Genetics in practice

Conclusion The development of templates such as Genetics in Practice is feasible and presents the potential to be a powerful training tool for online instruction. It is important to keep in mind, however, that use of the tool does not ensure quality case-study development.     

超越技术整合走向技术转换

时至今日,技术对美国基础教育的影响甚微,鉴于此,美国教育部及技术界领导人士近年来力主将技术与学校教学两者予以整合。这场“技术整合”运动主要还是聚焦于如何运用技术来支持当今学校已经采用的各种教学方式。然而,如果我们想要找到技术能够“转换”现有教学方式的新路径,也许应该迈出更大的步伐。     

A comprehensive framework for the assessment of eGovernment projects

The area of electronic government (eGovernment) has received increased prominence and attention over the last few years. In spite of the current developments, many avenues in the area of eGovernment remain unexplored. One such area is the comprehensive assessment of eGovernment projects. We propose that understanding the value of projects drives the assessment process. Assessment of information technology (IT) initiatives is conducted either as an ex-ante (before implementation) or ex-post (after implementation) procedure. In this study, we present an ex-post framework for the assessment of eGovernment projects. Assessment identifies the value of the eGovernment project post-implementation. This paper examines a three-dimensional framework for the assessment of eGovernment initiatives. The three dimensions are eGovernment maturity level, stakeholders, and assessment levels.     

An Environmental Scan of OCLC Alternatives: A Management Perspective

OCLC’s WorldCat now holds more than 320 million bibliographic records with some 2-plus billion holdings linked to the bibliographic records. The vast majority of the world’s libraries, archives, and museums rely on OCLC as the primary source for bibliographic records. Compared to all other options, OCLC is clearly the very large elephant in the room. OCLC provides a broad range of services, including WorldShare Metadata Services (cataloging); WorldShare Interlibrary Loan (sharing resources); WorldShare Management Services (cloud-based integrated library system); WorldCat Discovery Services; and CONTENTdm? (management of digital collections). This article explores the available options for obtaining cataloging records from alternative sources by considering four factors: breadth, quality, ease of use, and costs of use of the bibliographic database.     

Need for Cognition as a Mediating Variable Between Aggressive Communication Traits and Tolerance for Disagreement

This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement.     

Australian Literary Journalism and “Missing Voices”

Australian author Helen Garner has written three of the most debated literary journalism texts in Australia in the past 20 years. All book-length, all literary in articulation, all dealing with traumatic legal cases—but all with crucial missing voices. Choosing to write into trauma as both witness and story-teller, Garner creates a certain inter-subjectivity throughout her work: her voice is witness to others’ traumas; and as a character within the texts, story-teller of those traumas. But there is a recurring component of voicelessness in each of the three texts which will be delineated and discussed in this paper, with the principal focus on her latest text, This House of Grief: The Story of a Murder Trial. How does Garner manage to tell the story ethically when the main protagonists refuse her interview? With this absence of voice, is this text still an ethical rendering?     

Chemosensory conditioning in molluscs: I. Failure of contextual conditioning in<Emphasis Type="Italic">Hermissenda</Emphasis>

Aversive chemosensory conditioning altersHermissenda’s feeding behavior. But opposite behavioral changes have been reported, depending on whether discrete-trial or context-conditioning paradigms were used, raising questions about the roles of associative and nonassociative processes. We attempted to produce chemosensory contextual conditioning but failed to do so across a wide range of conditions. In Experiments 1–3, we observed large, nonspecific bite latency increases to shellfish extracts, regardless of whether they had signaled the presence or absence of shaking. In Experiment 4, we found that mere exposure to shellfish extract produced latency increases; vestibular stimulation was unnecessary. In a final experiment, using Y-maze choice tests, we failed to observe selective reductions in animals’ preference for shellfish paired with shaking. Nonassociative processes stemming from prolonged exposure to concentrated shellfish extracts appear to be major factors in our failure to demonstrate associative chemosensory contextual conditioning.     

Frog dissection via the world-wide web: Implications for widespread delivery of instruction

While valuable instructional products are available for development and distribution via a variety of media, the Internet provides one of the most effective delivery mediums to date. In this paper, we describe the design and development of a set of Internet-based instructional materials on frog dissection and anatomy, and report on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction.A previous version of this paper was presented at the 1995 annual meeting of the Internet Society, Honolulu, HI.     

NEWMAN NOW: RE-EXAMINING THE CONCEPTS OF 'PHILOSOPHICAL' and 'LIBERAL' IN THE IDEA OF A UNIVERSITY

ABSTRACT:  Taking account of crucial differences between the social environments of universities in Newman's time and in ours, this paper considers two key concepts in the The Idea of the University , the 'philosophical' and the 'liberal'. It argues that, despite their merits, both concepts are beset by problems. And it suggests some lines of analysis, partly inspired by an Aristotelian influence both in Newman's own work and in some recent philosophy, that may help to address these problems and to support claims for the continuing power of Newman's thinking about university education.     

Secondary Students' Dynamic Modeling Processes: Analyzing,Reasoning About,Synthesizing, and Testing Models of Stream Ecosystems

In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the Cognitive Strategies for Modeling (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.