A Framework for Sharing Online Laboratory Resources

2007 ◽  
Author(s):  
Yaoye Li ◽  
Sven K. Esche ◽  
Constantin Chassapis
Keyword(s):  
Operating Systems ◽  
Educational Institutions ◽  
Virtual Experiments ◽  
Common Features ◽  
Resource Managers ◽  
Online Laboratory ◽  
Virtual Laboratories ◽  
Large Numbers ◽  
Online Laboratories ◽  
The Common

Numerous online laboratory resources have been and continue to be developed by many educational institutions around the world. These resources include both remote laboratories, which are based on actual experimental devices accessed remotely, as well as virtual laboratories, which represent software simulations of experiments. In the vast majority of the cases, the remotely accessible online laboratories reported on in the literature represent stand-alone systems, which are typically difficult to share by large numbers of learners dispersed at various educational institutions. This has led to the existence of many functionally similar, but independently operating systems developed in many places. This paper will identify the common features of such online laboratory resources. Then, the framework for a network of interconnected resource managers, which facilitate the efficient implementation and deployment of as well as the subsequent search for and shared usage of online laboratory resources (e.g. remote experiments, virtual experiments, game-based environments, etc.), will be presented. A centralized resource repository is presented that enables the publishing of information on the existence and availability of specific resources through the network. Finally, an example is given that illustrates the issues relating to joining, publishing, searching for and accessing online laboratory resources in that framework.

On Infrastructures for Educational Online Laboratories

2012 ◽  
pp. 229-253
Author(s):  
Sven K. Esche ◽  
Constantin Chassapis
Keyword(s):  
World Wide ◽  
Virtual Organization ◽  
Educational Institutions ◽  
Efficient Management ◽  
Current State ◽  
Online Laboratory ◽  
Online Laboratories ◽  
The World ◽  
Science Curricula

This book chapter focuses on online laboratories for educational use, with special emphasis on experiments suitable for engineering and science curricula at the undergraduate level. It starts with a brief review of the early history and current state of the art of online experiments and a discussion of the benefits of existing online laboratory systems. Then, their shortcomings and limitations are critically examined, followed by some thoughts on a possible framework for better leveraging the world-wide development efforts by creating a virtual organization for online laboratories. Finally, some issues related to the efficient management and global sharing of online laboratory resources are raised and a series of cybersecurity problems arising in the context of commercial transactions between educational institutions are described.

scholarly journals Rethinking the Attributes of Academic Certificates: Implications for Policy and Practice

2021 ◽  
pp. 31-55
Author(s):  
CHRISTOPHER OWUSU-ANSAH ◽  
AUGUSTUS KWAW BREW ◽  
ROSEMARY ADU POKU
Keyword(s):  
Content Analysis ◽  
The Other ◽  
Educational Institutions ◽  
Central Question ◽  
Hiring Decisions ◽  
Web Content ◽  
Policy And Practice ◽  
Common Features ◽  
The Common ◽  
Multiple Languages

Educational institutions and employers who depend on the authenticity of academic certificates for making admission and hiring decisions face a considerable challenge in identifying the features of genuine academic certificates including tedious verification processes and wrongful engagement of unqualified personnel. The purpose of this paper was to identify trends in academic certificate production with specific regards to their standard features, such as wording, security enhancements and features, and other unique features, and the extent to which these features contribute to the intrinsic and extrinsic values of certificates. Furthermore, the paper investigates the extent to which selected universities replace lost or damaged certificates. The study employed a qualitative design involving document and web content analysis. To address the central question of the study, the authors analysed the standard features of academic certificates issued by 20 universities across the globe. Furthermore, we performed a web content analysis to find policies or guidelines on the replacement of academic certificates. The results revealed that while academic certificates from the selected institutions bore a few unique characteristics, most of the certificates, however, bore many common features. Some of the common features included the location of the emblem/logo of the on the certificate, date of the award, degree name, signature specimen of top officials, and security features such as holograms. On the other hand, unique features included some certificates displaying a statement on the availability of electronic certificates, rendering of the university’s name in multiple languages, among others. The study also found that lost or mutilated certificates are replaced by European-based universities, whereas those in Africa did not. Among others, the paper recommended that awarding institutions in Africa should consider re-issuing lost or destroyed certificates.

Сommunicative Model of Multilingual Education

2015 ◽  
Vol 4 (3) ◽  
pp. 26-30
Author(s):  
Дубинский ◽  
Vladimir Dubinskiy
Keyword(s):  
Personal Characteristics ◽  
Foreign Languages ◽  
Educational Institutions ◽  
The Internet ◽  
Suggested Model ◽  
Common Features ◽  
Multilingual Education ◽  
Highly Skilled ◽  
The Common

The article presents a model of teaching four foreign languages. The languages obligatory for learning are English and German. The student then chooses the languages of distant cultures, for example, Chinese and Czech, Japanese and Polish, Turkish and Serbian, etc. The teaching materials are course books from Germany while methods of teaching foreign languages are Russian and take into account personal characteristics and abilities of the students. Original German material is borrowed from other sources including the Internet. In the first two years, classes are given by two highly skilled teachers who aim to show the common features of English and German as the languages belonging to the same Germanic group. In the next two years students analyze the differences of distant cultures, with reference to the languages they choose for learning, as language constitutes part of culture. The suggested model has a universal character and can be used in any type of educational institutions. After finishing the course, graduates have skills to teach the respective languages as well as to translate and interpret from and into them.

Rethinking the Attributes of Academic Certificates: Implications for Policy and Practice

2021 ◽  
pp. 31-55
Author(s):  
CHRISTOPHER M. OWUSU-ANSAH ◽  
AUGUSTUS KWAW BREW ◽  
ROSEMARY ADU POKU
Keyword(s):  
Content Analysis ◽  
The Other ◽  
Educational Institutions ◽  
Central Question ◽  
Hiring Decisions ◽  
Web Content ◽  
Policy And Practice ◽  
Common Features ◽  
The Common ◽  
Multiple Languages

Educational institutions and employers who depend on the authenticity of academic certificates for making admission and hiring decisions face a considerable challenge in identifying the features of genuine academic certificates including tedious verification processes and wrongful engagement of unqualified personnel. The purpose of this paper was to identify trends in academic certificate production with specific regards to their standard features, such as wording, security enhancements and features, and other unique features, and the extent to which these features contribute to the intrinsic and extrinsic values of certificates. Furthermore, the paper investigates the extent to which selected universities replace lost or damaged certificates. The study employed a qualitative design involving document and web content analysis. To address the central question of the study, the authors analysed the standard features of academic certificates issued by 20 universities across the globe. Furthermore, we performed a web content analysis to find policies or guidelines on the replacement of academic certificates. The results revealed that while academic certificates from the selected institutions bore a few unique characteristics, most of the certificates, however, bore many common features. Some of the common features included the location of the emblem/logo of the on the certificate, date of the award, degree name, signature specimen of top officials, and security features such as holograms. On the other hand, unique features included some certificates displaying a statement on the availability of electronic certificates, rendering of the university’s name in multiple languages, among others. The study also found that lost or mutilated certificates are replaced by European-based universities, whereas those in Africa did not. Among others, the paper recommended that awarding institutions in Africa should consider re-issuing lost or destroyed certificates.

A Cooperative Species

2011 ◽  
Author(s):  
Samuel Bowles ◽  
Herbert Gintis
Keyword(s):  
Common Good ◽  
Cooperative Groups ◽  
Social Emotions ◽  
Large Numbers ◽  
Group Competition ◽  
Self Interest ◽  
Shame And Guilt ◽  
Group Members ◽  
The Common ◽  
Ethnographic Data

Why do humans, uniquely among animals, cooperate in large numbers to advance projects for the common good? Contrary to the conventional wisdom in biology and economics, this generous and civic-minded behavior is widespread and cannot be explained simply by far-sighted self-interest or a desire to help close genealogical kin. This book shows that the central issue is not why selfish people act generously, but instead how genetic and cultural evolution has produced a species in which substantial numbers make sacrifices to uphold ethical norms and to help even total strangers. The book describes how, for thousands of generations, cooperation with fellow group members has been essential to survival. Groups that created institutions to protect the civic-minded from exploitation by the selfish flourished and prevailed in conflicts with less cooperative groups. Key to this process was the evolution of social emotions such as shame and guilt, and our capacity to internalize social norms so that acting ethically became a personal goal rather than simply a prudent way to avoid punishment. Using experimental, archaeological, genetic, and ethnographic data to calibrate models of the coevolution of genes and culture as well as prehistoric warfare and other forms of group competition, the book provides a compelling and novel account of human cooperation.

Negotiations over Accounting Issues: The Congruency of Audit Partner and Chief Financial Officer Recalls

2005 ◽  
Vol 24 (s-1) ◽  
pp. 171-193 ◽  
Author(s):  
Michael Gibbins ◽  
Susan A. McCracken ◽  
Steven E. Salterio
Keyword(s):  
Negotiation Process ◽  
Chief Financial Officers ◽  
Chief Financial Officer ◽  
Relative Importance ◽  
Common Elements ◽  
Contextual Features ◽  
Large Numbers ◽  
The Common ◽  
High Level ◽  
Two Sides

Much of what takes place in auditor-client management negotiations occurs in unobservable settings and normally does not result in publicly available archival records. Recent research has increasingly attempted to probe issues relating to accounting negotiations in part due to recent events in the financial world. In this paper, we compare recalls from the two sides of such negotiations, audit partners, and chief financial officers (CFOs), collected in two field questionnaires. We examine the congruency of the auditors' and the CFOs' negotiation recalls for all negotiation elements and features that were common across the two questionnaires (detailed analyses of the questionnaires are reported elsewhere). The results show largely congruent recall: only limited divergences in recall of common elements and features. Specifically, we show a high level of congruency across CFOs and audit partners in the type of issues negotiated, parties involved in resolving the issue, and the elements making up the negotiation process, including agreement on the relative importance of various common accounting contextual features. The analysis of the common accounting contextual features suggests that certain contextual features are consistently important across large numbers of negotiations, whether viewed from the audit partner's or the CFO's perspective, and hence may warrant future study. Finally, the comparative analysis allows us to identify certain common elements and contextual features that may influence both audit partners and CFOs to consider the accounting negotiation setting as mainly distributive (win-lose).

Aposematism

2018 ◽  
Author(s):  
Graeme D. Ruxton ◽  
William L. Allen ◽  
Thomas N. Sherratt ◽  
Michael P. Speed
Keyword(s):  
Secondary Effects ◽  
Warning Coloration ◽  
Common Features ◽  
Initial Evolution ◽  
The Common ◽  
Aposematic Signals

Aposematism is the pairing of two kinds of defensive phenotype: an often repellent secondary defence that typically renders prey unprofitable to predators if they attack them and some evolved signal that indicates the presence of that defence. Aposematic signals often work to modify the behaviours of predators both before and during attacks. Warning coloration, for example, may increase wariness and hence improve the chances that a chemically defended prey is released unharmed after an attack. An aposematic signal may therefore first tend to reduce the probability that a predator commences attack (a primary defence) and then (as a component of secondary defence) reduce the probability that the prey is injured or killed during any subsequent attack. In this chapter we will consider both the primary and the secondary effects of aposematic signals on prey protection. We begin first by describing the common features of aposematic signals and attempting to show the wide use to which aposematic signalling is deployed across animals (and perhaps plants too). We then review the interesting evolutionary issues aposematic signals raise, including their initial evolution and their integration with sexual and other signals. We also discuss important ecological, co-evolutionary, and macroevolutionary consequences of aposematism.

A comparison of the changes in the patterns of the usage and categorization of the classifier ‘ben 本’ in Korean, Chinese, and Japanese

2021 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Jeong-A Jo
Keyword(s):  
Cultural Differences ◽  
Chinese Character ◽  
Chinese Characters ◽  
Common Features ◽  
The World ◽  
The Common ◽  
Korean Chinese ◽  
The Relationship

This study aims to examine the common features and differences in how the Chinese-character classifier ‘ ben 本’ is used in Chinese, Korean, and Japanese, and will explore the factors that have affected the categorization processes and patterns of the classifier ‘ ben 本.’ Consideration of the differences in the patterns of usage and categorization of the same Chinese classifier in different languages enables us to look into the perception of the world and the socio cultural differences inherent in each language, the differences in the perception of Chinese characters, and the relationship between classifiers.

Addressing common errors and misconceptions in integral calculus with clickers and classroom voting

2019 ◽  
Vol 39 (2) ◽  
pp. 71-85
Author(s):  
Kelly Cline ◽  
Holly Zullo ◽  
David A Huckaby
Keyword(s):  
Correct Answer ◽  
Group Discussion ◽  
Multiple Choice ◽  
Small Group Discussion ◽  
Multiple Choice Questions ◽  
Integral Calculus ◽  
Common Features ◽  
Incorrect Answer ◽  
The Common ◽  
The Mean

Abstract Common student errors and misconceptions can be addressed through the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small-group discussion, each student votes on the correct answer, using a clicker or a phone. If a large number of students have voted for one particular incorrect answer, the instructor can recognize and address the issue. In order to identify multiple-choice questions that are especially effective at provoking common errors and misconceptions, we recorded the percentages of students voting for each option on each question used in 25 sections of integral calculus, taught by 7 instructors, at 4 institutions, over the course of 12 years, on a collection of 172 questions. We restricted our analysis to the 115 questions which were voted on by at least 5 different classes. We present the six questions that caused the largest percentages of students to vote for a particular incorrect answer, discuss how we used these questions in the classroom, and examine the common features of these questions. Further, we look for correlations between question characteristics and the mean percentage of students voting for common errors on these questions, and we find that questions based on general cases have higher percentages of students voting for common errors.

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