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Journal articles on the topic 'ASIM II (Computer program language)'

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Published: 4 June 2021
Last updated: 6 February 2022

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1

BEKEŠ, Andrej. "Foreword." Acta Linguistica Asiatica 1, no. 1 (May 18, 2011): 5–6. http://dx.doi.org/10.4312/ala.1.1.5-6.

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Here is the first issue of the new journal, Acta Linguistica Asiatica, published by the Department of Asian and African Studies, Faculty of Arts, University of Ljubljana. Its appearance is approximately timed to commemorate the 15 years since the establishment of the Department on October 1st, 1995. In step with the developments in media and new modes of dissemination of the results of scholarly research, it is introduced as an on-line electronic publication.In the past 15 years, Asian Studies which were initially represented by Chinese and Japanese Studies, seem to have established a firm foothold in Slovenia. In addition to the existing Chinese Studies and Japanese Studies, the University of Ljubljana introduced in December 2010 new academic areas of Turkish Studies, Iranian Studies, Indian Studies and Korean Studies, thus giving green light to the establishment of systematic research of Asian issues within a wider framework.In the meantime, the body of researchers specializing in Asian languages has also grown, including teachers, visiting professors, researchers and graduate students who cover a wide spectrum of research fields.Also, the recent reform of higher education along the Bologna guidelines, although criticized, has happily brought into existence the interdisciplinary Doctoral Program in Humanities and Social Sciences and within its fold, the joint Doctoral program in Linguistics.The Journal Acta Linguistica Asiatica is thus emerging in a period of lively ferment, where unifying the field of discourse within language studies and at the same time opening it more widely to research in humanities and social sciences will undoubtedly have a long term impact on Asian language research at the University of Ljubljana.Serving as a focal point of research on Asian languages in Slovenia, Acta Linguistica Asiatica will at the same time strive to promote cooperation in the field of Asian language research internationally in Europe, Asia and beyond. Acta Linguistica Asiatica will, following Roman Jakobson’s saying, “Linguista sum, linguistici nihil a me alienum puto”, cover all the subject areas and theoretical approaches pertaining to theoretical and applied research on Asian languages. An international editorial board takes care of the research quality of the journal.The contents of the first issue reflect this orientation and openness. Three papers deal with various aspects of the role played by language in the process of modernization during and after Meiji Japan, i.e., The Relation Between the View on the Language and Educational Ideology in the Early Meiji Period in Japan Through the Discourse of Regionalism by Ichimiya Yufuko, Towards Theoretical Approach to the Understanding of Language Ideologies in Post-Meiji Japan by Luka Culiberg, and Images of Pre-WW II: National Language Policies as Reflected in the Field of “National Language Studies” Itself by Andrej Bekeš.Another focus of interest is philological, represented by two papers. One is Morphology and Syntax in Holes and Scratches: The Latest Stage of Kugyol Research, an interesting research on kugyol, a system devised to facilitate reading Chinese Buddhist texts in Korean, by Lee Yong. The other,The Typology of Āmreḍita Compounds in the Ṛgveda by Tamara Ditrich, investigates āmreḍita compounds in the Ṛgveda, a type of coordinative nominal constructions, closely related to dvandva compounds.Finally, this issue is concluded with the article Collocational Relations in Japanese Language Textbooks and Computer-assisted Language Learning Resources, by Irena Srdanović and deals with the teaching of collocations in modern Japanese, based on corpora. Andrej Bekeš University of Ljubljana and University of Tsukuba April 23, 2011
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Lane, C. D., Joan Walton, and E. H. Shortliffe. "Graphical Access to Medical Expert Systems: II. Design of an Interface for Physicians." Methods of Information in Medicine 25, no. 03 (July 1986): 143–50. http://dx.doi.org/10.1055/s-0038-1635464.

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SummaryThe ONCOCIN Interviewer program provides a graphical interface between physicians and an expert system that is designed to assist with therapy selection for patients receiving experimental cancer therapy. A principal goal has been to increase acceptance of advanced computer tools in a clinical setting. The interface has been developed for high-performance Lisp workstations and is tailored to the existing paper forms and practices of the outpatient clinic. To be flexible, the program makes use of a document formatting language to control a raster graphics display of medical forms, traditional paper versions of which have been used to track patient progress. The program utilizes a mouse input device coupled with a software-defined data entry approach that may be customized to the specific environment. The work described suggests ways in which high density graphics interfaces, with pointing devices rather than an emphasis on keyboards, may make decision support tools more useful to physicians and more acceptable to them.
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Dardel, Frédéric. "PEGASE: a machine language program for DNA sequence analysis on Apple II microcomputer using a binary coding of nucleotides." Bioinformatics 1, no. 1 (1985): 19–22. http://dx.doi.org/10.1093/bioinformatics/1.1.19.

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4

Madlazim, M., and Bagus Jaya Santosa. "Computational physics Using Python: Implementing Maxwell Equation for Circle Polarization." Jurnal Penelitian Fisika dan Aplikasinya (JPFA) 1, no. 1 (June 14, 2011): 1. http://dx.doi.org/10.26740/jpfa.v1n1.p1-7.

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Python is a relatively new computing language, created by Guido van Rossum [A.S. Tanenbaum, R. van Renesse, H. van Staveren, G.J. Sharp, S.J. Mullender, A.J. Jansen, G. van Rossum, Experiences with the Amoeba distributed operating system, Communications of the ACM 33 (1990) 46–63; also on-line at http://www.cs.vu.nl/pub/amoeba/, which is particularly suitable for teaching a course in computational physics. There are two questions to be considered: (i) For whom is the course intended? (ii) What are the criteria for a suitable language, and why choose Python? The criteria include the nature of the application. High performance computing requires a compiled language, e.g., FORTRAN. For some applications a computer algebra, e.g., Maple, is appropriate. For teaching, and for program development, an interpreted language has considerable advantages: Python appears particularly suitable. Python‟s attractions include (i) its system of modules which makes it easy to extend, (ii) its excellent graphics (VPython module), (iii) its excellent on line documentation, (iv) it is free and can be downloaded from the web. Python and VPython will be described briefly, and some programs demonstrated numerical and animation of some phenomenal physics. In this article, we gave solution of circle polarization by solving Maxwell equation.
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5

Reforgiato Recupero, Diego. "Technology Enhanced Learning Using Humanoid Robots." Future Internet 13, no. 2 (January 27, 2021): 32. http://dx.doi.org/10.3390/fi13020032.

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In this paper we present a mixture of technologies tailored for e-learning related to the Deep Learning, Sentiment Analysis, and Semantic Web domains, which we have employed to show four different use cases that we have validated in the field of Human-Robot Interaction. The approach has been designed using Zora, a humanoid robot that can be easily extended with new software behaviors. The goal is to make the robot able to engage users through natural language for different tasks. Using our software the robot can (i) talk to the user and understand their sentiments through a dedicated Semantic Sentiment Analysis engine; (ii) answer to open-dialog natural language utterances by means of a Generative Conversational Agent; (iii) perform action commands leveraging a defined Robot Action ontology and open-dialog natural language utterances; and (iv) detect which objects the user is handing by using convolutional neural networks trained on a huge collection of annotated objects. Each module can be extended with more data and information and the overall architectural design is general, flexible, and scalable and can be expanded with other components, thus enriching the interaction with the human. Different applications within the e-learning domains are foreseen: The robot can either be a trainer and autonomously perform physical actions (e.g., in rehabilitation centers) or it can interact with the users (performing simple tests or even identifying emotions) according to the program developed by the teachers.
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6

DAI, Zhongning, Chaigang Ren, and Fujia Yang. "Nuclear Microprobe and Micro-PIXE Analysis of Thick Target: Program and Its Applications." International Journal of PIXE 08, no. 01 (January 1998): 33–45. http://dx.doi.org/10.1142/s0129083598000054.

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PIXE (Particle Induced X-ray Emission), mainly Proton Induced X-ray Emission, has been developed into a well established technique for elemental analysis, especially for trace elemental analysis down to ppm or even ppb level. Nuclear Microprobe is a quickly developing technique around the world for 2 dimensional or even 3 dimensional element analysis if several nuclear analytical techniques, such as Rutherford backscattering spectrometry (RBS) can be available at the same time. The present resolution of NMP can be down to less than 1μm. To thick target analysis, i.e., the energy loss effect and the consequent X-ray cross section Change with the depth can not be neglected, therefore we have to consider the process of particle interactions with atoms in detail. In this article, NMP (Nuclear Micro-Probe) and micro-PIXE analysis of thick target, which are mainly involved into the process of ions interaction with atoms, are reviewed on the basis of work what we have done at Fudan University. The software package TSPIXE (PIXE analysis of Thick Sample), which includes different versions for different applications, developed at Fudan University for quantitative analysis of thick target and simulation of PIXE and micro-PIXE spectra are described and its performance is demonstrated too. The TSPIXE package, which includes TSPIXE version I, version II, version III and TSμPIXE, was written in FORTRAN and C computer language and can be run at PC computer under MSDOS or WINDOWS environment. From the different demonstrations and applications we can see the package is very useful to quantitative analysis of thick samples and to understand the relationships between elemental X-ray intensity distributions and concentration distributions, sample structure, beam size and etc.
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Sánchez-Nieto, José Miguel, María de la Luz Martínez-Maldonado, María Montero-López Lena, and Víctor Manuel Mendoza-Núñez. "Effect of a Mental Stimulation Program of Computer and Internet Learning on Cognitive Functions and Wellbeing in Older Community-Dwelling Mexicans." Brain Sciences 9, no. 7 (June 27, 2019): 151. http://dx.doi.org/10.3390/brainsci9070151.

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Background: It has been reported that Mental Stimulation (MS) has a positive effect on cognitive functions and wellbeing. In this sense, different training activities have been proposed for MS such as theater, learning a new language, playing a musical instrument and computing, however, there are few studies on older adults in Latin American countries. For this reason, the purpose of the present study was to determine the effect of a mental stimulation program (MSP) of computer and Internet learning on cognitive functions and wellbeing in older community-dwelling Mexicans. Method: A quasi-experimental pilot study was carried out in a convenience sample of 27 adults aged 60 to 69 years, without knowledge of the use of computers and Internet, without chronic non-communicable diseases, depression or cognitive impairment. Two groups were formed: (i) experimental (EG), n = 16 and (ii) control (CG), n = 11. The EG participated in an MSP in which 20 theoretical/practical sessions of two hours each were given, two times a week, on computer and Internet. The CG did not participate in any scheduled activity. All participants were measured before and after the intervention program in processing speed (PS), cognitive inhibition (CI), working and episodicmemory (WM and EM), visuospatial processing (VP), life satisfaction (LS) and positive and negative emotions (PE and NE). Results: After participation in the MSP, the EG showed significantly higher scores on the EM and VP tests compared to the CG (p < 0.05). Conclusions: Our findings suggest that an MSP of computer and Internet learning improves episodicmemory and visuospatial processing in older community-dwelling Mexicans.
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Salwiczek, Lucie H., and Wolfgang Wickler. "The shaping of animals’ minds." Interaction Studies 6, no. 3 (November 1, 2005): 393–411. http://dx.doi.org/10.1075/is.6.3.06sal.

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Mind is seen as a collection of abilities to take decisions in biologically relevant situations. Mind shaping means to form habits and decision rules of how to proceed in a given situation. Problem-specific decision rules constitute a modular mind; adaptive mind-shaping is likely to be module-specific. We present examples from different behaviour ‘faculties’ throughout the animal kingdom, grouped according to important mind-shaping factors to illustrate three basically different mind-shaping processes: (I) external stimuli guide the differentiation of a nervous structure that controls a given behaviour; (II) information comes in to direct a fixed behaviour pattern to its biological goal, or to complete an inherited behaviour program; (III) specific stimuli activate or inactivate a pre-programmed behaviour. Mind-shaping phenomena found in the animal kingdom are suggested as ‘null-hypotheses’ when looking at how human minds might be shaped.
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Grandin, Temple. "How does visual thinking work in the mind of a person with autism? A personal account." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1522 (May 27, 2009): 1437–42. http://dx.doi.org/10.1098/rstb.2008.0297.

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My mind is similar to an Internet search engine that searches for photographs. I use language to narrate the photo-realistic pictures that pop up in my imagination. When I design equipment for the cattle industry, I can test run it in my imagination similar to a virtual reality computer program. All my thinking is associative and not linear. To form concepts, I sort pictures into categories similar to computer files. To form the concept of orange, I see many different orange objects, such as oranges, pumpkins, orange juice and marmalade. I have observed that there are three different specialized autistic/Asperger cognitive types. They are: (i) visual thinkers such as I who are often poor at algebra, (ii) pattern thinkers such as Daniel Tammet who excel in math and music but may have problems with reading or writing composition, and (iii) verbal specialists who are good at talking and writing but they lack visual skills.
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10

LE CHARLIER, BAUDOUIN, SABINA ROSSI, and PASCAL VAN HENTENRYCK. "Sequence-based abstract interpretation of Prolog." Theory and Practice of Logic Programming 2, no. 1 (December 18, 2001): 25–84. http://dx.doi.org/10.1017/s1471068402001114.

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Abstract interpretation is a general methodology for systematic development of program analyses. An abstract interpretation framework is centered around a parametrized non-standard semantics that can be instantiated by various domains to approximate different program properties. Many abstract interpretation frameworks and analyses for Prolog have been proposed, which seek to extract information useful for program optimization. Although motivated by practical considerations, notably making Prolog competitive with imperative languages, such frameworks fail to capture some of the control structures of existing implementations of the language. In this paper, we propose a novel framework for the abstract interpretation of Prolog which handles the depth-first search rule and the cut operator. It relies on the notion of substitution sequence to model the result of the execution of a goal. The framework consists of (i) a denotational concrete semantics, (ii) a safe abstraction of the concrete semantics defined in terms of a class of post-fixpoints, and (iii) a generic abstract interpretation algorithm. We show that traditional abstract domains of substitutions may easily be adapted to the new framework, and provide experimental evidence of the effectiveness of our approach. We also show that previous work on determinacy analysis, that was not expressible by existing abstract interpretation frameworks, can be seen as an instance of our framework. The ideas developed in this paper can be applied to other logic languages, notably to constraint logic languages, and the theoretical approach should be of general interest for the analysis of many non-deterministic programming languages.
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11

STAHOVICH, THOMAS F., and LEVENT BURAK KARA. "A representation for comparing simulations and computing the purpose of geometric features." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 15, no. 2 (April 2001): 189–201. http://dx.doi.org/10.1017/s0890060401152042.

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We present a new representation that allows a rigid-body dynamic simulation to be described as a set of “causal-processes.” A causal-process is an interval of time during which both the behavior and the causes of the behavior remain qualitatively uniform. The representation consists of acyclic, directed graphs that are isomorphic to the flow of causality through the kinematic chain. Forces are the carriers of causality in this domain; thus they are central to the representation. We use this representation to compute the purposes of the geometric features on the parts of a device. To compute the purpose of a particular feature, we simulate the behavior of the device with and without the feature present. We then re-represent the two simulations as causal-processes and identify any causal-processes that exist in one simulation but not the other. Such processes are indicative of the feature's purpose. Because they are already causal descriptions of behavior, they can be directly translated into natural language descriptions of the feature's purpose. We have implemented our approach in a computer program called ExplainIT II.
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Afifi, Mohamed, Hegazy Rezk, Mohamed Ibrahim, and Mohamed El-Nemr. "Multi-Objective Optimization of Switched Reluctance Machine Design Using Jaya Algorithm (MO-Jaya)." Mathematics 9, no. 10 (May 13, 2021): 1107. http://dx.doi.org/10.3390/math9101107.

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The switched reluctance machine (SRM) design is different from the design of most of other machines. SRM has many design parameters that have non-linear relationships with the performance indices (i.e., average torque, efficiency, and so forth). Hence, it is difficult to design SRM using straight forward equations with iterative methods, which is common for other machines. Optimization techniques are used to overcome this challenge by searching for the best variables values within the search area. In this paper, the optimization of SRM design is achieved using multi-objective Jaya algorithm (MO-Jaya). In the Jaya algorithm, solutions are moved closer to the best solution and away from the worst solution. Hence, a good intensification of the search process is achieved. Moreover, the randomly changed parameters achieve good search diversity. In this paper, it is suggested to also randomly change best and worst solutions. Hence, better diversity is achieved, as indicated from results. The optimization with the MO-Jaya algorithm was made for 8/6 and 6/4 SRM. Objectives used are the average torque, efficiency, and iron weight. The results of MO-Jaya are compared with the results of the non-dominated sorting genetic algorithm (NSGA-II) for the same conditions and constraints. The optimization program is made in Lua programming language and executed by FEMM4.2 software. The results show the success of the approach to achieve better objective values, a broad search, and to introduce a variety of optimal solutions.
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Kornev, Alexandr Nikolayevitch, Elvira Ivanovna Stoljarova, Elizaveta Iosifovna Galperina, and Diana Mikhailovna Guillemard. "Formation of sensorimotor mechanisms in syllable production during the initial stage of reading acquisition." Pediatrician (St. Petersburg) 5, no. 4 (December 15, 2014): 85–94. http://dx.doi.org/10.17816/ped5485-94.

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Cognitive mechanisms of reading skills in children are not well understood. With regard to the Russian language this question has not been studied at all. Due to the nature of Russian language a central position in the development of reading skill takes sounds blending into syllable. The paper deals with longitudinal evaluation of phonetic and temporal characteristics of sounds blending into syllable in Russian-speaking 1st grade pupils (7 years old) during the initial stage of reading acquisition (namely, the subjects were not yet able to read whole words). The hypothesis of this study is the assumption of co-existence of a few individual-typological strategies of mastering the reading skills. The experiment involved 40 pupils that have not yet mastered the skill of reading whole words to the beginning of training in first class. The study was conducted individually and consisted of two types of tests: I - reading stimuli (letters, syllables, words, pseudowords) and II - the repetition of similar auditory stimuli. Phonogram was analyzed by the software PRAAT 5.2.16, Gold Wave and original computer program. Timing and phonetic characteristics of reading letters and syllables (CV, VC) were estimated, also simultaneity recognition index of syllable in children was calculated. There were statistically significant differences in the basic phonetic and temporal characteristics between the results at the beginning of 1 grade (E1) and after 3 months (E2). Individual qualitative and quantitative typological peculiarities were shown that during the reading skills development children turn from sequential to parallel mode of graphic syllable processing and synthesis of phonetic syllable. Individual strategies and schemes in reading development among the 1st grade pupils are also discussed in the paper.
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Тарабань, Роман, Кодуру Лакшмоджі, Марк ЛаКур, and Філіп Маршалл. "Finding a Common Ground in Human and Machine-Based Text Processing." East European Journal of Psycholinguistics 5, no. 1 (June 30, 2018): 83–91. http://dx.doi.org/10.29038/eejpl.2018.5.1.tar.

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Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.
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Elhakeem, Engy Samy, Sabah Saeed Gommaa Mohamed Saeed, Ramy Nabil Abd-Elkader Elsalakawy, Reham Mohamed Elmaghraby, and Ghada Abdel Hady Ossman Ashmawy. "Post-stroke aphasia rehabilitation using computer-based Arabic software program: a randomized controlled trial." Egyptian Journal of Otolaryngology 37, no. 1 (July 28, 2021). http://dx.doi.org/10.1186/s43163-021-00144-3.

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Abstract Background Aphasia is considered an acquired communication disorder. Language intervention in aphasia enhances the patient outcomes. Recently, computer programs are developed for the treatment of aphasia. It is an effective and a low-cost therapy choice. The aim of the study was to assess the effectiveness of language therapy using a computer-based Arabic software program for rehabilitation of post-stroke Arabic-speaking aphasic patients in comparison to the conventional language therapy. We conducted a randomized controlled trial with blinded endpoint evaluation. The trial included 50 aphasic patients. They were randomized into either group I or group II to receive 48 therapy sessions using the Arabic software program (group I) or the conventional therapy (group II). The primary outcome was a measure of improvement in language abilities. It was measured using the Arabic version of the Boston Diagnostic Aphasia Examination to detect any significant improvement in the language of both groups in comparison to pre-therapy results. The post-therapy results of both groups were compared to each other to document the effectiveness of the software program. Results A total of 105 aphasic patients were screened and 50 subjects were randomized to the intervention groups [40 subjects were males, mean age of the patients: 57.04 years± SD 10.88 for group I and 58.80 years ± SD 11.58 for group II]. The therapy results showed a significant improvement from the baseline in both groups. There was no significant difference in the post-therapy results between group I and group II except for some items whereas group I showed more significant improvement. Conclusions Language therapy using a computer-based Arabic software program was as effective as the conventional therapy in the improvement of language abilities of Arabic-speaking aphasic patients.
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Pardede, Swandi Dedi Arnold, Mesran Mesran, Melda Panjaitan, Fince Tinus Waruwu, and Puji S. Ramadhan. "SISTEM PENDUKUNG KEPUTUSAN PENERIMA BANTUAN KELUARGA HARAPAN KHUSUS LANSIA DENGAN MENERAPKAN VIKOR (STUDI KASUS: DESA PATUMBAK II)." KOMIK (Konferensi Nasional Teknologi Informasi dan Komputer) 2, no. 1 (October 5, 2018). http://dx.doi.org/10.30865/komik.v2i1.920.

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The development of Indonesia's population at this time is very rapid so that Indonesia has many problems including poverty problems that occur in the midst of society. In dealing with these problems the government has a program with a form of social assistance known today as the Elderly Family Hope Program (PKH). In accordance with the Decree of the Director General of Social Protection and Security Number 26 / LJS / 12/2016 in terms of social assistance the Recipients are those that have been determined by the Director General of Social Family. As well as in the Distribution this assistance is distributed in four stages one Year. Decision Support System is a computer-based system consisting of several components, namely language system components, system components of knowledge, and problem processing system components that are interrelated with one another, in making decisions through the use of data. data and decision models in order to solve a problem. The VIKOR method where this method focuses on ranking and chooses from an alternative set and determines the solution to the problem of criteria that are constrained and can result in decision making as a final decision and the best ranking method is the lowest resultKeywords: Decision Support System, Vikor, Recipient of Family Hope Assistance
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"Language teaching." Language Teaching 36, no. 2 (April 2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.

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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.
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"Language teaching." Language Teaching 37, no. 4 (October 2004): 253–64. http://dx.doi.org/10.1017/s0261444805212636.

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04–421Allen, Susan (U. Maryland, USA; Email: srallen@erols.com). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.04–423Beaudoin, Martin (U. of Alberta, Canada; Email: martin.beaudoin@ualberta.ca). A principle based approach to teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.04–424Bianchi, Sebastián (U. Cambridge, UK; Email: asb49@cam.ac.uk). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.04–425Burden, Peter (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.04–428Cowley, Peter (U. of Sydney, Australia; Email: peter.cowley@arts.usyd.edu.au) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: acurado@unex.es). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.ed.lb). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37, 1 (2004), 17–25.04–438He, Agnes Weiyun (SUNY Stony Brook, USA; Email: agnes.he@stonybrook.edu). CA for SLA: arguments from the Chinese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 568–582.04–439Hegelheimer, Volker (Iowa State U., USA; Email: volker@)iastate.edu), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do. ReCALL (Cambridge, UK), 16, 2 (2004), 432–437.04–440Hémard, Dominique (London Metropolitan U., UK; Email: d.hemard@londonmet.ac.uk). Enhancing online CALL design: the case for evaluation. ReCALL (Cambridge, UK), 16, 2 (2004), 502–519.04–441I-Ru, Su (National Tsing Hua U., Taiwan; Email: irusu@mx.nthu.edu.tw). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601.04–442Ingram, David (Melbourne U. Private, Australia; Email: d.ingram@muprivate.edu.au.), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 11–19.04–443Jackson, Alison (Bridgewater High School, UK; Email: alison@thebirches777.fsnet.co.uk). Pupil responsibility for learning in the KS3 French classroom. Francophonie (Rugby, UK), 30 (2004), 16–21.04–444Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email: joan.jamieson@nau.edu). Putting principles into practice. ReCALL (Cambridge, UK), 16, 2 (2004), 396–415.04–445Jiang, Nan (Georgia State U., USA; Email: njiang@gsu.edu). Morphological insensitivity in second language processing. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634.04–446Kim, Hae-Dong (Catholic U. of Korea; Email: kimhd@catholic.ac.kr). Learners' opinions on criteria for ELT materials evaluation. English Teaching (Anseonggun, Korea), 59, 3 (2004), 3–28.04–447Kim, Hae-Ri (Kyungil U., Korea; Email: hrkimasu@hanmail.net). Exploring the role of a teacher in a literature-based EFL classroom through communicative language teaching. English Teaching (Anseonggun, Korea), 59, 3 (2004) 29–51.04–448Kim, Jung-Hee (International Graduate School of English, Korea; Email: alice@igse.ac.kr). Intensive or extensive listening for L2 beginners?English Teaching (Anseonggun, Korea), 59, 3 (2004), 93–113.04–449Lan, Rae and Oxford, Rebecca L. (U. Maryland, USA; Email: raelan0116@yahoo.com). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 339–379.04–450Levis, John (Iowa State U., USA; Email: jlevis@iastate.edu) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.04–451Liddicoat, Anthony L. (Griffith U., Australia; Email: T.Liddicoat@griffith.edu.au). The conceptualisation of the cultural component of language teaching in Australian language-in-education policy. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 297–317.04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.04–453Macbeth, Douglas (Ohio State U., USA; Email: macbeth.1@osu.edu). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.04–454Mahoney, Sean (Fukushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: sabiha.mansoor@aku.edu). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.04–456Markee, Numa (U. Illinois, Urbana, USA; Email: nppm@uiuc.edu). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.04–457Méndez García, María del Carmen (U. of Jaén, Spain; Email: cmendez@ujaen.es), Castro Prieto, Paloma and Sercu, Lies. Contextualising the foreign language: an investigation of the extent of teachers' sociocultural background knowledge. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 496–512.04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: Lorenza.Mondada@univ-lyon2.fr). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: j.mori@wisc.edu). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: h.j.nesi@warwick.ac.uk). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.04–462Pani, Susmita (Teaching Institute Orissa at Bhubaneswar, India). Reading strategy instruction through mental modeling. ELT Journal (Oxford, UK), 58, 4 (2004), 355–362.04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: jsr@psu.edu). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.04–469Wang, Xinchun (California State U., USA: Email: xinw@csufresno.edu) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.
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Stamm, Emma. "Anomalous Forms in Computer Music." M/C Journal 23, no. 5 (October 7, 2020). http://dx.doi.org/10.5204/mcj.1682.

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IntroductionFor Gilles Deleuze, computational processes cannot yield the anomalous, or that which is unprecedented in form and content. He suggests that because computing functions are mechanically standardised, they always share the same ontic character. M. Beatrice Fazi claims that the premises of his critique are flawed. Her monograph Contingent Computation: Abstraction, Experience, and Indeterminacy in Computational Aesthetics presents an integrative reading of thinkers including Henri Bergson, Alfred North Whitehead, Kurt Gödel, Alan Turing, and Georg Cantor. From this eclectic basis, Fazi demonstrates that computers differ from humans in their modes of creation, yet still produce qualitative anomaly. This article applies her research to the cultural phenomenon of live-coded music. Live coding artists improvise music by writing audio computer functions which produce sound in real time. I draw from Fazi’s reading of Deleuze and Bergson to investigate the aesthetic mechanisms of live coding. In doing so, I give empirical traction to her argument for the generative properties of computers.Part I: Reconciling the Discrete and the Continuous In his book Difference and Repetition, Deleuze defines “the new” as that which radically differs from the known and familiar (136). Deleuzean novelty bears unpredictable creative potential; as he puts it, the “new” “calls forth forces in thought which are not the forces of recognition” (136). These forces issue from a space of alterity which he describes as a “terra incognita” and a “completely other model” (136). Fazi writes that Deleuze’s conception of novelty informs his aesthetic philosophy. She notes that Deleuze follows the etymological origins of the word “aesthetic”, which lie in the Ancient Greek term aisthēsis, or perception from senses and feelings (Fazi, “Digital Aesthetics” 5). Deleuze observes that senses, feelings, and cognition are interwoven, and suggests that creative processes beget new links between these faculties. In Fazi’s words, Deleuzean aesthetic research “opposes any existential modality that separates life, thought, and sensation” (5). Here, aesthetics does not denote a theory of art and is not concerned with such traditional topics as beauty, taste, and genre. Aesthetics-as-aisthēsis investigates the conditions which make it possible to sense, cognise, and create anomalous phenomena, or that which has no recognisable forebear.Fazi applies Deleuzean aesthetics towards an ontological account of computation. Towards this end, she challenges Deleuze’s precept that computers cannot produce the aesthetic “new”. As she explains, Deleuze denies this ability to computers on the grounds that computation operates on discrete variables, or data which possess a quantitatively finite array of possible values (6). Deleuze understands discreteness as both a quantitative and ontic condition, and implies that computation cannot surpass this originary state. In his view, only continuous phenomena are capable of aisthēsis as the function which yields ontic novelty (5). Moreover, he maintains that continuous entities cannot be represented, interpreted, symbolised, or codified. The codified discreteness of computation is therefore “problematic” within his aesthetic framework “inasmuch it exemplifies yet another development of the representational”. or a repetition of sameness (6). The Deleuzean act of aisthēsis does not compute, repeat, or iterate what has come before. It yields nothing less than absolute difference.Deleuze’s theory of creation as differentiation is prefigured by Bergson’s research on multiplicity, difference and time. Bergson holds that the state of being multiple is ultimately qualitative rather than quantitative, and that multiplicity is constituted by qualitative incommensurability, or difference in kind as opposed to degree (Deleuze, Bergsonism 42). Qualia are multiple when they cannot not withstand equivocation through a common substrate. Henceforth, entities that comprise discrete data, including all products and functions of digital computation, cannot aspire to true multiplicity or difference. In The Creative Mind, Bergson considers the concept of time from this vantage point. As he indicates, time is normally understood as numerable and measurable, especially by mathematicians and scientists (13). He sets out to show that this conception is an illusion, and that time is instead a process by which continuous qualia differentiate and self-actualise as unique instances of pure time, or what he calls “duration as duration”. As he puts it,the measuring of time never deals with duration as duration; what is counted is only a certain number of extremities of intervals, or moments, in short, virtual halts in time. To state that an incident will occur at the end of a certain time t, is simply to say that one will have counted, from now until then, a number t of simultaneities of a certain kind. In between these simultaneities anything you like may happen. (12-13)The in-between space where “anything you like may happen” inspired Deleuze’s notion of ontic continua, or entities whose quantitative limitlessness connects with their infinite aesthetic potentiality. For Bergson, those who believe that time is finite and measurable “cannot succeed in conceiving the radically new and unforeseeable”, a sentiment which also appears to have influenced Deleuze (The Creative Mind 17).The legacy of Bergson and Deleuze is traceable to the present era, where the alleged irreconcilability of the discrete and the continuous fuels debates in digital media studies. Deleuze is not the only thinker to explore this tension: scholars in the traditions of phenomenology, critical theory, and post-Marxism have positioned the continuousness of thought and feeling against the discreteness of computation (Fazi, “Digital Aesthetics” 7). Fazi contributes to this discourse by establishing that the ontic character of computation is not wholly predicated on quantitatively discrete elements. Drawing from Turing’s theory of computability, she claims that computing processes incorporate indeterminable and uncomputable forces in open-ended processes that “determine indeterminacy” (Fazi, Contingent Computation 1). She also marshals philosopher Stamatia Portanova, whose book Moving Without a Body: Digital Philosophy and Choreographic Thoughtsindicates that discrete and continuous components merge in processes that digitise bodily motion (Portanova 3). In a similar but more expansive maneuver, Fazi declares that the discrete and continuous coalesce in all computational operations. Although Fazi’s work applies to all forms of computing, it casts new light on specific devices, methodologies, and human-computer interfaces. In the next section, I use her reading of Bergsonian elements in Deleuze to explore the contemporary artistic practice of live coding. My reading situates live coding in the context of studies on improvisation and creative indeterminacy.Part II: Live Coding as Contingent Improvisational PracticeThe term “live coding” describes an approach to programming where computer functions immediately render as images and/or sound. Live coding interfaces typically feature two windows: one for writing source code and another which displays code outcomes, for example as graphic visualisations or audio. The practice supports the rapid evaluation, editing, and exhibition of code in progress (“A History of Live Programming”). Although it encompasses many different activities, the phrase “live coding” is most often used in the context of computer music. In live coding performances or “AlgoRaves,” musicians write programs on stage in front of audiences. The programming process might be likened to playing an instrument. Typically, the coding interface is projected on a large screen, allowing audiences to see the musical score as it develops (Magnusson, “Improvising with the Threnoscope” 19). Technologists, scholars, and educators have embraced live coding as both a creative method and an object of study. Because it provides immediate feedback, it is especially useful as a pedagogical aide. Sonic Pi, a user-friendly live coding language, was originally designed to teach programming basics to children. It has since been adopted by professional musicians across the world (Aaron). Despites its conspicuousness in educational and creative settings, scholars have rarely explored live coding in the context of improvisation studies. Programmers Gordan Kreković and Antonio Pošćic claim that this is a notable oversight, as improvisation is its “most distinctive feature”. In their view, live coding is most simply defined as an improvisational method, and its strong emphasis on chance sets it apart from other approaches to computer music (Kreković and Pošćić). My interest with respect to live coding lies in how its improvisational mechanisms blend computational discreteness and continuous “real time”. I do not mean to suggest that live coding is the only implement for improvising music with computers. Any digital instrument can be used to spontaneously play, produce, and record sound. What makes live coding unique is that it merges the act of playing with the process of writing notation: musicians play for audiences in the very moment that they produce a written score. The process fuses the separate functions of performing, playing, seeing, hearing, and writing music in a patently Deleuzean act of aisthēsis. Programmer Thor Magnusson writes that live coding is the “offspring” of two very different creative practices: first, “the formalization and encoding of music”; second, “open work resisting traditional forms of encoding” (“Algorithms as Scores” 21). By “traditional forms of encoding”, Magnusson refers to computer programs which function only insofar as source code files are static and immutable. By contrast, live coding relies on the real-time elaboration of new code. As an improvisational art, the process and product of live-coding does not exist without continuous interventions from external forces.My use of the phrase “real time” evokes Bergson’s concept of “pure time” or “duration as duration”. “Real time” phenomena are understood to occur instantaneously, that is, at no degree of temporal removal from those who produce and experience them. However, Bergson suggests that instantaneity is a myth. By his account, there always exists some degree of removal between events as they occur and as they are perceived, even if this gap is imperceptibly small. Regardless of size, the indelible space in time has important implications for theories of improvisation. For Deleuze and Bergson, each continuous particle of time is a germinal seed for the new. Fazi uses the word “contingent” to describe this ever-present, infinite potentiality (Contingent Computation, 1). Improvisation studies scholar Dan DiPiero claims that the concept of contingency not only qualifies future possibilities, but also describes past events that “could have been otherwise” (2). He explains his reasoning as follows:before the event, the outcome is contingent as in not-yet-known; after the event, the result is contingent as in could-have-been-otherwise. What appears at first blush a frustrating theoretical ambiguity actually points to a useful insight: at any given time in any given process, there is a particular constellation of openings and closures, of possibilities and impossibilities, that constitute a contingent situation. Thus, the contingent does not reference either the open or the already decided but both at once, and always. (2)Deleuze might argue that only continuous phenomena are contingent, and that because they are quantitatively finite, the structures of computational media — including the sound and notation of live coding scores — can never “be otherwise” or contingent as such. Fazi intervenes by indicating the role of quantitative continuousness in all computing functions. Moreover, she aligns her project with emerging theories of computing which “focus less on internal mechanisms and more on external interaction”, or interfaces with continuous, non-computational contexts (“Digital Aesthetics,” 19). She takes computational interactions with external environments, such as human programmers and observers, as “the continuous directionality of composite parts” (19).To this point, it matters that discrete objects always exist in relation to continuous environments, and that discrete objects make up continuous fluxes when mobilised as part of continuous temporal processes. It is for this reason that Portanova uses the medium of dance to explore the entanglement of discreteness and temporal contingency. As with music, the art of dance depends on the continuous unfolding of time. Fazi writes that Portanova’s study of choreography reveals “the unlimited potential that every numerical bit of a program, or every experiential bit of a dance (every gesture and step), has to change and be something else” (Contingent Computation, 39). As with the zeroes and ones of a binary computing system, the footfalls of a dance materialise as discrete parts which inhabit and constitute continuous vectors of time. Per Deleuzean aesthetics-as-aisthēsis, these parts yield new connections between sound, space, cognition, and feeling. DiPiero indicates that in the case of improvised artworks, the ontic nature of these links defies anticipation. In his words, improvisation forces artists and audiences to “think contingency”. “It is not that discrete, isolated entities connect themselves to form something greater”, he explains, “but rather that the distance between the musician as subject and the instrument as object is not clearly defined” (3). So, while live coder and code persist as separate phenomena, the coding/playing/performing process highlights the qualitative indeterminacy of the space between them. Each moment might beget the unrecognisable — and this ineluctable, ever-present surprise is essential to the practice.To be sure, there are elements of predetermination in live coding practices. For example, musicians often save and return to specific functions in the midst of performances. But as Kreković and Pošćić point out all modes of improvisation rely on patterning and standardisation, including analog and non-computational techniques. Here, they cite composer John Cage’s claim that there exists no “true” improvisation because artists “always find themselves in routines” (Kreković and Pošćić). In a slight twist on Cage, Kreković and Pošćić insist that repetition does not make improvisation “untrue”, but rather that it points to an expanded role for indeterminacy in all forms of composition. As they write,[improvisation] can both be viewed as spontaneous composition and, when distilled to its core processes, a part of each compositional approach. Continuous and repeated improvisation can become ingrained, classified, and formalised. Or, if we reverse the flow of information, we can consider composition to be built on top of quiet, non-performative improvisations in the mind of the composer. (Kreković and Pošćić)This commentary echoes Deleuze’s thoughts on creativity and ontic continuity. To paraphrase Kreković and Pošćić, the aisthēsis of sensing, feeling, and thinking yields quiet, non-performative improvisations that play continuously in each individual mind. Fazi’s reading of Deleuze endows computable phenomena with this capacity. She does not endorse a computational theory of cognition that would permit computers to think and feel in the same manner as humans. Instead, she proposes a Deleuzean aesthetic capacity proper to computation. Live coding exemplifies the creative potential of computers as articulated by Fazi in Contingent Computation. Her research has allowed me to indicate live coding as an embodiment of Deleuze and Bergson’s theories of difference and creativity. Importantly, live coding affirms their philosophical premises not in spite of its technologised discreteness — which they would have considered problematic — but because it leverages discreteness in service of the continuous aesthetic act. My essay might also serve as a prototype for studies on digitality which likewise aim to supersede the divide between discrete and continuous media. As I have hopefully demonstrated, Fazi’s framework allows scholars to apprehend all forms of computation with enhanced clarity and openness to new possibilities.Coda: From Aesthetics to PoliticsBy way of a coda, I will reflect on the relevance of Fazi’s work to contemporary political theory. In “Digital Aesthetics”, she makes reference to emerging “oppositions to the mechanization of life” from “post-structuralist, postmodernist and post-Marxist” perspectives (7). One such argument comes from philosopher Bernard Stiegler, whose theory of psychopower conceives “the capture of attention by technological means” as a political mechanism (“Biopower, Psychopower and the Logic of the Scapegoat”). Stiegler is chiefly concerned with the psychic impact of discrete technological devices. As he argues, the habitual use of these instruments advances “a proletarianization of the life of the mind” (For a New Critique of Political Economy 27). For Stiegler, human thought is vulnerable to discretisation processes, which effects the loss of knowledge and quality of life. He considers this process to be a form of political hegemony (34).Philosopher Antoinette Rouvroy proposes a related theory called “algorithmic governmentality” to describe the political effects of algorithmic prediction mechanisms. As she claims, predictive algorithms erode “the excess of the possible on the probable”, or all that cannot be accounted for in advance by statistical probabilities. In her words,all these events that can occur and that we cannot predict, it is the excess of the possible on the probable, that is everything that escapes it, for instance the actuarial reality with which we try precisely to make the world more manageable in reducing it to what is predictable … we have left this idea of the actuarial reality behind for what I would call a “post-actuarial reality” in which it is no longer about calculating probabilities but to account in advance for what escapes probability and thus the excess of the possible on the probable. (8)In the past five years, Stiegler and Rouvroy have collaborated on research into the politics of technological determinacy. The same issue concerned Deleuze almost three decades ago: his 1992 essay “Postscript on the Societies of Control” warns that future subjugation will proceed as technological prediction and enclosure. He writes of a dystopian society which features a “numerical language of control … made of codes that mark access to information, or reject it” (5). The society of control reduces individuals to “dividuals”, or homogenised and interchangeable numeric fractions (5). These accounts of political power equate digital discreteness with ontic finitude, and suggest that ubiquitous digital computing threatens individual agency and societal diversity. Stiegler and Deleuze envision a sort of digital reification of human subjectivity; Rouvroy puts forth the idea that algorithmic development will reduce the possibilities inherent in social life to mere statistical likelihoods. While Fazi’s work does not completely discredit these notions, it might instead be used to scrutinise their assumptions. If computation is not ontically finite, then political allegations against it must consider its opposition to human life with greater nuance and rigor.ReferencesAaron, Sam. “Programming as Performance.” Tedx Talks. YouTube, 22 July 2015. <https://www.youtube.com/watch?v=TK1mBqKvIyU&t=333s>.“A History of Live Programming.” Live Prog Blog. 13 Jan. 2013. <liveprogramming.github.io/liveblog/2013/01/a-history-of-live-programming/>.Bergson, Henri. The Creative Mind: An Introduction to Metaphysics. Trans. Mabelle L. Andison. New York City: Carol Publishing Group, 1992.———. Time and Free Will: An Essay on the Immediate Data of Consciousness. Trans. F.L. Pogson. Mineola: Dover Publications, 2001.Deleuze, Gilles. Difference and Repetition. Trans. Paul Patton. New York City: Columbia UP, 1994.———. "Postscript on the Societies of Control." October 59 (1992): 3-7.———. Bergsonism. Trans. Hugh Tomlinson and Barbara Habberjam. New York City: Zone Books, 1991.DiPiero, Dan. “Improvisation as Contingent Encounter, Or: The Song of My Toothbrush.” Critical Studies in Improvisation / Études Critiques en Improvisation 12.2 (2018). <https://www.criticalimprov.com/index.php/csieci/article/view/4261>.Fazi, M. Beatrice. Contingent Computation: Abstraction, Experience, and Indeterminacy in Computational Aesthetics. London: Rowman & Littlefield International, 2018.———. “Digital Aesthetics: The Discrete and the Continuous.” Theory, Culture & Society 36.1 (2018): 3-26.Fortune, Stephen. “What on Earth Is Livecoding?” Dazed Digital, 14 May 2013. <https://www.dazeddigital.com/artsandculture/article/16150/1/what-on-earth-is-livecoding>.Kreković, Gordan, and Antonio Pošćić. “Modalities of Improvisation in Live Coding.” Proceedings of xCoaX 2019, the 7th Conference on Computation, Communication, Aesthetics & X. Fabbrica del Vapore, Milan, Italy, 5 July 2019.Magnusson, Thor. “Algorithms as Scores: Coding Live Music.” Leonardo Music Journal 21 (2011): 19-23. ———. “Improvising with the Threnoscope: Integrating Code, Hardware, GUI, Network, and Graphic Scores.” Proceedings of the International Conference on New Interfaces for Musical Expression. Goldsmiths, University of London, London, England, 1 July 2014.Portanova, Stamatia. Moving without a Body: Digital Philosophy and Choreographic Thoughts. Cambridge, MA: The MIT P, 2013.Rouvroy, Antoinette.“The Digital Regime of Truth: From the Algorithmic Governmentality to a New Rule of Law.” Trans. Anaïs Nony and Benoît Dillet. La Deleuziana: Online Journal of Philosophy 3 (2016). <http://www.ladeleuziana.org/wp-content/uploads/2016/12/Rouvroy-Stiegler_eng.pdf>Stiegler, Bernard. For a New Critique of Political Economy. Malden: Polity Press, 2012.———. “Biopower, Psychopower and the Logic of the Scapegoat.” Ars Industrialis (no date given). <www.arsindustrialis.org/node/2924>.
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20

Hinner, Kajetan. "Statistics of Major IRC Networks." M/C Journal 3, no. 4 (August 1, 2000). http://dx.doi.org/10.5204/mcj.1867.

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Internet Relay Chat (IRC) is a text-based computer-mediated communication (CMC) service in which people can meet and chat in real time. Most chat occurs in channels named for a specific topic, such as #usa or #linux. A user can take part in several channels when connected to an IRC network. For a long time the only major IRC network available was EFnet, founded in 1990. Over the 1990s three other major IRC networks developed, Undernet (1993), DALnet (1994) and IRCnet (which split from EFnet in June 1996). Several causes led to the separate development of IRC networks: fast growth of user numbers, poor scalability of the IRC protocol and content disagreements, like allowing or prohibiting 'bot programs. Today we are experiencing the development of regional IRC networks, such as BrasNet for Brazilian users, and increasing regionalisation of the global networks -- IRCnet users are generally European, EFnet users generally from the Americas and Australia. All persons connecting to an IRC network at one time create that IRC network's user space. People are constantly signing on and off each network. The total number of users who have ever been to a specific IRC network could be called its 'social space' and an IRC network's social space is by far larger than its user space at any one time. Although there has been research on IRC almost from its beginning (it was developed in 1988, and the first research was made available in late 1991 (Reid)), resources on quantitative development are rare. To rectify this situation, a quantitative data logging 'bot program -- Socip -- was created and set to run on various IRC networks. Socip has been running for almost two years on several IRC networks, giving Internet researchers empirical data of the quantitative development of IRC. Methodology Any approach to gathering quantitative data on IRC needs to fulfil the following tasks: Store the number of users that are on an IRC network at a given time, e.g. every five minutes; Store the number of channels; and, Store the number of servers. It is possible to get this information using the '/lusers' command on an IRC-II client, entered by hand. This approach yields results as in Table 1. Table 1: Number of IRC users on January 31st, 1995 Date Time Users Invisible Servers Channels 31.01.95 10:57 2737 2026 93 1637 During the first months of 1995, it was even possible to get all user information using the '/who **' command. However, on current major IRC networks with greater than 50000 users this method is denied by the IRC Server program, which terminates the connection because it is too slow to accept that amount of data. Added to this problem is the fact that collecting these data manually is an exhausting and repetitive task, better suited to automation. Three approaches to automation were attempted in the development process. The 'Eggdrop' approach The 'Eggdrop' 'bot is one of the best-known IRC 'bot programs. Once programmed, 'bots can act autonomously on an IRC network, and Eggdrop was considered particularly convenient because customised modules could be easily installed. However, testing showed that the Eggdrop 'bot was unsuitable for two reasons. The first was technical: for reasons undetermined, all Eggdrop modules created extensive CPU usage, making it impossible to run several Eggdrops simultaneously to research a number of IRC networks. The second reason had to do with the statistics to be obtained. The objective was to get a snapshot of current IRC users and IRC channel use every five minutes, written into an ASCII file. It was impossible to extend Eggdrop's possibilities in a way that it would periodically submit the '/lusers' command and write the received data into a file. For these reasons, and some security concerns, the Eggdrop approach was abandoned. IrcII was a UNIX IRC client with its own scripting language, making it possible to write command files which periodically submit the '/lusers' command to any chosen IRC server and log the command's output. Four different scripts were used to monitor IRCnet, EFnet, DALnet and Undernet from January to October 1998. These scripts were named Socius_D, Socius_E, Socius_I and Socius_U (depending on the network). Every hour each script stored the number of users and channels in a logfile (examinable using another script written in the Perl language). There were some drawbacks to the ircII script approach. While the need for a terminal to run on could be avoided using the 'screen' package -- making it possible to start ircII, run the scripts, detach, and log off again -- it was impossible to restart ircII and the scripts using an automatic task-scheduler. Thus periodic manual checks were required to find out if the scripts were still running and restart them if needed (e.g. if the server connection was lost). These checks showed that at least one script would not be running after 10 hours. Additional disadvantages were the lengthy log files and the necessity of providing a second program to extract the log file data and write it into a second file from which meaningful graphs could be created. The failure of the Eggdrop and ircII scripting approaches lead to the solution still in use today. Perl script-only approach Perl is a powerful script language for handling file-oriented data when speed is not extremely important. Its version 5 flavour allows a lot of modules to use it for expansion, including the Net::IRC package. The object-oriented Perl interface enables Perl scripts to connect to an IRC server, and use the basic IRC commands. The Socip.pl program includes all server definitions needed to create connections. Socip is currently monitoring ten major IRC networks, including DALnet, EFnet, IRCnet, the Microsoft Network, Talkcity, Undernet and Galaxynet. When run, "Social science IRC program" selects a nickname from its list corresponding to the network -- For EFnet, the first nickname used is Socip_E1. It then functions somewhat like a 'bot. Using that nickname, Socip tries to create an IRC connection to a server of the given network. If there is no failure, handlers are set up which take care of proper reactions to IRC server messages (such as Ping-pong, message output and reply). Socip then joins the channel #hose (the name has no special meaning), a maintenance channel with the additional effect of real persons meeting the 'bot and trying to interact with it every now and then. Those interactions are logged too. Sitting in that channel, the script sleeps periodically and checks if a certain time span has passed (the default is five minutes). After that, the '/lusers' command's output is stored in a data file for each IRC network and the IRC network's RRD (Round Robin database) file is updated. This database, which is organised chronologically, offers great detail for recent events and more condensed information for older events. User and channel information younger than 10 days is stored in five-minute detail. If older than two years, the same information is automatically averaged and stored in a per-day resolution. In case of network problems, Socip acts as necessary. For example, it recognises a connection termination and tries to reconnect after pausing by using the next nickname on the list. This prevents nickname collision problems. If the IRC server does not respond to '/luser' commands three times in a row, the next server on the list is accessed. Special (crontab-invoked) scripts take care of restarting Socip when necessary, as in termination of script because of network problems, IRC operator kill or power failure. After a reboot all scripts are automatically restarted. All monitoring is done on a Linux machine (Pentium 120, 32 MB, Debian Linux 2.1) which is up all the time. Processor load is not extensive, and this machine also acts as the Sociology Department's WWW-Server. Graphs creation Graphs can be created from the data in Socip's RRD files. This task is done using the MRTG (multi router traffic grapher) program by Tobias Oetiker. A script updates all IRC graphs four times a day. Usage of each IRC network is visualised through five graphs: Daily, Weekly and Monthly users and channels, accompanied by two graphs showing all known data users/channels and servers. All this information is continuously published on the World Wide Web at http://www.hinner.com/ircstat. Figures The following samples demonstrate what information can be produced by Socip. As already mentioned, graphs of all monitored networks are updated four times a day, with five graphs for each IRC network. Figure 1 shows the rise of EFnet users from about 40000 in November 1998 to 65000 in July 2000. Sampled data is oscillating around an average amount, which is resulting from the different time zones of users. Fig. 1: EFnet - Users and Channels since November 1998 Figure 2 illustrates the decrease of interconnected EFnet servers over the years. Each server is now handling more and more users. Reasons for taking IRC servers off the net are security concerns (attacks on the server by malicious persons), new payment schemes, maintenance and cost effort. Fig. 2: EFnet - Servers since November 1998 A nice example of a heavily changing weekly graph is Figure 3, which shows peaks shortly before 6pm CEST and almost no users shortly after midnight. Fig. 3: Galaxynet: Weekly Graph (July, 15th-22nd, 2000) The daily graph portrays usage variations with even more detail. Figure 4 is taken from Undernet user and channel data. The vertical gap in the graph indicates missing data, caused either by a net split or other network problems. Fig. 4: Undernet: Daily Graph: July, 22nd, 2000 The final example (Figure 5) shows a weekly graph of the Webchat (http://www.webchat.org) network. It can be seen that every day the user count varies from 5000 to nearly 20000, and that channel numbers fluctuate in concert accordingly from 2500 to 5000. Fig. 5: Webchat: Monthly graph, Week 24-29, 2000 Not every IRC user is connected all the time to an IRC network. This figure may have increased lately with more and more flatrates and cheap Internet access offers, but in general most users will sign off the network after some time. This is why IRC is a very dynamic society, with its membership constantly in flux. Maximum user counts only give the highest number of members who were simultaneously online at some point, and one could only guess at the number of total users of the network -- that is, including those who are using that IRC service but are not signed on at that time. To answer these questions, more thorough investigation is necessary. Then inflows and outflows might be more readily estimated. Table 2 shows the all time maximum user counts of seven IRC networks, compared to the average numbers of IRC users of the four major IRC networks during the third quarter 1998 (based on available data). Table 2: Maximum user counts of selected IRC networks DALnet EFnet Galaxy Net IRCnet MS Chat Undernet Webchat Max. 2000 64276 64309 15253 65340 17392 60210 19793 3rd Q. 1998 21000 37000 n/a 24500 n/a 24000 n/a Compared with the 200-300 users in 1991 and the 7000 IRC-chatters in 1994, the recent growth is certainly extraordinary: it adds up to a total of 306573 users across all monitored networks. It can be expected that the 500000 IRC user threshold will be passed some time during the year 2001. As a final remark, it should be said that obviously Web-based chat systems will be more and more common in the future. These chat services do not use standard IRC protocols, and will be very hard to monitor. Given that these systems are already quite popular, the actual number of chat users in the world could have already passed the half million landmark. References Reid, Elizabeth. "Electropolis: Communications and Community on Internet Relay Chat." Unpublished Honours Dissertation. U of Melbourne, 1991. The Socip program can be obtained at no cost from http://www.hinner.com. Most IRC networks can be accessed with the original Net::Irc Perl extension, but for some special cases (e.g. Talkcity) an extended version is needed, which can also be found there. Citation reference for this article MLA style: Kajetan Hinner. "Statistics of Major IRC Networks: Methods and Summary of User Count." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/count.php>. Chicago style: Kajetan Hinner, "Statistics of Major IRC Networks: Methods and Summary of User Count," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/count.php> ([your date of access]). APA style: Kajetan Hinner. (2000) Statistics of major IRC networks: methods and summary of user count. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/count.php> ([your date of access]).
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21

Cerratto, Teresa. "Chatting to Learn and Learning to Chat." M/C Journal 3, no. 4 (August 1, 2000). http://dx.doi.org/10.5204/mcj.1866.

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If we consider learning as a meaning-making process where people construct shared knowledge, it becomes a social dialogical activity in which knowledge is the result of an active process of articulation and reflection within a context (Jonassen et al.). An important element of this belief is that conversation is at the core of learning because knowledge is language-mediated. Within this context, what makes a conversation worthwhile and meaningful is how it is structured, how it is managed by the participants, and most importantly, how it is understood. In particular, conversation is essential in learning situations where the main goal is to generate a new understanding of the world (Bruner). Thus, if conversations can be seen as support for learning processes, the question then becomes how synchronous textual spaces mediate conversation and how chat affects learning. Experienced Teachers Learning in a Collaborative Virtual Environment We studied two different groups of experienced teachers from Kindergarten to Grade 12 (K-12) attending a Master of Education course entitled "Curriculum and Instruction". They communicated through a collaborative virtual environment (CVE) designed to enhance teachers' professional development: TAPPED IN™ (TI). We recorded their on-line conversations over six weeks. The teachers met twice a week for a two hour session and the data collected consisted of approximately 350-400 pages of text from transcripts. The following concerns, gleaned from an ongoing analysis of on-line conversations are of interest for this paper: The first concern has to do with the ability of teachers to concentrate on a task while managing multiple simultaneous conversations. The question is how to maintain the focus on the purpose of the goal oriented task. The second concern is related to the technical characteristics of a CVE and the teachers' feelings of being lost, too slow, or not understanding the point of the discussion. The question is how to deal with this confusion when the aim is to construct meanings from online discussion? The third concern is related the preceding points. It is concerned with the importance of a leader coaching and guiding experienced teachers online. We examined these three concerns, using TI during the teachers' on line discussions. Our primary goal in the analysis was to determine i) whether the teachers could conduct their learning activities through TI and ii) how goal-oriented conversations might be affected by the constraints of TI. The following examples come from a personal recorder. Messages are numbered in order to show their position in the session and to show the distance between the messages sent. Implications of Multitasking in Learning Sessions In CVEs, participants have the possibility of performing several tasks simultaneously (Holmevik). This is especially true when participants hold more than one conversation at a time. Participants can talk to one person or to the whole group while also chatting privately with people in the same CVE's room, in the same CVE or even in other CVEs. But the possibility of being able to participate in multiple conversations becomes potentially confusing and disorienting for teachers wanting to achieve a specific task. Let us give an example of how a main task (e.g. to share notes of pedagogical projects -- task 1) fragments into different tasks (e.g. learning a command -- how to create a note -- task 2; and socialise, express feelings and play with cows -- task 3). (Note that the students are in fact experienced teachers and a teacher is leading the session. The goal of the on-line session is to read and discuss the different educational projects that the students should have written in virtual notes.) The goal of the task became difficult to accomplish for teachers who were suddenly involved in more than one task at a time. In order to understand what is going on in this situation, participants had to accomplish extra work. They needed to filter messages and rank them to make the main objective of the session clear. In a goal-oriented session such as this, it is extremely important to keep track of the task as well as to concentrate on one activity at time. This entails a necessity to understand current threads in order to contribute to the object of interest for them as individuals and as a group member. Implications of Multi Threads and Floor-Taking in Goal-Oriented Conversations Perseverance with each message creates a parallelism that can become extremely disorienting to participants who intend to produce new understandings and not just maintain an awareness during on-line conversations. The larger the number of participants in a conversation, the more likely it is for fragmentation to occur. The jumbled and quickly scrolling screen can be quite disconcerting. Yet as mentioned by Mynatt et al., even between two participants, multi-threading is common due to the overlapping composition of conversational turns. Participants write simultaneously and the host computer sends the messages out sequentially. Under these conditions, competing conversational threads emerge continuously. It becomes difficult to know who actually holds the floor at the time. Here is an example showing a teacher -- student 2 -- looking for attention and trying to read and understand others' answers to his questions: Student 2 did not read message 26 sent from the teacher with care. In fact, the teacher did explain that there is a part in the assignment where students have to meet in order to exchange ideas about individual projects. Yet although S2's question was answered, S2 still did not understand. A possible reason is that S2 could have been focussed on writing the next question. Again, the teacher answered the question asked in message 29. However, S2 still did not understand in spite of S15 and S6 confirming that the teacher had already covered the question. Student 2 finally understood when the teacher addressed him directly and repeated what the other students had said before. In order to be heard, the students repeated their questions until they had the answer from the teacher. With more than a handful of participants, this attention seeking strategy may make on-line conversations confusing. Goal-oriented conversations then easily degenerate, as mentioned by Colomb and Simutis. These authors point out that one of the most common problems in using CMC is keeping students on task. Even experienced teachers do not escape from the possibility of converting from an instrumental discussion to a social one due to different misunderstanding between interlocutors. To be able to 'send' a message is not equivalent to claiming the 'floor'. An important extra task that teachers have to do in CVEs before sending a message is to think about how it meets the goal of the discussion. Looking for coherence and understanding is a must in learning situations and this becomes a great challenge in online learning sessions. On the other hand, different modalities of communication in CVEs may add richness and depth to online conversations when participants can anticipate constraints. Consider another group of teachers. They are discussing readings, and make great use of multiple modalities, such as gestures, to reframe misunderstandings. These gestures provide back channel information and other visual signs. Here is one example of what a group of teachers does in order to avoid embarrassing situations. As Mynatt et al. express, "the availability of multiple modalities gives complexity to the interactional rhythm, because people have choices about what modality to use at any particular moment and for any set of conversation partners" (138). Given these pros and cons of CVEs, the challenge of holding an on-line educational discussion requires the teachers to reestablish the context and control the underlying the sense of the conversation. This challenge could be also regarded as an exigency of the medium that 'invites' teachers to structure their conversations in order to encourage meaningful discussions. Importance of a Teacher of Teachers The problems mentioned earlier may be solved more easily when there is a leader at hand. Since these difficulties mainly arise at the start of learning the communication environment, it might be proposed that a leader is most critical in this phase. A comparison of two groups' interactions with and without a leader supports the intuition that a leader is crucial for keeping the learning on track even though the participants are experienced teachers. In this example, the task that the group performed was the same: "learning to attach an icon to their ellipses representing their presence in the system". Table 1. Data related to groups with and without a teacher Groups Learners Icons attached Messages produced Time employed 1. Without leader 12 0 549 56 min 8 sec 2. With leader 9 4 644 1h 27min 52 sec Fig. 1 Comparing flow and categories of the messages sent by the groups These frequencies confirm that teachers without a leader have more problems than the group with a leader. The number of successful icons attached by the groups (0 and 4 icons) demonstrates this claim. What happens is that the number of messages related to 'Task' decrease and those related to 'Relation' increase when there is no leader present -- a result which would be unsurprising among most people who have worked in 'real' classrooms. Messages produced and coded as 'Playing' and 'Feedback' also show a considerable difference between groups. Finally, categories such as 'Whisper' and 'Artifact' present in comparison to the others minimal differences between groups. A leader is a must for the smooth development of on-line conversation. The leader is a sort of mediator between the pedagogical task of the on-line conversation and what appears on the screen. The leader's task is to show which threads are important to follow or not and how messages should be read on the screen. Like an orchestra conductor, the leader coordinates tasks and makes sense of individual actions which are part of a common product and the quality of the on-going conversation. Discussion This ongoing research has demonstrated three important concerns surrounding experienced teachers' professional use of CVE. First, teachers chatting online have to anticipate the lack of assurance "that what gets sent gets read" and that gaining the floor in a CVE is "that one's message draws a response and in some way affect the direction of a current thread" (Colomb and Simutis). Teachers have to learn to negotiate turn-taking sequences behind the screen. When chatting, a person's intention to speak is not signalled. Overlapping and interruptions do not exist and non-verbal communication requires knowledge of gesture commands. Negotiating turns in online conversations is concerned with how people express information and what they express. In educational discussion, turns are generally taken when messages either present a good formulation of ideas, express controversial thinking, raise an issue that allows someone else to participate, or provide knowledge on the topic at hand. Second, teachers should learn to collaborate in online conversations. It is essential to be aware that people are writing a text while they discuss. The quality of the conversation will depend on one hand, how teachers manage the discussion and, on the other hand, the opinions they elaborate together. Third, teachers need leaders in online discussions. A leader has to be able to anticipate the text that the participants are writing. The leader has the responsibility of meeting pedagogical goals with a participant's messages. The leader has to show the coherence or incoherence of the discussion and raise issues that improve the level of the written interaction. These issues are extremely important in a context where people learn through conversations. As Laurillard has mentioned, "academic knowledge relies heavily on symbolic representation as the medium through which it is known. ... Students have to learn to handle the representations system as well as the ideas they represent" (27). Therefore, it is necessary that learners know and think about the rules of online discussion in order to adapt technical commands and effects to their needs. But these rules are in contrast to what participants expect from online conversations. Teachers want to perform their tasks with support of a computer program; they do not want to learn the computer program per se. CMC in learning activities must be based, not on visionary claims about technology as an all-purpose tool for automatic teaching/learning, but on specific accounts of how and why the technology affects the user's achievement of specific goals. Acknowledgements This study has been supported by a grant from the Swedish Transport & Communication Research Board. We wish to express our gratitude to Judi Fusco, who, in several ways, has been a bridge between the TI community and us. We also want to thank the teachers, CharlesE and FlorenceE, for having the courage of letting Tessy 'sit in' on the sessions. The 'expert' session was lead by TerryG, whom we also want to thank for her generosity. Susan Wildermuth came to us in the final spurt, and we owe her much for the reliability check, structuring of ideas, and hints about related research. Finally, all students struggling with TI are thanked for their willingness to participate in this study. References Cherny, L. Conversation and Community. Chat in a Virtual World. California: CSCLI Ed, 1999. Colomb, and Simutis. "Visible Conversations and Academic Inquiry: CMC in a Culturally Diverse Classroom." Computer-Mediated Communication: Linguistic, Social and Cross-Cultural Perspectives. Ed. Susan Herring. Philadelphia: John Benjamins, 1996. 203-24. Bruner, Jerome. Acts of Meanings. Cambridge, MA: Harvard UP, 1990. Holmevik, J., and C. Haynes. MOOniversity. A Student's Guide to Online Learning Environments. Boston: Allyn and Bacon, 2000. Jonassen, D., et al. "Constructivism and Computer-Mediated Communication." Distance Education 9.2 (1992): 7-25. Laurrillard, Diana. Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge, 1994. Mynatt, E. D., et al. "Network Communities: Something Old, Something New, Something Borrowed." Computer Supported Cooperative Work: The Journal of Collaborative Computing 7.1-2 (1998): 123-56. Schlager, M., J. Fusco, and P. Schank. "Evolution of an On-line Education Community of Practice." Building Virtual Communities: Learning and Change in Cyberspace. Ed. K. Ann Renninger and W. Shumar. NY: Cambridge UP, 2000. Wærn, Yvonne. "Absent Minds -- On Teacher Professional Development." Journal of Courseware Studies 22 (1999): 441-55. Citation reference for this article MLA style: Teresa Cerratto, Yvonne Wærn. "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/learning.php>. Chicago style: Teresa Cerratto, Yvonne Wærn, "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/learning.php> ([your date of access]). APA style: Teresa Cerratto, Yvonne Wærn. (2000) Chatting to learn and learning to chat in collaborative virtual environments. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/learning.php> ([your date of access]).
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22

Cesarini, Paul. "‘Opening’ the Xbox." M/C Journal 7, no. 3 (July 1, 2004). http://dx.doi.org/10.5204/mcj.2371.

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Abstract:
“As the old technologies become automatic and invisible, we find ourselves more concerned with fighting or embracing what’s new”—Dennis Baron, From Pencils to Pixels: The Stage of Literacy Technologies What constitutes a computer, as we have come to expect it? Are they necessarily monolithic “beige boxes”, connected to computer monitors, sitting on computer desks, located in computer rooms or computer labs? In order for a device to be considered a true computer, does it need to have a keyboard and mouse? If this were 1991 or earlier, our collective perception of what computers are and are not would largely be framed by this “beige box” model: computers are stationary, slab-like, and heavy, and their natural habitats must be in rooms specifically designated for that purpose. In 1992, when Apple introduced the first PowerBook, our perception began to change. Certainly there had been other portable computers prior to that, such as the Osborne 1, but these were more luggable than portable, weighing just slightly less than a typical sewing machine. The PowerBook and subsequent waves of laptops, personal digital assistants (PDAs), and so-called smart phones from numerous other companies have steadily forced us to rethink and redefine what a computer is and is not, how we interact with them, and the manner in which these tools might be used in the classroom. However, this reconceptualization of computers is far from over, and is in fact steadily evolving as new devices are introduced, adopted, and subsequently adapted for uses beyond of their original purpose. Pat Crowe’s Book Reader project, for example, has morphed Nintendo’s GameBoy and GameBoy Advance into a viable electronic book platform, complete with images, sound, and multi-language support. (Crowe, 2003) His goal was to take this existing technology previously framed only within the context of proprietary adolescent entertainment, and repurpose it for open, flexible uses typically associated with learning and literacy. Similar efforts are underway to repurpose Microsoft’s Xbox, perhaps the ultimate symbol of “closed” technology given Microsoft’s propensity for proprietary code, in order to make it a viable platform for Open Source Software (OSS). However, these efforts are not forgone conclusions, and are in fact typical of the ongoing battle over who controls the technology we own in our homes, and how open source solutions are often at odds with a largely proprietary world. In late 2001, Microsoft launched the Xbox with a multimillion dollar publicity drive featuring events, commercials, live models, and statements claiming this new console gaming platform would “change video games the way MTV changed music”. (Chan, 2001) The Xbox launched with the following technical specifications: 733mhz Pentium III 64mb RAM, 8 or 10gb internal hard disk drive CD/DVD ROM drive (speed unknown) Nvidia graphics processor, with HDTV support 4 USB 1.1 ports (adapter required), AC3 audio 10/100 ethernet port, Optional 56k modem (TechTV, 2001) While current computers dwarf these specifications in virtually all areas now, for 2001 these were roughly on par with many desktop systems. The retail price at the time was $299, but steadily dropped to nearly half that with additional price cuts anticipated. Based on these features, the preponderance of “off the shelf” parts and components used, and the relatively reasonable price, numerous programmers quickly became interested in seeing it if was possible to run Linux and additional OSS on the Xbox. In each case, the goal has been similar: exceed the original purpose of the Xbox, to determine if and how well it might be used for basic computing tasks. If these attempts prove to be successful, the Xbox could allow institutions to dramatically increase the student-to-computer ratio in select environments, or allow individuals who could not otherwise afford a computer to instead buy and Xbox, download and install Linux, and use this new device to write, create, and innovate . This drive to literally and metaphorically “open” the Xbox comes from many directions. Such efforts include Andrew Huang’s self-published “Hacking the Xbox” book in which, under the auspices of reverse engineering, Huang analyzes the architecture of the Xbox, detailing step-by-step instructions for flashing the ROM, upgrading the hard drive and/or RAM, and generally prepping the device for use as an information appliance. Additional initiatives include Lindows CEO Michael Robertson’s $200,000 prize to encourage Linux development on the Xbox, and the Xbox Linux Project at SourceForge. What is Linux? Linux is an alternative operating system initially developed in 1991 by Linus Benedict Torvalds. Linux was based off a derivative of the MINIX operating system, which in turn was a derivative of UNIX. (Hasan 2003) Linux is currently available for Intel-based systems that would normally run versions of Windows, PowerPC-based systems that would normally run Apple’s Mac OS, and a host of other handheld, cell phone, or so-called “embedded” systems. Linux distributions are based almost exclusively on open source software, graphic user interfaces, and middleware components. While there are commercial Linux distributions available, these mainly just package the freely available operating system with bundled technical support, manuals, some exclusive or proprietary commercial applications, and related services. Anyone can still download and install numerous Linux distributions at no cost, provided they do not need technical support beyond the community / enthusiast level. Typical Linux distributions come with open source web browsers, word processors and related productivity applications (such as those found in OpenOffice.org), and related tools for accessing email, organizing schedules and contacts, etc. Certain Linux distributions are more or less designed for network administrators, system engineers, and similar “power users” somewhat distanced from that of our students. However, several distributions including Lycoris, Mandrake, LindowsOS, and other are specifically tailored as regular, desktop operating systems, with regular, everyday computer users in mind. As Linux has no draconian “product activation key” method of authentication, or digital rights management-laden features associated with installation and implementation on typical desktop and laptop systems, Linux is becoming an ideal choice both individually and institutionally. It still faces an uphill battle in terms of achieving widespread acceptance as a desktop operating system. As Finnie points out in Desktop Linux Edges Into The Mainstream: “to attract users, you need ease of installation, ease of device configuration, and intuitive, full-featured desktop user controls. It’s all coming, but slowly. With each new version, desktop Linux comes closer to entering the mainstream. It’s anyone’s guess as to when critical mass will be reached, but you can feel the inevitability: There’s pent-up demand for something different.” (Finnie 2003) Linux is already spreading rapidly in numerous capacities, in numerous countries. Linux has “taken hold wherever computer users desire freedom, and wherever there is demand for inexpensive software.” Reports from technology research company IDG indicate that roughly a third of computers in Central and South America run Linux. Several countries, including Mexico, Brazil, and Argentina, have all but mandated that state-owned institutions adopt open source software whenever possible to “give their people the tools and education to compete with the rest of the world.” (Hills 2001) The Goal Less than a year after Microsoft introduced the The Xbox, the Xbox Linux project formed. The Xbox Linux Project has a goal of developing and distributing Linux for the Xbox gaming console, “so that it can be used for many tasks that Microsoft don’t want you to be able to do. ...as a desktop computer, for email and browsing the web from your TV, as a (web) server” (Xbox Linux Project 2002). Since the Linux operating system is open source, meaning it can freely be tinkered with and distributed, those who opt to download and install Linux on their Xbox can do so with relatively little overhead in terms of cost or time. Additionally, Linux itself looks very “windows-like”, making for fairly low learning curve. To help increase overall awareness of this project and assist in diffusing it, the Xbox Linux Project offers step-by-step installation instructions, with the end result being a system capable of using common peripherals such as a keyboard and mouse, scanner, printer, a “webcam and a DVD burner, connected to a VGA monitor; 100% compatible with a standard Linux PC, all PC (USB) hardware and PC software that works with Linux.” (Xbox Linux Project 2002) Such a system could have tremendous potential for technology literacy. Pairing an Xbox with Linux and OpenOffice.org, for example, would provide our students essentially the same capability any of them would expect from a regular desktop computer. They could send and receive email, communicate using instant messaging IRC, or newsgroup clients, and browse Internet sites just as they normally would. In fact, the overall browsing experience for Linux users is substantially better than that for most Windows users. Internet Explorer, the default browser on all systems running Windows-base operating systems, lacks basic features standard in virtually all competing browsers. Native blocking of “pop-up” advertisements is still not yet possible in Internet Explorer without the aid of a third-party utility. Tabbed browsing, which involves the ability to easily open and sort through multiple Web pages in the same window, often with a single mouse click, is also missing from Internet Explorer. The same can be said for a robust download manager, “find as you type”, and a variety of additional features. Mozilla, Netscape, Firefox, Konqueror, and essentially all other OSS browsers for Linux have these features. Of course, most of these browsers are also available for Windows, but Internet Explorer is still considered the standard browser for the platform. If the Xbox Linux Project becomes widely diffused, our students could edit and save Microsoft Word files in OpenOffice.org’s Writer program, and do the same with PowerPoint and Excel files in similar OpenOffice.org components. They could access instructor comments originally created in Microsoft Word documents, and in turn could add their own comments and send the documents back to their instructors. They could even perform many functions not yet capable in Microsoft Office, including saving files in PDF or Flash format without needing Adobe’s Acrobat product or Macromedia’s Flash Studio MX. Additionally, by way of this project, the Xbox can also serve as “a Linux server for HTTP/FTP/SMB/NFS, serving data such as MP3/MPEG4/DivX, or a router, or both; without a monitor or keyboard or mouse connected.” (Xbox Linux Project 2003) In a very real sense, our students could use these inexpensive systems previously framed only within the context of entertainment, for educational purposes typically associated with computer-mediated learning. Problems: Control and Access The existing rhetoric of technological control surrounding current and emerging technologies appears to be stifling many of these efforts before they can even be brought to the public. This rhetoric of control is largely typified by overly-restrictive digital rights management (DRM) schemes antithetical to education, and the Digital Millennium Copyright Act (DMCA). Combined,both are currently being used as technical and legal clubs against these efforts. Microsoft, for example, has taken a dim view of any efforts to adapt the Xbox to Linux. Microsoft CEO Steve Ballmer, who has repeatedly referred to Linux as a cancer and has equated OSS as being un-American, stated, “Given the way the economic model works - and that is a subsidy followed, essentially, by fees for every piece of software sold - our license framework has to do that.” (Becker 2003) Since the Xbox is based on a subsidy model, meaning that Microsoft actually sells the hardware at a loss and instead generates revenue off software sales, Ballmer launched a series of concerted legal attacks against the Xbox Linux Project and similar efforts. In 2002, Nintendo, Sony, and Microsoft simultaneously sued Lik Sang, Inc., a Hong Kong-based company that produces programmable cartridges and “mod chips” for the PlayStation II, Xbox, and Game Cube. Nintendo states that its company alone loses over $650 million each year due to piracy of their console gaming titles, which typically originate in China, Paraguay, and Mexico. (GameIndustry.biz) Currently, many attempts to “mod” the Xbox required the use of such chips. As Lik Sang is one of the only suppliers, initial efforts to adapt the Xbox to Linux slowed considerably. Despite that fact that such chips can still be ordered and shipped here by less conventional means, it does not change that fact that the chips themselves would be illegal in the U.S. due to the anticircumvention clause in the DMCA itself, which is designed specifically to protect any DRM-wrapped content, regardless of context. The Xbox Linux Project then attempted to get Microsoft to officially sanction their efforts. They were not only rebuffed, but Microsoft then opted to hire programmers specifically to create technological countermeasures for the Xbox, to defeat additional attempts at installing OSS on it. Undeterred, the Xbox Linux Project eventually arrived at a method of installing and booting Linux without the use of mod chips, and have taken a more defiant tone now with Microsoft regarding their circumvention efforts. (Lettice 2002) They state that “Microsoft does not want you to use the Xbox as a Linux computer, therefore it has some anti-Linux-protection built in, but it can be circumvented easily, so that an Xbox can be used as what it is: an IBM PC.” (Xbox Linux Project 2003) Problems: Learning Curves and Usability In spite of the difficulties imposed by the combined technological and legal attacks on this project, it has succeeded at infiltrating this closed system with OSS. It has done so beyond the mere prototype level, too, as evidenced by the Xbox Linux Project now having both complete, step-by-step instructions available for users to modify their own Xbox systems, and an alternate plan catering to those who have the interest in modifying their systems, but not the time or technical inclinations. Specifically, this option involves users mailing their Xbox systems to community volunteers within the Xbox Linux Project, and basically having these volunteers perform the necessary software preparation or actually do the full Linux installation for them, free of charge (presumably not including shipping). This particular aspect of the project, dubbed “Users Help Users”, appears to be fairly new. Yet, it already lists over sixty volunteers capable and willing to perform this service, since “Many users don’t have the possibility, expertise or hardware” to perform these modifications. Amazingly enough, in some cases these volunteers are barely out of junior high school. One such volunteer stipulates that those seeking his assistance keep in mind that he is “just 14” and that when performing these modifications he “...will not always be finished by the next day”. (Steil 2003) In addition to this interesting if somewhat unusual level of community-driven support, there are currently several Linux-based options available for the Xbox. The two that are perhaps the most developed are GentooX, which is based of the popular Gentoo Linux distribution, and Ed’s Debian, based off the Debian GNU / Linux distribution. Both Gentoo and Debian are “seasoned” distributions that have been available for some time now, though Daniel Robbins, Chief Architect of Gentoo, refers to the product as actually being a “metadistribution” of Linux, due to its high degree of adaptability and configurability. (Gentoo 2004) Specifically, the Robbins asserts that Gentoo is capable of being “customized for just about any application or need. ...an ideal secure server, development workstation, professional desktop, gaming system, embedded solution or something else—whatever you need it to be.” (Robbins 2004) He further states that the whole point of Gentoo is to provide a better, more usable Linux experience than that found in many other distributions. Robbins states that: “The goal of Gentoo is to design tools and systems that allow a user to do their work pleasantly and efficiently as possible, as they see fit. Our tools should be a joy to use, and should help the user to appreciate the richness of the Linux and free software community, and the flexibility of free software. ...Put another way, the Gentoo philosophy is to create better tools. When a tool is doing its job perfectly, you might not even be very aware of its presence, because it does not interfere and make its presence known, nor does it force you to interact with it when you don’t want it to. The tool serves the user rather than the user serving the tool.” (Robbins 2004) There is also a so-called “live CD” Linux distribution suitable for the Xbox, called dyne:bolic, and an in-progress release of Slackware Linux, as well. According to the Xbox Linux Project, the only difference between the standard releases of these distributions and their Xbox counterparts is that “...the install process – and naturally the bootloader, the kernel and the kernel modules – are all customized for the Xbox.” (Xbox Linux Project, 2003) Of course, even if Gentoo is as user-friendly as Robbins purports, even if the Linux kernel itself has become significantly more robust and efficient, and even if Microsoft again drops the retail price of the Xbox, is this really a feasible solution in the classroom? Does the Xbox Linux Project have an army of 14 year olds willing to modify dozens, perhaps hundreds of these systems for use in secondary schools and higher education? Of course not. If such an institutional rollout were to be undertaken, it would require significant support from not only faculty, but Department Chairs, Deans, IT staff, and quite possible Chief Information Officers. Disk images would need to be customized for each institution to reflect their respective needs, ranging from setting specific home pages on web browsers, to bookmarks, to custom back-up and / or disk re-imaging scripts, to network authentication. This would be no small task. Yet, the steps mentioned above are essentially no different than what would be required of any IT staff when creating a new disk image for a computer lab, be it one for a Windows-based system or a Mac OS X-based one. The primary difference would be Linux itself—nothing more, nothing less. The institutional difficulties in undertaking such an effort would likely be encountered prior to even purchasing a single Xbox, in that they would involve the same difficulties associated with any new hardware or software initiative: staffing, budget, and support. If the institutional in question is either unwilling or unable to address these three factors, it would not matter if the Xbox itself was as free as Linux. An Open Future, or a Closed one? It is unclear how far the Xbox Linux Project will be allowed to go in their efforts to invade an essentially a proprietary system with OSS. Unlike Sony, which has made deliberate steps to commercialize similar efforts for their PlayStation 2 console, Microsoft appears resolute in fighting OSS on the Xbox by any means necessary. They will continue to crack down on any companies selling so-called mod chips, and will continue to employ technological protections to keep the Xbox “closed”. Despite clear evidence to the contrary, in all likelihood Microsoft continue to equate any OSS efforts directed at the Xbox with piracy-related motivations. Additionally, Microsoft’s successor to the Xbox would likely include additional anticircumvention technologies incorporated into it that could set the Xbox Linux Project back by months, years, or could stop it cold. Of course, it is difficult to say with any degree of certainty how this “Xbox 2” (perhaps a more appropriate name might be “Nextbox”) will impact this project. Regardless of how this device evolves, there can be little doubt of the value of Linux, OpenOffice.org, and other OSS to teaching and learning with technology. This value exists not only in terms of price, but in increased freedom from policies and technologies of control. New Linux distributions from Gentoo, Mandrake, Lycoris, Lindows, and other companies are just now starting to focus their efforts on Linux as user-friendly, easy to use desktop operating systems, rather than just server or “techno-geek” environments suitable for advanced programmers and computer operators. While metaphorically opening the Xbox may not be for everyone, and may not be a suitable computing solution for all, I believe we as educators must promote and encourage such efforts whenever possible. I suggest this because I believe we need to exercise our professional influence and ultimately shape the future of technology literacy, either individually as faculty and collectively as departments, colleges, or institutions. Moran and Fitzsimmons-Hunter argue this very point in Writing Teachers, Schools, Access, and Change. One of their fundamental provisions they use to define “access” asserts that there must be a willingness for teachers and students to “fight for the technologies that they need to pursue their goals for their own teaching and learning.” (Taylor / Ward 160) Regardless of whether or not this debate is grounded in the “beige boxes” of the past, or the Xboxes of the present, much is at stake. Private corporations should not be in a position to control the manner in which we use legally-purchased technologies, regardless of whether or not these technologies are then repurposed for literacy uses. I believe the exigency associated with this control, and the ongoing evolution of what is and is not a computer, dictates that we assert ourselves more actively into this discussion. We must take steps to provide our students with the best possible computer-mediated learning experience, however seemingly unorthodox the technological means might be, so that they may think critically, communicate effectively, and participate actively in society and in their future careers. About the Author Paul Cesarini is an Assistant Professor in the Department of Visual Communication & Technology Education, Bowling Green State University, Ohio Email: pcesari@bgnet.bgsu.edu Works Cited http://xbox-linux.sourceforge.net/docs/debian.php>.Baron, Denis. “From Pencils to Pixels: The Stages of Literacy Technologies.” Passions Pedagogies and 21st Century Technologies. Hawisher, Gail E., and Cynthia L. Selfe, Eds. Utah: Utah State University Press, 1999. 15 – 33. Becker, David. “Ballmer: Mod Chips Threaten Xbox”. News.com. 21 Oct 2002. http://news.com.com/2100-1040-962797.php>. http://news.com.com/2100-1040-978957.html?tag=nl>. http://archive.infoworld.com/articles/hn/xml/02/08/13/020813hnchina.xml>. http://www.neoseeker.com/news/story/1062/>. http://www.bookreader.co.uk>.Finni, Scott. “Desktop Linux Edges Into The Mainstream”. TechWeb. 8 Apr 2003. http://www.techweb.com/tech/software/20030408_software. http://www.theregister.co.uk/content/archive/29439.html http://gentoox.shallax.com/. http://ragib.hypermart.net/linux/. http://www.itworld.com/Comp/2362/LWD010424latinlinux/pfindex.html. http://www.xbox-linux.sourceforge.net. http://www.theregister.co.uk/content/archive/27487.html. http://www.theregister.co.uk/content/archive/26078.html. http://www.us.playstation.com/peripherals.aspx?id=SCPH-97047. http://www.techtv.com/extendedplay/reviews/story/0,24330,3356862,00.html. http://www.wired.com/news/business/0,1367,61984,00.html. http://www.gentoo.org/main/en/about.xml http://www.gentoo.org/main/en/philosophy.xml http://techupdate.zdnet.com/techupdate/stories/main/0,14179,2869075,00.html. http://xbox-linux.sourceforge.net/docs/usershelpusers.html http://www.cnn.com/2002/TECH/fun.games/12/16/gamers.liksang/. Citation reference for this article MLA Style Cesarini, Paul. "“Opening” the Xbox" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0406/08_Cesarini.php>. APA Style Cesarini, P. (2004, Jul1). “Opening” the Xbox. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0406/08_Cesarini.php>
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Brabazon, Tara. "Freedom from Choice." M/C Journal 7, no. 6 (January 1, 2005). http://dx.doi.org/10.5204/mcj.2461.

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Abstract:
On May 18, 2003, the Australian Minister for Education, Brendon Nelson, appeared on the Channel Nine Sunday programme. The Yoda of political journalism, Laurie Oakes, attacked him personally and professionally. He disclosed to viewers that the Minister for Education, Science and Training had suffered a false start in his education, enrolling in one semester of an economics degree that was never completed. The following year, he commenced a medical qualification and went on to become a practicing doctor. He did not pay fees for any of his University courses. When reminded of these events, Dr Nelson became agitated, and revealed information not included in the public presentation of the budget of that year, including a ‘cap’ on HECS-funded places of five years for each student. He justified such a decision with the cliché that Australia’s taxpayers do not want “professional students completing degree after degree.” The Minister confirmed that the primary – and perhaps the only – task for university academics was to ‘train’ young people for the workforce. The fact that nearly 50% of students in some Australian Universities are over the age of twenty five has not entered his vision. He wanted young people to complete a rapid degree and enter the workforce, to commence paying taxes and the debt or loan required to fund a full fee-paying place. Now – nearly two years after this interview and with the Howard government blessed with a new mandate – it is time to ask how this administration will order education and value teaching and learning. The curbing of the time available to complete undergraduate courses during their last term in office makes plain the Australian Liberal Government’s stance on formal, publicly-funded lifelong learning. The notion that a student/worker can attain all required competencies, skills, attributes, motivations and ambitions from a single degree is an assumption of the new funding model. It is also significant to note that while attention is placed on the changing sources of income for universities, there have also been major shifts in the pattern of expenditure within universities, focusing on branding, marketing, recruitment, ‘regional’ campuses and off-shore courses. Similarly, the short-term funding goals of university research agendas encourage projects required by industry, rather than socially inflected concerns. There is little inevitable about teaching, research and education in Australia, except that the Federal Government will not create a fully-funded model for lifelong learning. The task for those of us involved in – and committed to – education in this environment is to probe the form and rationale for a (post) publicly funded University. This short paper for the ‘order’ issue of M/C explores learning and teaching within our current political and economic order. Particularly, I place attention on the synergies to such an order via phrases like the knowledge economy and the creative industries. To move beyond the empty promises of just-in-time learning, on-the-job training, graduate attributes and generic skills, we must reorder our assumptions and ask difficult questions of those who frame the context in which education takes place. For the term of your natural life Learning is a big business. Whether discussing the University of the Third Age, personal development courses, self help bestsellers or hard-edged vocational qualifications, definitions of learning – let alone education – are expanding. Concurrent with this growth, governments are reducing centralized funding and promoting alternative revenue streams. The diversity of student interests – or to use the language of the time, client’s learning goals – is transforming higher education into more than the provision of undergraduate and postgraduate degrees. The expansion of the student body beyond the 18-25 age group and the desire to ‘service industry’ has reordered the form and purpose of formal education. The number of potential students has expanded extraordinarily. As Lee Bash realized Today, some estimates suggest that as many as 47 percent of all students enrolled in higher education are over 25 years old. In the future, as lifelong learning becomes more integrated into the fabric of our culture, the proportion of adult students is expected to increase. And while we may not yet realize it, the academy is already being transformed as a result. (35) Lifelong learning is the major phrase and trope that initiates and justifies these changes. Such expansive economic opportunities trigger the entrepreneurial directives within universities. If lifelong learning is taken seriously, then the goals, entry standards, curriculum, information management policies and assessments need to be challenged and changed. Attention must be placed on words and phrases like ‘access’ and ‘alternative entry.’ Even more consideration must be placed on ‘outcomes’ and ‘accountability.’ Lifelong learning is a catchphrase for a change in purpose and agenda. Courses are developed from a wide range of education providers so that citizens can function in, or at least survive, the agitation of the post-work world. Both neo-liberal and third way models of capitalism require the labeling and development of an aspirational class, a group who desires to move ‘above’ their current context. Such an ambiguous economic and social goal always involves more than the vocational education and training sector or universities, with the aim being to seamlessly slot education into a ‘lifestyle.’ The difficulties with this discourse are two-fold. Firstly, how effectively can these aspirational notions be applied and translated into a real family and a real workplace? Secondly, does this scheme increase the information divide between rich and poor? There are many characteristics of an effective lifelong learner including great personal motivation, self esteem, confidence and intellectual curiosity. In a double shifting, change-fatigued population, the enthusiasm for perpetual learning may be difficult to summon. With the casualization of the post-Fordist workplace, it is no surprise that policy makers and employers are placing the economic and personal responsibility for retraining on individual workers. Instead of funding a training scheme in the workplace, there has been a devolving of skill acquisition and personal development. Through the twentieth century, and particularly after 1945, education was the track to social mobility. The difficulty now – with degree inflation and the loss of stable, secure, long-term employment – is that new modes of exclusion and disempowerment are being perpetuated through the education system. Field recognized that “the new adult education has been embraced most enthusiastically by those who are already relatively well qualified.” (105) This is a significant realization. Motivation, meta-learning skills and curiosity are increasingly being rewarded when found in the already credentialed, empowered workforce. Those already in work undertake lifelong learning. Adult education operates well for members of the middle class who are doing well and wish to do better. If success is individualized, then failure is also cast on the self, not the social system or policy. The disempowered are blamed for their own conditions and ‘failures.’ The concern, through the internationalization of the workforce, technological change and privatization of national assets, is that failure in formal education results in social exclusion and immobility. Besides being forced into classrooms, there are few options for those who do not wish to learn, in a learning society. Those who ‘choose’ not be a part of the national project of individual improvement, increased market share, company competitiveness and international standards are not relevant to the economy. But there is a personal benefit – that may have long term political consequences – from being ‘outside’ society. Perhaps the best theorist of the excluded is not sourced from a University, but from the realm of fictional writing. Irvine Welsh, author of the landmark Trainspotting, has stated that What we really need is freedom from choice … People who are in work have no time for anything else but work. They have no mental space to accommodate anything else but work. Whereas people who are outside the system will always find ways of amusing themselves. Even if they are materially disadvantaged they’ll still find ways of coping, getting by and making their own entertainment. (145-6) A blurring of work and learning, and work and leisure, may seem to create a borderless education, a learning framework uninhibited by curriculum, assessment or power structures. But lifelong learning aims to place as many (national) citizens as possible in ‘the system,’ striving for success or at least a pay increase which will facilitate the purchase of more consumer goods. Through any discussion of work-place training and vocationalism, it is important to remember those who choose not to choose life, who choose something else, who will not follow orders. Everybody wants to work The great imponderable for complex economic systems is how to manage fluctuations in labour and the market. The unstable relationship between need and supply necessitates flexibility in staffing solutions, and short-term supplementary labour options. When productivity and profit are the primary variables through which to judge successful management, then the alignments of education and employment are viewed and skewed through specific ideological imperatives. The library profession is an obvious occupation that has confronted these contradictions. It is ironic that the occupation that orders knowledge is experiencing a volatile and disordered workplace. In the past, it had been assumed that librarians hold a degree while technicians do not, and that technicians would not be asked to perform – unsupervised – the same duties as librarians. Obviously, such distinctions are increasingly redundant. Training packages, structured through competency-based training principles, have ensured technicians and librarians share knowledge systems which are taught through incremental stages. Mary Carroll recognized the primary questions raised through this change. If it is now the case that these distinctions have disappeared do we need to continue to draw them between professional and para-professional education? Does this mean that all sectors of the education community are in fact learning/teaching the same skills but at different levels so that no unique set of skills exist? (122) With education reduced to skills, thereby discrediting generalist degrees, the needs of industry have corroded the professional standards and stature of librarians. Certainly, the abilities of library technicians are finally being valued, but it is too convenient that one of the few professions dominated by women has suffered a demeaning of knowledge into competency. Lifelong learning, in this context, has collapsed high level abilities in information management into bite sized chunks of ‘skills.’ The ideology of lifelong learning – which is rarely discussed – is that it serves to devalue prior abilities and knowledges into an ever-expanding imperative for ‘new’ skills and software competencies. For example, ponder the consequences of Hitendra Pillay and Robert Elliott’s words: The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. (95) Neophilliacal urges jut from their prose. The stress on ‘new roles,’ and ‘uncertain environments,’ the ‘explosion of information technology,’ ‘challenges,’ ‘reconceptualisations,’ and ‘current knowledge’ all affirms the present, the contemporary, and the now. Knowledge and expertise that have taken years to develop, nurture and apply are not validated through this educational brief. The demands of family, work, leisure, lifestyle, class and sexuality stretch the skin taut over economic and social contradictions. To ease these paradoxes, lifelong learning should stress pedagogy rather than applications, and context rather than content. Put another way, instead of stressing the link between (gee wizz) technological change and (inevitable) workplace restructuring and redundancies, emphasis needs to be placed on the relationship between professional development and verifiable technological outcomes, rather than spruiks and promises. Short term vocationalism in educational policy speaks to the ordering of our public culture, requiring immediate profits and a tight dialogue between education and work. Furthering this logic, if education ‘creates’ employment, then it also ‘creates’ unemployment. Ironically, in an environment that focuses on the multiple identities and roles of citizens, students are reduced to one label – ‘future workers.’ Obviously education has always been marinated in the political directives of the day. The industrial revolution introduced a range of technical complexities to the workforce. Fordism necessitated that a worker complete a task with precision and speed, requiring a high tolerance of stress and boredom. Now, more skills are ‘assumed’ by employers at the time that workplaces are off-loading their training expectations to the post-compulsory education sector. Therefore ‘lifelong learning’ is a political mask to empower the already empowered and create a low-level skill base for low paid workers, with the promise of competency-based training. Such ideologies never need to be stated overtly. A celebration of ‘the new’ masks this task. Not surprisingly therefore, lifelong learning has a rich new life in ordering creative industries strategies and frameworks. Codifying the creative The last twenty years have witnessed an expanding jurisdiction and justification of the market. As part of Tony Blair’s third way, the creative industries and the knowledge economy became catchwords to demonstrate that cultural concerns are not only economically viable but a necessity in the digital, post-Fordist, information age. Concerns with intellectual property rights, copyright, patents, and ownership of creative productions predominate in such a discourse. Described by Charles Leadbeater as Living on Thin Air, this new economy is “driven by new actors of production and sources of competitive advantage – innovation, design, branding, know-how – which are at work on all industries.” (10) Such market imperatives offer both challenges and opportunity for educationalists and students. Lifelong learning is a necessary accoutrement to the creative industries project. Learning cities and communities are the foundations for design, music, architecture and journalism. In British policy, and increasingly in Queensland, attention is placed on industry-based research funding to address this changing environment. In 2000, Stuart Cunningham and others listed the eight trends that order education, teaching and learning in this new environment. The Changes to the Provision of Education Globalization The arrival of new information and communication technologies The development of a knowledge economy, shortening the time between the development of new ideas and their application. The formation of learning organizations User-pays education The distribution of knowledge through interactive communication technologies (ICT) Increasing demand for education and training Scarcity of an experienced and trained workforce Source: S. Cunningham, Y. Ryan, L. Stedman, S. Tapsall, K. Bagdon, T. Flew and P. Coaldrake. The Business of Borderless Education. Canberra: DETYA Evaluation and Investigations Program [EIP], 2000. This table reverberates with the current challenges confronting education. Mobilizing such changes requires the lubrication of lifelong learning tropes in university mission statements and the promotion of a learning culture, while also acknowledging the limited financial conditions in which the educational sector is placed. For university scholars facilitating the creative industries approach, education is “supplying high value-added inputs to other enterprises,” (Hartley and Cunningham 5) rather than having value or purpose beyond the immediately and applicably economic. The assumption behind this table is that the areas of expansion in the workforce are the creative and service industries. In fact, the creative industries are the new service sector. This new economy makes specific demands of education. Education in the ‘old economy’ and the ‘new economy’ Old Economy New Economy Four-year degree Forty-year degree Training as a cost Training as a source of competitive advantage Learner mobility Content mobility Distance education Distributed learning Correspondence materials with video Multimedia centre Fordist training – one size fits all Tailored programmes Geographically fixed institutions Brand named universities and celebrity professors Just-in-case Just-in-time Isolated learners Virtual learning communities Source: T. Flew. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 20. There are myriad assumptions lurking in Flew’s fascinating table. The imperative is short courses on the web, servicing the needs of industry. He described the product of this system as a “learner-earner.” (50) This ‘forty year degree’ is based on lifelong learning ideologies. However Flew’s ideas are undermined by the current government higher education agenda, through the capping – through time – of courses. The effect on the ‘learner-earner’ in having to earn more to privately fund a continuance of learning – to ensure that they keep on earning – needs to be addressed. There will be consequences to the housing market, family structures and leisure time. The costs of education will impact on other sectors of the economy and private lives. Also, there is little attention to the groups who are outside this taken-for-granted commitment to learning. Flew noted that barriers to greater participation in education and training at all levels, which is a fundamental requirement of lifelong learning in the knowledge economy, arise in part out of the lack of provision of quality technology-mediated learning, and also from inequalities of access to ICTs, or the ‘digital divide.’ (51) In such a statement, there is a misreading of teaching and learning. Such confusion is fuelled by the untheorised gap between ‘student’ and ‘consumer.’ The notion that technology (which in this context too often means computer-mediated platforms) is a barrier to education does not explain why conventional distance education courses, utilizing paper, ink and postage, were also unable to welcome or encourage groups disengaged from formal learning. Flew and others do not confront the issue of motivation, or the reason why citizens choose to add or remove the label of ‘student’ from their bag of identity labels. The stress on technology as both a panacea and problem for lifelong learning may justify theories of convergence and the integration of financial, retail, community, health and education provision into a services sector, but does not explain why students desire to learn, beyond economic necessity and employer expectations. Based on these assumptions of expanding creative industries and lifelong learning, the shape of education is warping. An ageing population requires educational expenditure to be reallocated from primary and secondary schooling and towards post-compulsory learning and training. This cost will also be privatized. When coupled with immigration flows, technological changes and alterations to market and labour structures, lifelong learning presents a profound and personal cost. An instrument for economic and social progress has been individualized, customized and privatized. The consequence of the ageing population in many nations including Australia is that there will be fewer young people in schools or employment. Such a shift will have consequences for the workplace and the taxation system. Similarly, those young workers who remain will be far more entrepreneurial and less loyal to their employers. Public education is now publically-assisted education. Jane Jenson and Denis Saint-Martin realized the impact of this change. The 1980s ideological shift in economic and social policy thinking towards policies and programmes inspired by neo-liberalism provoked serious social strains, especially income polarization and persistent poverty. An increasing reliance on market forces and the family for generating life-chances, a discourse of ‘responsibility,’ an enthusiasm for off-loading to the voluntary sector and other altered visions of the welfare architecture inspired by neo-liberalism have prompted a reaction. There has been a wide-ranging conversation in the 1990s and the first years of the new century in policy communities in Europe as in Canada, among policy makers who fear the high political, social and economic costs of failing to tend to social cohesion. (78) There are dense social reorderings initiated by neo-liberalism and changing the notions of learning, teaching and education. There are yet to be tracked costs to citizenship. The legacy of the 1980s and 1990s is that all organizations must behave like businesses. In such an environment, there are problems establishing social cohesion, let alone social justice. To stress the product – and not the process – of education contradicts the point of lifelong learning. Compliance and complicity replace critique. (Post) learning The Cold War has ended. The great ideological battle between communism and Western liberal democracy is over. Most countries believe both in markets and in a necessary role for Government. There will be thunderous debates inside nations about the balance, but the struggle for world hegemony by political ideology is gone. What preoccupies decision-makers now is a different danger. It is extremism driven by fanaticism, personified either in terrorist groups or rogue states. Tony Blair (http://www.number-10.gov.uk/output/Page6535.asp) Tony Blair, summoning his best Francis Fukuyama impersonation, signaled the triumph of liberal democracy over other political and economic systems. His third way is unrecognizable from the Labour party ideals of Clement Attlee. Probably his policies need to be. Yet in his second term, he is not focused on probing the specificities of the market-orientation of education, health and social welfare. Instead, decision makers are preoccupied with a war on terror. Such a conflict seemingly justifies large defense budgets which must be at the expense of social programmes. There is no recognition by Prime Ministers Blair or Howard that ‘high-tech’ armory and warfare is generally impotent to the terrorist’s weaponry of cars, bodies and bombs. This obvious lesson is present for them to see. After the rapid and successful ‘shock and awe’ tactics of Iraq War II, terrorism was neither annihilated nor slowed by the Coalition’s victory. Instead, suicide bombers in Saudi Arabia, Morocco, Indonesia and Israel snuck have through defenses, requiring little more than a car and explosives. More Americans have been killed since the war ended than during the conflict. Wars are useful when establishing a political order. They sort out good and evil, the just and the unjust. Education policy will never provide the ‘big win’ or the visible success of toppling Saddam Hussein’s statue. The victories of retraining, literacy, competency and knowledge can never succeed on this scale. As Blair offered, “these are new times. New threats need new measures.” (ht tp://www.number-10.gov.uk/output/Page6535.asp) These new measures include – by default – a user pays education system. In such an environment, lifelong learning cannot succeed. It requires a dense financial commitment in the long term. A learning society requires a new sort of war, using ideas not bullets. References Bash, Lee. “What Serving Adult Learners Can Teach Us: The Entrepreneurial Response.” Change January/February 2003: 32-7. Blair, Tony. “Full Text of the Prime Minister’s Speech at the Lord Mayor’s Banquet.” November 12, 2002. http://www.number-10.gov.uk/output/Page6535.asp. Carroll, Mary. “The Well-Worn Path.” The Australian Library Journal May 2002: 117-22. Field, J. Lifelong Learning and the New Educational Order. Stoke on Trent: Trentham Books, 2000. Flew, Terry. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 47-60. Hartley, John, and Cunningham, Stuart. “Creative Industries – from Blue Poles to Fat Pipes.” Department of Education, Science and Training, Commonwealth of Australia (2002). Jenson, Jane, and Saint-Martin, Denis. “New Routes to Social Cohesion? Citizenship and the Social Investment State.” Canadian Journal of Sociology 28.1 (2003): 77-99. Leadbeater, Charles. Living on Thin Air. London: Viking, 1999. Pillay, Hitendra, and Elliott, Robert. “Distributed Learning: Understanding the Emerging Workplace Knowledge.” Journal of Interactive Learning Research 13.1-2 (2002): 93-107. Welsh, Irvine, from Redhead, Steve. “Post-Punk Junk.” Repetitive Beat Generation. Glasgow: Rebel Inc, 2000: 138-50. Citation reference for this article MLA Style Brabazon, Tara. "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?." M/C Journal 7.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0501/02-brabazon.php>. APA Style Brabazon, T. (Jan. 2005) "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?," M/C Journal, 7(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0501/02-brabazon.php>.
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Chavdarov, Anatoliy V. "Special Issue No. – 10, June, 2020 Journal > Special Issue > Special Issue No. – 10, June, 2020 > Page 5 “Quantative Methods in Modern Science” organized by Academic Paper Ltd, Russia MORPHOLOGICAL AND ANATOMICAL FEATURES OF THE GENUS GAGEA SALISB., GROWING IN THE EAST KAZAKHSTAN REGION Authors: Zhamal T. Igissinova,Almash A. Kitapbayeva,Anargul S. Sharipkhanova,Alexander L. Vorobyev,Svetlana F. Kolosova,Zhanat K. Idrisheva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00041 Abstract: Due to ecological preferences among species of the genus GageaSalisb, many plants are qualified as rare and/or endangered. Therefore, the problem of rational use of natural resources, in particular protection of early spring plant species is very important. However, literary sources analysis only reveals data on the biology of species of this genus. The present research,conducted in the spring of 2017-2019, focuses on anatomical and morphological features of two Altai species: Gagealutea and Gagea minima; these features were studied, clarified and confirmed by drawings and photographs. The anatomical structure of the stem and leaf blade was studied in detail. The obtained research results will prove useful for studies of medicinal raw materials and honey plants. The aforementioned species are similar in morphological features, yet G. minima issmaller in size, and its shoots appear earlier than those of other species Keywords: Flora,gageas,Altai species,vegetative organs., Refference: I. Atlas of areas and resources of medicinal plants of Kazakhstan.Almaty, 2008. II. Baitenov M.S. Flora of Kazakhstan.Almaty: Ġylym, 2001. III. DanilevichV. G. ThegenusGageaSalisb. of WesternTienShan. PhD Thesis, St. Petersburg,1996. IV. EgeubaevaR.A., GemedzhievaN.G. The current state of stocks of medicinal plants in some mountain ecosystems of Kazakhstan.Proceedings of the international scientific conference ‘”Results and prospects for the development of botanical science in Kazakhstan’, 2002. V. Kotukhov Yu.A. New species of the genus Gagea (Liliaceae) from Southern Altai. Bot. Journal.1989;74(11). VI. KotukhovYu.A. ListofvascularplantsofKazakhstanAltai. Botan. Researches ofSiberiaandKazakhstan.2005;11. VII. KotukhovYu. The current state of populations of rare and endangered plants in Eastern Kazakhstan. Almaty: AST, 2009. VIII. Kotukhov Yu.A., DanilovaA.N., AnufrievaO.A. Synopsisoftheonions (AlliumL.) oftheKazakhstanAltai, Sauro-ManrakandtheZaisandepression. BotanicalstudiesofSiberiaandKazakhstan. 2011;17: 3-33. IX. Kotukhov, Yu.A., Baytulin, I.O. Rareandendangered, endemicandrelictelementsofthefloraofKazakhstanAltai. MaterialsoftheIntern. scientific-practical. conf. ‘Sustainablemanagementofprotectedareas’.Almaty: Ridder, 2010. X. Krasnoborov I.M. et al. The determinant of plants of the Republic of Altai. Novosibirsk: SB RAS, 2012. XI. Levichev I.G. On the species status of Gagea Rubicunda. Botanical Journal.1997;6:71-76. XII. Levichev I.G. A new species of the genus Gagea (Liliaceae). Botanical Journal. 2000;7: 186-189. XIII. Levichev I.G., Jangb Chang-gee, Seung Hwan Ohc, Lazkovd G.A.A new species of genus GageaSalisb.(Liliaceae) from Kyrgyz Republic (Western Tian Shan, Chatkal Range, Sary-Chelek Nature Reserve). Journal of Asia-Pacific Biodiversity.2019; 12: 341-343. XIV. Peterson A., Levichev I.G., Peterson J. Systematics of Gagea and Lloydia (Liliaceae) and infrageneric classification of Gagea based on molecular and morphological data. Molecular Phylogenetics and Evolution.2008; 46. XV. Peruzzi L., Peterson A., Tison J.-M., Peterson J. Phylogenetic relationships of GageaSalisb.(Liliaceae) in Italy, inferred from molecular and morphological data matrices. Plant Systematics and Evolution; 2008: 276. XVI. Rib R.D. Honey plants of Kazakhstan. Advertising Digest, 2013. XVII. Scherbakova L.I., Shirshikova N.A. Flora of medicinal plants in the vicinity of Ust-Kamenogorsk. Collection of materials of the scientific-practical conference ‘Unity of Education, Science and Innovation’. Ust-Kamenogorsk: EKSU, 2011. XVIII. syganovA.P. PrimrosesofEastKazakhstan. Ust-Kamenogorsk: EKSU, 2001. XIX. Tsyganov A.P. Flora and vegetation of the South Altai Tarbagatay. Berlin: LAP LAMBERT,2014. XX. Utyasheva, T.R., Berezovikov, N.N., Zinchenko, Yu.K. ProceedingsoftheMarkakolskStateNatureReserve. Ust-Kamenogorsk, 2009. XXI. Xinqi C, Turland NJ. Gagea. Flora of China.2000;24: 117-121. XXII. Zarrei M., Zarre S., Wilkin P., Rix E.M. Systematic revision of the genus GageaSalisb. (Liliaceae) in Iran.BotJourn Linn Soc.2007;154. XXIII. Zarrei M., Wilkin P., Ingroille M.J., Chase M.W. A revised infrageneric classification for GageaSalisb. (Tulipeae; Liliaceae): insights from DNA sequence and morphological data.Phytotaxa.2011:5. View | Download INFLUENCE OF SUCCESSION CROPPING ON ECONOMIC EFFICIENCY OF NO-TILL CROP ROTATIONS Authors: Victor K. Dridiger,Roman S. Stukalov,Rasul G. Gadzhiumarov,Anastasiya A. Voropaeva,Viktoriay A. Kolomytseva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00042 Abstract: This study was aimed at examining the influence of succession cropping on the economic efficiency of no-till field crop rotations on the black earth in the zone of unstable moistening of the Stavropol krai. A long-term stationary experiment was conducted to examine for the purpose nine field crop rotation patterns different in the number of fields (four to six), set of crops, and their succession in crop rotation. The respective shares of legumes, oilseeds, and cereals in the cropping pattern were 17 to 33, 17 to 40, and 50 to 67 %. It has been established that in case of no-till field crop cultivation the economic efficiency of plant production depends on the set of crops and their succession in rotation. The most economically efficient type of crop rotation is the soya-winter wheat-peas-winter wheat-sunflower-corn six-field rotation with two fields of legumes: in this rotation 1 ha of crop rotation area yields 3 850 grain units per ha at a grain unit prime cost of 5.46 roubles; the plant production output return and profitability were 20,888 roubles per ha and 113 %, respectively. The high production profitabilities provided by the soya-winter wheat-sunflower four-field and the soya-winter-wheat-sunflower-corn-winter wheat five-field crop rotation are 108.7 and 106.2 %, respectively. The inclusion of winter wheat in crop rotation for two years in a row reduces the second winter wheat crop yield by 80 to 100 %, which means a certain reduction in the grain unit harvesting rate to 3.48-3.57 thousands per ha of rotation area and cuts the production profitability down to 84.4-92.3 %. This is why, no-till cropping should not include winter wheat for a second time Keywords: No-till technology,crop rotation,predecessor,yield,return,profitability, Refference: I Badakhova G. Kh. and Knutas A. V., Stavropol Krai: Modern Climate Conditions [Stavropol’skiykray: sovremennyyeklimaticheskiyeusloviya]. Stavropol: SUE Krai Communication Networks, 2007. II Cherkasov G. N. and Akimenko A. S. Scientific Basis of Modernization of Crop Rotations and Formation of Their Systems according to the Specializations of Farms in the Central Chernozem Region [Osnovy moderniz atsiisevooborotoviformirovaniyaikh sistem v sootvetstvii so spetsi-alizatsiyeykhozyaystvTsentral’nogoChernozem’ya]. Zemledelie. 2017; 4: 3-5. III Decree 330 of July 6, 2017 the Ministry of Agriculture of Russia “On Approving Coefficients of Converting to Agricultural Crops to Grain Units [Ob utverzhdeniikoeffitsiyentovperevoda v zernovyyee dinitsysel’s kokhozyaystvennykhkul’tur]. IV Dridiger V. K., About Methods of Research of No-Till Technology [O metodikeissledovaniytekhnologii No-till]//Achievements of Science and Technology of AIC (Dostizheniyanaukiitekhniki APK). 2016; 30 (4): 30-32. V Dridiger V. K. and Gadzhiumarov R. G. Growth, Development, and Productivity of Soya Beans Cultivated On No-Till Technology in the Zone of Unstable Moistening of Stavropol Region [Rost, razvitiyeiproduktivnost’ soiprivozdelyvaniipotekhnologii No-till v zone ne-ustoychivog ouvlazhneniyaStavropol’skogokraya]//Oil Crops RTBVNIIMK (Maslichnyyekul’turyNTBVNIIMK). 2018; 3 (175): 52–57. VI Dridiger V. K., Godunova E. I., Eroshenko F. V., Stukalov R. S., Gadzhiumarov, R. G., Effekt of No-till Technology on erosion resistance, the population of earthworms and humus content in soil (Vliyaniyetekhnologii No-till naprotivoerozionnuyuustoychivost’, populyatsiyudozhdevykhcherveyisoderzhaniyegumusa v pochve)//Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2018; 9 (2): 766-770. VII Karabutov A. P., Solovichenko V. D., Nikitin V. V. et al., Reproduction of Soil Fertility, Productivity and Energy Efficiency of Crop Rotations [Vosproizvodstvoplodorodiyapochv, produktivnost’ ienergeticheskayaeffektivnost’ sevooborotov]. Zemledelie. 2019; 2: 3-7. VIII Kulintsev V. V., Dridiger V. K., Godunova E. I., Kovtun V. I., Zhukova M. P., Effekt of No-till Technology on The Available Moisture Content and Soil Density in The Crop Rotation [Vliyaniyetekhnologii No-till nasoderzhaniyedostupnoyvlagiiplotnost’ pochvy v sevoob-orote]// Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2017; 8 (6): 795-99. IX Kulintsev V. V., Godunova E. I., Zhelnakova L. I. et al., Next-Gen Agriculture System for Stavropol Krai: Monograph [SistemazemledeliyanovogopokoleniyaStavropol’skogokraya: Monogtafiya]. Stavropol: AGRUS Publishers, Stavropol State Agrarian University, 2013. X Lessiter Frank, 29 reasons why many growers are harvesting higher no-till yields in their fields than some university scientists find in research plots//No-till Farmer. 2015; 44 (2): 8. XI Rodionova O. A. Reproduction and Exchange-Distributive Relations in Farming Entities [Vosproizvodstvoiobmenno-raspredelitel’nyyeotnosheniya v sel’skokhozyaystvennykhorganizatsiyakh]//Economy, Labour, and Control in Agriculture (Ekonomika, trud, upravleniye v sel’skomkhozyaystve). 2010; 1 (2): 24-27. XII Sandu I. S., Svobodin V. A., Nechaev V. I., Kosolapova M. V., and Fedorenko V. F., Agricultural Production Efficiency: Recommended Practices [Effektivnost’ sel’skokhozyaystvennogoproizvodstva (metodicheskiyerekomendatsii)]. Moscow: Rosinforagrotech, 2013. XIII Sotchenko V. S. Modern Corn Cultivation Technologies [Sovremennayatekhnologiyavozdelyvaniya]. Moscow: Rosagrokhim, 2009. View | Download DEVELOPMENT AND TESTING OF AUTONOMOUS PORTABLE SEISMOMETER DESIGNED FOR USE AT ULTRALOW TEMPERATURES IN ARCTIC ENVIRONMENT Authors: Mikhail A. Abaturov,Yuriy V. Sirotinskiy, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00043 Abstract: This paper is concerned with solving one of the issues of the general problem of designing geophysical equipment for the natural climatic environment of the Arctic. The relevance of the topic has to do with an increased global interest in this region. The paper is aimed at considering the basic principles of developing and the procedure of testing seismic instruments for use at ultralow climatic temperatures. In this paper the indicated issue is considered through the example of a seismic module designed for petroleum and gas exploration by passive seismoacoustic methods. The seismic module is a direct-burial portable unit of around 5 kg in weight, designed to continuously measure and record microseismic triaxial orthogonal (ZNE) noise in a range from 0.1 to 45 Hz during several days in autonomous mode. The functional chart of designing the seismic module was considered, and concrete conclusions were made for choosing the necessary components to meet the ultralow-temperature operational requirements. The conclusions made served for developing appropriate seismic module. In this case, the components and tools used included a SAFT MP 176065 xc low-temperature lithium cell, industrial-spec electronic component parts, a Zhaofeng Geophysical ZF-4.5 Chinese primary electrodynamic seismic sensor, housing seal parts made of frost-resistant silicone materials, and finely dispersed silica gel used as water-retaining sorbent to avoid condensation in the housing. The paper also describes a procedure of low-temperature collation tests at the lab using a New Brunswick Scientific freezing plant. The test results proved the operability of the developed equipment at ultralow temperatures down to -55°C. In addition, tests were conducted at low microseismic noises in the actual Arctic environment. The possibility to detect signals in a range from 1 to 10 Hz at the level close to the NLNM limit (the Peterson model) has been confirmed, which allows monitoring and exploring petroleum and gas deposits by passive methods. As revealed by this study, the suggested approaches are efficient in developing high-precision mobile seismic instruments for use at ultralow climatic temperatures. The solution of the considered instrumentation and methodical issues is of great practical significance as a constituent of the generic problem of Arctic exploration. Keywords: Seismic instrumentation,microseismic monitoring,Peterson model,geological exploration,temperature ratings,cooling test, Refference: I. AD797: Ultralow Distortion, Ultralow Noise Op Amp, Analog Devices, Inc., Data Sheet (Rev. K). Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/data-sheets/AD797.pdf(Date of access September 2, 2019). II. Agafonov, V. M., Egorov, I. V., and Shabalina, A. S. Operating Principles and Technical Characteristics of a Small-Sized Molecular–Electronic Seismic Sensor with Negative Feedback [Printsipyraboty I tekhnicheskiyekharakteristikimalogabaritnogomolekulyarno-elektronnogoseysmodatchika s otritsatel’noyobratnoysvyaz’yu]. SeysmicheskiyePribory (Seismic Instruments). 2014; 50 (1): 1–8. DOI: 10.3103/S0747923914010022. III. Antonovskaya, G., Konechnaya, Ya.,Kremenetskaya, E., Asming, V., Kvaema, T., Schweitzer, J., Ringdal, F. Enhanced Earthquake Monitoring in the European Arctic. Polar Science. 2015; 1 (9): 158-167. 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Chao Xu, Junbo Wang, Deyong Chen, Jian Chen, Bowen Liu, Wenjie Qi, XichenZheng, Hua Wei, Guoqing Zhang. The Electrochemical Seismometer Based on a Novel Designed.Sensing Electrode for Undersea Exploration. 20th International Conference on Solid-State Sensors, Actuators and Microsystems &Eurosensors XXXIII (TRANSDUCERS &EUROSENSORS XXXIII). IEEE, 2019. DOI: 10.1109/TRANSDUCERS.2019.8808450. VIII. Chebotareva, I. Ya. New algorithms of emission tomography for passive seismic monitoring of a producing hydrocarbon deposit: Part I. Algorithms of processing and numerical simulation [Novyye algoritmyemissionnoyto mografiidlyapassivnogoseysmicheskogomonitoringarazrabatyvayemykhmestorozhdeniyuglevodorodov. Chast’ I: Algoritmyobrabotki I chislennoyemodelirovaniye]. FizikaZemli. 2010; 46(3):187-98. DOI: 10.1134/S106935131003002X IX. Danilov, A. V. and Konechnaya, Ya. V. Analytical comparison of seismic instruments for stationary surveys in the Arctic [Sravnitel’nyyanalizseysmicheskoyapparaturydlyastatsionarnykhnablyudeniy v Arktike]. DSYS. URL: https://dsys.ru/upload/id254_docPDF_FranzJosefLand.pdf(Date of access September 2, 2019). X. Dew point temperature calculator. Maple Tech. International LLC. URL: https://www.calculator.net/dew-point-calculator.html?airtemperature=20&airtemperatureunit=celsius&humidity=0.34&dewpoint=&dewpointunit=celsius&x=51&y=14(Date of access September 2, 2019). XI. Frolov, A. S. Matching of wave fields recorded by different geophysical receivers [Soglasovaniyevolnovykhpoley, poluchennykh s primeneniyemrazlichnoyregistriruyushcheyapparatury]. Abstracts IX International scientific and technical conference competition of young specialists “Geophysics-2013”. Saint-Petersburg: Gubkin University, 2013. 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Passive seismic tomography: A passive concept actively evolving. First Break. 2012; 30 (7): 83-90. XXII. Matveev, I. V. and Matveeva, N. V. Portable seismic recorder “SEISAR-5” with very low energy consumption for autonomous work in harsh climatic conditions [Portativnyyseysmicheskiyregistrator «Seysar-5» s ochen’ nizkimenergopotrebleniyemdlyaavtonomnoyraboty v slozhnykhklimatic heskikhusloviyakh]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2017; 96 (3): 33-40. [Special Issue “Applied Geophysics: New Developments and Results. Part 1. Seismology and Seismic Exploration]. DOI: 10.21455/std2017.3-3. XXIII. Mishra, R. The Temperature Ratings of Electronic Parts.Electronics Cooling magazine. URL: http://www.electronics-cooling.com/2004/02/the-temperature-ratings-of-electronic-parts(Date of access September 2, 2019). XXIV. Moore, Sue E.; Stabeno, Phyllis J.; Van Pelt, Thomas I. The Synthesis of Arctic Research (SOAR) project. 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View | Download COMPARATIVE ANALYSIS OF RESULTS OF TREATMENT OF PATIENTS WITH FOOT PATHOLOGY WHO UNDERWENT WEIL OPEN OSTEOTOMY BY CLASSICAL METHOD AND WITHOUT STEOSYNTHESIS Authors: Yuriy V. Lartsev,Dmitrii A. Rasputin,Sergey D. Zuev-Ratnikov,Pavel V.Ryzhov,Dmitry S. Kudashev,Anton A. Bogdanov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00044 Abstract: The article considers the problem of surgical correction of the second metatarsal bone length. The article analyzes the results of treatment of patients with excess length of the second metatarsal bones that underwent osteotomy with and without osteosynthesis. The results of treatment of patients who underwent metatarsal shortening due to classical Weil-osteotomy with and without osteosynthesis were analyzed. The first group consisted of 34 patients. They underwent classical Weil osteotomy. The second group included 44 patients in whomosteotomy of the second metatarsal bone were not by the screw. When studying the results of the treatment in the immediate postoperative period, weeks 6, 12, slightly better results were observed in patients of the first group, while one year after surgical treatment the results in both groups were comparable. One year after surgical treatment, there were 2.9% (1 patient) of unsatisfactory results in the first group and 4.5% (2 patients) in the second group. Considering the comparability of the results of treatment in remote postoperative period, the choice of concrete method remains with the operating surgeon. Keywords: Flat feet,hallux valgus,corrective osteotomy,metatarsal bones, Refference: I. A novel modification of the Stainsby procedure: surgical technique and clinical outcome [Text] / E. Concannon, R. MacNiocaill, R. Flavin [et al.] // Foot Ankle Surg. – 2014. – Dec., Vol. 20(4). – P. 262–267. II. Accurate determination of relative metatarsal protrusion with a small intermetatarsal angle: a novel simplified method [Text] / L. Osher, M.M. Blazer, S. Buck [et al.] // J. Foot Ankle Surg. – 2014. – Sep.-Oct., Vol. 53(5). – P. 548–556. III. Argerakis, N.G. The radiographic effects of the scarf bunionectomy on rearfoot alignment [Text] / N.G. Argerakis, L.Jr. Weil, L.S. Sr. Weil // Foot Ankle Spec. – 2015. – Apr., Vol. 8(2). – P. 89–94. IV. Bauer, T. Percutaneous forefoot surgery [Text] / T. Bauer // Orthop. Traumatol. Surg. Res. – 2014. – Feb., Vol. 100(1 Suppl.). – P. S191–S204. V. Biomechanical Evaluation of Custom Foot Orthoses for Hallux Valgus Deformity [Text] // J. Foot Ankle Surg. – 2015. – Sep.-Oct., Vol.54(5). – P. 852–855. VI. Chopra, S. Characterization of gait in female patients with moderate to severe hallux valgus deformity [Text] / S. Chopra, K. Moerenhout, X. Crevoisier // Clin. Biomech. (Bristol, Avon). – 2015. – Jul., Vol. 30(6). – P. 629–635. VII. Computer assisted planning and custom-made surgical guide for malunited pronation deformity after first metatarsophalangeal joint arthrodesis in rheumatoid arthritis: a case report [Text] / M. Hirao, S. Ikemoto, H. Tsuboi [et al.] // Comput. Aided Surg. – 2014. – Vol. 19(1-3). – P. 13–19. VIII. Correlation between static radiographic measurements and intersegmental angular measurements during gait using a multisegment foot model [Text] / D.Y. Lee, S.G. Seo, E.J. Kim [et al.] // Foot Ankle Int. – 2015. – Jan., Vol.36(1). – P. 1–10. IX. Correlative study between length of first metatarsal and transfer metatarsalgia after osteotomy of first metatarsal [Text]: [Article in Chinese] / F.Q. Zhang, B.Y. Pei, S.T. Wei [et al.] // Zhonghua Yi XueZaZhi. – 2013. – Nov. 19, Vol. 93(43). – P. 3441–3444. X. Dave, M.H. Forefoot Deformity in Rheumatoid Arthritis: A Comparison of Shod and Unshod Populations [Text] / M.H. Dave, L.W. Mason, K. Hariharan // Foot Ankle Spec. – 2015. – Oct., Vol. 8(5). – P. 378–383. XI. Does arthrodesis of the first metatarsophalangeal joint correct the intermetatarsal M1M2 angle? Analysis of a continuous series of 208 arthrodeses fixed with plates [Text] / F. Dalat, F. Cottalorda, M.H. Fessy [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6). – P. 709–714. XII. Dynamic plantar pressure distribution after percutaneous hallux valgus correction using the Reverdin-Isham osteotomy [Text]: [Article in Spanish] / G. Rodríguez-Reyes, E. López-Gavito, A.I. Pérez-Sanpablo [et al.] // Rev. Invest. Clin. – 2014. – Jul., Vol. 66, Suppl. 1. – P. S79-S84. XIII. Efficacy of Bilateral Simultaneous Hallux Valgus Correction Compared to Unilateral [Text] / A.V. Boychenko, L.N. Solomin, S.G. Parfeyev [et al.] // Foot Ankle Int. – 2015. – Nov., Vol. 36(11). – P. 1339–1343. XIV. Endolog technique for correction of hallux valgus: a prospective study of 30 patients with 4-year follow-up [Text] / C. Biz, M. Corradin, I. Petretta [et al.] // J. OrthopSurg Res. – 2015. – Jul. 2, № 10. – P. 102. XV. First metatarsal proximal opening wedge osteotomy for correction of hallux valgus deformity: comparison of straight versus oblique osteotomy [Text] / S.H. Han, E.H. Park, J. Jo [et al.] // Yonsei Med. J. – 2015. – May, Vol. 56(3). – P. 744–752. XVI. Long-term outcome of joint-preserving surgery by combination metatarsal osteotomies for shortening for forefoot deformity in patients with rheumatoid arthritis [Text] / H. Niki, T. Hirano, Y. Akiyama [et al.] // Mod. Rheumatol. – 2015. – Sep., Vol. 25(5). – P. 683–638. XVII. Maceira, E. Transfer metatarsalgia post hallux valgus surgery [Text] / E. Maceira, M. Monteagudo // Foot Ankle Clin. – 2014. – Jun., Vol. 19(2). – P.285–307. XVIII. Nielson, D.L. Absorbable fixation in forefoot surgery: a viable alternative to metallic hardware [Text] / D.L. Nielson, N.J. Young, C.M. Zelen // Clin. Podiatr. Med. Surg. – 2013. – Jul., Vol. 30(3). – P. 283–293 XIX. Patient’s satisfaction after outpatient forefoot surgery: Study of 619 cases [Text] / A. Mouton, V. Le Strat, D. Medevielle [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6 Suppl.). – P. S217–S220. XX. Preference of surgical procedure for the forefoot deformity in the rheumatoid arthritis patients–A prospective, randomized, internal controlled study [Text] / M. Tada, T. Koike, T. Okano [et al.] // Mod. Rheumatol. – 2015. – May., Vol. 25(3). – P.362–366. XXI. Redfern, D. Percutaneous Surgery of the Forefoot [Text] / D. Redfern, J. Vernois, B.P. Legré // Clin. Podiatr. Med. Surg. – 2015. – Jul., Vol. 32(3). – P. 291–332. XXII. Singh, D. Bullous pemphigoid after bilateral forefoot surgery [Text] / D. Singh, A. Swann // Foot Ankle Spec. – 2015. – Feb., Vol. 8(1). – P. 68–72. XXIII. Treatment of moderate hallux valgus by percutaneous, extra-articular reverse-L Chevron (PERC) osteotomy [Text] / J. Lucas y Hernandez, P. Golanó, S. Roshan-Zamir [et al.] // Bone Joint J. – 2016. – Mar., Vol. 98-B(3). – P. 365–373. XXIV. Weil, L.Jr. Scarf osteotomy for correction of hallux abducto valgus deformity [Text] / L.Jr. Weil, M. Bowen // Clin. Podiatr. Med. Surg. – 2014. – Apr., Vol.31(2). – P. 233–246. View | Download QUANTITATIVE ULTRASONOGRAPHY OF THE STOMACH AND SMALL INTESTINE IN HEALTHYDOGS Authors: Roman A. Tcygansky,Irina I. Nekrasova,Angelina N. Shulunova,Alexander I.Sidelnikov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00045 Abstract: Purpose.To determine the quantitative echogenicity indicators (and their ratio) of the layers of stomach and small intestine wall in healthy dogs. Methods. A prospective 3-year study of 86 healthy dogs (aged 1-7 yrs) of different breeds and of both sexes. Echo homogeneity and echogenicity of the stomach and intestines wall were determined by the method of Silina, T.L., et al. (2010) in absolute values ​​of average brightness levels of ultrasound image pixels using the 8-bit scale with 256 shades of gray. Results. Quantitative echogenicity indicators of the stomach and the small intestine wall in dogs were determined. Based on the numerical values ​​characterizing echogenicity distribution in each layer of a separate structure of the digestive system, the coefficient of gastric echogenicity is determined as 1:2.4:1.1 (mucosa/submucosa/muscle layers, respectively), the coefficient of duodenum and jejunum echogenicity is determined as 1:3.5:2 and that of ileum is 1:1.8:1. Clinical significance. The echogenicity coefficient of the wall of the digestive system allows an objective assessment of the stomach and intestines wall and can serve as the basis for a quantitative assessment of echogenicity changes for various pathologies of the digestive system Keywords: Ultrasound (US),echogenicity,echogenicity coefficient,digestive system,dogs,stomach,intestines, Refference: I. Agut, A. Ultrasound examination of the small intestine in small animals // Veterinary focus. 2009.Vol. 19. No. 1. P. 20-29. II. Bull. 4.RF patent 2398513, IPC51A61B8 / 00 A61B8 / 14 (2006.01) A method for determining the homoechogeneity and the degree of echogenicity of an ultrasound image / T. Silina, S. S. Golubkov. – No. 2008149311/14; declared 12/16/2008; publ. 09/10/2010 III. Choi, M., Seo, M., Jung, J., Lee, K., Yoon, J., Chang, D., Park, RD. Evaluation of canine gastric motility with ultrasonography // J. of Veterinary Medical Science. – 2002. Vol. 64. – № 1. – P. 17-21. IV. Delaney, F., O’Brien, R.T., Waller, K.Ultrasound evaluation of small bowel thickness compared to weight in normal dogs // Veterinary Radiology and Ultrasound. 2003 Vol. 44, № 5. Р 577-580. V. Diana, A., Specchi, S., Toaldo, M.B., Chiocchetti, R., Laghi, A., Cipone, M. Contrast-enhanced ultrasonography of the small bowel in healthy cats // Veterinary Radiology and Ultrasound. – 2011. – Vol. 52, № 5. – Р. 555-559. VI. Garcia, D.A.A., Froes, T.R. Errors in abdominal ultrasonography in dogs and cats // J. of Small Animal Practice. – 2012. Vol. 53. – № 9. – P. 514-519. VII. Garcia, D.A.A., Froes, T.R. Importance of fasting in preparing dogs for abdominal ultrasound examination of specific organs // J. of Small Animal Practice. – 2014. Vol. 55. – № 12. – P. 630-634. VIII. Gaschen, L., Granger, L.A., Oubre, O., Shannon, D., Kearney, M., Gaschen, F. The effects of food intake and its fat composition on intestinal echogenicity in healthy dogs // Veterinary Radiology and Ultrasound. 2016. Vol. 57. № 5. P. 546-550 IX. Gaschen, L., Kircher, P., Stussi, A., Allenspach, K., Gaschen, F., Doherr, M., Grone, A. Comparison of ultrasonographic findings with clinical activity index (CIBDAI) and diagnosis in dogs with chronic enteropathies // Veterinary radiology and ultrasound. – 2008. – Vol. 49. – № 1. – Р. 56-64. X. Gil, E.M.U. Garcia, D.A.A. Froes, T.R. In utero development of the fetal intestine: Sonographic evaluation and correlation with gestational age and fetal maturity in dogs // Theriogenology. 2015. Vol. 84, №5. Р. 681-686. XI. Gladwin, N.E. Penninck, D.G., Webster, C.R.L. Ultrasonographic evaluation of the thickness of the wall layers in the intestinal tract of dogs // American Journal of Veterinary Research. 2014. Vol. 75, №4. Р. 349-353. XII. Gory, G., Rault, D.N., Gatel, L, Dally, C., Belli, P., Couturier, L., Cauvin, E. Ultrasonographic characteristics of the abdominal esophagus and cardia in dogs // Veterinary Radiology and Ultrasound. 2014. Vol. 55, № 5. P. 552-560. XIII. Günther, C.S. Lautenschläger, I.E., Scholz, V.B. Assessment of the inter- and intraobserver variability for sonographical measurement of intestinal wall thickness in dogs without gastrointestinal diseases | [Inter-und Intraobserver-Variabilitätbei der sonographischenBestimmung der Darmwanddicke von HundenohnegastrointestinaleErkrankungen] // Tierarztliche Praxis Ausgabe K: Kleintiere – Heimtiere. 2014. Vol. 42 №2. Р. 71-78. XIV. Hanazono, K., Fukumoto, S., Hirayama, K., Takashima, K., Yamane, Y., Natsuhori, M., Kadosawa, T., Uchide, T. Predicting Metastatic Potential of gastrointestinal stromal tumors in dog by ultrasonography // J. of Veterinary Medical Science. – 2012. Vol. 74. – № 11. – P. 1477-1482. XV. Heng, H.G., Lim, Ch.K., Miller, M.A., Broman, M.M.Prevalence and significance of an ultrasonographic colonic muscularishyperechoic band paralleling the serosal layer in dogs // Veterinary Radiology and Ultrasound. 2015. Vol. 56 № 6. P. 666-669. XVI. Ivančić, M., Mai, W. Qualitative and quantitative comparison of renal vs. hepatic ultrasonographic intensity in healthy dogs // Veterinary Radiology and Ultrasound. 2008. Vol. 49. № 4. Р. 368-373. XVII. Lamb, C.R., Mantis, P. Ultrasonographic features of intestinal intussusception in 10 dogs // J. of Small Animal Practice. – 2008. Vol. 39. – № 9. – P. 437-441. XVIII. Le Roux, A. B., Granger, L.A., Wakamatsu, N, Kearney, M.T., Gaschen, L.Ex vivo correlation of ultrasonographic small intestinal wall layering with histology in dogs // Veterinary Radiology and Ultrasound.2016. Vol. 57. № 5. P. 534-545. XIX. Nielsen, T. High-frequency ultrasound of Peyer’s patches in the small intestine of young cats / T. Nielsen [et al.] // Journal of Feline Medicine and Surgery. – 2015. – Vol. 18, № 4. – Р. 303-309. XX. PenninckD.G. Gastrointestinal tract. In Nyland T.G., Mattoon J.S. (eds): Small Animal Diagnostic Ultrasound. Philadelphia: WB Saunders. 2002, 2nd ed. Р. 207-230. XXI. PenninckD.G. Gastrointestinal tract. In: PenninckD.G.,d´Anjou M.A. Atlas of Small Animal Ultrasonography. Blackwell Publishing, Iowa. 2008. Р. 281-318. XXII. Penninck, D.G., Nyland, T.G., Kerr, L.Y., Fisher, P.E. Ultrasonographic evaluation of gastrointestinal diseases in small animals // Veterinary Radiology. 1990. Vol. 31. №3. P. 134-141. XXIII. Penninck, D.G.,Webster, C.R.L.,Keating, J.H. The sonographic appearance of intestinal mucosal fibrosis in cats // Veterinary Radiology and Ultrasound. – 2010. – Vol. 51, № 4. – Р. 458-461. XXIV. Pollard, R.E.,Johnson, E.G., Pesavento, P.A., Baker, T.W., Cannon, A.B., Kass, P.H., Marks, S.L. Effects of corn oil administered orally on conspicuity of ultrasonographic small intestinal lesions in dogs with lymphangiectasia // Veterinary Radiology and Ultrasound. 2013. Vol. 54. № 4. P. 390-397. XXV. Rault, D.N., Besso, J.G., Boulouha, L., Begon, D., Ruel, Y. Significance of a common extended mucosal interface observed in transverse small intestine sonograms // Veterinary Radiology and Ultrasound. 2004. Vol. 45. №2. Р. 177-179. XXVI. Sutherland-Smith, J., Penninck, D.G., Keating, J.H., Webster, C.R.L. Ultrasonographic intestinal hyperechoic mucosal striations in dogs are associated with lacteal dilation // Veterinary Radiology and Ultrasound. – 2007. Vol. 48. – № 1. – P. 51-57. View | Download EVALUATION OF ADAPTIVE POTENTIAL IN MEDICAL STUDENTS IN THE CONTEXT OF SEASONAL DYNAMICS Authors: Larisa A. Merdenova,Elena A. Takoeva,Marina I. Nartikoeva,Victoria A. Belyayeva,Fatima S. Datieva,Larisa R. Datieva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00046 Abstract: The aim of this work was to assess the functional reserves of the body to quantify individual health; adaptation, psychophysiological characteristics of the health quality of medical students in different seasons of the year. When studying the temporal organization of physiological functions, the rhythm parameters of physiological functions were determined, followed by processing the results using the Cosinor Analysis program, which reveals rhythms with an unknown period for unequal observations, evaluates 5 parameters of sinusoidal rhythms (mesor, amplitude, acrophase, period, reliability). The essence of desynchronization is the mismatch of circadian rhythms among themselves or destruction of the rhythms architectonics (instability of acrophases or their disappearance). Desynchronization with respect to the rhythmic structure of the body is of a disregulatory nature, most pronounced in pathological desynchronization. High neurotism, increased anxiety reinforces the tendency to internal desynchronization, which increases with stress. During examination stress, students experience a decrease in the stability of the temporary organization of the biosystem and the tension of adaptive mechanisms develops, which affects attention, mental performance and the quality of adaptation to the educational process. Time is shortened and the amplitude of the “initial minute” decreases, personal and situational anxiety develops, and the level of psychophysiological adaptation decreases. The results of the work are priority because they can be used in assessing quality and level of health. Keywords: Desynchronosis,biorhythms,psycho-emotional stress,mesor,acrophase,amplitude,individual minute, Refference: I. Arendt, J., Middleton, B. Human seasonal and circadian studies in Antarctica (Halley, 75_S) – General and Comparative Endocrinology. 2017: 250-259. (http://dx.doi.org/10.1016/j.ygcen.2017.05.010). II. BalandinYu.P. A brief methodological guide on the use of the agro-industrial complex “Health Sources” / Yu.P. Balandin, V.S. Generalov, V.F. Shishlov. Ryazan, 2007. III. Buslovskaya L.K. Adaptation reactions in students at exam stress/ L.K. Buslovskaya, Yu.P. Ryzhkova. Scientific bulletin of Belgorod State University. Series: Natural Sciences. 2011;17(21):46-52. IV. Chutko L. S. Sindromjemocionalnogovygoranija – Klinicheskie I psihologicheskieaspekty./ L.S Chutko. Moscow: MEDpress-inform, 2013. V. Eroshina K., Paul Wilkinson, Martin Mackey. The role of environmental and social factors in the occurrence of diseases of the respiratory tract in children of primary school age in Moscow. Medicine. 2013:57-71. VI. Fagrell B. “Microcirculation of the Skin”. The physiology and pharmacology of the microcirculation. 2013:423. VII. Gurova O.A. Change in blood microcirculation in students throughout the day. New research. 2013; 2 (35):66-71. VIII. Khetagurova L.G. – Stress/Ed. L.G. Khetagurov. Vladikavkaz: Project-Press Publishing House, 2010. IX. Khetagurova L.G., Urumova L.T. et al. Stress (chronomedical aspects). International Journal of Experimental Education 2010; 12: 30-31. X. Khetagurova L.G., Salbiev K.D., Belyaev S.D., Datieva F.S., Kataeva M.R., Tagaeva I.R. Chronopathology (experimental and clinical aspects/ Ed. L.G. Khetagurov, K.D. Salbiev, S.D.Belyaev, F.S. Datiev, M.R. Kataev, I.R. Tagaev. Moscow: Science, 2004. XI. KlassinaS.Ya. Self-regulatory reactions in the microvasculature of the nail bed of fingers in person with psycho-emotional stress. Bulletin of new medical technologies, 2013; 2 (XX):408-412. XII. Kovtun O.P., Anufrieva E.V., Polushina L.G. Gender-age characteristics of the component composition of the body in overweight and obese schoolchildren. Medical Science and Education of the Urals. 2019; 3:139-145. XIII. Kuchieva M.B., Chaplygina E.V., Vartanova O.T., Aksenova O.A., Evtushenko A.V., Nor-Arevyan K.A., Elizarova E.S., Efremova E.N. A comparative analysis of the constitutional features of various generations of healthy young men and women in the Rostov Region. Modern problems of science and education. 2017; 5:50-59. XIV. Mathias Adamsson1, ThorbjörnLaike, Takeshi Morita – Annual variation in daily light expo-sure and circadian change of melatonin and cortisol consent rations at a northern latitude with large seasonal differences in photoperiod length – Journal of Physiological Anthropology. 2017; 36: 6 – 15. XV. Merdenova L.A., Tagaeva I.R., Takoeva E.A. Features of the study of biological rhythms in children. The results of fundamental and applied research in the field of natural and technical sciences. Materials of the International Scientific and Practical Conference. Belgorod, 2017, pp. 119-123. XVI. Ogarysheva N.V. The dynamics of mental performance as a criterion for adapting to the teaching load. Bulletin of the Samara Scientific Center of the Russian Academy of Sciences. 2014;16:5 (1): S.636-638. XVII. Pekmezovi T. Gene-environment interaction: A genetic-epidemiological approach. Journal of Medical Biochemistry. 2010;29:131-134. XVIII. Rapoport S.I., Chibisov S.M. Chronobiology and chronomedicine: history and prospects/Ed. S.M. Chibisov, S.I. Rapoport ,, M.L. Blagonravova. Chronobiology and Chronomedicine: Peoples’ Friendship University of Russia (RUDN) Press. Moscow, 2018. XIX. Roustit M., Cracowski J.L. “Non-invasive assessment of skin microvascular function in humans: an insight into methods” – Microcirculation 2012; 19 (1): 47-64. XX. Rud V.O., FisunYu.O. – References of the circadian desinchronosis in students. Ukrainian Bulletin of Psychoneurology. 2010; 18(2) (63): 74-77. XXI. Takoeva Z. A., Medoeva N. O., Berezova D. T., Merdenova L. A. et al. Long-term analysis of the results of chronomonitoring of the health of the population of North Ossetia; Vladikavkaz Medical and Biological Bulletin. 2011; 12(12,19): 32-38. XXII. Urumova L.T., Tagaeva I.R., Takoeva E.A., Datieva L.R. – The study of some health indicators of medical students in different periods of the year. Health and education in the XXI century. 2016; 18(4): 94-97. XXIII. Westman J. – Complex diseases. In: Medical genetics for the modern clinician. USA: Lippincott Williams & Wilkins, 2006. XXIV. Yadrischenskaya T.V. Circadian biorhythms of students and their importance in educational activities. Problems of higher education. Pacific State University Press. 2016; 2:176-178. View | Download TRIADIC COMPARATIVE ANALYSIS Authors: Stanislav A.Kudzh,Victor Ya. Tsvetkov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00047 Abstract: The present study of comparison methods based on the triadic model introduces the following concepts: the relation of comparability and the relation of comparison, and object comparison and attributive comparison. The difference between active and passive qualitative comparison is shown, two triadic models of passive and active comparison and models for comparing two and three objects are described. Triadic comparison models are proposed as an alternative to dyadic comparison models. Comparison allows finding the common and the different; this approach is proposed for the analysis of the nomothetic and ideographic method of obtaining knowledge. The nomothetic method identifies and evaluates the general, while the ideographic method searches for unique in parameters and in combinations of parameters. Triadic comparison is used in systems and methods of argumentation, as well as in the analysis of consistency/inconsistency. Keywords: Comparative analysis,dyad,triad,triadic model,comparability relation,object comparison,attributive comparison,nomothetic method,ideographic method, Refference: I. AltafS., Aslam.M.Paired comparison analysis of the van Baarenmodel using Bayesian approach with noninformativeprior.Pakistan Journal of Statistics and Operation Research 8(2) (2012) 259{270. II. AmooreJ. E., VenstromD Correlations between stereochemical assessments and organoleptic analysis of odorous compounds. Olfaction and Taste (2016) 3{17. III. BarnesJ., KlingerR. Embedding projection for targeted cross-lingual sentiment: model comparisons and a real-world study. Journal of Artificial Intelligence Research 66 (2019) 691{742. doi.org/10.1613/jair.1.11561 IV. Castro-SchiloL., FerrerE.Comparison of nomothetic versus idiographic-oriented methods for making predictions about distal outcomes from time series data. Multivariate Behavioral Research 48(2) (2013) 175{207. V. De BonaG.et al. Classifying inconsistency measures using graphs. Journal of Artificial Intelligence Research 66 (2019) 937{987. VI. FideliR. La comparazione. Milano: Angeli, 1998. VII. GordonT. F., PrakkenH., WaltonD. The Carneades model of argument and burden of proof. Artificial Intelligence 10(15) (2007) 875{896. VIII. GrenzS.J. The social god and the relational self: A Triad theology of the imago Dei. Westminster: John Knox Press, 2001. IX. HermansH.J. M.On the integration of nomothetic and idiographic research methods in the study of personal meaning.Journal of Personality 56(4) (1988) 785{812. X. JamiesonK. G., NowakR. Active ranking using pairwise comparisons.Advances in Neural Information Processing Systems (2011) 2240{2248. XI. JongsmaC.Poythress’s triad logic: a review essay. Pro Rege 42(4) (2014) 6{15. XII. KärkkäinenV.M. Trinity and Religious Pluralism: The Doctrine of the Trinity in Christian Theology of Religions. London: Routledge, 2017. XIII. KudzhS. A., TsvetkovV.Ya. Triadic systems. Russian Technology Magazine 7(6) (2019) 74{882. XIV. NelsonK.E.Some observations from the perspective of the rare event cognitive comparison theory of language acquisition.Children’s Language 6 (1987) 289{331. XV. NiskanenA., WallnerJ., JärvisaloM.Synthesizing argumentation frameworks from examples. Journal of Artificial Intelligence Research 66 (2019) 503{554. XVI. PührerJ.Realizability of three-valued semantics for abstract dialectical frameworks.Artificial Intelligence 278 (2020) 103{198. XVII. SwansonG.Frameworks for comparative research: structural anthropology and the theory of action. In: Vallier, Ivan (Ed.). Comparative methods in sociology: essays on trends and applications.Berkeley: University of California Press, 1971 141{202. XVIII. TsvetkovV.Ya.Worldview model as the result of education.World Applied Sciences Journal 31(2) (2014) 211{215. XIX. TsvetkovV. Ya. Logical analysis and variable scales. Slavic Forum 4(22) (2018) 103{109. XX. Wang S. et al. Transit traffic analysis zone delineating method based on Thiessen polygon. Sustainability 6(4) (2014) 1821{1832. View | Download DEVELOPING TECHNOLOGY OF CREATING WEAR-RESISTANT CERAMIC COATING FOR ICE CYLINDER." JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES spl10, no. 1 (June 28, 2020). http://dx.doi.org/10.26782/jmcms.spl.10/2020.06.00048.

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