Universal metadata standard

Consciousness is based on the association of notions or a neural network. Similarly, the creation of the next-generation Internet (semantic web) is impossible without attributes that allow the semantic association of documents and their integration into an information context. To achieve these goals, the Universal Metadata Standard (UMS) may serve as a basis for documentography and is functionally required for interpretation of documents by automatic operating systems.     

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.     

Cloud computing: Its history of development, modern state, and future considerations

In this article, the author describes the history of the development, modern state, and future considerations of cloud (diffused) computing as one of the modern innovative technologies. The models of cloud computing and its advantages and disadvantages are analyzed. A number of cloud operating systems, cloud computing vendors, and the capabilities of their platforms are considered.     

Cohort crowding and nonresident college enrollment

This study uses a fixed effects panel data framework to examine the effects of cohort crowding and other variables on nonresident enrollment at four-year public colleges and universities. The results suggest that larger cohorts of resident students crowd out nonresident students at flagship universities, but there is inconsistent evidence of crowd out at non-flagship schools. Additionally, larger cohorts of resident students result in increased nonresident tuition at flagship universities but not at non-flagship schools. When faced with larger cohorts of resident students, flagship universities lower the numbers of nonresident students enrolled and raise the price for nonresidents.     

Grading as a Reform Effort: Do Standards‐Based Grades Converge With Test Scores?

Standards‐based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with parents. The current study examines the SBPR grade–state test score correspondence observed across 2 years in 125 third and fifth grade classrooms located in one school district to examine the degree of consistency between grades and state test results. It also examines the grading practices of a subset of 37 teachers to determine whether there is an association between teacher appraisal style and convergence rates. A moderate degree of grade–test score convergence was observed using three agreement estimates (coefficient kappa, tau‐b correlations, and classroom‐level mean differences between grades and test scores). In addition, only small amounts of grade–test score convergence were observed between teachers; a much greater proportion of variance lay within classrooms and subjects. Appraisal style correlated weakly with convergence rates, but was most strongly related to assigning students to the same performance level as the test. Therefore using recommended grading practices may improve the quality of SBPR grades to some extent.     

Is a go-getter better off?

In this article we first try to answer the question posed in the title in the context of a real life situation. We suggest sequential methods of selecting a member from a given set of individuals. We show that these methods indeed assign ‘equal chance’ of being selected to all individuals.