A Study of the Use of Ontologies for Building Computer-Aided Control Engineering Self-Learning Educational Software

This paper describes research on the use of knowledge models (ontologies) for building computer-aided educational software in the field of control engineering. Ontologies are able to represent in the computer a very rich conceptual model of a given domain. This model can be used later for a number of purposes in different software applications. In this study, domain ontology about the field of lead–lag compensator design has been built and used for automatic exercise generation, graphical user interface population and interaction with the user at any level of detail, including explanations about why things occur. An application called Onto-CELE (ontology-based control engineering learning environment) uses the ontology for implementing a learning environment that can be used for self and lifelong learning purposes. The experience has shown that the use of knowledge models as the basis for educational software applications is capable of showing students the whole complexity of the analysis and design processes at any level of detail. A practical experience with postgraduate students has shown the mentioned benefits and possibilities of the approach.     

Due diligence: Recognizing the role of patent research in the start-up life cycle

ABSTRACT

This article examines the role that business librarians can play in conveying the importance of thorough patent research in the start-up life cycle. It provides a summary of the components of the start-up life cycle and due diligence research as it pertains to entrepreneurs and venture capitalists. An overview of patent research resources and locations is provided, with particular focus on PatentsView, a web-based patent data visualization and analysis tool.     

Individual Differences in Infant Visual Attention: Recognition of Degraded Visual Forms by Four-Month-Olds

In 5 experiments, 4-month-old infants were tested for their ability to recognize degraded visual targets as a function of individual differences in fixation duration. Targets were degraded by removing 10% of the total contour either from vertices (vertex-absent) or from midsegments (vertex-present). Both qualitative and quantitative differences were found in long and short lookers' ability to recognize the degraded forms. Short-looking infants were able to recognize degraded forms in both vertex-absent and vertex-present conditions, but the vertex-absent discrimination was more difficult. Long-looking infants required longer familiarization times before showing evidence of recognition in the vertex-present condition, and were unable to recognize targets in which contour was removed at vertices. The findings are discussed within the framework of the persistence of early visual processing strategies, and reliance of long-looking infants on particular local elements in visual analysis.     

A chronology of Hong Kong’s umbrella movement: January 2013–December 2014

Abstract

The Umbrella Movement in Hong Kong is a 79 days political protest and occupy campaigns in major areas in the city. This chronology lists the key events prior to and during the movement.     

Women in the Academy: the politics of speech and silence

This paper examines women's voice and silence in the academy. It begins with a discussion of the theoretical underpinnings of feminine voice and silence, and then analyses the gendered production of girls'/women's voices throughout their schooling careers from the primary to university classroom. This is followed by a discussion of the contradictory politics of voice when differences clash among women (students) of colour. I argue here that ‘granting’ spaces for women's speech may be pedagogically desirable but has potentially silencing effects. In closing, I consider some pedagogical strategies that can potentially enable women to better partake in the management of their own academic, social, and political interests.     

An experimental study of vocational guidance (and decision making) in Spain

This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness and self-concept for the subjects, training in strategies for searching for information, and training in decision-making.     

Domain-specific Self-concept and Achievement Motivation in the Transition from Primary to Low Middle School

A longitudinal study was carried out to investigate changes in specific aspects of self-concept, motivation and school achievement, and to explore the influence of specific aspects of self-concept on other facets of the self-system after the transition from the fifth grade of primary school to the first year of lower middle school. Ninety-two pupils participated to the study. Each child was required to complete questionnaires to assess domain-specific self-concepts and motivational orientation. Results show areas of both stability and change in the transition from primary to lower middle school. A dynamic model explains relationships among domainspecific self-concepts, motivation and school grades: after the transition the role of competence self-concept increases in importance on influencing the other components of self-system.     

Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students’ academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities.