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171.
Abdullah Al-Barakati Martin White Zeeshan Patoli 《International Journal of Information Management》2014
Recent years have witnessed a noticeable proliferation in Digital Library Systems (DLSs) and their specialized form represented in Digital Heritage Resources (DHRs). DHRs usually manage a complex and varied mix of digital heritage objects of different types and formats. They tend to be complex in nature and usually involve complex, simultaneous and intersecting workflows. As a result, DHRs impose implementation challenges on any solutions that aim to manage their workflows. Thus, despite the proliferation of DHRs, it is a noteworthy trend that there is a general lack of workflow management solutions that can be utilized in such systems. As a research area that is rarely covered, this paper therefore presents the design and development of a novel Workflow Management System (WfMS) built to integrate with DHRs specifically, and DLSs in general. In this context, an experimental WfMS aimed to test the validity of workflow management integration with DHRs. The devised WfMS was built as a workflow management solution that can adequately address the specific hurdles imposed by DHR implementations. Additionally, a novel DHR implementation framework called DISPLAYS (Digital Library Services for Playing with Antiquity and Shared Heritage) is presented as a test bed for the proposed WfMS. 相似文献
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173.
The paper aims at a joint analysis of inter-and intra-firm diffusion of technology, taking as an example E-selling and E-purchasing. The analysis is based on an encompassing model of diffusion, drawn from the literature, which is extended by considering technology-specific obstacles and benefits of adoption. As hypothesised, we find, first, that the determinants of inter- and intra-firm diffusion differ in case of both types of E-commerce; secondly, that the drivers of the diffusion of E-selling and E-purchasing are not the same, and, finally, that uncertainties and adjustment costs, mostly neglected in previous work, are important factors in explaining technology diffusion. 相似文献
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176.
Martin Dyke 《British Journal of Sociology of Education》2015,36(4):542-557
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and to consider the relational aspects of learning. 相似文献
177.
Eric C. Haakonssen Martin Barras Louise M. Burke David G. Jenkins David T. Martin 《European Journal of Sport Science》2016,16(6):645-653
The aims of this study were to describe normative values and seasonal variation of body composition in female cyclists comparing female road and track endurance cyclists, and to validate the use of anthropometry to monitor lean mass changes. Anthropometric profiles (seven site skinfolds) were measured over 16 years from 126 female cyclists. Lean mass index (LMI) was calculated as body weight?×?skinfolds?x. The exponent (x) was calculated as the slope of the natural logarithm of body weight and skinfolds. Percentage changes in LMI were compared to lean mass changes measured using dual-energy X-ray absorptiometry (DXA) in a subset of 25 road cyclists. Compared to sub-elite and elite cyclists, world class cyclists were (mean [95% CI]) 1.18?kg [0.46, 1.90] and 0.60?kg [0.05, 1.15] lighter and had skinfolds that were 7.4?mm [3.8, 11.0] and 4.6?mm [1.8, 7.4] lower, respectively. Body weight (0.41?kg [0.04, 0.77]) and skinfolds (4.0?mm [2.1, 6.0]) were higher in the off-season compared to the early-season. World class female road cyclists had lower body weight (6.04?kg [2.73, 9.35]) and skinfolds (11.5?mm [1.1, 21.9]) than track endurance cyclists. LMI (mean exponent 0.15 [0.13, 0.18]) explained 87% of the variance in DXA lean mass. In conclusion, higher performing female cyclists were lighter and leaner than their less successful peers, road cyclists were lighter and leaner than track endurance cyclists, and weight and skinfolds were lowest early in the season. LMI appears to be a reasonably valid tool for monitoring lean mass changes. 相似文献
178.
Andrew Martin 《British Journal of Special Education》2006,33(2):68-75
In this article, Andrew Martin, deputy headteacher at Greenside School in Stevenage, provides an outline of the development of the P scales as an assessment tool for pupils working below Level 1 of the National Curriculum. He recounts the difficulties his school found in using P scales to track pupil progress from year to year and describes and evaluates a computer package which he devised in order to fulfil this function. He goes on to discuss current issues in the use of P scales, many of which were highlighted through use of the computer package. These issues include inconsistency in the use of the P scales; variations in pupil profiles; difficulties over making 'best fit' judgements; the need for moderation; and relationships with other curriculum and assessment systems in the school years and in the Foundation Stage. Andrew Martin closes his article with a call for consistency in approaches to assessment, particularly in view of the fact that P scale assessments are to be collected as part of statutory end of key stage data collection arrangements in future. 相似文献
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180.
Steven Carnaby Patricia Lewis Di Martin John Naylor David Stewart 《British Journal of Special Education》2003,30(4):187-193
Transition into adulthood has been identified as a critical period in the lives of young people with learning disabilities, with national guidance and legislation emphasising the role of participation and inclusion as central to the transition process. In this article, Steven Carnaby, a clinical psychologist working with adults with learning disabilities in London and a lecturer in learning disability at the Tizard Centre, University of Kent; Patricia Lewis, head of the sixth form and SENCo; Di Martin, senior teacher and former SENCo; John Naylor, deputy head of the sixth form and head of arts; David Stewart OBE, headteacher, all from the Shepherd School, Nottingham, report the outcomes of a small-scale case study exploring these issues. The project ran for four years and, in Phase 1, evaluated the ways in which students with learning disabilities were involved in their transition review meetings as they entered their final year at school. This first phase found that many students were excluded from meaningful discussion in their planning meetings, highlighting students with more severe disabilities as being more vulnerable to exclusion. After a series of recommendations were made for improving practice in terms of inclusion and participation, Phase 2 of the study assessed ways in which practice in these areas had improved. The school had developed more individualised ways of working using person-centred techniques to enhance meaning for students. At the close of this article, the authors summarise these improvements and propose further strategies for enhancing the participation process. 相似文献