Applying a connectionist description of feedback timing

This investigation considers the effects of feedback on memory with an emphasis on retention of initial error responses. Based on a connectionist model (Clariana, 1999a), this study hypothesized that delayed-retention memory of initial lesson responses would be greater for delayed feedback compared to immediate feedback, that feedback effects will be greatest with difficult items, and that there would be a disordinal interaction of feedback timing and item difficulty. High school students (n = 52) completed a computer-based lesson with either delayed feedback, single-try immediate feedback, or multiple-try immediate feedback. There was a significant difference for type of feedback, with retention test memory of initial lesson responses greater under delayed feedback than under immediate feedback. Also, instructional feedback effects varied depending on lesson item difficulty. The findings indicate that a connectionist model can explain instructional feedback effects.     

Role of Common Biochemical Markers for the Assessment of Fracture Union

The progress of fracture union requires close monitoring. Whereas, clinical examination and radiographic studies assess the outcome, biochemical markers like serum alkaline phosphatase and urinary hydroxyproline reflect the actual status of bone resorption and bone formation over a short time frame. 36 patients of long bone fracture were randomly allocated for the study. When the patient reported to the Department of Orthopedics after fracture, serum and urinary samples were collected and X-ray of the affected part were taken. Subsequent samples were collected and X-ray taken just after management (either operative or conservative), after 3rd, 5th, 8th and 12th week, respectively after onset of fracture. According to the course of callus formation the patients were divided into two groups that progressed to proper union or malunion. The levels of serum alkaline phosphatase, urinary total and free hydroxyproline levels were measured and statistically analysed and compared. A statistically significant positive correlation between total urinary hydroxyproline excretion and serum alkaline phosphatase indicate progress towards satisfactory union. Thus, serial monitoring of biochemical markers of bone turnover can be used as an adjunct to clinical and radiological evidence of fracture healing.     

Effects of motion control footwear on running: a systematic review

Excessive foot pronation is a risk factor of running injuries and motion control footwear is designed to control foot pronation. With the movement transfer between foot pronation and tibial rotation, motion control footwear may not only be confined to controlling foot pronation. In view of the controversies in the literature on effectiveness of motion control footwear, this paper reviewed the efficacy of motion control footwear functions as reported in the literature. Eligible studies were identified from seven electronic databases. Two independent authors extracted the data and assessed the methodological qualities using the Jadad Scale. A total of 14 quasi randomised controlled trials were included. Even though the included studies were rated as "low quality" according to the Jadad Scale, the data were pooled and analysed. Results revealed that motion control footwear was effective in reducing the amount of foot pronation and the peak vertical impact during landing. There is no evidence that suggests motion control footwear for controlling kinematics of the proximal segments.     

Venture finance,small firms and public policy in the UK

During the tenure of the current Conservative administration, public policy in Britain has very much favoured the smaller firm. This policy emphasis appears to be based on a belief in the superior job creating potential and innovatory capacity of smaller firms over their larger counterparts. Evidence presented in the paper shows that small firms have, indeed, made an important contribution to innovation in the UK and that their share of significant British innovations has increased significantly since the mid-1970s. An important aspect of small firm policy in the UK has been the introduction of several schemes designed to increase the flow of capital into the small firm sector, with special emphasis being placed on venture capital. The first of these schemes, the Loan Guarantee Scheme, has directed capital from the banks into over 14,000 small firms. The second scheme, the Business Expansion Scheme, has increased significantly the overall flow of venture capital and has biased investments towards start-up and early stage financing. These two schemes, together with the establishment of an Unlisted Securities Market, have provided some impetus to the development of private sector venture capital in Britain, which is growing apace. Essentially, the public sector schemes have underwritten the costs of entry to the venture capital market of both individual and institutional investors. In other words, they have had an important catalytic effect in stimulating the growth of private sector venture capital industry which is now the largest in Europe.     

Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes

Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school.     

Developing exploratory language in the classroom: moving beyond teacher as expert

In this article the author describes the collaborative research undertaken by a group of high school teachers and an English adviser. The teachers were keen to find ways of breaking the teacher-dominated discourse pattern within their classrooms. They wanted to see whether, when offered a variety of teacher audiences beyond that of ‘expert-examiner’, students would engage in the kind of exploratory talk, described by the National Curriculum Council (1987-93), as a feature of investigative learning. Teachers' belief that discourse patterns are affected by students' understanding of contextual conditions is examined. The author illustrates the importance of students' shared understanding of collaborative discourse, and discusses how their conception of learning contexts is influenced by the kinds of audiences teachers project