as a means of communication between hearing‐impaired persons and their hearing peers. In this study, the use of cable‐linked computers has been extended into the classroom to provide an extremely effective note‐taking system. This use of computer technology has proved to be both more efficient and at the same time far less intrusive than the conventional note‐taker or signing systems. It provides at the same time complete participation within the class for the student and a hard‐copy of the proceedings for later study.
Group work with Multimedia in Mathematics: contrasting patterns of interaction
Authors: Hudson Brian 
Published: October 2006

AbstractThis paper outlines the use of the UK National Curriculum Council sponsored multimedia package World of Number with a Year 9 mathematics class. The classroom research was conducted in a South Yorkshire comprehensive school during the Spring term of 1994. The class worked on graphs of relationships between distance, speed and time. The resulting activity is illustrated through examples of the discourse from some of the groups working on the multimedia‐based activities. Despite initial impressions of effective collaboration, contrasting patterns of interaction are highlighted, with some examples of rich interaction about the problem in several cases but also with examples of much lower levels of engagement with the problem in others.
Using computer generated images and text for the whole of an undergraduate course
Authors: Couper Ross , Kaye John 
Published: October 2006

AbstractComputer generated images are being used to provide text and diagrams for lectures. These images are then openly available to first year undergraduates in the Department of Mechanical Engineering and Manufacturing Systems at the University of Northumbria. A large lecture theatre is fitted with a computer‐driven overhead projector and is used to display the files to over one hundred students. The image files and a text file commentary are provided, via automated routines on department computers, for students to copy onto their own discs.The images are produced in a compressed and self displaying form, allowing all the material for the course to be contained on a single 1.4Mb floppy disc. All the material associated with these lectures is held on magnetic media.This paper describes the method used, comments on some of the practical problems of using the method, and gives some of the student reaction to it.
European monetary arrangements: Implications for the dollar, exchange rate variability and credibility
Authors: Edison Mali J. , Kole Linda S. 
Published: October 2006

AbstractThis paper uses the recent history of the ERM to gain insights into what might happen to exchange rates on the road to EMU. to do this, the paper examines the variability of exchange rates, the transmission of monetary policy between countries, the role of the dollar in ERM exchange rate crises, and ERM members' credibility as measured by the realignment probabilities prior to the September 1992 crisis. We identify two factors that might have contributed to the September 1992 crisis: high German interest rates and weakness of the US dollar. We find that behaviour of exchange rates has changed over time and differs between ERM and non‐ERM currencies. We also demonstrate that changes in German short‐term interest rates influence interest rates in other ERM countries and vice versa.
An empirical investigation of the factors that determine the pricing of Dutch index warrants
Authors: De Roon Frans , Veld Chris 
Published: October 2006

AbstractThis paper investigates the pricing of Dutch index warrants. It is found that when using the historical standard deviation as an estimate for the volatility, the Black and Scholes model underprices all put warrants and call warrants on the FT‐SE 100 and the CAC 40, while it overprices the call warrants on the DAX. When the implied volatility of the previous day is used the model prices the index warrants fairly well. When the historical standard deviation is used the mispricing of the call and the put warrants depends in a strong way on the mispricing of the previous trading day, and on the moneyness (in a non‐linear way), the volatility, and the dividend yield. When the implied standard deviation of the previous trading day is used the mispricing of the call warrants is only related to the moneyness and to the estimated volatility, while the mispricing of put index warrants depends in a strong way on the moneyness, the volatility, the dividend yield and the remaining time to maturity.
Terrorism in the 1990s
Authors: Kupperman Robert H. , Cantagallo Michael 
Published: October 2006

Terrorism: A Reference Handbook, Stephen Atkins, Santa Barbara, ABC‐CLIO (1992), 199 pp. Terrorism: Roots, Impact, Responses, Lawrence Howard (Ed.), Prager, New York (1992), 193 pp. Hostage‐Taking Terrorism: Incident Response Strategy, Alastair MacWillson, St Martins, New York (1992), 263 pp.
Training Concept for Environmental Emergency Measures: Structuring Knowledge
Authors: Robert Benoît , Gamelin Chantal , Hausler Robert , Jarry Vincent 
Published: October 2006

During an environmental emergency, intervenors must make rapid decisions to the best of their knowledge regarding the environment and the event itself. To insure optimal decision‐making, intervenors must acquire the necessary reflexes through numerous and realistic training sessions. It is, therefore, necessary to provide economical training methods. Advances in computer science in the area of data‐bases and expert systems allow one to envisage the development of computer tools to further emergency response training.This article is an overview of the work carried out in this area. The authors have developed a computer method for training in environmental emergency response in the context of an oil spill in the St. Laurence River. Knowledge structuring and management methods are presented, following an overview of the study context. Lastly, ongoing computer developments are summarized in order to validate the methodology that has been developed. The work carried out opens the door to applications for other types of emergency response and serves to illustrate the usefulness of such a computerized approach.
Policy Design and Local Attributes for Flood Hazard Management
Authors: Handmer John 
Published: October 2006

Policies or guidelines for the management of floodprone land are often developed by national or state governments. However, implementation of such policies generally rests with local governments, as it is these entities which possess the necessary planning and land‐use control powers. Unfortunately, there is much more involved in gaining compliance with national or state policies than simply specifying a set of standards or legally binding regulations. The local authority must be committed to the policy objectives – often not straightforward given the numerous issues competing for their attention. They must also have the capacity to implement the required measures.This paper examines two general approaches to policy design which differ in the way they deal with the local attributes of commitment and capacity. One approach is based on cooperation between the two levels of governments. In the other approach, the senior level of government employs coercion to induce local government to implement its policies. Trends across Europe towards decentralization and greater local accountability – although variable by country – suggest a steadily increasing role for cooperative approaches in inter‐governmental relations. Outstanding issues concern the motivation of uncommitted local authorities and the more general question of the tension between hazard management and economic development.
Potential impacts of climate change on Sub‐Saharan African plant priority area selection
Authors: McClean Colin J. , Doswald Nathalie , Küper Wolfgang , Sommer Jan Henning , Barnard Phoebe , Lovett Jon C. 
Published: October 2006

ABSTRACTThe Global Strategy for Plant Conservation (GSPC) aims to protect 50% of the most important areas for plant diversity by 2010. This study selects sets of 1‐degree grid cells for 37 sub‐Saharan African countries on the basis of a large database of plant species distributions. We use two reserve selection algorithms that attempt to satisfy two of the criteria set by the GSPC. The grid cells selected as important plant cells (IPCs) are compared between algorithms and in terms of country and continental rankings between cells. The conservation value of the selected grid cells are then considered in relation to their future species complement given the predicted climate change in three future periods (2025, 2055, and 2085). This analysis uses predicted climate suitability for individual species from a previous modelling exercise.We find that a country‐by‐country conservation approach is suitable for capturing most, but not all, continentally IPCs. The complementarity‐based reserve selection algorithms suggest conservation of a similar set of grid cells, suggesting that areas of high plant diversity and rarity may be well protected by a single pattern of conservation activity.Although climatic conditions are predicted to deteriorate for many species under predicted climate change, the cells selected by the algorithms are less affected by climate change predictions than non‐selected cells. For the plant species that maintain areas of climatic suitability in the future, the selected set will include cells with climate that is highly suitable for the species in the future. The selected cells are also predicted to conserve a large proportion of the species richness remaining across the continent under climate change, despite the network of cells being less optimal in terms of future predicted distributions.Limitations to the modelling are discussed in relation to the policy implications for those implementing the GSPC.
A novel IGnT allele responsible for the adult i phenotype
Authors: Lin Marie , Hou Min‐Ju , Yu Lung‐Chih 
Published: October 2006

BACKGROUND: The adult i phenotype has been characterized as the presence of a very low level of I antigen but a high quantity of I antigen on red blood cells (RBCs). It has been noted that this rare phenotype is partially associated with congenital cataracts. It has been demonstrated that the human I locus expresses three IGnT forms, IGnTA, IGnTB, and IGnTC, and that the IGnTC gene is responsible for the I antigen expression on RBCs. This report describes molecular genetic analysis of a Taiwanese person with the adult i phenotype but without congenital cataracts.STUDY DESIGN AND METHODS: The five exon regions of the IGnT gene of the adult i individual were amplified by polymerase chain reaction (PCR) and cloned, and the sequences were determined. The activity of the IGnT enzyme expressed from the mutant IGnTC gene identified in this i adult was analyzed.RESULTS: The presented adult i individual possesses wild‐type IGnTA and IGnTB genes but a mutant IGnTC gene with a 243T>A nucleotide substitution, which predicts an amino acid alteration of Asn81Lys. PCR‐restriction fragment length polymorphism analysis has been used to show that this IGnTC*243A allele is uncommon in the general Taiwanese population. The activity of the IGnT enzyme expressed from the mutant IGnTC*243A gene was significantly reduced when compared with that expressed from the wild‐type IGnTC gene.CONCLUSION: A novel IGnTC allele with a 243T>A missense mutation was demonstrated in our adult i Taiwanese without congenital cataracts. The molecular basis revealed for this adult i case agrees with the proposed molecular genetic mechanism, accounting for the partial association of the adult i phenotype with congenital cataracts.