The national biological information infrastructure as an E-government tool

Coordinated by the U.S. Geological Survey (USGS), the National Biological Information Infrastructure (NBII) is a Web-based system that provides access to data and information on the nation’s biological resources. Although it was begun in 1993, predating any formal E-Government initiative, the NBII typifies the E-Government concepts outlined in the President’s Management Agenda, as well as in the proposed E-Government Act of 2002. This article—an individual case study and not a broad survey with extensive references to the literature—explores the structure and operation of the NBII in relation to several emerging trends in E-Government: end-user focus, defined and scalable milestones, public-private partnerships, alliances with stakeholders, and interagency cooperation.     

对运动心理学中关于应激、唤醒和焦虑概念的思考

采用文献资料法,对文献进行整理,对应激、唤醒和焦虑的概念进行探讨,旨在阐明三者之间的关系。应激是一个过程而绝非一种状态,唤醒可以是应激过程中的某种状态,而焦虑是心理唤醒水平中的一个部分。在一定范围内可以用焦虑水平来反映唤醒水平,但它决不能代替唤醒概念的全部。     

Becoming a Mathematics Teacher-Educator: Conceptualizing the Terrain Through Self-Reflective Analysis

My purpose in this article is to contribute tothe conceptualization of the complex terrainthat often is indiscriminately termedmathematics teacher educator development.Because this terrain is largely unresearched, Iinterweave experience fragments of my owndevelopment as a mathematics teacher educator,and reflective analysis of those fragments, asa tool to abstract notions of generalimplication. In particular, I postulate aframework consisting of four stages ofdevelopment that are distinguished by thedomain of activities one's reflections mayfocus on and the nature of those reflections.Drawing on this framework, I presentimplications for mathematics teacher educatordevelopment and for further research.     

Internationalisation of Business Education: Meaning and implementation

The internationalisation of business has been one of the most prominent features of the second half of the twentieth century, with its pace and breadth touching all elements of the value-adding network. In this environment, the higher education sector has been revising its aims and objectives to incorporate an international dimension to the skills and knowledge development of students. However, interpretation of the educational challenges posed by internationalisation in the form of guidelines that specify how the curriculum might be internationalised, is in its infancy. Despite early efforts, little work has been done to translate this trend into a developmental overview of curriculum delivery. This paper begins by synthesising the literature regarding globalisation, curriculum internationalisation and student learning in higher education. It seeks to bridge the gap between the aims of curriculum internationalisation and the subject curriculum. It applies well-accepted educational principles to the task by presenting a three-stage typology of business curriculum internationalisation. These stages are international awareness, international competence and international expertise. Directions for further research are also provided.     

Text memory: Recalling Twice,using different perspectives

Three hundred College students read a 760 word text under one of two instructed perspectives. After full recall, an additional recall (squeeze) was requested under either the same (unchanged) or the alternative perspective. The first recall confirmed earlier results: a strong bias towards perspective related ideas. The second recall yielded substantial additional material. It was expecially effective in recalling alternative perspective related ideas and this most markedly so if the instructions were to recall using the alternative perspective. These results confirm and complement the results of Anderson & Pichert (1978) in so far as it is both the chance of a second recall as well as the change in perspective that raises the amount of recalled material.     

How students use distance teaching materials: an institutional study

Despite the growth of distance education, little systematic knowledge is available concerning the ways in which students use the distance teaching materials provided to them. Using the diary as the data‐gathering instrument and a sample of twenty‐five students, answers were sought to several questions on the ways in which students use the materials, especially in relation to use of time, the range of materials consulted, the self‐assessment activities undertaken, and the sequence in which materials are studied. The results are summarised and discussed. While these have an interest specific to the Institute of Advanced Education at James Cook University, it is felt that they may also be of interest to the wider distance‐teaching community, since this was an A.S.P.ES.A.‐sponsored project.     

Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation

Curriculum-Based Measurement (CBM) is a system for monitoring the progress of and evaluating instructional program effectiveness for students with learning difficulties. Although a large amount of research has been conducted on CBM, little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains. In this study, we examine factors affecting the interpretation of CBM data. Specifically, we examine the effect of CBM graph patterns on ease of graph interpretation. Thirty college/university students completed a two-part study in which they viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data and answered decision-making questions. Response times and accuracy were measured. Results revealed that graph patterns differed in terms of ease of interpretation. Differences depended on the type of question. Implications for interpretation and use of CBM data for decision-making are discussed.